Discussing three technology tools that can be used in the classroom to support the audio learner. Then include:
Dragon Naturally Speaking - Assistive Technology Resource
Voicethread - Teaching Technology Resource
Storymaker for Social Stories - Presentation Technology Resource
All three are available as computer applications, as well as mobile apps for smart devices.
https://soundcloud.com/timmer111/technology-for-the-audio
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Sunday 23 February 2014
Technology and the Audio Learner
I have created a bundle on my delicious account featuring eleven links and
articles about audio learning. Some of the information within these links
refers to software available on how to use recordings and audio material both in
teaching practice, and for students to share work and ideas. Others feature
links that students can access to listen to audiobooks, podcasts, or even poetry
read by authors, that can be incorporated into a language unit. You can search
under the tags "audio" and "Brocktech13".
The use of audio materials in the classroom can be very beneficial for all students, not only in terms as an instructional tool, but likewise as an assistive technology tool, as well as a presentation tool. Utilizing podcast software and voice threads, teachers can create audio lessons and presentations that allow students to not only access lessons, information, and ideas both during school time and at home, but they also have the ability to comment on them. One link I accessed involved lessons on using voice threads, where the instructor was online with the students, presenting a language lesson on connotations. During the lesson, the teacher displayed images on the screen, giving examples of connotations for the image. Students then had the ability to comment with their own examples of connotations for the images. Here's a link to the lesson:
http://ed.voicethread.com/about/library/connotations/
Accessing sites that feature audiobooks and podcasts is a great way for students to stay engaged and motivated, which provides more variety for students when completing independent, guided, and shared reading. Furthermore, the use of recording software is an excellent means for students to share learning and enhance presentations. I have students using various versions of Dragon Naturally Speaking software to record ideas and assist in brainstorming their thoughts throughout the writing process. I also have students using audio recording software during commercial presentations regarding a toy they have designed, for a unit we're completing in media literacy. They're using audio recordings to be featured as the narrator voice over for their commercials. Audio material resources are great for both student presentations and teacher lesson planning alike.
The use of audio materials in the classroom can be very beneficial for all students, not only in terms as an instructional tool, but likewise as an assistive technology tool, as well as a presentation tool. Utilizing podcast software and voice threads, teachers can create audio lessons and presentations that allow students to not only access lessons, information, and ideas both during school time and at home, but they also have the ability to comment on them. One link I accessed involved lessons on using voice threads, where the instructor was online with the students, presenting a language lesson on connotations. During the lesson, the teacher displayed images on the screen, giving examples of connotations for the image. Students then had the ability to comment with their own examples of connotations for the images. Here's a link to the lesson:
http://ed.voicethread.com/about/library/connotations/
Accessing sites that feature audiobooks and podcasts is a great way for students to stay engaged and motivated, which provides more variety for students when completing independent, guided, and shared reading. Furthermore, the use of recording software is an excellent means for students to share learning and enhance presentations. I have students using various versions of Dragon Naturally Speaking software to record ideas and assist in brainstorming their thoughts throughout the writing process. I also have students using audio recording software during commercial presentations regarding a toy they have designed, for a unit we're completing in media literacy. They're using audio recordings to be featured as the narrator voice over for their commercials. Audio material resources are great for both student presentations and teacher lesson planning alike.
Sunday 9 February 2014
Delicious Online Bookmarking
The
delicious online bookmarking tool is a great resource to keep track of links,
sites, and pages that can aid, not only in education, but in all aspects of
online activity. All web browsers have a
feature where you can save bookmarks and websites within the browser itself,
but delicious allows you to access your favourite sites from any computer,
anywhere. A user can simply access the delicious website online, log into their
account, and then they have access to all of their links and favourites.
Another great feature of delicious is
the ability to follow other users and their links and posts on delicious. Its
links to social networking also enables twitter feeds and google + posts to
appear on the pages of those you are following.
There is also a discover tab to explore other links and sites that may
be of interest, depending on the tags of your own bookmarks. I really enjoyed checking out the discover
page and exploring some of the different links.
This
site can be very useful for students in the classroom, especially during
research projects and assignments. If
the students are following the teacher’s links, the teacher can advise the
students to search specific tags to help find links to the sites they might
need. Likewise, the teacher could bundle
a group of resources and databases for the students to use for research
purposes. The links to twitter,
facebook, and google + can also be useful for sharing information, assignments,
and links with students in class.
You
can follow me under @timstevens111. I’ve
created a bundle of resources under the tag “education”.
Google Account vs Open Office Account
Open Office is a free download that anyone can access to install on their
computer. It has several applications that a person can use when processing
information. Users of open office can create word processing
documents, spreadsheets,
presentations, graphics,
databases and more. It works with any operating system and is
very easy to use and does not require any licensing for its users. This program
is available in my own board, and I've been using it with my students for years
now, to create documents, presentations, and pictures. Students can then save
their work to their userdata, which they can later access on another computer,
and even from their own home through the myhdsb.ca website (which I posted about
in 3.1 of this module). Since the program is so easy to use, I find that
students can usually just explore the features of it, without too much direction
and instruction necessary on my part.
When creating a google account, users gain access to numerous applications and programs for multiple tasks and uses. Google has gone beyond its original programming of a search engine, and has expanded into numerous applications. Google now provides email accounts for its users, a translation device, maps, photo editing software, news feeds, google + to share ideas and follow circles, links to blogger and youtube, and even its own web browser, google chrome.
One of the key applications now provided by google, is the google drive application. Google drive is very similar to open office, in that it allows its users to create a variety of items, including word processing documents, spreadsheets, and presentations. While the two offer very easy to use programs, the one feature that sets apart google drive from open office is the sharing feature. A user can share any document he or she wishes with another google drive user, and even give that user editing privileges to alter or change the document. This can come in very handy if students are working on a group project, and need to collaborate on a paper. Google drive allows them to do this from the comfort of their own homes. They can create the document or presentation together, and comment on it while the work is being done.
I believe a google account has many more advantages over open office. While both are easy to use and have the same processing applications for creating documents, it's the sharing feature of google drive that sets it apart from open office. The one draw back I find with having a google account for students, is some more monitoring may be required, so students aren't misusing the applications. However, the upside to having a google account is much more advantageous for its users.
When creating a google account, users gain access to numerous applications and programs for multiple tasks and uses. Google has gone beyond its original programming of a search engine, and has expanded into numerous applications. Google now provides email accounts for its users, a translation device, maps, photo editing software, news feeds, google + to share ideas and follow circles, links to blogger and youtube, and even its own web browser, google chrome.
One of the key applications now provided by google, is the google drive application. Google drive is very similar to open office, in that it allows its users to create a variety of items, including word processing documents, spreadsheets, and presentations. While the two offer very easy to use programs, the one feature that sets apart google drive from open office is the sharing feature. A user can share any document he or she wishes with another google drive user, and even give that user editing privileges to alter or change the document. This can come in very handy if students are working on a group project, and need to collaborate on a paper. Google drive allows them to do this from the comfort of their own homes. They can create the document or presentation together, and comment on it while the work is being done.
I believe a google account has many more advantages over open office. While both are easy to use and have the same processing applications for creating documents, it's the sharing feature of google drive that sets it apart from open office. The one draw back I find with having a google account for students, is some more monitoring may be required, so students aren't misusing the applications. However, the upside to having a google account is much more advantageous for its users.
Friday 7 February 2014
"Did you Know..."
Did you know that Halton elementary students can access numerous resources and links through the Elementary Internet Tools website, provided by the Halton district school board. This site provides numerous links to access the Halton District school board's library of resources, catalogues, and library services. Students can access their own school's library resources, their school's website, a large variety of databases, audio, video, eBooks, online atlases, maps and images, online encyclopedias, and much more.
Halton's Elementary Internet Tools website also provides links that are sponsored by the Halton District School Board. These links include a direct link to the Halton Cloud, an online Google drive app that allows students to prepare documents and presentations all online that will automatically save, and can be accessed from any computer, anywhere! Students can also access Halton's research model, which provides students with a reference that can guide them when completing research on any topic or area of study. These sites are exclusive to the Halton District school board.
You can access Elementary Internet Tools by clicking on the following link:
http://www.hdsb.ca/library/pages/elementaryinternettools.asp
Halton's Elementary Internet Tools website also provides links that are sponsored by the Halton District School Board. These links include a direct link to the Halton Cloud, an online Google drive app that allows students to prepare documents and presentations all online that will automatically save, and can be accessed from any computer, anywhere! Students can also access Halton's research model, which provides students with a reference that can guide them when completing research on any topic or area of study. These sites are exclusive to the Halton District school board.
You can access Elementary Internet Tools by clicking on the following link:
http://www.hdsb.ca/library/pages/elementaryinternettools.asp
Saturday 1 February 2014
Blended Learning
Blending learning is a combination of learning that comprises both
elements of face to face classroom learning, as well as online E-Learning. It
allows students to demonstrate their learning through both traditional in-class
methods, as well as through online blogs, portfolios, discussions, and
assignments. Blending learning is made up of three key elements: a mix of
online and face to face learning, time in the physical school as well as the
virtual world, and the opportunity for student choice. The ratio between class
time and online activity does not need to be balanced.
Primary Blending Learning: http://www.monsterexchange.org/
The monster exchange is a website where students can post a drawing of a monster they've created, as well as a description of the features of the monster. The student's teacher can upload the monster description to the website and then connect with other teachers in the country. Based on the descriptions given by the student, other students from across the country can attempt to re-create the monster. This is a great site for integration of language arts, as well visual arts and media literacy.
Junior Blended Learning: http://www.glogster.com/
Glogster is a blog resource that students can access to create blogs, or "glogs". Glogster allows students to not only blog their thoughts, but it also allows students to include a number of visuals, images, videos, links, and information that students can create and share in the form of an online poster. Teachers can set up a class account and register all students within the class, allowing teachers to check in on student progress with the creation of their glogs. This site is excellent for all subjects and can stretch across a number of curriculum expectations.
Intermediate Blended Learning: http://scratch.mit.edu/
Scratch is an online resource where students can actually write their own code and create their own program. Scratch works by simplifying computer code into simple blocks that students can string together, to move and manipulate characters and pictures within the program. Students can not only create their own programs, but they can also access a large number of computer programs that have already been created and published by previous users of the website. Students can create all kinds of programs, some to help with multiplication, others to retell a story they've read, or even choreograph a dance routine. The possibilities are endless.
These sites, and many others can be beneficial to all students within the classroom. Monster Exchange can help ELL students with their language development and ability to describe the world around them. Glogster is an excellent means for Special Education students to research a topic of interest, and post their learnings on their online poster (Glog). Scratch can assist students with learning disabilities by engaging them into a medium that moves away from traditional classroom practices. It can be a highly motivating activity, whether they create their own program, or access one that has already been created.
Primary Blending Learning: http://www.monsterexchange.org/
The monster exchange is a website where students can post a drawing of a monster they've created, as well as a description of the features of the monster. The student's teacher can upload the monster description to the website and then connect with other teachers in the country. Based on the descriptions given by the student, other students from across the country can attempt to re-create the monster. This is a great site for integration of language arts, as well visual arts and media literacy.
Junior Blended Learning: http://www.glogster.com/
Glogster is a blog resource that students can access to create blogs, or "glogs". Glogster allows students to not only blog their thoughts, but it also allows students to include a number of visuals, images, videos, links, and information that students can create and share in the form of an online poster. Teachers can set up a class account and register all students within the class, allowing teachers to check in on student progress with the creation of their glogs. This site is excellent for all subjects and can stretch across a number of curriculum expectations.
Intermediate Blended Learning: http://scratch.mit.edu/
Scratch is an online resource where students can actually write their own code and create their own program. Scratch works by simplifying computer code into simple blocks that students can string together, to move and manipulate characters and pictures within the program. Students can not only create their own programs, but they can also access a large number of computer programs that have already been created and published by previous users of the website. Students can create all kinds of programs, some to help with multiplication, others to retell a story they've read, or even choreograph a dance routine. The possibilities are endless.
These sites, and many others can be beneficial to all students within the classroom. Monster Exchange can help ELL students with their language development and ability to describe the world around them. Glogster is an excellent means for Special Education students to research a topic of interest, and post their learnings on their online poster (Glog). Scratch can assist students with learning disabilities by engaging them into a medium that moves away from traditional classroom practices. It can be a highly motivating activity, whether they create their own program, or access one that has already been created.
Fair Use and Creative Commons
What is the role of the teacher when it pertains to learning and understanding 21st Century tools?
The role of the teacher, as it pertains to learning and understanding 21st Century tools is to act through technology, the same way that he or she would act within the classroom, as a facilitator. When completing assignments in class involving research for such tasks as a biography, a report, or presentation, we provide students with the means with which they can reference their material, so as to give credit as to where the information and ideas originally came from. Then they can use that knowledge within their own works to express their learning and creativity.
As knowledge and information has become more accessible through online sources, it's important that students understand how to both give credit for where they get their information from, as well as to be able to display their own creativity and originality within an open forum. Understanding how to reference material appropriately is crucial for student development and learning. Also, knowing how to protect their work is equally important.
It's important for the teacher to facilitate a students ability to be creative, and give credit for the creativity of another. Students need to understand the concept of fair use when researching and exploring new ideas. For a student to use information from another source, they need to be sure that they are doing so for transformative purposes, meaning that the creative works used will add value to and repurpose the work for a new audience. If the work is truly transformative, then the creativity can be used and referenced accordingly.
Likewise, when a student creates a creative work, they'll want to protect it accordingly when they share it through 21st century tools. Utilizing the licensing features of the creative commons site can allow students to do this, have their work shared, but still maintain credit for their own originality if others utilize their works for fair use purposes. Students can obtain a free culture licence through the creative commons, so others may benefit from their own original ideas.
Teachers must be facilitators in the process, to ensure that students utilize creativity appropriately, and share it safely.
The role of the teacher, as it pertains to learning and understanding 21st Century tools is to act through technology, the same way that he or she would act within the classroom, as a facilitator. When completing assignments in class involving research for such tasks as a biography, a report, or presentation, we provide students with the means with which they can reference their material, so as to give credit as to where the information and ideas originally came from. Then they can use that knowledge within their own works to express their learning and creativity.
As knowledge and information has become more accessible through online sources, it's important that students understand how to both give credit for where they get their information from, as well as to be able to display their own creativity and originality within an open forum. Understanding how to reference material appropriately is crucial for student development and learning. Also, knowing how to protect their work is equally important.
It's important for the teacher to facilitate a students ability to be creative, and give credit for the creativity of another. Students need to understand the concept of fair use when researching and exploring new ideas. For a student to use information from another source, they need to be sure that they are doing so for transformative purposes, meaning that the creative works used will add value to and repurpose the work for a new audience. If the work is truly transformative, then the creativity can be used and referenced accordingly.
Likewise, when a student creates a creative work, they'll want to protect it accordingly when they share it through 21st century tools. Utilizing the licensing features of the creative commons site can allow students to do this, have their work shared, but still maintain credit for their own originality if others utilize their works for fair use purposes. Students can obtain a free culture licence through the creative commons, so others may benefit from their own original ideas.
Teachers must be facilitators in the process, to ensure that students utilize creativity appropriately, and share it safely.
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