Chat Community
I have been involved in a few chats that have helped increase my PLN (Professional Learning Network) as well as my knowledge about many things of an educational manner. I am still needing to connect more with vegan community chats.
After Chat
You can hear me quoted at 30:25, during a live after chat, in the video below. Twitter Community Whether I was tweeting about my own blogs, retweeting other's blogs and tweets, or finding useful information to share I was busy building my PLN (Professional Learning Network). This is how I increased both my knowledge and my Twitter stats. I did not do this alone. Without the help of the Twitter community I would not be where I am today re: network of educators that surround me. Thank you to my Tweet friends.
Here are some of my Twitter conversations with my classmates. Most are encouragement and helping them build their PLN's. Through sharing other's information and blogs, as well as my own, I learned to dig deep into the hashtag world to find relevant and popular searches for the subject of the tweet. I believe I now know how to use #hashtags to gain optimum influence for the tweets I tweet.
This is just a small sample of the many, many tweets I shared of my classmates. Google+ Community There were a few class-mates whose technical abilities far surpassed my own. However, I found a few ways to contribute to this Google+ community in a small way. Here is a sampling of my contributions. ECMP 355 Blogging Community Here are a few of the more substantial conversations that have encouraged both myself and others. Others Helping Me Thank you Katia for a great term as our instructor. Thank you classmates for the comradeship as we charged down this technological highway at lightening speed. Thank you Kelly Christopherson for assisting me in my first chat. Thank you Dr. Alec Couros for giving a lecture during out class on the pitfalls of having an online presence as well as the joys of the internet as well. Thank you to the many chat groups who welcomed me with receptive hearts and a teaching spirit. Thank you Twitter followers that choose to follow my account, retweet my posts, and, oftentimes, with a bonus like to something I share.
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This course has covered so many new, interesting, and often times, difficult concepts of a technical nature. Right to the last lesson, Ms. Hildebrandt packed them with awesome things for us to use as teachers for our students. Our charges are going to be pretty stoked when they come to our class. :)
Although, I have felt very much like crying out for help through each lesson, I know that I will continue to be in a state of, oh my word "How am I to learn all this in so little time?". There is so much yet to learn. My head is out of the sand and looking across a desert ahead of me. Leaving this oasis I hope to plod along learning from fellow pilgrims through my ethernet. My pleas for help will fall on the ears of Twitter, Youtube, Google, and DuckDuckGo. I will be in good company. Thank you Katia. Presenting my Summary of Learning Video. Enjoy!!! Special thanks to one of my ECMP 355 classmates, Darian Kasza, for reviewing this program in her blog. I needed a little help to upload my Adobe Spark creation to this website. YouTube to the rescue!! One last thing I learned was tonight. I wanted to put an mp3 audio recording of a YouTube video on this page. YouTubemp3 to the rescue. Very simple and fast. Even a grade 1 student could do this.
A big thank you to some of my new professional development advisors from the #Nt2t (New teachers to Twitter) chat that happens each Saturday morning at 7 am central time in our province of Saskatchewan.
It is time to bid my adieu's...
Retrieved from: http://www.schrockguide.net/samr.html
What is formative assessment? Susan M. Brookhart defines formative assessment as the ongoing process students and teachers engage in when they:
Observations Questioning Discussion Exit/Admit Slips Learning/Response Logs Graphic Organizers Peer/Self Assessments Practice Presentations Visual Representations Kinesthetic Assessments Individual Whiteboards Laundry Day Four Corners Constructive Quizzes Think Pair Share Appointment Clock
Katia Hildebrandt introduced our class to several formative assessment tools and I have used her comments about each of them for the most part. Thank you @kbhildebrndt
Socrative.com
there is a free version quickly assesses students good pre-assessment tool shows where the students are in their learning does not require students to login use to do multiple choice type of questions quick feedback from students gives great feedback similar to Kahoot without the stress you can share quizzes option of giving immediate feedback to students teacher gets data educator can download the data onto a spreadsheet can see where re-teaching needs to happen it shows the individual students progress you can have different codes for different rooms different reports available - whole class Excel, individual students (pdf), question specific (pdf) - than can be downloaded, emailed or sent to GoogleDrive. PollEverywhere very similar to Mentimeter done entirely through text messaging all types of questions - multiple choice and short answer Mentimeter a favourite of many educators Kahoot easy to use you can share quizzes lots of people use it dual screen to keep students engaged you can get rid of bad nicknames if you want no need for students to sign in. They just put the game pin in and play scoreboard shows top scorers - ranks you by answers correct and how fast you answered teacher can see who got what right Plickers is not an online assessment tool all you need is one phone with the app each student assigned an image on a sheet of paper(key paper) specific to them - print a set of 64 free the image can be copied, by not laminated. students flip the paper around to reflect the answer chosen. Teacher scans the sheets with her phone to see who got the correct response good if you are low on technology - students do not need technology it is anonymous in that the students do not know which of their classmates got the right answer you can do it at the student's pace Peardeck access through a Google account for both students and teacher an assessment tool can interact in different ways with the slides you can share slides with everyone in the class instead of paying you can email them for premium features - ask over and over again students just enter a letter code to get in you can make student google accounts - i.e. student1, student2, etc. can project student responses/hide student responses students/teachers have options like graphs, mind maps, make marks, positioning your answer, ask what are you, as the teacher, and are thinking about right now very visual everyone gets the slides on their own screen you can save sessions FreshGrade data is stored in Canada not the US a Canadian company digital student portfolios Seesaw allows students to build their own portfolios teacher can share things with the students via their seesaw portfolio very easy to use students sign in with a class code or a QR code which is only good for an hour at a time you can add things with a camera students can add to their portfolios - drawings, photos, videos, images, drawings, links, notes, and files teacher can add material to each individual student or many of the students teacher has access to all student portfolios and feeds teacher can like and comment on posts parent can get a special code for just their child to see all their work seems to be used for younger grades the most teacher can moderate posts before they are put up there is an option to allow children to share their work with other students Edublog works on WordPress teacher can have a class of students under their blog - similar to the way ECMP355.com is set up. gives the teacher the ability to create blogs for all their students i.e. kindergarten students very similar to Kidblog easy to set up and use you can transfer (export) students blog to another teacher i.e. moving to the next grade to use the pro account email Sue Waters [email protected] (mention Katia Hildebrandt's name) need email addresses to log the students in e.g. [email protected], [email protected] turnitin resource for literary courses to hand in completed papers technology to improve student writing prevents plagarism gives feedback students submit their papers through the program analyses the content to make sure it is original detects matching text and how much of it there is in one paper Let's enjoy our students. Let the students enjoy their test-taking. Recently, the topic of social activism was introduced to our class. Opening up the subject with some trending hashtags - #notyourmascot, #notmypresident, #yesallwomen, #blacklivesmatter, and #idlenomore - started the discussion into what do we know about social activism and the converse topic of slacktivism. The Twitter feed for #slacktivisim is chock full of ways to recognize slacktivism, what it is not, and turning hashtags into action. #ActivismIRL shows us many ways of transmitting our inaction to one of proactivity. Many take the easy route and click their way to feeling like they are making a difference. I, too, have made this choice. This video below not only shows the complacency of #clicktivism, but how clicking can share awareness of issues many be ignorant of. Another video response to Kony 2012 is here. Three big questions posed and should be considered when clicking are: Who is making money from these clicks? How accurate is the information being shared widely? Is having an awareness about issues a bad thing?
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Are we able to follow the example of our instructor's father who, not only was an advocate for social justice, but was, also, a supporter of the NDP in many senses of the word. This man put his money and his feet where his professed beliefs led him. Others, like Margaret Trudeau and Buffy Sainte-Marie make their mark as true social activists as well. I do hope that the words that we speak equal the actions we are asked to take, unlike these people:
A student in a previous class has created a page to save the Lyric Theatre in Swift Current, Saskatchewan that is worth having a look at.
I feel that if a cause is worth making an effort beyond clicking and sharing a post it needs to be addressed. Whether you volunteer, contribute, pray, speak up and speak out do something besides letting your fingers do the 'walking'.
The internet has been in common use since the mid 1990s. It has infiltrated almost every facet of our daily lives. From looking up phone numbers to researching topics of interest to what to cook for dinner the internet is a integral part of our subsistence. For most of us being without service for a weekend is near impossible. Three terms that we learned in ECMP 355: digital identity - As far back as 1998, Abelson and Lessig recognized the need for authenticated information by authors who are who they say they are. digital citizenship - Karen Mossberger Ph.D. (2008) at the University of Illinois defines this as regular and daily effective use of the internet showing competence and informational literacy. digital literacy - Cornell University defines this as the ability to find, evaluate, utilize, share, and create content using information technologies and the internet. The use of excessive amounts of internet usage can cause some people to experience severe anxiety/depressive disorders, as Akin and Iskender found. Another article by Shana Lebowitz on Cyberchondria is another casualty of internet overuse. Aside from these facts, the Digital Citizenship Institute outline nine themes of digital citizenship that help foster a healthy balance of how we should behave online - lessons to embrace, warnings of what to stay away from, and outlining the dangers of the internet. A great article on teaching children how to recognize Fake News is important because the truth can become lost amidst a noisy broadcast of Fake News. Another informative source comes courtesy of a classmate Chelsey @C2Beat How to Protect Students from Fake News. As educators it is important for our students to realize that what they produce online leaves a digital footprint. Are we teaching our students to think before they post? Digitial Citizenship means helping our students to make good choices As I looked over my ECMP 355 syllabus I saw that I needed to be involved with chats. There are so many to choose from through Google. Tweet Reports has a comprehensive listing of chats for many different interests. There are rules of etiquette in participating in Twitter chats. Scholastic has some advice on chats, as well. I do need to work on informing my Twitter site that I will be involved in a chat. This is a great site for helping to understand the reason for Twitter chats, where to find some, and how to participate in them. Logging on this Saturday morning (June 17, 2017) I found that I able to catch the New Teachers to Twitter Chat - #Nt2t. One of the posts preceding the chat suggested setting our alarms for this event. Great idea!!
Finding the time differences confusing I needed help. This site further assisted me in calculating for daylight savings time, etc. Once I had a good grasp on the times I was able to catch some chats. Now I have them as reminders in my calendar.
At first, I stumbled around - forgetting to introduce myself, lurking without introducing myself, forgetting hashtags. But, I caught on. For the most part these chats were moderated and had questions posed for participants to answer. I f you want to moderate a Twitter Chat, here's how.
There was one chat, #sunchat, that seemed to be unmoderated and without questions or direction. While, in the middle of my frustration, I was exploring other chats I came across #HackLearning, which looks very interesting. It broadcasts immediately before #sunchat. I was not alone in wondering if I was involved in a chat or not. It does seem to be educational in some of the posts. I will need to explore this further. Chats that broadcast upcoming Twitter chats are very considerate. Many will even give hour by hour to minute by minute reminders of the start of their next Twitter chats. My Tweetdeck is a God send for having these chat windows always available. Mine is a bit disorganized as I still need to learn to delete some columns. My favourites so far: #Nt2t - moderator Stephan Hughes #EduGladiators - moderator Marlena Gross-Taylor #Saskedchat - moderator Kelly Christopherson #sunchat - moderator @participatechats?
Marlena Gross-Taylor, moderator for EduGladiators, and Terence White introduced me to a live podcast (below) with interactive chat from participants. As in our class, I could view other's contributions and make some of mine, too. A great opportunity to further increase my pln (personal learning network). You can hear me quoted at 30:25.
In conclusion, do not let the fear of the deep keep you from swimming with the big fish. We are all welcome to tune in, listen, and participate. A marvelous way to build your #pln365. Amanda Todd was a young 15 year old who desired to be noticed. Her online presence caused her much anguish after a Dutch national, Aydin Coban, convinced her to show her breasts and then used this one event to intimidate, shame and extort her. Though she received lots of support from mental health professionals, counselling, and her mother, she committed suicide October 10, 2012. Sextortion affects young men, too... This song spoke to me from the heart of Amanda Todd. Do we really understand why? Maybe this is why? A mother's memory... The Mayo Clinic has information that educators need to know about teen suicide. Be informed, be aware, be prepared. Amanda Todd's mother, Carol, speaks about the trolls, memes, and other negative behaviours that follow her daughter's death as opportunities to raise awareness about suicide and mental health. She, also, sees teaching moments in discussing jokes and nonchalant speech about suicide with the children in our lives.
World Mental Health Day - October 10
Retrieved from https://amandatoddlegacy.wordpress.com/
which Image courtesy of Stuart Miles at FreeDigitalPhotos.net
Coding to me is a scary word. I have not coded since the 80's in CS 100. Code.org and Scratch that were introduced to me in ECMP 355 are just a couple of sites catering to coding for children. Mommy Poppins has a listing of many more coding locations. Another coding program, that seems very similar to Scratch, is Snap. Singapore is very serious about promoting coding in schools. Even though one of it's coding school's closed after only a few months, the commitment to coding continues through the Hackwagon Academy.
I used Scratch to code this alphabet set, which was much harder than I thought it would be. The hard work of synchronizing sound to the sprites is worth the final result. It appears I am not the only one having trouble synchronizing sound in the coding world. I am pleased with this. Similarly, the birthday card was a lot of manipulation to find what works.
Note: Press the flag on the top that is beside the stop button. Pressing the flag in the middle, somehow, does not synchronize properly. Coding for Alphabet - click on picture to see complete coding Everyone needs a birthday card once a year. Coding for Happy Birthday
This program seems like piecing together lego or an electronics set. Finding out what works is the battle. Of course, I made plenty of mistakes - like creating one sprite without realizing I was deleting the first one. I did this several times for my alphabet sprites. :( It does seem like a lot of trial and error to create the response that is desired.
Note: permission has been given to search the internet for articles/photos/tweets and posts of/by Chelsey Croft from hers truly.
As I was searching the word sleuth I came across a 'handy' site for stalking someone on Facebook. No name needed. Perhaps, you may be interested in all the photos someone made comments on or liked. Introducing semantic search engines that can penetrate to the deepest recesses of Facebook to find the information you need to see. The Facebook graph search page allows me to find photos that Chelsey Croft has commented on, which there are just a few, and mostly cute pictures of children. I may have even found a picture of when Chelsey was a child with her 3 siblings. Searching golf Chelsey Croft (because there is a professional photoshoot in front of a golf cart} yields some fun she has with friends. I thought there was not much about Chelsey on her Facebook page. However, learning to dig deep rewarded me. So, if you are concerned about what is on your Facebook footprint try using the graph search page. On a more class related note a search for digital citizenship Regina yielded lots of useful articles on Facebook interested in Google apps So you see the list of topics for searches is
Name:
Chelsey Croft Professional (job-related): C-Squared Geological Consulting - petroleum wellsite geologist. From 2010 for 6 years 7 months. Bachelor of Science (B.Sc.), Geology Belongs to the D. M. Kent Club for geologists in Regina Studying to become a teacher at U of R Wants to teach Physical Education, Math and Health Completed pre-internship at Argyle Elementary School in a grade 5/6 classroom - went on trip to a buffalo jump Skills Chelsey has: Word 2013: Styles in Depth Sharepoint 2013: Essential Training Sway Essential Training Professional Interests include: Crescent Point Energy Geologist, Geophysicist, Petrophysicist, Seismic Interpreter, Asset Mgr. Installation Mgr. Drillers, Rigger Millennium Directional Services Reservoir Geologists WELLSITE Biographical (age, birthday, location, family, appearance, etc.): Originally from Redvers, Saskatchewan Married to James Croft? Mother to 2 children - daughter Leighton, son Birthday January 19 Personal (hobbies, activities, likes/dislikes, etc.): Read The Da Vinci Code Loves coaching Likes to play hockey, fastball, and golf Loves teaching her two children Where are they on the web? (social networks, etc). Twitter - joined March 2011 Tweet Tunnel Professional Website Overall impression? What kind of person is this? Chelsey seems very much into geology, her children, and her students. There are very few links outside of social networks that show involvement. However, she is recently active on Twitter. Would you hire them and/or would you like them to be your teacher? She seems to be a caring person with lots of energy. Is this person an oversharer or undersharer? Why or why not? I thought at first that she might be an oversharer. However, as I dug deeper I found it very hard to dig anything up. Her Facebook account seems to be very limited to my peering eyes. Other than her professional associations there is not much to find. Upon learning about a new search function in Facebook I now know much more about Mrs. Croft.
Having to choose amongst so many helpful and must have Google add-ons has been most difficult. First to be installed was OneTab, then goo.gl URL Shortener, then Grammarly. The all-time winner for me is Share to Classroom. As I explored this tool I found that it would come in handy in, oh, so many ways.
Since ECMP 355 encourages me to explore different technologies I am choosing to use Prezi to share the information that I have found. For myself Prezi has the following characteristics: a. I might find it very helpful in the classroom b. I have never used it before c. it is fairly easy to learn - not really To upload this Prezi presentation to my blog I first tried some YouTube videos. I tried in vain. Seems you need to have the upgrade to successfully upload through the embedded link, which I could not find. I needed to find out how to embed somehow!! I did not want to have just a link. I sent to The Knowledge Base and tried to find how to embed. Nothing!! At the top of the page there is a search bar. Into this search I put embed. Voila!!! Just what I was looking for. Now, I had my answer. Next step to employ what I am learning. Embedding should be easy as 1-2-3 right? Not so. Here is what I needed to do: Embedding your presentationJust copy (CTRL/CMD + C) and paste (CTRL/CMD + V) this code: <iframe width="550" height="400" src="your_view_link/embed" webkitallowfullscreen="1" mozallowfullscreen="1" allowfullscreen="1"></iframe> Then replace the above text that reads your view link with the view link of your presentation. Be sure that /embed follows the link and the quotes are in place. your view link - https://prezi.com/view/uxMNMMeju355cACjwXwU/ Dear Reader: do you notice that there is only one backward slash before the word embed. This means that when I paste in my view link I must remove the backward slash at the end of my link. Through much trial and error, including removing https:// from my link, the mystery was solved. My conclusions: I was not able to work with Share to Classroom as it is only an extension of Classroom, which I would need to use Share to Classroom, so I am unable to verify how it performs for me as a student teacher. I will be trying this out in my classroom. On the other hand, I worked many long hours on the Prezi presentation and have only scratched the surface of it's capabilities and promises. It was not easy putting everything together and it was extremely frustrating. I am very thankful that we had a week off so that I could work on this. |
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