Poll Everywhere

For this activity, I used the Poll Everywhere website and technology to create a poll. Poll Everywhere is another easy to use tool that allows users to create and share a poll with whomever they choose. A poll can even be left open to the public to record responses. The site also allows you to view your results in a bar graph-like chart and a table response. I shared this poll with my class using the copied link within an email, but you can also have people respond to polls via Twitter or text messages. 

Take my poll! Tell me where you'd rather be living by choosing an image. I chose to use pictures to incorporate what we learned with our PowerPoint assignments. Speaking of PowerPoint, it's extremely easy to create a live poll slide using PollEv.com.

This activity addresses ISTE-NETS Standard 2 and 3. It allows teachers to create digital forms of assessments for students. Students and teachers are also able to view the results immediately and evaluate responses. It shows digital age teaching and models technology for students. 

Google Forms-The Results

Here are the results to my survey on the value of PLCs in our schools. These teachers are from three different schools, so results will vary. Administering this survey to an entire school staff should provide a general feeling towards PLCs and perhaps ways to improve them in the future.

                                Findings: 

                                -100% of the teachers surveyed participate in a PLC with 

                                administration

                                -100% of the teachers surveyed believe that conflict is
                                accepted 

                                and part of the PLC process only when it is constructive.

                               -All of the teachers surveyed reflected neutral on the value of 

                               PLCs and the positive support atmosphere within their PLCs.

As a part of the research process, it is then the researchers duty to reflect on the findings, analyze the results, and essentially "interpret/find meaning" within them.  I really think the ease of Google forms could provide a lot of information on numerous topics. It is then the responsibility of teachers, parents, administrators, etc. to do something with the data.

Google Form

This week I worked with Google Forms to create online survey tools that are paper-free, easy to share, and easier to analyze. I chose to create a document that my administrators might find useful, considering our difficult PLC today. Professional Learning Communities (PLCs) are a valuable tool that often get a bad rap for being unproductive and pointless. I wanted to isolate people's opinions of PLCs and their usage in our school and other communities. While I am unable to share my results (yet) because I created this form as a direct result of my PLC today, I am able to share the link to my form. If you'd like to consider your own opinions on PLCs, feel free to click on the linked picture to begin.

While creating this form, I found Google's set up to be very user friendly. To begin, I selected a template from the given list. I then began creating different types of questions to hopefully achieve my intended results. It is valuable to a test/survey creator to spend time thinking about what they want to know and the best way to find it out. Careful question creation and selection make a successful survey. Not to mention, a number of survey participants. The more participants, the more accurate picture you can paint. I used the following question types to differ my form: multiple choice, check boxes, scale, and a longer paragraph response. Depending on what type of question you choose, you'll either get qualitative or quantitative data. Again, question selection is key! There are three ways to share my form with others: by sharing the link via email, sharing the link via Blog Post, or embedding the form within a post. I am still trying to figure out embedding. I made sure the form was accessible to all public when sharing as well.

This activity addressed NETS Standards two, three, and five. I designed a technology rich experience to provide alternate forms of assessments for my "students", in this case teachers. It's hard to find the best way to survey a teacher because the paper form might get lost in the shuffle or the electronic form may be in an email that never gets opened-you roll the dice. I also showed competence in using Google forms to fulfill a need within my school community. This is a great way to communicate information to students, parents, and other peers. I also feel I developed professionally because I selected what I see as a 'problem area' at my school. I feel by creating this form, I too addressed my opinions on PLCs and hopefully created a valuable tool that will encourage my school to improve upon.

Please expect a follow-up post discussing my results.

Jeopardy Labs

This week was one of the most valuable assignments yet. Especially with SOLs just around the corner, Jeopardy Labs is a wonderful tool for teachers to use in their classroom for review. The website provides a free service with templates to build a jeopardy game for whatever you need. The template could not be more simple to use, even for the technophobic. I chose to create a Math SOL review game for my classroom. I did not use the typical provide an answer and have the students ask the questions(with math it seemed too difficult). Check out my lab by clicking the link. Feel free to use it within your classroom or share with a coworker or anyone who wants a little math review! This tool is a classic

.

Using Jeopardy Labs allows me to to communicate my ideas effectively to students in an engaging format that also allows me to collaborate with peers in its creation or use in our classrooms (ISTE 3b,c). I constantly talk about my new learning with my students as well and I think this models lifelong learning (ISTE 5). I'd love to see my students create a Jeopardy lab to show their knowledge of a subject, maybe as an alternate assignment? (ISTE 2b)

Prezi

Working with Prezi has become like second nature to me-and it's only my second time using the tool! This speaks volume to the user-friendly online tool that provides creative templates with which to present information. The website's homepage allows you to create a free account with the option to upgrade with a paid subscription. The template search engine is valuable to a new user because it provides you with templates that other users have designed, which allows you to focus on the information presented. 

I selected the tree template to present my project information for another class. I'd like to continue updating this prezi after the project is completed to present it to my administration. My principal has been very supportive of my efforts to include this project into my curriculum. I think using Prezi is a fabulous and creative way to present to a professional crowd. Initially, I felt this Prezi had too many words, considering our discussion about PowerPoint previously, but the intended audience is adults who seek specific information.

If you click on the picture above, you'll be directed to my Group Leadership Program SU/RBR Cohort Prezi. I followed each "embedding" tutorial on Prezi's website, but was unable to have it play within my blog post. I was able to copy code to a clipboard, but could not repost the code within my blog successfully. You can also click on this link.

And now, for a Power Point versus Prezi discussion. Prezi is a creative and engaging tool to present information to any audience. However seemingly creative, the templates provided do limit the user while designing initial set-up. This is not to say one cannot edit to the extreme within the template or even chose to start a blank template. In the same way a template is limiting, it also provides an excellent place to start. Power Point also provides templates, but on a more basic level, still addressing both sides of the coin. Prezi at times can be too busy, creating an almost nauseous feeling when switching each point. I'm curious if there is a tool to adjust the movement speed within the Prezi. Power Point can be set on a timer or navigated on presenter's cue.  Overall, I think Prezi is the future and seems to immediately capture the audience. That is, if the presenter has taken serious consideration to the wordiness and image choice in the first place.

This activity addresses ISTE-NETS Standard 2 because it provides students with an activity that develops and fosters digital learning experiences. I have 3rd grade students who are very capable of using Prezi with careful guidance. What a fantastic way to have students present their research projects. Standard 3 continues to be addressed by requiring me to push the limits of my understanding and use of digital age technology to represent myself as a innovative professional. Standard 5b is fulfilled because I am taking this tool and leading others in my professional community to develop their skills, share information, and collaborate on new projects.

Prezume

This week I worked with Prezume, an online tool that allows you to create an interactive resume. This tool is a great opportunity to stand out from the stacks of paper resumes, as well as showcase some of your technological skills. As I was creating my resume, I struggled identifying what "skills" meant in a a resume sense. Does this mean I list what I can do? Do I list my programs? My professional developments? Do I instead list my qualities that I see as skills in my classroom? After debating for a while, I settled with listing skills used within a professional setting. Here is the link to my Presume. 

The website is very easy to navigate. The home screen provides 3 pre-made templates to enter your information into. You can login using your Facebook information or create a new account. I chose the Whiteboard prezume because it felt clean, organized, colorful, yet professional. I thought it was a perfect Prezi for an elementary school teacher.

This activity addressed NETS Standard 3 by giving me the opportunity to model digital age learning with an activity that relates to my profession and future profession. This also allows me to grow professionally by encouraging me to reinvent myself to potential jobs, addressing Standard 5.

Power Points

This week I explored ways to redefine or refine my views and skills on Microsoft's Power Point. I explored a few examples, read some articles, and reflected on my own experiences in Power Point. I thought the article in the New York Times was so interesting. We've all been there. Sitting, yawning, zoning out...on someone's presentation (that they've clearly worked very hard on). And why do they insist on putting you in the most uncomfortable chairs? How does it happen? Are we too focused on getting all the information in an organized, concise, but still able to communicate the important? 

I took these questions and more to heart while creating my power point for my third graders. (eight year olds in case anyone forgot) I wanted to keep the images large and the text small for two reasons-visual cues are great ways to help students remember information/make sense of information and limited text is helpful for my low readers. I did have a hard time with one image from ToonClips(which had overwritten text on the image), but I did not want to purchase the image...and it was just what I wanted. Take a look below:

This was the only image I wasn't completely happy with. Another strategy I tried to use was the idea of contrast. I split a few of my pages in half to draw focus on the text and image for isolated absorption.

The final project is located at the link below:

https://www.dropbox.com/s/ozgvjcfv5hj5lag/ExplorerPPT14.pptx

This project addressed the NETS Standard 2 by requiring me to design and develop a digital age learning experience for my students. Using images opens the curriculum up to learners of all ages and ability levels.

Mini Paper Revise

This week I revised my mini paper discussing the effects of ethnicity on 8th grade reading scores using this format. I have seen this APA journal format most commonly in my historical research and education research for my projects in home/school connection. I sought out many articles using the SU databases provided on the library's homepage. The librarians are also great resources for finding scholarly articles. I do like the idea of the "abstract" or "introduction" on each article. This allows a future researcher to briefly examine the purpose, validity, and usefulness of the article to future research.

When first trying to read my comments on my first paper, I could only see small yellow boxes that indicated a comment was made, yet no additional information was provided.

I tried opening the file in various programs, but was not successful until opening in PDFzenPDF Viewer program. Below you'll see the difference in the program's ability to show comments.

Once I found the comments, i was able to edit my paper as needed. The only other item I struggled with was adjusting the paper size. Now, considering most everyone else would say "just Google it", I chose to search first within Word, then Google if needed. Below is how I finally figured it out.

This assignment continued to address NETS Standard 3a and 3d because I am building my knowledge of technology used to share my current knowledge of systems and modeling digital tools for use in everyday situations. Should I continue to pursue my Ph.D or another master's degree, this research/formatting activity will be very useful.

Mini Paper:Practice Doesn't Necessarily Make Perfect

What a lesson. Life/Technology/Etc...it's all the same. Unless we continue to practice our skills-be it another language, exercise, or even human compassion-we lose it. I confess I had serious doubts about the validity of this assignment for new learning. I thought I was completely competent in APA formatting, having done multiple large papers for other courses. It turns out I was completely complacent. I was operating on the assumption of "Done it once=know how to do it." Is this characteristic isolated to my generation? The "millennials"? Or as we're more commonly known "The Trophy Generation?" (pause for reflection.) How can we continue to encourage people to practice and learn new skills if they are constantly changing? I'm not sure, but I do know that unless I continue to practice I will lose. This can be a great lesson to ass on the my students, especially the students who naturally grasp a task after one try. 

Here is the link to my mini paper....which after hours of working still probably needs adjustments. A lesson in life, technology, practice, and humility.

This activity most certainly addressed all of NETS Standard 5 because I engaged in personal and professional growth by practicing my skills, applying them, and building on more knowledge that will improve my outlook. The assignment also encouraged me to demonstrate fluency in technology systems/formatting(which hits NETS 3a).

GoogleDocs-Resume

This activity was a new-wave sort of sharing my resume. When I was finishing my teaching license through SU, the program required me to create an online portfolio to share with prospective job interviews, administration, etc. I felt this online portfolio had little to no value for a first year teacher. My feelings were confirmed by my current administration-explaining that as a first year teacher, they do not consider you to have any prior 'experience'. As disheartening as this may be, it makes sense. Now, as I begin to think about my future in teaching, the online portfolio carries more weight in my application process. As does the knowledge of how to use Google Docs. The way we network with people is changing. Not only are face to face meetings important, but the ease, speed, and general convenience of doc sharing online gives the job application process a new page.

I am currently doing some research on "the new resume" and its differences from the original/standard list of qualifications. I want to stand out with creativity and unique outlook on said "qualifications". That being said, my new resume is still in the works, but I've added a link below that will take you to my first resume that landed my first job.

Rose Coates PDF Resume

Using Google Docs addresses the NETS standard 3 because it allows you to model digital age learning and work, all while making it incredibly accessible to share with family, friends, peers, etc. This is a fabulous tool, easy to use, and is most definitely the future of doc sharing. Think of how wonderful it would be to use Google Docs to team plan!!

Numbers 4: Intimidation vs. Interpretation

This week, our task was to interpret a set of data and  form a null hypothesis and alternate hypothesis for the data. A null hypothesis suggests there is no significant difference between two groups being compared. I liked the comparison to the grumpy old man...very stubborn.  An alternative hypothesis  for a set of data suggests there is a difference between the sets.  For this set of data, the following 2 hypothesis' are listed:

Null: There is no difference in race/ethnicity in 8th grade Reading Test scores in 2013.

Alternate: Race/ethnicity has an effect on 8th grade Reading Test scores in 2013.

After viewing Dr. Pierce's Screencast about how to perform a T-Test through Excel, I jumped right in. No more intimidation for Excel assignments for me. I used the data analysis tool to t-test White/Hispanic, Hispanic/Black, and White/Black scores on the 2013 8th Grade NAEP Reading Test. A simple process in itself was supported by the easy-to-follow screencast. Here's a look at my 3 T-Tests:

Each P value was less than .05 or 5%, which allows us to say with 95% degree of certainty that if these samples of student populations were tested again, the test would yield similar results. I am wondering if this t-test analysis proves a test's reliability? From what I understand, reliability is the sample tested will show very similar results.

This activity is relevant to teachers today because we are modeling digital age work(NETS 3a) using relevant statistics, especially when it comes to discussing Title 1 Services vs. Ethnicity/Demographics/Etc. These T-tests could also be used to collaborate with peers(NETS 3b) considering the scores between each classroom based of female/male, hours spent in instruction, etc.

Bottom Line: This Excel stuff is really growing on me.

Numbers 3: Describing Descriptive Stats...and some other stuff

It's getting easier! Excel and I are slowly building our relationship. This is now the 3rd time I've used the average, standard deviation, maximum, and minimum formulas. It's very comfortable to use and paint these functions into other columns and sheets. I also noticed we were able to download the spreadsheet from a App known as Dropbox. From what I understand and have heard from other people, this is a great way to share files. And it seems to be slightly less complicated than a Google drive. Something I'd like to look into a little more.

I am also familiar with using a data sort function with my spreadsheets. My school is using Excel to progress monitor our students throughout the year. We have a spreadsheet for reading and math. Using the data sort tools we can easily identify the lower half, 10%, etc. of our students in report card grades, unit tests, or any other data point we use. This has been a very helpful way to promote discussions between teachers about struggling students and interventions being used. That being said, I still had a few difficulties when creating my scatter plot. Take a look below:

You'll notice my X-axis has a numerical value for the state names. It took me a minute to figure out why it happened-the program used the cell number to identify the states. I tried various ways to alter the design, layout, and format tabs with Excel charts, but still could not figure out how to have the state names show up. Anyways, Virginia is #27. Dead average between the states. This was fascinating to me because I've always considered Virginia's schools, most notably, NoVa's school systems, to be up and coming and very good. Average is certainly better than below average, but knowing this is going to have an impact on my decisions for my future. I am a young teacher who does not have my own family to consider when moving. However, theses statistics could impact my choice of a possible new state to move. I've been really pulled towards North Carolina, but unfortunately, this state has a reputation of poor school systems, poor teacher benefits, etc. This spreadsheet lists North Carolina at #40...significantly lower than most.

This activity addresses ISTE's 1b:Engage students in exploring real-world issues and solving authentic problems using digital tools and resources. This spreadsheet lists NAEP scores on reading tests for 8th graders and the assignment asked us to consider the difference in male and female averages as it relates to testing. I also felt I met 3a,c,d and 5d with this activity. Self renewal in the teaching field sometimes requires a move...system within the state...or perhaps a new state altogether.

Numbers2: IF function is true, then IF function is...

Excel, we meet again. And how fascinating are your intricate formulas. The IF function is a formula that allows the spreadsheet creator to check and see if certain conditions are true or false within the data. You can see my work below(using a screen capture through Jing) or click on this LINK to my Google doc drive.

As I was researching ways to easily enter this function (via Youtube and Excel Help), I was really interested in using this assignment with my students. Now, I do teach third grade, so this would be a HIGH level of technology development, but using the If Function is a great way to connect "cause/effect" and numbers within the classroom. When entering the formula, the teacher can describe the formula as follows:

=IF(I17>89,"A",IF(I17>79,"B",IF(I17>69,"C",IF(I17>59,"D","F"))))

Students as low as second grade can understand the definition of the < and > symbols. They've known it as comparing numbers alligators in my classroom all year. How practical for an elementary student to begin using Excel...not that this technology may be vintage by the time they enter the work force, but useful nonetheless.

FCPS uses a program called Gradequick to document and analyze student grades. This program automatically calculates each average by term and yearly total. This assignment made me realize that perhaps not every school district I choose to work in will have this luxury(although most have a gradebook-type system) and this function is extremely helpful.

Completing this assignment addressed the following 3 ISTES for teachers: 3a, 3d, and 5c. I feel I most benefited from 5c-making effective use of existing and emerging digital tools to develop student learning. I think my students would truly benefit from a "Calculate Your Own Grade" activity using Excel.

numbers 1..a battle won against excel

<----Self portrait take 2. These past two weeks have blind-sided me. (read absolutely exhausted me). I've been playing catch up with many things, my blog included! Here's some thoughts about my Excel experience:Take 1.

I know that this Excel program is meant to make calculating values (averages, ranges, etc), but unless you know the shortcuts, it's a miserable and tedious task. This in itself, especially in our "must-have-now" generation, is enough to turn Excel users away. I took a course this fall regarding basic statistics(terminology, application, etc) and some Excel formatting. This class was a great introduction to copy/paste formatting, labeling, and creating formulas within Excel. 

My personal experience has been if I don't continue to practice something, read something, etc...I will eventually forget. I did have to reteach myself using Dr. Pierce's Jing movies, but was able to pick up skills quicker the second time around. Here's my Excel Spreadsheet. As I was uploading my document to Google Drive, I chose to share this spreadsheet only with people who have the link. That being said, all who view this blog post will be able to view my spreadsheet.

I think this activity allowed me to re-familiarize myself with Excel as a way to transfer my current knowledge of the technology in a new situation, such as my classroom(NETS 3a, 2c). Using Excel and its formulas also allow me to model effective use of Excel to my peers and share/open the possibilities to use the technology(NETS3d).

Jing Screencast

Jing screencast and me. What an adventure! This tool is just as easy to use as the original Jing screen capture, but does take practice to make it run smoothly. If you've already installed Jing, you've got the capabilities to create a screencast video. The Jing sun will act as your Jing home tool that will allow you to capture your images, videos, etc, edit them, view your saved images, and learn more about other tools and features with Jing.  At first, I selected a small screen area to record my screen capture. This did not capture all the different things I was doing on my screen, so I had to start over with a larger recording area. You select your recording area the same as you would for a screen capture single shot.

Jing Screencast will give a countdown to 3 before it begins recording your actions. You will also need to select if your microphone will record as well. For my first time, I chose to have a muted video. I want to make sure I have a script together if I'm sharing this with staff or students. After you have completed your video, you are automatically prompted to save(to your Jing history) and it will also give you an address to access your Jing video online. Check out my video on how to create a World word cloud using VDOE SOLs required for third graders.

As I tried uploading my screencast video to my blog, Blogger was experiencing trouble processing my video. I looked on my document drive and the file is saved as a .png file. I'm curious to see if this is what is causing my issues. Otherwise, I'm pretty sure a screencast movie is a .swf file.

Since my video had some issues, here is the LINK to my screencast video URL. 

I think this will be a great tool to use in the classroom. This will also help share new technology with staff-especially those staff members who have been around a while and are interested in learning new ideas, but are having trouble navigating. If you have a substitute that can play a video, no need to worry about adjusting tech-heavy lesson plans if you're absent. By creating a Jing screencast, you are sharing relevant information with students, parents, and peers addressing NETs T 3c standard.

Padlet and Get Video

The more I explored Padlet, the more I fell in love with the tool. I love the open ended design/layout and my ability to take pictures, search pictures, comment, etc. I added a Jing capture of my first Padlet...filled with immediate thoughts and ideas. You can check it out HERE or just look below:

 I've also included my Padlet brainstorm post regarding the following scenario:

You have to do a presentation at a school where you will not have credentials to access the Internet. (This really happens)  Your presentation will include a video from YouTube, so embedding the video is not an option. What would you do? How would you do it?

By the way, in order to copy and paste the above scenario from our shared Google site assignment, I was required to install a Google Drive to my Chrome...yet another add-on that will help me connect, create, and collaborate.

In order to use this tool, I had to click on the link provided by Dr. Pierce in our assignment. The first link led me to the class Padlet board. In order to create my own post, I simply had to double click in an open space and begin typing my response. I did discover that you don't have to find an empty spot on your board, the posts can layer themselves. Although, I'm sure the more you post, the more disorganized it may seem. I completed the same actions to create my own board.

This activity and tool allowed me to share ideas with peers by reading and responding to their corks. I was also able to inspire my own board (another completely limitless option) and modeled how to use the technology. For these reasons, Standards 1a, 1b, 2a, and 3c.

Mali Unit Wordle Creation

Here is the Wordle word cloud I created for my students. We are currently studying ancient Mali in West Africa. I wanted to see which words were most prominent in the VDOE provided SOLs for this topic. Below, you'll see that key vocabulary is very important. Also, the main verb you see is "describing". We require our students to do SO much more than just describe.

Tomorrow, I'm planning on sharing this word cloud with students. I'd like to see their interpretation of this creation before I explain it's purpose. We are also finishing up our midyear "self-reflection" project-a time for students to reflect on where they've come from, how they are doing, and where they'd like to be in the future. This would be a GREAT tool to help students design a word cloud based on their projects. Also, what a neat idea it would be to use these during an adjective unit to describe students.

This tool and activity allowed me to embrace my creativity(completely limitless possibilities with Wordle!) and create a visual aide that I can share with anyone. For these reasons, NETS T standard 1 and 3 were addressed.

Wordle Comparing NETS T Standards

Wordle is an easy to use tool used to create word association visual aide.  I did have to update my Java on Chrome tool before I was able to use Word Cloud. The create screen features a word box that you can copy/paste/create an text you'd like. From what I can tell, the more times a certain word appears in the text, the bigger the word appears in your word cloud. For example, when I created my NETS-T 2008 standards Wordle, I typed the word "global" 6 times, which created the word bigger. You can also customize your wordle by color/word choice, vertical/horizontal orientation, creative fonts...you can even eliminate words from certain languages(like Croatian?). Check out my 2008 Wordle below, which I edited with Jing.

I chose to make the word "global" the biggest in my 2008 word cloud because it was a major difference I saw between the two sets of standards. I think our increased global awareness is a huge factor into many aspects of education. We are constantly seeking out, comparing against, and competing against global products, programs, etc. I also felt the newer standards were more geared towards student engaged learning environments. By providing students with authentic learning opportunities(not talking like the teacher from Charlie Brown), we require the students to think on a higher cognitive level, go deeper into the skill set, and take responsibility for their learning. These authentic learning opportunities allow students to imagine, create, and cooperate with peers, other teachers, and even other professionals to embrace and apply their skills. These students are more equipped with problem solving skills for the 21st century.

The NETS T 2000 standards seemed to be based of the classroom scaffolding know as "I-do, We-Do, You-Do", even more heavily focused on teachers explaining, facilitating, and assessing students. The 2000 standards have some great words such as: strategies, varieties, experiences...but what sets the 2008 standards apart is the high amount of verbs used. While these 2000 standards were an excellent point to begin building our technology education programs, they seem dated (and it's ONLY 13 years ago).

sunshine: portrait of 26 by rose

Picassohead is a creative tool that allows students to create visual media that displays their self-image...or projected self-image.  In order to have this site work properly, I had to download an Adobe Flash Player on my Google Chrome. This allowed certain visual functions to work better on my browser. Once I had downloaded the flash player, the link provided by Dr. Pierce redirected me to the Create Your Own Picassohead. From there I was able to systematically create my self portrait seen below. I used the scale up/down button, rotate, color change, and the delete button while creating my portrait. This site is very user-friendly. I can definitely see my students using this tool to create images of themselves, or their interpretations of famous Americans, or even people they look up to (I'm thinking of combining this with a writing activity as I type...hooray for planning!)

I used my newly downloaded Jing tool to place both images into this post. Ahhhh...it's all coming together. I seriously panicked thinking about how to embed an image into my blog, which makes me think I am more capable with technology than I realize...if only I can remember all the different things I know.

This tool has definitely addressed standard 1 by allowing students to embrace and explore their creativity. I also learned by exploring the tool on my own, sharing my ideas and work with my colleagues, and applying my new knowledge. This experience fulfills standard 5.

Jing Image

Jing is a user-friendly tool meant to share images, tutorials, and videos online (anything visual)! It's a creative way to alter images, screenshots, etc. to what you need in your classroom or business. Jing is easy to download and is free. You will see a small sun appear on your desktop once the program has installed(it is PC and Mac friendly). This sun will act as your Jing home tool that will allow you to capture your images, videos, etc, edit them, view your saved images, and learn more about other tools and features with Jing.

There it is! My first Jing image. I wanted to combine my interest in teaching, action sports, and new-found appreciation and interest for technology. I want to find a way for my students to utilize user-friendly cameras to document their environment and build a project. While funding for the cameras is lacking, I figured I'd start here and show them an image of a SoMe form they've probably already seen-Instagram. 

I watched a few tutorials provided by Jing, which were extremely basic and made me anxious to get started. This could definitely be one of my major problems with technology...I don't like waiting. I also can't stay focused long enough to listen to the whole video, which often leaves me blindsided. Needless to say, in order to create this screencast, I had to watch the video more than once. In order to link your Jing capture to your screencast site, you have to first create the image and save it to your computer. This part-easy. Then, go into your history on Jing(the automatically saved images) and you have to look for the button that looks like this.

Once you find that, the link will take you to your screencast site, which you will already have because you signed up for Jing. Convenient. Take a look at:

My Screencast Site

It is the same image, but there is more to learn on how to utilize screencast with Jing. You can allow viewers to comment on your image-which is a great option if you want to have coworkers add suggestions/collaborate to your project. I think Jing is a great tool for the classroom. I have also heard of webquests being a new opportunity to incorporate technology into independent leanring, but can they be combined? I think I'm going to do a little research and experimenting to find out.

I think Jing/Screencast provide tools for students to address their creativity while incorporating technology (ISTE 2a). This activity also allowed the user to explore the tools in a safe environment and provided us with a learner-centered activity (ISTE 4b).

Zoom (ing)

Downloading Zoom was a quick way to open so many opportunities to collaborate with peers, parents, friends...anyone! I think this technology will be a great addition to any classroom. My current idea is to have the students Zoom with other classrooms during literature circles. I love dressing up in costumes for class too-Zoom will be great to dress up like a book character, famous American, etc and Zoom chat in character.

Dr. Pierce just mentioned Zoom(ing) with other students across the world. How fascinating.

A Diigo Breakthrough

After some serious frustration with Internet Explorer(don't laugh, I know this is completely outdated, but its a comfort thing), I was able to install my Diigolet on my toolbar using Google Chrome and have been organizing my articles on my Diigo site...the link to which you will find under my "Favorite Links" to your right. I feel like I have conquered quite a feat. If I get frustrated online, I usually have no problem walking away. Thank you to EDU 585 for making determination to figure it out a small requirement :)

I have always used Internet Explorer as my browser, but since FCPS has recently switched to using Google sites/network to link all employees...I'm embracing a little change. A browser add-on is something usually written by a third party intended extend or enhance your browser. Silverlight, Adobe Flash, Java Scripts-all are also examples of add-ons meant to enrich your browser's visual capabilities.

And now, Diigo! What a cool site. I really wish I would have found this research tool while completing my home-school connection research project last semester! From what I understand in the video, there are 3 simple steps to social bookmarking.
Step 1) You must seek out interesting articles/highlight important parts of said article
Step 2) Add a comment about what you are thinking about highlighted piece/article
Step 3) Bookmark the article to your diigo library using the toolbar installed. 
...within step 3 you can also tag your bookmark and organize it within a list on your Diigo library(this is great for research projects or even professional development requirements!!)

I began seeking out articles on assessment in the classroom. Formative, summative, formal, informal, data, data, data...it's all we hear. My next step in organizing my Diigo library is finding articles that are talking about what to DO with all this data. I feel like I spend so much time collecting data, I rarely get to utilize this important information.

After reading the Educational Leadership article, thinking about how we are using Diigo in EDU 585, and also finding ways I can incorporate this tool into my own classroom, I think it addresses the ISTE NETS T standards 1c, 5c, and 2a. We are creating a digital and global community by collaborating with our peers and students within the Diigo module. I think we are also using current research on digital technology by exploring our peers' sites and learning new information from ideas, articles, and other things they have collected on their library. My creativity is being fostered by allowing me to choose which articles I collect and comment on my Diigo site.

I am really interested in using this as a classroom tool for my students to explore and begin understanding/practice how to compile research and formulate their own opinion.

Some troubles with Diigo...

Having some troubles loading the Diigo button onto my toolbar/favorites bar. Does anyone have any suggestions or tips? I've tried dragging it, but a link keeps redirecting me to a Google search page.

Social Media Survey

It was nice to take a minute and actually consider how often I use social media and the means by which I access. I use my phone a lot, more than I'd like to admit. I'll even admit to using it right up to the minute I close my eyes to sleep. How's that for Millennial?


It seems silly to have a computer when my phone is capable of doing what I need. Then again...I need to stop using my phone. Considering erasing Fbook app, but keeping Instagram. I like the pictures.

Millennials...Here I Come!

See my results here -----> Score Report  Barely there...56 was my score. I think, just barely, I'm closer to the millennial mark at 73, rather than the GenX at 33. This score does not surprise me at all. I have always been considered an 'old soul'. I enjoy the freedom and upbeat attitude my generation has embrace, but I feel like our generation doesn't have time for things I valued growing up. This isn't of course entirely our fault. Our economy has changed, technology is developing, and we are competitors.


1. Computers Aren’t Technology: I feel that technology is something new and changing-which is computers in my mind.  I do agree with the feeling of impatience when dealing with technology-most especially my parents' insanely SLOW internet connection. We live out in what's left of rural Loudoun County, which means that although we do receive wireless connection, it takes quite some time to download/stream anything. I do not say "wow"...I practice patience...I do acknowledge the wonderful advances computers have made since Oregon Trail. Only the BEST computer game. Ever.


2.       Internet Better Than TV: Not true. This may sound ridiculous and I'm almost embarrassed to admit it, but after a long day at work(which most teachers know isn't just clocking after dismissal) I just want something mindless. I like to think of myself as a reader, but I can barely do that in the evening, let alone read articles online. I do enjoy Pinterest-lots of easy pictures. I enjoy T.V. in the evenings because I can just not think. I like cooking shows, sports, and classic reruns of Full House and Saved By The Bell. Much more than that and I've got to have a cup of tea. The more I write, the older I feel.


3.       Reality No Longer Real: Agreed. Completely. The only reality television I can actually remember believing was the first season of Survivor; after that, it's fabricated reality to boost viewership. The unfortunate side effect of this unreal reality is the generation that grows up believing it is...and are in for a rude awakening.


4.       Doing Rather Than Knowing: This is a HUGE topic of discussion within the school systems today. How can we prepare our students for problem solving of the future? How can we change our teaching to problem solving skills rather than repeating known facts? I think this is a great step forward. The next step is how to combine factual knowledge, conceptual knowledge, and problem solving...and getting the tests to match.


5.       Nintendo over Logic: The idea of trial and error speaks volumes towards persistence, but also waste of resources, lack of planning, and the inability to slow down. All common ailments of our generation.


6.       Multitasking Way of Life: See above. There is no possible way we can slow down. We're just trying to keep up. No wonder we can barely make time for relationships, families, and planning. It's best to come in swinging, take what you hit, and run with it.


7.       Typing Rather Than Handwriting: Its still an SOL. But how will they ever learn how to sign a check? How long will checks be written? What if all this technology goes sour? How will our history be recorded? These are wonderful discussions my third graders will discuss this coming week. I'll try to remember to post some of their answers.


8.       Staying Connected: I don't care. I do not care what everyone else is drinking from Starbucks at 3:33 in the afternoon. We have glamourized our lives into celebrity status. That being said, I love snapchats, instagram, and all photo sharing. I have to make a conscious decision not to instantly upload a pic from what I'm doing or whatever adventure I may be on. I am actively trying to be in the moment this year. I'm 50/50 on staying connected.


9.       Zero Tolerance for Delays: As stated above, no tolerance for slow connectivity. Although, I'm also not usually bummed if I've missed a piece of information because I know I can find it online in numerous media types...almost enough to recreate the moment.


10.   Consumer/Creator Blurring: As a History major, the consumer/creator blur is very fascinating. I've written numerous papers, discussions, etc. while referencing other works. As long as credit is given where credit is due, technology advances and strengthens our new discussions based on ease of resources.


I think my score will reflect a balance in my students. I want them to have the problem solving skills of the future, but I don't want them to forget how to interact with people. It is the sharing of ideas that got this whole thing started. I'm excited to continue sharing mine, learning form theirs, and building our stepping stones into the future.

First Feelings and an Intro

Feelings towards EDU585 (as noted on 1/19)
Today is the day. Today I conquer my fears(and possible misconceptions) and continue navigating the new world of technology, not only in my classroom, but in my daily life. I've had a few experiences using Blogger before while traveling with Shenandoah's GCP(Global Citizenship Project Blog)in 2011. I wrote a poem for each day I traveled in Wales here--->(TravelBlog) Pinterest, Brainpop Jr., and online shopping(Groupon) are some of my most frequented activities online. Otherwise, it's the basics for me. 

I pine for simpler times. No television, no video games...just outside. This is not, however, to say that I do not appreciate technology and the continuous advances we are making as a society using it. I seek knowledge in this subject simply to stay relevant and find ways to reach my changing student body. I am very open to changing how I feel about technology, but am left with this question-can the playful, thrilling rush of imagination I love be found on a computer?

About Rose (as noted on 1/19)
I grew up in Loudoun County in Lovettsville, with my mom, dad, sister, and family cat(s). I graduated from James Madison University with a B.A. in History. I spent my summers in college on the Outer Banks. I taught snowboarding lessons throughout college at Massanutten. Shortly after graduating, I moved to Steamboat Springs, CO and continued teaching lessons out west. It was my snowboarding students who inspired me to seek out a professional teaching career. I moved to Wilmington, NC for warmer weather and began running an after-school tutoring program for elementary school students. These kids confirmed my future as a teacher.

After finishing my licensure through SU in 2012, I began teaching third grade at Redbud Run Elementary. This is my second year teaching and I'm having a fabulous time. I thoroughly enjoy my students and discovering what they have to offer this world. I'm fascinated to think about these eight/nine year-olds as adults who will do BIG things!

I enjoy being outside as much as possible, seeking spontaneous travel opportunities, live music(particularly bluegrass), snowboarding, and all things related to the ocean. I enjoy talking to strangers. Laughing is best. Chocolate chip cookies, wine, and macaroni and cheese are perfect pairings. I'm smitten with my new kitty, Mabel.  I value friendship, family, and a positive attitude. I am looking forward to learning new things.