After writing the commentary yesterday, I let the thoughts roll around in my head, and realized that it is probably time for an educational revolution. Evolution is common in education. We are reactive rather than proactive, based on the conditions that surround us. After spending 14 years on a school board, I realize full well that funding is usually tight, and spending needs to be confined to the absolutely necessary. But it's time to think proactively, and think differently about the purpose of technology in education today.
We no longer have the option of adding technology to the curriculum. Instead, we have the consequences of NOT adding technology to the curriculum. Our children do not know a world without technology, and increasingly, adults are finding it difficult to remember what things were like before we needed to plug in. I believe strongly that cell phones helped propel technology from a want to a need. While people could opt out of computers, it's much more difficult to opt out of cell phones. Every age, every generation has turned to cell phones over land line phones. At worst, they have the land line phones and a cell phone, at best, they have moved completely to the cell for communication. Phones remain the preferred communication tool. And comfort with the cell phone has translated into comfort with other forms of technology as well.
It isn't enough to bring technology into the schools. Training, while essential, is only the first step in bringing technology into the classroom. The buck stops with the instructor. And if the instructor has not bought into the need for technology, it simply will not be used in the classroom. Period. Technology is often an add on to the curriculum. Do everything you were doing before, but now add PowerPoint. Not good enough. You need to think of technology from the ground up. Re-design curriculum with the tech tools in mind. In all subjects, by all instructors. I read a post on the Infinite Thinking Machine Blog: (http://www.infinitethinking.org/) entitled Inspired and Engaged by Authentic Learning in 2007, (Friday, December 28, 2007, posted by Lucie deLaBruere). I talk a lot about authentic learning, and rarely do a workshop without mentioning it. Ms. deLaBruere highlights the work of an inspirational teacher by the name of Nilah Cotes who finds ways to continually increase the level of technology in her class despite being close to retirement. The post itself is inspirational, in that it affirms not simply the existence of technology in her classroom but her emphasis on using that technology effectively. Frustrations with technology ensue (as when a shared folder containing all their interviews disappeared), but the students and teacher work through them together. Is there a better educational experience than working through issues as a team?
So I am calling on educators to experiment with the new technologies and applications. Find innovative ways to use the newest tools out there, and then share your success (and failures) with your colleagues. Yes, there will be frustration, but that is a part of lifelong learning, both for your students and for you. It's time to plug in and turn on.
Thursday, January 03, 2008
Wednesday, January 02, 2008
New Subject Area: Hotlists for Students
With the coming winter break from classes, students have asked me for lists of good academic Websites they can use when the college is closed. In the right hand column of this Blog is a listing titled "Hotlists for Students". For the first hotlist, instructors Robin Bosworth and Kristy Laurx have developed a list of good sites for all levels of ESL students. For GED students, there are math and reading Hotlists, and instructors Patti Huelsman and Char Rokop offer additional assistance in studying for the Constitution test on the AELC Constitution Blog : (http://constitutionaelc.blogspot.com/)
Hotlists are easy to use:
Click once on the title you wish to use (such as 'General ESL Skills'). This will open the Hotlist. There are several categories listed: Reading, Grammar and Speaking and Listening.
Under each category are several Websites your teachers have chosen for you.
Click on the underlined words of the title you want to try, and it will take you directly to that Website.
Once on the site, you can follow the instructions for using anything on the page. The same information holds true for using the math and reading Hotlists.
Gabcast useage instructions are found on the Constitution Blog.
Commentary: Sotir: Preparing Students for the Future
It's now 2008, and we are on the downside of the decade following the millennium, safe from the Y2K but still dealing with the aftermath of 9/11. In reviewing where schools now fit into our tech society, I realize that we still fall short. Recently I read an article about students who chose to give up technology for a specified period of time, and the difficulties they encountered in the process. Frustrations included trying to get assignments completed for instructors who only accepted papers online, or trying to figure out how to use a typewriter versus a computer keyboard. As I've noted in the past, the societal changes due to technology have been evolutional, not revolutional. Can you remember, for example. seeing an outside phone booth lately? Pay phones still exist, but are becoming less and less commonplace now that almost everyone has access to a cell phone. All generations are touched by technology.
Of course, schools have evolved. But has staff evolved as well? To some extent, yes, but is it enough? From the iPhone to Wi-fi to the Wii, technology is part of daily life for students. Yes, there are pockets of educators creating innovative 2.0 interactive Websites and Podcasts, but it is hardly a universal phenomena. The average instructor is satisfied with accessing 20th century technology. Many have changed (usually reluctantly) to LCD projectors and PowerPoint presentations but I am sure that in most every school there are still those using the overheads with abandon. Professional development workshops are given, often showcasing the newest and most innovative technologies, but how much of that is truly brought back into the classroom?
The excuses I hear from educators range from 'there's not enough time' to 'there's not enough money'. Probably true enough, but the reality is, there's not enough interest. I have what I call AELC 10 minute wonders; technology applications that require only about 10 minutes to develop, and a computer with Internet access to implement. Many of those are highlighted on this Blog, with Blogs and Wikis as the first tool shown. Others are apps like Gabcast (yes, that does require a phone too, but it can be a landline phone), Tiny URLs and Filamentality Hotlists. These are powerful applications, easy to use, and readily available without additional equipment or cost.
Do adult students also crave these tools? Of course. Our college is closed to students for about 7 weeks between fall and spring semesters. In response to student requests for continued access to instruction during the hiatus, my staff created Gabcasts and Hotlists. During the week prior to the start of the break when classes had ended but the college was still open, I had over 20 students stop in to make sure they knew how to access the lessons, and one student who purchased a laptop computer specifically to allow him access to those tools. Over 100 students have accessed these sites to date, and I anticipate that now that the holidays are winding down, that number will increase. My staff saw a need, utilized easily accessed applications and provided a solution.
The advantage of technology is that it is accessible and readily available to most of us. It is sometimes overwhelming, but often that sense is created by those who are providing instruction rather than by the application itself. From my first attempts with administration of technology, I realized that how easily you access the tool is more important than the tool itself. If it is easy to use, it will be used. If it requires an instruction book to utilize the process, the actual usage will be low.
Look at your own cell phone. Sure, most people can make calls and answer calls on them, and probably even access voicemail and a few other general features. How many additional features does it have that you never utilize, simply because you don't know how to use them? The iPhone is a success largely because it is intuitive. If you want the weather, touch the weather icon. If you want to get directions, touch the maps icon. People are now accessing things like stocks and email from their phones because Apple made it easy to do. Many of those same tools are available on other cell phones too, but accessing them requires several steps, not the least of which is actually knowing that they are there and can be accessed. On the iPhone, there is an icon, and when you touch it, it opens the application. Sure, it may take a bit longer to figure out how to use the tools effectively, but at least you know they exist. And knowledge is power.
We need to approach education the same way. If you want instructors to use a tool, then make that tool easy to use. Do whatever it takes. Quick Notes? Labels? Short instructional training sessions? Whatever it takes. I often think about the professional development workshops where instructors are given everything they can possibly learn about using a new application or tool. Most say wow, that is truly amazing. And then they go back to the same way they had been working all along. Technology training should be in short bursts, with immediate opportunity to apply the training. Utilize the business axiom of JIT, or just in time, for providing training. Make sure all tools and technologies are in place, tested and ready to use. Give instructors concrete examples of how to use those tools with their students. Provide after training to answer the inevitable questions that occur. Allow peers to showcase their use of the tools to other instructors. Training is a necessity. Make it worthwhile.
Of course, schools have evolved. But has staff evolved as well? To some extent, yes, but is it enough? From the iPhone to Wi-fi to the Wii, technology is part of daily life for students. Yes, there are pockets of educators creating innovative 2.0 interactive Websites and Podcasts, but it is hardly a universal phenomena. The average instructor is satisfied with accessing 20th century technology. Many have changed (usually reluctantly) to LCD projectors and PowerPoint presentations but I am sure that in most every school there are still those using the overheads with abandon. Professional development workshops are given, often showcasing the newest and most innovative technologies, but how much of that is truly brought back into the classroom?
The excuses I hear from educators range from 'there's not enough time' to 'there's not enough money'. Probably true enough, but the reality is, there's not enough interest. I have what I call AELC 10 minute wonders; technology applications that require only about 10 minutes to develop, and a computer with Internet access to implement. Many of those are highlighted on this Blog, with Blogs and Wikis as the first tool shown. Others are apps like Gabcast (yes, that does require a phone too, but it can be a landline phone), Tiny URLs and Filamentality Hotlists. These are powerful applications, easy to use, and readily available without additional equipment or cost.
Do adult students also crave these tools? Of course. Our college is closed to students for about 7 weeks between fall and spring semesters. In response to student requests for continued access to instruction during the hiatus, my staff created Gabcasts and Hotlists. During the week prior to the start of the break when classes had ended but the college was still open, I had over 20 students stop in to make sure they knew how to access the lessons, and one student who purchased a laptop computer specifically to allow him access to those tools. Over 100 students have accessed these sites to date, and I anticipate that now that the holidays are winding down, that number will increase. My staff saw a need, utilized easily accessed applications and provided a solution.
The advantage of technology is that it is accessible and readily available to most of us. It is sometimes overwhelming, but often that sense is created by those who are providing instruction rather than by the application itself. From my first attempts with administration of technology, I realized that how easily you access the tool is more important than the tool itself. If it is easy to use, it will be used. If it requires an instruction book to utilize the process, the actual usage will be low.
Look at your own cell phone. Sure, most people can make calls and answer calls on them, and probably even access voicemail and a few other general features. How many additional features does it have that you never utilize, simply because you don't know how to use them? The iPhone is a success largely because it is intuitive. If you want the weather, touch the weather icon. If you want to get directions, touch the maps icon. People are now accessing things like stocks and email from their phones because Apple made it easy to do. Many of those same tools are available on other cell phones too, but accessing them requires several steps, not the least of which is actually knowing that they are there and can be accessed. On the iPhone, there is an icon, and when you touch it, it opens the application. Sure, it may take a bit longer to figure out how to use the tools effectively, but at least you know they exist. And knowledge is power.
We need to approach education the same way. If you want instructors to use a tool, then make that tool easy to use. Do whatever it takes. Quick Notes? Labels? Short instructional training sessions? Whatever it takes. I often think about the professional development workshops where instructors are given everything they can possibly learn about using a new application or tool. Most say wow, that is truly amazing. And then they go back to the same way they had been working all along. Technology training should be in short bursts, with immediate opportunity to apply the training. Utilize the business axiom of JIT, or just in time, for providing training. Make sure all tools and technologies are in place, tested and ready to use. Give instructors concrete examples of how to use those tools with their students. Provide after training to answer the inevitable questions that occur. Allow peers to showcase their use of the tools to other instructors. Training is a necessity. Make it worthwhile.
Tuesday, December 04, 2007
All Levels: Elluminate Live
see article in TechLearning (Nov. 15, 2007) for an example of how this was used at a conference and other info: http://www.techlearning.com/story/showArticle.php?articleID=196604804
also the Elluminate website: http://www.elluminate.com/
This is actually software, and sells for about $36. per seat. What it does is create a real-time online session that does not differentiate between operating systems, ability or available bandwidth. It can integrate with other tools such as Blackboard, Moodle and WebCT. There is a two-way video component that allows both moderators and participants to project video images that look nothing like the old 'lips moving, sounds not matching' issues of the past. Participants can take notes in a separate window during a live session, and save or share. Notes can also be edited while in review mode. Includes multiple streams of closed-captioning, auditory event notification, shortcut keys and screen reader access. There are also tools such as Breakout Rooms to allow for small group discussion within the context of a large meeting.
I've seen various iterations of this type of software, and some of it is freeware. The cost per seat is expensive, but in an online classroom environment is not outrageous. The interactivity with other tools (WebCT, Blackboard etc.) may appeal to instructors already familiar with those products, and those whose curriculum is already developed under those tools. You'll need Windows 2000 and higher (thorigh Vista), with a minimum 500 MHz processor and 256 MB RAM, and also works in a Mac OS (10.2 and higher), G3-G5 with at least 256 MB RAM. That may be problematic for the average online classroom that has a wider variety of OS and RAM, but in more controlled environments (such as courses that require or provide specific computers), labs etc. it can be quite effective. This would likely require an academic system buy-in.
also the Elluminate website: http://www.elluminate.com/
This is actually software, and sells for about $36. per seat. What it does is create a real-time online session that does not differentiate between operating systems, ability or available bandwidth. It can integrate with other tools such as Blackboard, Moodle and WebCT. There is a two-way video component that allows both moderators and participants to project video images that look nothing like the old 'lips moving, sounds not matching' issues of the past. Participants can take notes in a separate window during a live session, and save or share. Notes can also be edited while in review mode. Includes multiple streams of closed-captioning, auditory event notification, shortcut keys and screen reader access. There are also tools such as Breakout Rooms to allow for small group discussion within the context of a large meeting.
I've seen various iterations of this type of software, and some of it is freeware. The cost per seat is expensive, but in an online classroom environment is not outrageous. The interactivity with other tools (WebCT, Blackboard etc.) may appeal to instructors already familiar with those products, and those whose curriculum is already developed under those tools. You'll need Windows 2000 and higher (thorigh Vista), with a minimum 500 MHz processor and 256 MB RAM, and also works in a Mac OS (10.2 and higher), G3-G5 with at least 256 MB RAM. That may be problematic for the average online classroom that has a wider variety of OS and RAM, but in more controlled environments (such as courses that require or provide specific computers), labs etc. it can be quite effective. This would likely require an academic system buy-in.
Middle School to PhD: Study Curve
http://studycurve.com/ Study Curve
This is an interesting mix of a social networking environment, expert assistance, tutorials, and subject area focus. It targets middle school through PhD, and puts users together with similarly-minded individuals for ongoing help and collaboration. There is also an Expert Rating System, virtual study groups, and the pairing of business professionals and college professors with students. You can also host a private class forum, posting Q & As and locating classes across the country for collaborative projects. There is also a team that controls all content, display and distribution on the site.
For students used to sites like Facebook, finding a study buddy seems a good way to expand their technological expertise, and assist with coursework as well. Once again, it's a good example of how the process of education is changing, and how the emphasis is changing from straight research and design to collaboration. It will be interesting to see how this develops.
Also added to the 'Tech Tools Recommended' list on this Blog
This is an interesting mix of a social networking environment, expert assistance, tutorials, and subject area focus. It targets middle school through PhD, and puts users together with similarly-minded individuals for ongoing help and collaboration. There is also an Expert Rating System, virtual study groups, and the pairing of business professionals and college professors with students. You can also host a private class forum, posting Q & As and locating classes across the country for collaborative projects. There is also a team that controls all content, display and distribution on the site.
For students used to sites like Facebook, finding a study buddy seems a good way to expand their technological expertise, and assist with coursework as well. Once again, it's a good example of how the process of education is changing, and how the emphasis is changing from straight research and design to collaboration. It will be interesting to see how this develops.
Also added to the 'Tech Tools Recommended' list on this Blog
Thursday, November 29, 2007
Commentary: Sotir: How Did I Become a Techie?
The concept of what technology is to education is often baffling to technologists and educators alike. I see myself as both, bridging the science of technology to the art of education. Of course, my career started as an educator. Technology was but a twinkle. Yes, we had the Sputnik fears and new math of the 50s and 60s, but 'technology' in schools was confined to items like filmstrips, 8mm projectors and punchcards, and of course the ubiquitous mimeograph machines (do any of you remember permanently stained purple fingers and the glorious scent of freshly printed mimeo copies?) Children, however, were basically taught as their parents were taught. Books. Blackboards. Lectures.
In the late 70s, the idea of personal computers took hold. We were fascinated as a society by the promise of computers to make work easy and efficient. Expensive calculators were all the rage, and they performed all the skills that the average 3rd or 4th grader knew: addition, subtraction, multiplication and division. Debates raged over the horror of students using calculators. Eventually, once the newness wore off, people realized that children could still learn math, despite the curse of calculators. Towards the end of the decade, the word 'computer' was buzzed around schools. Of course the 'buzz' was from the adults. Teens were already using computers they built in their basements and garages, and learning programming language on their own or at Homebrew Computer Clubs. I started to think about reshaping my career.
The 80s brought the issue of computers and education to a head. School boards were debating the value of adding them to the curriculum. Many students wanted them. Many teachers feared them. But slowly, courses such as 'keyboarding' replaced 'typing' classes. Yes, many of the keyboard classes used typing texts, but the momentum was building. It wasn't as much a revolution as an evolution. But it obviously could not be stopped. On January 3, 1983, the Personal Computer was the first non-human to be announced as Person of the Year by Time Magazine. And Apples started to reshape my career.
In the 90s we had the IBM clone companies: Compaq, HP, Gateway and Dell. Everyone wanted their own PC. Windows hit the marketplace, making Apple only a minor player. I researched the newly developing technology and wrote and developed a grant to become a 'Center of Excellence' for the Illinois Community College Board. We received the grant, and a flurry of activity ensued. We were awash in equipment. PCs and laser discs and massive (and extremely expensive) software applications. 'Media' was not enough. I requested 'multimedia'. I still remember an IT director who asked why I needed it. Sigh. I had now catapulted from a purely educational vision to an educational technology vision. I left the classroom and entered the newly created computer lab. I hired other educators who were not afraid to take on the challenge of the future. And PCs started to reshape my career.
By the mid 90s, hardware was was losing ground to the Internet. I had used the Internet for a while, in the form of a BBS (Bulletin Board System). I didn't really know what it was in the early 90s, and needed my daughter's boyfriend to explain it to me, set it up and answer the thousands of questions I had. My languages of comfort were more that of Shakespeare and Middle English, not programming languages. But slowly I developed a respect for them, and could upload to my BBS page with some ease. And the Internet started to reshape my career.
The late 90s saw the WWW take hold. The cumbersome language of BBS was but a memory, blurred by the rapidly developing Web. We developed Web pages. More programming issues. By now, I knew enough about programming to get the job done, but just enough. I never lost the focus of what I wanted technology to do, which is to help students learn. And the WWW started to reshape my career.
We survived the Y2K crisis without ever looking back. While hardware dominated the 80s and software the 90s, the 2000s are all about the Web. I became the queen of Blogs and later Wikis. I look at my lab today, and see that we still have a lot of software integrated into our curriculum, but the focus is moving more towards the Web. Web 2.0 draws us into and further defines the art of education. My new favorite language includes words such as Gabcasts and Mojitis, Twitters and Wikis, Hotlists and Blogs. And for the record, while I haven't abandoned PCs, I am back to my old Apple roots. They're just easier to use when working in the 2.0 environment.
I never set out to be a technologist. I just like to teach, and like to define the process of teaching. I'm not sure how I got to where I am, but I am quite pleased with how it turned out. Along the way, my staff and I learned together. I am thrilled that their passion matches mine, even if it is a click or two behind. I revel in the 'collective intelligence' that reigns supreme in the AELC. We've proven that technology and education can coexist elegantly. And we'll always be experimenting and learning.
In the late 70s, the idea of personal computers took hold. We were fascinated as a society by the promise of computers to make work easy and efficient. Expensive calculators were all the rage, and they performed all the skills that the average 3rd or 4th grader knew: addition, subtraction, multiplication and division. Debates raged over the horror of students using calculators. Eventually, once the newness wore off, people realized that children could still learn math, despite the curse of calculators. Towards the end of the decade, the word 'computer' was buzzed around schools. Of course the 'buzz' was from the adults. Teens were already using computers they built in their basements and garages, and learning programming language on their own or at Homebrew Computer Clubs. I started to think about reshaping my career.
The 80s brought the issue of computers and education to a head. School boards were debating the value of adding them to the curriculum. Many students wanted them. Many teachers feared them. But slowly, courses such as 'keyboarding' replaced 'typing' classes. Yes, many of the keyboard classes used typing texts, but the momentum was building. It wasn't as much a revolution as an evolution. But it obviously could not be stopped. On January 3, 1983, the Personal Computer was the first non-human to be announced as Person of the Year by Time Magazine. And Apples started to reshape my career.
In the 90s we had the IBM clone companies: Compaq, HP, Gateway and Dell. Everyone wanted their own PC. Windows hit the marketplace, making Apple only a minor player. I researched the newly developing technology and wrote and developed a grant to become a 'Center of Excellence' for the Illinois Community College Board. We received the grant, and a flurry of activity ensued. We were awash in equipment. PCs and laser discs and massive (and extremely expensive) software applications. 'Media' was not enough. I requested 'multimedia'. I still remember an IT director who asked why I needed it. Sigh. I had now catapulted from a purely educational vision to an educational technology vision. I left the classroom and entered the newly created computer lab. I hired other educators who were not afraid to take on the challenge of the future. And PCs started to reshape my career.
By the mid 90s, hardware was was losing ground to the Internet. I had used the Internet for a while, in the form of a BBS (Bulletin Board System). I didn't really know what it was in the early 90s, and needed my daughter's boyfriend to explain it to me, set it up and answer the thousands of questions I had. My languages of comfort were more that of Shakespeare and Middle English, not programming languages. But slowly I developed a respect for them, and could upload to my BBS page with some ease. And the Internet started to reshape my career.
The late 90s saw the WWW take hold. The cumbersome language of BBS was but a memory, blurred by the rapidly developing Web. We developed Web pages. More programming issues. By now, I knew enough about programming to get the job done, but just enough. I never lost the focus of what I wanted technology to do, which is to help students learn. And the WWW started to reshape my career.
We survived the Y2K crisis without ever looking back. While hardware dominated the 80s and software the 90s, the 2000s are all about the Web. I became the queen of Blogs and later Wikis. I look at my lab today, and see that we still have a lot of software integrated into our curriculum, but the focus is moving more towards the Web. Web 2.0 draws us into and further defines the art of education. My new favorite language includes words such as Gabcasts and Mojitis, Twitters and Wikis, Hotlists and Blogs. And for the record, while I haven't abandoned PCs, I am back to my old Apple roots. They're just easier to use when working in the 2.0 environment.
I never set out to be a technologist. I just like to teach, and like to define the process of teaching. I'm not sure how I got to where I am, but I am quite pleased with how it turned out. Along the way, my staff and I learned together. I am thrilled that their passion matches mine, even if it is a click or two behind. I revel in the 'collective intelligence' that reigns supreme in the AELC. We've proven that technology and education can coexist elegantly. And we'll always be experimenting and learning.
Monday, November 26, 2007
California Distance Learning Project (CDLP)
http://www.cdlponline.org/ California Distance Learning Project
This free site offers great listening to stories coming from the news, for Adult Basic Education and Intermediate to Advanced ESL learners. Some stories also have a video component. Possible life skills topics include: working, law and government, family, school, health and safety, housing, money, science and technology, services, going places and nature. Some are generic while others have some relevance to California, namely Sacramento County.
In addition to just listening to the story, read at a moderate speed by a native speaker, learners can go over hearing key vocabulary words, mastering their spelling and then utilizing hasic comprehension in a multiple choice format. Some lessons also have a matching game, a what did you learn activity, a writing activity and additional links to other Web sites.
(originally reviewed on this Blog in 2005, this current review is by instructor Robin Bosworth)
11/29/07: Char Rokop was also impressed with this site, and is creating a flowsheet to help students through the vast library of materials this site has available.
This free site offers great listening to stories coming from the news, for Adult Basic Education and Intermediate to Advanced ESL learners. Some stories also have a video component. Possible life skills topics include: working, law and government, family, school, health and safety, housing, money, science and technology, services, going places and nature. Some are generic while others have some relevance to California, namely Sacramento County.
In addition to just listening to the story, read at a moderate speed by a native speaker, learners can go over hearing key vocabulary words, mastering their spelling and then utilizing hasic comprehension in a multiple choice format. Some lessons also have a matching game, a what did you learn activity, a writing activity and additional links to other Web sites.
(originally reviewed on this Blog in 2005, this current review is by instructor Robin Bosworth)
11/29/07: Char Rokop was also impressed with this site, and is creating a flowsheet to help students through the vast library of materials this site has available.
Wednesday, November 07, 2007
Another AELC 10 Minute Wonder! Mojiti Video Annotation
2/26/08 Update: This site seems to have disappeared. The Web giveth and the Web taketh away...
http://mojiti.com/
For those of you who have asked me why I consider podcasting a Web 2.0 project, check out the tutorial associated with this site. The trick is not in finding the tools, because a simple search will provide as many as you can use, but in using them effectively. Tools such as this give us the ability to think differently about how we teach and how we learn. It's always amazing.
Mojiti make it easy for you to personalize any video. Use Mojiti Spots to narrate your personal videos, add captions or subtitles in any language, or just comment on any scene to share your thoughts and opinions.
Also see the YouTube video entitled Web 2.0 in Just Under 5 Minutes by:
Michael Wesch Assistant Professor of Cultural Anthropology Kansas State University
http://youtube.com/watch?v=NLlGopyXT_g
http://mediatedcultures.net/
or
http://mojiti.com/kan/2024/3313
Also added to the 'Tech Tools Recommended' list on this Blog
http://mojiti.com/
For those of you who have asked me why I consider podcasting a Web 2.0 project, check out the tutorial associated with this site. The trick is not in finding the tools, because a simple search will provide as many as you can use, but in using them effectively. Tools such as this give us the ability to think differently about how we teach and how we learn. It's always amazing.
Mojiti make it easy for you to personalize any video. Use Mojiti Spots to narrate your personal videos, add captions or subtitles in any language, or just comment on any scene to share your thoughts and opinions.
Also see the YouTube video entitled Web 2.0 in Just Under 5 Minutes by:
Michael Wesch Assistant Professor of Cultural Anthropology Kansas State University
http://youtube.com/watch?v=NLlGopyXT_g
http://mediatedcultures.net/
or
http://mojiti.com/kan/2024/3313
Also added to the 'Tech Tools Recommended' list on this Blog
Thursday, November 01, 2007
Educational Media Collection
http://www.uwosh.edu/library/emc/lp_esl.html
This is a compendium of sites for ESL instructors and students. While I have many of these sites already listed and reviewed on this Blog, it's worth looking at to see what else is out there. Great resource site.
This is a compendium of sites for ESL instructors and students. While I have many of these sites already listed and reviewed on this Blog, it's worth looking at to see what else is out there. Great resource site.
Commentary: Sotir: Syncing Technology Effectively
An instructor stopped into my office this morning to borrow a digicamcorder, and said she was having some problems with the video output of the CDs that she burns for her students. Students record their speeches using a digicamcorder, and then she reviews them and adds comments. While she has a clean recording (using Windows Movie Maker) at home, there are clicks and pauses when it is played back on other computers. I suggested that she look to the Web as a better tool and upload the videos to a site such as Teacher Tube (www.teachertube.com). There is a new video on Teacher Tube discussing just that subject:
TeacherTube Tips: Creating and Uploading Reliably! (http://www.teachertube.com/view_video.php?viewkey=385758d31890a4bca996)
Here is the Teacher Tube intro:
Having trouble uploading to TeacherTube? I do. But I found a couple of things that make both creating and uploading far more dependable.
- Using Windows MovieMaker, choosing the right settings to save your movie will make it much more likely to upload smoothly to TeacherTube.
- Long uploads tend to timeout on TeacherTube. But logging in in another tab of the browser keeps you logged in to finish your upload!
For her purposes, I suggested she create a class Blog to allow students to easily view the finished portfolios as a group.
Another option, if video is not always necessary, is to use a simple podcasting site like Gabcast (www.gabcast.com). This will give the students an opportunity to listen to and review their pronunciation and only requires a telephone and a computer. It's quick, easy and effective.
The advantage of both of these methods is that students would have access to the speeches on the Web, instead of via a CD or DVD. It's great that instructors are moving more into 2.0 but the key is syncing all of the technologies used effectively. There are new Web tools being developed daily, and if older technologies are proving problematic, it pays to search for more effective solutions. I'll keep adding the to list this on the 'Tech Tools Recommended' listing in the right hand column of this Blog.
TeacherTube Tips: Creating and Uploading Reliably! (http://www.teachertube.com/view_video.php?viewkey=385758d31890a4bca996)
Here is the Teacher Tube intro:
Having trouble uploading to TeacherTube? I do. But I found a couple of things that make both creating and uploading far more dependable.
- Using Windows MovieMaker, choosing the right settings to save your movie will make it much more likely to upload smoothly to TeacherTube.
- Long uploads tend to timeout on TeacherTube. But logging in in another tab of the browser keeps you logged in to finish your upload!
For her purposes, I suggested she create a class Blog to allow students to easily view the finished portfolios as a group.
Another option, if video is not always necessary, is to use a simple podcasting site like Gabcast (www.gabcast.com). This will give the students an opportunity to listen to and review their pronunciation and only requires a telephone and a computer. It's quick, easy and effective.
The advantage of both of these methods is that students would have access to the speeches on the Web, instead of via a CD or DVD. It's great that instructors are moving more into 2.0 but the key is syncing all of the technologies used effectively. There are new Web tools being developed daily, and if older technologies are proving problematic, it pays to search for more effective solutions. I'll keep adding the to list this on the 'Tech Tools Recommended' listing in the right hand column of this Blog.
Tuesday, October 30, 2007
Zamzar File Format Conversion Tool
http://www.zamzar.com
Are you looking for a free online file format conversion tool that you can use without downloading? Zamzar may be what you are looking for. It's easy to use and you can either use a URL or the file itself. For example, it allows you change from a .FLV file from YouTube to a MP4 or AVI file format. Quick and easy.
Are you looking for a free online file format conversion tool that you can use without downloading? Zamzar may be what you are looking for. It's easy to use and you can either use a URL or the file itself. For example, it allows you change from a .FLV file from YouTube to a MP4 or AVI file format. Quick and easy.
Tuesday, October 23, 2007
CESOL: Computers for English and Speakers of Other Languages
http://tech.worlded.org/docs/cesol/index.htm
update 11.5.07: American TESOL Institute launches two Websites http://www.tesolabroad.com/ and http://www.tesol-jobs.com/ .
The Computers and English for Speakers of Other Languages website is for teachers who are interested in integrating technology into primarily the adult ESOL/ ESL/EFL classroom. We are advocating a computer-mediated approach that includes but is not limited to:
* teaching computers to ESOL / ESL / EFL students in a way that integrates technology into the curriculum; *using computer technology as a tool for improving teaching English language learning;
*developing project-based, cooperative use of computers and the Internet;
*utilizing software appropriately in the computer-assisted language learning (CALL) lab.
Note: Although there is some links to topics related to distance learning, there are many other sites that cover this topic in greater detail. Do, however, see the new articles on Podcasting.
This is packed with good information and lesson plans and is geared for adult ESL in particular. Very useful.
Podomatic: World News for ESL Learners
http://esl.podomatic.com/ World News for ESL Learners
World News in Slow and Clear EnglishFor English as a Second Language (ESL) listeners.The English is spoken very clearly at about 80% the speed of regular news announcers.
Contact Info
podMail: esl@podomatic.com
Can also be used to find and create podcasts. Excellent for early listening levels.
World News in Slow and Clear EnglishFor English as a Second Language (ESL) listeners.The English is spoken very clearly at about 80% the speed of regular news announcers.
Contact Info
podMail: esl@podomatic.com
Can also be used to find and create podcasts. Excellent for early listening levels.
Wednesday, October 03, 2007
Gabcast: Audio Podcasting
As you know, I am always looking for new and easy ways to do the things we want to do. Here's a method of creating an audio podcast using only a phone. This is the Gabcast address: (http://www.gabcast.com/) To hear my first Gabcast (and don't I feel like calling Watson...), click on the underlined phrase "Using Podcasts #2, Using Gabcast" that is above the Gabcast icon located in the right hand column of this Blog. It will take you to my channel. Click on the 'PLAY' button to hear my podcast.
Obviously I need practice, but the process was simple. I called in to the 800 number from my office phone, gave them my channel number and password, and then read my script. When I was done, I could listen to it and accept or change it. Then I hit the # sign to upload. I then went to the Gabcast page and found the code to add the script I read to this Blog, copied it to my 'Add a Page Element' and I was done. Here are the steps involved:
Creating Gabcast episodes
Recording your own Gabcast episodes is a breeze!
Signup & Login
signup and login to the website (it's FREE!)
Create a channel
visit your My Account page and create a new channel
Use a phone
call one of the Gabcast access numbers listed on the right side of this page
Record
start gabbing - tell the world what's on your mind!
Publish
publish your recording, either via the phone, or via your My Account page
Tag
tag your episode to make it easier to recognize and to make it searchable!
That's it!
subscribers to your channel will be notified via this website, iTunes, web portals, rss clients, and email
The Gabcasts are saved into an MP3 format, which can easily be inserted into a PowerPoint if you want. Kristy suggested this would be great for dictations for students to listen to and transcribe. Since the only equipment you need to create it is a phone (and a script), it should be simple to use. I'd like to have several of you try it out and let me know the results. Try both a college phone (land line) and possibly a cell phone to see the differences in audio quality. I'd also like your ideas on how this could be used. Effective podcasts are usually quite short and have a narrow topic.
Email the Gabcast channel and password to me so I can check it out as well. Sign up before using, but there is no fee. You will need to create a channel account before you begin your first Gabcast. When you have, you will get a screen such as the one below, which will give you the channel number, password (must be numeric), meeting password (if you want a conference channel) and then you can tag it to help with searching. This Web site also supports a link to add to a new or existing Blog (yes!) :
JSotir's channels
Create a new channel Manage your channels and episodes
(don't forget the importance of tagging your episodes)
channel number: 13724
channel password: 32256
meeting password: 312
channel type: Free space usage: 0 MB
Using Podcasts
Describing the process of creating audio podcasts using Gabcast Education / Higher Education http://wccniuesl.blogspot.com/
manage episodes edit channel delete channel
Obviously I need practice, but the process was simple. I called in to the 800 number from my office phone, gave them my channel number and password, and then read my script. When I was done, I could listen to it and accept or change it. Then I hit the # sign to upload. I then went to the Gabcast page and found the code to add the script I read to this Blog, copied it to my 'Add a Page Element' and I was done. Here are the steps involved:
Creating Gabcast episodes
Recording your own Gabcast episodes is a breeze!
Signup & Login
signup and login to the website (it's FREE!)
Create a channel
visit your My Account page and create a new channel
Use a phone
call one of the Gabcast access numbers listed on the right side of this page
Record
start gabbing - tell the world what's on your mind!
Publish
publish your recording, either via the phone, or via your My Account page
Tag
tag your episode to make it easier to recognize and to make it searchable!
That's it!
subscribers to your channel will be notified via this website, iTunes, web portals, rss clients, and email
The Gabcasts are saved into an MP3 format, which can easily be inserted into a PowerPoint if you want. Kristy suggested this would be great for dictations for students to listen to and transcribe. Since the only equipment you need to create it is a phone (and a script), it should be simple to use. I'd like to have several of you try it out and let me know the results. Try both a college phone (land line) and possibly a cell phone to see the differences in audio quality. I'd also like your ideas on how this could be used. Effective podcasts are usually quite short and have a narrow topic.
Email the Gabcast channel and password to me so I can check it out as well. Sign up before using, but there is no fee. You will need to create a channel account before you begin your first Gabcast. When you have, you will get a screen such as the one below, which will give you the channel number, password (must be numeric), meeting password (if you want a conference channel) and then you can tag it to help with searching. This Web site also supports a link to add to a new or existing Blog (yes!) :
JSotir's channels
Create a new channel Manage your channels and episodes
(don't forget the importance of tagging your episodes)
channel number: 13724
channel password: 32256
meeting password: 312
channel type: Free space usage: 0 MB
Using Podcasts
Describing the process of creating audio podcasts using Gabcast Education / Higher Education http://wccniuesl.blogspot.com/
manage episodes edit channel delete channel
Tuesday, October 02, 2007
Commentary: Sotir: Happy Birthday, Sputnik! (October 4, 1957)
It's been 50 years since that little 183 pound ball of aluminum made Americans sit up and take notice. It was about the size of a basketball, but the impact it had on the future was staggering. Americans were stunned and unnerved by the event, and everyone demanded that the U.S. respond. On February 7, 1958, President Dwight D. Eisenhower established the Advanced Research Projects Agency (ARPA) which had, as its mission the charge of preventing technological surprises. So they launched, and we launched...and launched. It changed our lives, our furniture (remember the Sputnik-inspired lamps?) and our society. Of course, as society goes, so goes education. It became fashionable to do math and science became a major focus.
By 1960, ARPA was moving full steam ahead, funded with what seemed to be endless dollars all with the goal of putting America back on top. In 1962, ARPA established and funded the Information Processing Techniques Office. Although the title seemed less than inspired, the new director, JCR Licklider, was anything but commonplace. In 1960 he had published the much heralded 'Man-Computer Symbiosis' and showed the world his vision of the future. This article anticipated the development of many information technologies, including the Internet itself. While the Department of Defense had computers for quite some time, the new vision was to have those computers freely sharing their information. While the rockets still launched into space, the developments on this planet were staggering. ARPA funds were given to MIT to start Project MAC, and the inclusion of academic research combined with government agencies (and money) spurred on progress. The interesting factor was that Licklider had both the money and the talent to achieve amazing success. By the end of 1968, new technologies such as the mouse and hypertext links were forming the base of computer to computer communication. The first Arpanet host-to-host message was sent from UCLA to Stanford in 1969, which led to the first 'internetting' project linking various kinds of packet-switching networks.
It's hard to imagine a world without the Internet, or the World Wide Web. When I first got involved in technology, there was no Web, only a very rudimentary system called the Bulletin Board System, or BBS. Within a relatively short time, the BBS morphed into the WWW, and lives were forever changed. With visionaries such as Licklider and his talented teams from both government and academia, we have bounded into the future. All those 'Modern Math' classes that we had as children in response to the Sputnik-mania formed young minds and gave a base (of something other than 10) to the future. Children today do not know that there was a world without computers. I wonder what their children will know?
By 1960, ARPA was moving full steam ahead, funded with what seemed to be endless dollars all with the goal of putting America back on top. In 1962, ARPA established and funded the Information Processing Techniques Office. Although the title seemed less than inspired, the new director, JCR Licklider, was anything but commonplace. In 1960 he had published the much heralded 'Man-Computer Symbiosis' and showed the world his vision of the future. This article anticipated the development of many information technologies, including the Internet itself. While the Department of Defense had computers for quite some time, the new vision was to have those computers freely sharing their information. While the rockets still launched into space, the developments on this planet were staggering. ARPA funds were given to MIT to start Project MAC, and the inclusion of academic research combined with government agencies (and money) spurred on progress. The interesting factor was that Licklider had both the money and the talent to achieve amazing success. By the end of 1968, new technologies such as the mouse and hypertext links were forming the base of computer to computer communication. The first Arpanet host-to-host message was sent from UCLA to Stanford in 1969, which led to the first 'internetting' project linking various kinds of packet-switching networks.
It's hard to imagine a world without the Internet, or the World Wide Web. When I first got involved in technology, there was no Web, only a very rudimentary system called the Bulletin Board System, or BBS. Within a relatively short time, the BBS morphed into the WWW, and lives were forever changed. With visionaries such as Licklider and his talented teams from both government and academia, we have bounded into the future. All those 'Modern Math' classes that we had as children in response to the Sputnik-mania formed young minds and gave a base (of something other than 10) to the future. Children today do not know that there was a world without computers. I wonder what their children will know?
Monday, September 10, 2007
Commentary: Sotir: Web 2.0 and Beyond
I get a lot of questions about the Web...and many of them center on the idea of Web 2.0, 3.0 and higher. Since these phrases are now beginning to trickle into the mainstream, I explain it this way: the original, out of the box product was the version 1.0 asynchronus Internet itself, and it was a series of one way streets. You were able to find an incredible amount of information quickly, but there was not a lot of interaction going on and if it was, you'd have to drive backwards to get it. Sure, you could send the Web host an email, and there were a few ways of communicating, but basically, it was a WYSISYG...what you see is what you get. Web 2.0 is the synchronus two way street...you can not only see the information, but respond and react to the information. Web 2.0 is all about the blogs and the wikis and the podcasts, all of which have interactive components. Web 3.0 is the superhighway that we were promised at the outset. This is more for developers, and just tweaks a lot of the Internet into making the Web more usable. In education, Web 2.0 is the holy grail of technological use. With 2.0, you can access, manipulate and challenge the Web to give you what you want from it. 3.0 just gives us some additional options to explore, and expands the relative ease of use. As in all technology, each version has some incremental increases...2.1, 2.5 etc., even if they are all called 2.0.
Another good example is phones. The original 'cell phone' was the big and clunky 'brick phones' that we were all so captivated with when they were first introduced. I am always amused when I watch old movies to see the characters using the 'portable mobile phones' . Then the cell phone revolution took hold, ala 2.0, and we moved with lightening speed to add features such as Bluetooth, email, photos, movies, TV, texting and even the Internet itself into an object that could fit into the palm of your hand. Then the i-Phone hit the market and it does all of those things but does them with a new interface and finesse that steps it up a notch to the 3.0 level. I am sure the next level of phones will offer a lot more interaction, with more virtual reality (VR) components and ease of use. I noted that when I got the i-Phone, my old cell phone, barely a year old, suddenly seemed soooooooo last year. It's not just the cool look of the i-Phone, but features such as 'rolling' rather than typing, or even something seemingly simple like the automatic access to all of your email accounts, without putting in a user name and password each time you want to access your account that makes it a gotta have. It's easier, it's cleaner and yes, it's infinitely cooler. However, with technology, you can bet that within a relatively short time you'll laugh as the movie character picks up his i-Phone and has to use his finger to type. The new 'Apple i-MindPhone' will be ever so much cooler, capturing your thoughts as it seamlessly transfers your calls. Perhaps the holographic VR assistant will handle all these tasks for you, and offer a massage as well...oh, you get the picture.
Whatever the version, there is a newer version on the horizon, poised to win hearts and wallets. Educators will have to accept the challenge and continue the race to stay ahead of students who are at least 2 versions newer and better equipped. And they have fewer wrinkles, too.
Another good example is phones. The original 'cell phone' was the big and clunky 'brick phones' that we were all so captivated with when they were first introduced. I am always amused when I watch old movies to see the characters using the 'portable mobile phones' . Then the cell phone revolution took hold, ala 2.0, and we moved with lightening speed to add features such as Bluetooth, email, photos, movies, TV, texting and even the Internet itself into an object that could fit into the palm of your hand. Then the i-Phone hit the market and it does all of those things but does them with a new interface and finesse that steps it up a notch to the 3.0 level. I am sure the next level of phones will offer a lot more interaction, with more virtual reality (VR) components and ease of use. I noted that when I got the i-Phone, my old cell phone, barely a year old, suddenly seemed soooooooo last year. It's not just the cool look of the i-Phone, but features such as 'rolling' rather than typing, or even something seemingly simple like the automatic access to all of your email accounts, without putting in a user name and password each time you want to access your account that makes it a gotta have. It's easier, it's cleaner and yes, it's infinitely cooler. However, with technology, you can bet that within a relatively short time you'll laugh as the movie character picks up his i-Phone and has to use his finger to type. The new 'Apple i-MindPhone' will be ever so much cooler, capturing your thoughts as it seamlessly transfers your calls. Perhaps the holographic VR assistant will handle all these tasks for you, and offer a massage as well...oh, you get the picture.
Whatever the version, there is a newer version on the horizon, poised to win hearts and wallets. Educators will have to accept the challenge and continue the race to stay ahead of students who are at least 2 versions newer and better equipped. And they have fewer wrinkles, too.
Tuesday, September 04, 2007
ESL: Grammar/Verb Conjugator
http://www.verbix.com/webverbix/ Conjugate Verbs Online
WebVerbix is a free on-line verb conjugator. It's an online version of a more feature-packed shareware product called Verbix for Windows. There may not be a lot of uses for conjugating verbs, but for some students, it is helpful. There are ancient languages listed as well as modern.
WebVerbix is a free on-line verb conjugator. It's an online version of a more feature-packed shareware product called Verbix for Windows. There may not be a lot of uses for conjugating verbs, but for some students, it is helpful. There are ancient languages listed as well as modern.
Google Page Creator
http://pages.google.com/
"Create your own web pages, quickly and easily. Google Page Creator is a free online tool that finally makes it easy for anyoneto create and publish useful, attractive web pages in just minutes. As you edit your page, you're seeing exactly what it will look like when other people see it. No complex tools to learn. No web designers to hire." This really is a do-it-yourself project that works.
"Create your own web pages, quickly and easily. Google Page Creator is a free online tool that finally makes it easy for anyoneto create and publish useful, attractive web pages in just minutes. As you edit your page, you're seeing exactly what it will look like when other people see it. No complex tools to learn. No web designers to hire." This really is a do-it-yourself project that works.
Writing: ESL, ABE/GED Story Squared
http://www.storysquared.com/ Story Squared
"Want to be creative but don't have the time? Start a story on StorySquared and see where it goes. Friends and family contribute to a story thread that you create. The results can be funny, imaginative, or just plain strange. Try it out now and see!
Start your story “Once upon a time…”
Send it to the people you want to contribute.
You and your friends read the story as it unfolds! "
Above is the lead into this site. It's an interesting tech twist on an old writing technique that would be great for imtermediate and higher level ESL students, and would also obviously work on an online environment. There are public stories that you can add to, or create an entirely new story.
"Want to be creative but don't have the time? Start a story on StorySquared and see where it goes. Friends and family contribute to a story thread that you create. The results can be funny, imaginative, or just plain strange. Try it out now and see!
Start your story “Once upon a time…”
Send it to the people you want to contribute.
You and your friends read the story as it unfolds! "
Above is the lead into this site. It's an interesting tech twist on an old writing technique that would be great for imtermediate and higher level ESL students, and would also obviously work on an online environment. There are public stories that you can add to, or create an entirely new story.
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