One more day left. I have finished all of my technology work and I just have to finish up my instructional frameworks; then I will have my completed my first 6 hours of my graduate career. In class today, Skip read us an article about traditions and the importance of maintaining traditions and the bond they often forge. I thought it was a truly wonderful way to help close the class and help us understand the best part about CADRE--the relationships we are forming, the traditions we are creating, and the support we can depend on. I know its only the beginning but I already feel like our group has "gelled"....Dr. Scholls would be proud!!
One more day left to go Ladies and Tim...keep it up!
This is the personal record of my CADRE experience and the adventures I take throughout my journey of becoming a techy savvy teacher.
Wednesday, June 30, 2010
Tuesday, June 29, 2010
Article Review #3
http://www.educationworld.com/a_tech/tech/tech004.shtml
Description:
The article “Technology as a Tool to Support Instruction” addressed the big issue most educators have or will come across—if technology should be used in their classroom, and if so, how should it be used? According to Lynne Schrumm the question of the use of technology in the classroom is no longer “the question.” It is undeniable that an understanding and efficiency with technology is an essential skill for a productive member of the 21st century society. Educators can no longer ignore technology in the classroom—it must be embraced, but how to go about implementing it into the lessons is where problems start to arise. According to Shrumm, technology itself should not be the actual learning, it should be a tool to be used and manipulated in order to create genuine engagement and learning. Technology should be the means, not the end. But in order to use technology as a means, there must be certain foundations established. First and foremost, teachers must insist on being an integral part of the process of choosing and incorporating new technology into the classroom. They must make it a mission to be up to date and educated about the new directions technology takes within the education world, and they must not be afraid to ask questions and be a “student” once again.” Furthermore, once they learn how to use the new tools provided by technology, teachers must be willing to take the risk of experimenting how to incorporate most effectively. Lastly, teachers in order to successfully integrate technology into their classrooms, teachers must have the support of all stakeholders in the school. They must have a network of cohorts to depend on and brainstorm with on the most effective and creative uses of technology in learning.
Analysis:
This article deconstructed the process and attitudes necessary for technology to be effectively incorporated into education. It acknowledged the problems technology has created for education in the past, and it presented the changes that have since occurred. Moreover, it acknowledged the role a teacher must take in order to become an effective 21st century educator. It is no longer acceptable for teachers to just sit back and wait for technology to come to them. Technology is here, now teachers must seek out the most effective tools technology can provide, and discover the best ways to incorporate these tools into their toolbox of best practices. The more I read about the implementation of technology in the classroom, the more convinced I am of the power it holds to engage and truly inspire students. But more importantly, I am realizing that technology alone cannot engage and inspire learning without a teacher behind it—facilitating its use and incorporation.
Reflection:
Overall, I liked this article. It was a good summative read for me as far as my reviews are concerned because it addressed my doubts regarding technology but overpowered them with the potential technology has to offer if used correctly and effectively. This is a theme I keep coming across—in order for technology to inspire learning it must be used EFFECTIVELY. If a teacher cannot fluidly incorporate technology into her lesson, then it will lose its power to engage students. I know the fluidity factor is something that one must develop and continue to hone throughout a career, but I feel as though I am well on my way to becoming more proficient.
Each Ending Brings a New Beginning
I cannot believe how fast my first two CADRE classes rushed by. I have two more days left in Instructional strategies and Intro to Technology and while I am happy to complete the classes, I am sad to be moving on. I have learned so many applicable things in these two classes, and I can hardly wait to bring them into my classroom next year. I still have a few things to wrap up for these two classes though, so I should not get ahead of myself just yet :)
We started our research class last night, however. And I can honestly say that I can't wait to be done with it. The prof seems very knowledgeable and nice, but I know how much work it is going to be....ARRRGGGHHH. What have I gotten myself into... I am figuring out that taking this process day by day is the key.
Overall, though this has been an A-MAZING experience so far and if my future teachers are as great as my current teachers I know I will be in good hands.
We started our research class last night, however. And I can honestly say that I can't wait to be done with it. The prof seems very knowledgeable and nice, but I know how much work it is going to be....ARRRGGGHHH. What have I gotten myself into... I am figuring out that taking this process day by day is the key.
Overall, though this has been an A-MAZING experience so far and if my future teachers are as great as my current teachers I know I will be in good hands.
Thursday, June 24, 2010
One week left to go
DOOOOOONE for the weekend. I turned in my lit review this morning and dropped about ten pounds of stress off my back. It felt so awesome to turn in my lit review and feel confident about my work and effort. I was also the presenter for my lit circle today. I thought it went really well--my group has such amazing conversation and insight into the text and its application to our upcoming experiences.
In tech today we conferenced with Skip and Ross about our progress in the class. I fell really good about where I am in my workload for tech class and I feel confident about the last week.
In tech today we conferenced with Skip and Ross about our progress in the class. I fell really good about where I am in my workload for tech class and I feel confident about the last week.
Wednesday, June 23, 2010
Article Review #2
Description:
"Does Your Teen Need a Break from All That Technology?" was addressing a question that is on a lot of parents' and educators' minds. Today's parents and educators are not "digital natives,' they are more like digital converts. Because of this, many adults have begun to speculate on the effects of students' never-ending relationship with technology--both positive and negative effects. Many people, like Janet Oak, believe that the phenomenon of digital multitasking is second nature to today's youth; even labeling it as media-meshing rather than multitasking. Others agree with this and, and go even further, classifying students' "media-meshing" as an act of modeling or a skill development. In today's society more than ever the ability to handle multiple tasks efficiently is prized, but many are still wondering if the technological multitasking performed constantly by students is actually harming their ability to focus on tasks rather than strengthening it. The article included a variety of different views surrounding this concern and highlighted some tips for parents to help determine whether or not their children were indeed being negatively impacted by all the "media-meshing." In the end, though, it all comes down to the individual--just like in the classroom, some students handle certain activities and skills better than others. And the appropriate level of technology use for each student depends upon his or her own personal ability to work efficiently amongst it.
Analysis:
This article discussed a hot topic right now in a variety of fields concerning child development. More than ever before, students are being bombarded with opportunities to multi-task, or media-mesh if you will. Whether or not this bombardment is positive or negative is yet to be discovered. To be honest, I do not believe there ever will be a definitive answer to the question/controversy. It all depends on the child...their background, cognitive ability, and preference. The environment some students thrive in, others perish. The question is not cut and dry; so neither is the answer. I do agree with the article, though, that it is important to understand how your child (or students) function most efficiently and to use this information to not only help them achieve but improve the skills they are less proficient in.
Reflection:
The article brought up a lot of good points regarding student development and the effect of technology on their cognitive development and focus. This is a discussion that definitely affects education--both in the school and home atmosphere. Furthermore, I believe this article would be something I could share with my students' parents/guardians. I believe that each family should set guidelines for their children regarding study time vs. technology time and how the two can co-exist.
"Does Your Teen Need a Break from All That Technology?" was addressing a question that is on a lot of parents' and educators' minds. Today's parents and educators are not "digital natives,' they are more like digital converts. Because of this, many adults have begun to speculate on the effects of students' never-ending relationship with technology--both positive and negative effects. Many people, like Janet Oak, believe that the phenomenon of digital multitasking is second nature to today's youth; even labeling it as media-meshing rather than multitasking. Others agree with this and, and go even further, classifying students' "media-meshing" as an act of modeling or a skill development. In today's society more than ever the ability to handle multiple tasks efficiently is prized, but many are still wondering if the technological multitasking performed constantly by students is actually harming their ability to focus on tasks rather than strengthening it. The article included a variety of different views surrounding this concern and highlighted some tips for parents to help determine whether or not their children were indeed being negatively impacted by all the "media-meshing." In the end, though, it all comes down to the individual--just like in the classroom, some students handle certain activities and skills better than others. And the appropriate level of technology use for each student depends upon his or her own personal ability to work efficiently amongst it.
Analysis:
This article discussed a hot topic right now in a variety of fields concerning child development. More than ever before, students are being bombarded with opportunities to multi-task, or media-mesh if you will. Whether or not this bombardment is positive or negative is yet to be discovered. To be honest, I do not believe there ever will be a definitive answer to the question/controversy. It all depends on the child...their background, cognitive ability, and preference. The environment some students thrive in, others perish. The question is not cut and dry; so neither is the answer. I do agree with the article, though, that it is important to understand how your child (or students) function most efficiently and to use this information to not only help them achieve but improve the skills they are less proficient in.
Reflection:
The article brought up a lot of good points regarding student development and the effect of technology on their cognitive development and focus. This is a discussion that definitely affects education--both in the school and home atmosphere. Furthermore, I believe this article would be something I could share with my students' parents/guardians. I believe that each family should set guidelines for their children regarding study time vs. technology time and how the two can co-exist.
Article Review #1
Article Review #1
Description:
“School Turns Page on Technology with E-Reader Textbooks” by Stephen Thompson was discussing Clearwater High School and its decision to equip each of its 2,100 students with an e-reader, in lieu of Math and English textbooks. Rather than receiving the traditional, usually-bulky Math and English texts, students will have a downloaded version on their e-readers. In many ways, Clearwater High is serving as “guinea pigs” for the surrounding schools—who are waiting to see whether or not the innovative and utterly original plan will be successful. If the plan proves successful, the e-readers (and subsequent downloaded texts) will eventually save the school a lot of money and promote a greener school policy. According to the article, there was a strong call for more technology incorporation at the school by teachers, parents, and students. And, rather than spending money on laptops, which are more expensive and possibly on the out, principal Keith Mastorides opted to go with the e-readers. The e-readers will give students access to not only their textbooks, but the internet, and assignments/ school reports as well. Furthermore, the e-readers may have a regenerative effect on student interest and engagement. According to a Clearwater senior, students get “frustrated” with their textbooks and that the e-readers will not only be lighter but a great tool to help students remain organized and possibly even learn more efficiently. The student even went on to suggest that the e-reader would become just another high-tech essential for students in today’s 21st learning community and that they would treat the e-readers with the kind of care they would treat “[their] own Kindle.”
Analysis:
I think this article touched on an issue that a lot of schools and districts are grappling with right now. Here in Omaha, even, OPS principals were given grants to use at their own discrepancy—the question of how they should spend the funds is and remains to be a daunting question for those who are considering spending the allocation on technology. If you choose to spend it on technology, do you get each student a mini-laptop, an e-reader; new media center computers, smart boards, etc.? Clearwater’s principal’s decision was a gutsy one—but one that could prove to have outstanding results, and admirable, no matter the end result. It is evident through the article that both teachers and students are excited about the prospect of the e-readers—something that will prove valuable in the engagement of both parties essential to the learning process. And the principal’s commitment to get each one of his students an e-reader in order to avoid discrepancies amongst his students is even more admirable. Looking in from the outside, it seems that Clearwater High is on a thin line right now—on one side is brilliance and innovation in the education world and on the other is utter failure. No matter which side the school’s experiment ends, I believe that it shows a definite dedication to the school’s students, their learning, and the future of education.
Reflection:
I am torn regarding how I would feel about using an e-reader in my Language Arts classroom. Personally, I like the feel of a book in my hands—the ability to run my finger across the paper, mark the edges, grab each page and begin to lift it before I am truly ready to turn to the next. But that is my bias, my preference—and most likely, not that of my students. From the perspective of a student, I would not like the move to e-readers. From that of a teacher—I like the move, if my students do and if it will motivate them to learn. Furthermore, I admire Clearwater’s principal for the risk he is taking in order to engage and reach his students. I think using technology such as e-readers has enormous potential for our students, and I believe that an understanding of these tools will be essential for their success in the future. But the application that allows students to listen, rather than actually read the text scares me. As a language arts teacher, the ability to read and comprehend material is priceless; and if students can just listen and get by without reading are we, as educators, doing a disservice to them?
Description:
“School Turns Page on Technology with E-Reader Textbooks” by Stephen Thompson was discussing Clearwater High School and its decision to equip each of its 2,100 students with an e-reader, in lieu of Math and English textbooks. Rather than receiving the traditional, usually-bulky Math and English texts, students will have a downloaded version on their e-readers. In many ways, Clearwater High is serving as “guinea pigs” for the surrounding schools—who are waiting to see whether or not the innovative and utterly original plan will be successful. If the plan proves successful, the e-readers (and subsequent downloaded texts) will eventually save the school a lot of money and promote a greener school policy. According to the article, there was a strong call for more technology incorporation at the school by teachers, parents, and students. And, rather than spending money on laptops, which are more expensive and possibly on the out, principal Keith Mastorides opted to go with the e-readers. The e-readers will give students access to not only their textbooks, but the internet, and assignments/ school reports as well. Furthermore, the e-readers may have a regenerative effect on student interest and engagement. According to a Clearwater senior, students get “frustrated” with their textbooks and that the e-readers will not only be lighter but a great tool to help students remain organized and possibly even learn more efficiently. The student even went on to suggest that the e-reader would become just another high-tech essential for students in today’s 21st learning community and that they would treat the e-readers with the kind of care they would treat “[their] own Kindle.”
Analysis:
I think this article touched on an issue that a lot of schools and districts are grappling with right now. Here in Omaha, even, OPS principals were given grants to use at their own discrepancy—the question of how they should spend the funds is and remains to be a daunting question for those who are considering spending the allocation on technology. If you choose to spend it on technology, do you get each student a mini-laptop, an e-reader; new media center computers, smart boards, etc.? Clearwater’s principal’s decision was a gutsy one—but one that could prove to have outstanding results, and admirable, no matter the end result. It is evident through the article that both teachers and students are excited about the prospect of the e-readers—something that will prove valuable in the engagement of both parties essential to the learning process. And the principal’s commitment to get each one of his students an e-reader in order to avoid discrepancies amongst his students is even more admirable. Looking in from the outside, it seems that Clearwater High is on a thin line right now—on one side is brilliance and innovation in the education world and on the other is utter failure. No matter which side the school’s experiment ends, I believe that it shows a definite dedication to the school’s students, their learning, and the future of education.
Reflection:
I am torn regarding how I would feel about using an e-reader in my Language Arts classroom. Personally, I like the feel of a book in my hands—the ability to run my finger across the paper, mark the edges, grab each page and begin to lift it before I am truly ready to turn to the next. But that is my bias, my preference—and most likely, not that of my students. From the perspective of a student, I would not like the move to e-readers. From that of a teacher—I like the move, if my students do and if it will motivate them to learn. Furthermore, I admire Clearwater’s principal for the risk he is taking in order to engage and reach his students. I think using technology such as e-readers has enormous potential for our students, and I believe that an understanding of these tools will be essential for their success in the future. But the application that allows students to listen, rather than actually read the text scares me. As a language arts teacher, the ability to read and comprehend material is priceless; and if students can just listen and get by without reading are we, as educators, doing a disservice to them?
Tuesday, June 22, 2010
The word of the day is...Productivity
Whew...Today has been a busy day. Being sick yesterday really put me behind. It's crazy how missing one day in these summer classes is equal to missing a week during a regular semester...because of this, today has been a good ol' fashion make-up day. I worked more on my literature review, started preparing for my lit circle presenter role on thursday, completed another of my choice projects, and finished one of my article reviews. Funny thing is, though, despite completing the tasks I set for myself, I still feel like I am behind just knowing how much more is left to do...instructional frameworks, group presentations, etc. I know that it really isn't that much but it sure looks like it from this side of the week. Oh well, just gotta keep up the word of the day PRODUCTIVITY. Productivity is key.
We finished our imovie in class today and I am really happy with how it turned out. I really enjoy my fellow middle school ladies and I feel lucky to be able to work with such smart and kind girls. We also had some work time in class today--which was soooooooo nice. Thanks, Ross and Skip!!! Tomorrow we get another work day and a chance to talk about choice project plans/ideas/etc. with eachother. OOOh yea..Julia showed me this awesome site: edu.glogster. It is this amazing site to create interactive posters. I think the students would love to use this in a L.A. room to do character collages or thematic representations...not to mention that I used it for one of my choice projects. Thanks, Julia!!!!
We finished our imovie in class today and I am really happy with how it turned out. I really enjoy my fellow middle school ladies and I feel lucky to be able to work with such smart and kind girls. We also had some work time in class today--which was soooooooo nice. Thanks, Ross and Skip!!! Tomorrow we get another work day and a chance to talk about choice project plans/ideas/etc. with eachother. OOOh yea..Julia showed me this awesome site: edu.glogster. It is this amazing site to create interactive posters. I think the students would love to use this in a L.A. room to do character collages or thematic representations...not to mention that I used it for one of my choice projects. Thanks, Julia!!!!
Wednesday, June 16, 2010
And the Waves Coming Crashing Down
It all hit me today--the realization of the ammount of work...not only ahead of me this year, but in the next two weeks. I have been trying to do a little bit every night: update my blog, keep up on my reading, work on my choice projects, begin finding articles for the 3 article reviews, and research my literature review, but today in class it really hit me how much I have left to do over the next two weeks and it was a little overwhelming. The closest thing I can relate it to is the ocean. When you first see the ocean it looks so peaceful and beautiful. The water rushes over your feet and you feel a sense of purpose and contentment within yourself--kind of like when I was accepted into CADRE. As you begin to wade out you can feel and see the strength of the waves, but you don't fully appreciate their massive power. It isn't until you swim out a little further and the first one crashes down on you that you understand what you have gotten yourself into. At this point you have to make a decision--to go back to the beach or to forge ahead beyond the waves...today the waves crashed down on me with their full force and I felt myself become a little discouraged. I know that these two classes are just the beginning of the waves and that I am going to be swimming into the waves for quite some time, but as long as I keep swimming I know I will get beyond the crashing and into the calm...how long that may take, though....
Tuesday, June 15, 2010
Miss B's Panther Place
Exciting News!! I created my very first web page today. I titled it Miss B's Panther Place--the panther is Morton's mascott. I designed the page as an information portal for parents and student to inform themselves about what the students are learning in class, upcoming events and activities, assigned homework, and an optional location for communication. I am very happy with my finished product and I am even considering using this as one of my choice products--which takes a little stress off my workload. I was pleasantly surprised to see how user-friendly webs.com was (they even included a how-to video for the tech newbies). If anyone is interested in making a web page for your classroom next year, I strongly recommend this site. Heather introduced me to it and I am sooooo happy she did---thanks, Heather :).
I also worked on my prezi assignment some more tonight. I feel like I am getting much more comfortable with the different tools and how to manipulate them. It was a bit frustrating in class today trying to get used to them, but after awhile it definitely gets easier. I definitely see myself using prezi all the time next year and I am positive my students are going to go wild about it!! I think I might make prezi for one of my chocie projects, but try to challenge myself by creating links and possibly embedding a video--I'll definitely need a tutorial of how to do that though...if anyone knows how, I'd love some advice.
Thats all for tonight. If you get a chance, check out Miss B' Panther Place and give me any suggestions or feedback you have---please!!!
I also worked on my prezi assignment some more tonight. I feel like I am getting much more comfortable with the different tools and how to manipulate them. It was a bit frustrating in class today trying to get used to them, but after awhile it definitely gets easier. I definitely see myself using prezi all the time next year and I am positive my students are going to go wild about it!! I think I might make prezi for one of my chocie projects, but try to challenge myself by creating links and possibly embedding a video--I'll definitely need a tutorial of how to do that though...if anyone knows how, I'd love some advice.
Thats all for tonight. If you get a chance, check out Miss B' Panther Place and give me any suggestions or feedback you have---please!!!
Monday, June 14, 2010
Cohort Commonalities
We had an opportunity to check out and respond to each other's blogs today. It was nice to be able to see what my cohort members were writing about and find some similarities surrounding attitudes concerning technology in the classroom. For the most part, it seems that as a majority we are enthusiastic about the prospect of integrating technology into our instruction, while, concurrently, still somewhat hesitant about its proper role in the learning process. It seems that many people have come to a common conclusion about the use of tech in the classroom: it's all about balance and ensuring genuine student learning. As teachers, we have to make different judgment calls constantly; technology and its integration/utilization in the classroom is no different. We must assess our situation, know our students, their interests, learning styles, and "classroom currency." What works for one class, may fail miserably in another; what interests one, may turn another off. Furthermore, there must be a balance between the traditional and the new--each brings something different and valuable to the table and as teachers, we are responsible for figuring out how to mesh the two together for the most effective lesson possible. One of my cohort members referred to the balance as "sitting on the fence" about the tech debate--I think this "conundrum," as she called it, is a perfect metaphor for the balancing act teachers must embrace. It's important to "see" both sides of the technnology debate and be willing to place a foot within each.
Wednesday, June 9, 2010
Day 3: Article Response
The article "Survey Reveals Gaps in School Technology Perceptions" focused on the widely varied attitude surrounding technology and its place in the 21st century classroom. According to the article, there appears to be a rather overwhelming disparity between teachers' and administrators' attitudes surrounding the importance and implementation of online communicative and collaborative sites as well as technological games and simulations. The survey data indicates that a majority of administrators, principals, and students all agree on the importance and necessity of collaborative sites in a 21st century curriculum, while far less teachers, on the other hand, do not feel they are either appropriate or necessary. Interestingly, too, of the teachers (and aspiring teachers) that do acknowledge and support the use of a variety of different technology in the classroom as learning tools, only 25% actually use it. This contradiction can be contributed to either their lack of know how surrounding the different interfaces and how to incorporate them or their fear regarding the potential threats that these different resources pose not only to their students but to the integrity of the learning process.
As an individual that is not terribly savvy with technology and self-admittedly green of how to properly incorporate into my classroom, I can relate with these teachers' feelings. Technology is a powerful tool (for both positive and negative means) and it has great potential in the classroom for both instruction and engagement purposes--there is no question about this. The true question is how. How do teachers incorporate technology in a way so as to enhance genuine learning and engagement amongst students--both safely and appropriately in order to uphold the rigor and standards of a learning community. In the long run, the question of technology comes down to best practice--what method works best for each teacher, each classroom, each student. What works for one classroom may not work for another; the only way to find out what is effective is to try. Granted, there is a definite risk involved in this--but that is the learning and teaching process; trying something, reflecting and making adaptations. It is all about balance. No one way is the best way, there needs to be an infusion of all the available resources and options that best cater to each students' individual needs. Technology provides a unique avenue for teachers to reach out and engage their students. As teachers we make a daily commitment to help and motivate teach student to achieve at their highest potential--if that requires the use of technology in the classroom, then by not incorporating it, we are do a disservice to our students.
As an individual that is not terribly savvy with technology and self-admittedly green of how to properly incorporate into my classroom, I can relate with these teachers' feelings. Technology is a powerful tool (for both positive and negative means) and it has great potential in the classroom for both instruction and engagement purposes--there is no question about this. The true question is how. How do teachers incorporate technology in a way so as to enhance genuine learning and engagement amongst students--both safely and appropriately in order to uphold the rigor and standards of a learning community. In the long run, the question of technology comes down to best practice--what method works best for each teacher, each classroom, each student. What works for one classroom may not work for another; the only way to find out what is effective is to try. Granted, there is a definite risk involved in this--but that is the learning and teaching process; trying something, reflecting and making adaptations. It is all about balance. No one way is the best way, there needs to be an infusion of all the available resources and options that best cater to each students' individual needs. Technology provides a unique avenue for teachers to reach out and engage their students. As teachers we make a daily commitment to help and motivate teach student to achieve at their highest potential--if that requires the use of technology in the classroom, then by not incorporating it, we are do a disservice to our students.
Tuesday, June 8, 2010
Day 2...blabberize and poll everywhere
Today we learned about two more technology resources in class: blabberize and poll everywhere. Blabberize is a resource that allows people to take a picture, create a removable/mobile mouth and then narrate the picture. While it struck me as more of a novelty at first, I am now starting to see its potential for the classroom--especially a reading/L.A. or history classroom. I just spent the past half hour or so scootin' around blabberize.com and was pleasantly surprised by how many student projects were on the site. Being a reading teacher next year, I think blabberizing different literary characters or public figures would be a great way to engage students in the reading materials, as well as a new and unique option for book report type projects. I am still not sure about poll everywhere. It seems like a neat way to assess informally on student engagement or understanding, but I am still undecided on how I feel about the use of cell phones. Granted, it would engage students, but working with middle schoolers I know all to well that sometimes the tempation of using phones inappropriately can be too much for them. We'll see, more than anything it is nice to be learning about all these resources to incorporate into my "teaching toolbox."
Intro to CADRE and Technology
The first two days of my CADRE experience have already been eventful! Yesterday I was introduced to a variety of awesome technology resources-- blogs, prezis, and voicethreads-- and ideas of how to incorporate this technology into my classroom next year. Until this class, I had no prior knowledge of anything but blogs--and I had not been utilizing their potential. This blog is going to record my experience in Intro to Tech; specifically what I am learning, my reactions, and how I hope to use my soon-to-be-gained tech savvy in my classroom next year. As far as the three new niblets of technology are concerned, though, they all have awesome potential for the classroom and I am excited to start exploring them. At this point in my tech education, I think I will use prezi more. Prezi is similar to powerpoint on steroids, and I think that the middle schoolers will be excited to try it out in the classroom and possibly even experiment with it for their own projects. As far as blogs and voicethreads are concerned, I definitely want to learn more about them and do some research into OPS's policy on their use in the classroom. Because of their public nature, I can envision some potential problems--but the class has provided several different blog options that may work on the schools' networks: wordpress.com, posterous.com, and thoughts.com. Can't wait to learn more!!
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