digitallFOCUS

Our Deepest Fear

2010-02-28T17:27:00.000-08:00

“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won't feel insecure around you. We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.”

~Marianne Williamson

These words are very powerful. This quote has great meaning to me in a time where I see a family member going through recovery to regain her fears and inadequacies. The struggles we face as human beings begin to over take our every thought, action, and movement. In order to create our framework of possibility we must move forward to change our perspective. The downward spiral that overcomes us all on a daily basis can cause defeat. This is when we must pick ourselves up by our bootstraps and charge on.

Everyday I see countless numbers of students being overtaken with the perspective of defeat. They come from broken homes, gang infested neighborhoods, peer pressure, poverty, teen pregnancy, and so many other perils. This becomes disheartening. Just like Martian Luther King finding a way to awaken their underlying desire becomes more and more difficult. As teachers, we are now asked to not only teach the three R’s but also offer assistance in counseling, friendship, parenting, etc. This takes a toll on all involved.

I am so very passionate about making a difference in the lives of others, although I feel so stuck in quicksand as I watch the lives of students be overtaken with pessimism and apathy. How can we regain control in a world so lost? We must reignite the fire that shows students their dreams do make a difference and if they can dream it they can live it. The chapters throughout The Art of Possibility have definitely given me a new hope in the dismal situations that I face on a daily basis. I want to empower my students to live life to the fullest and to embrace each day as if it were the last.

Pictures from personal Library of Heather Eaton

Zander, R. & Zander, B. (2000). The art of possibility: Transforming personal and

professional life. Boston, MA: Harvard Business School Press.

Because Somethings Are Better Done In Person

2010-02-28T15:57:00.001-08:00

Becky Magnum’s original post.:

EDM613 Week3 Blogpost1 "Some things are done better in person"

As I devour the readings and expel the projects of my penultimate monthly class at Full Sail University, I consider my online education. Nervous as Hell about signing on to an online school, I carefully considered the rumors associated with "diploma mill" schools. I researched the school and found relief to my anxiety. Full Sail University is a fully accredited school with real life applications to its programs.

Each month, as I plowed through the intense monthly reading and assignments, I felt more and more confident about my decision to take on this master's program. "Educational Media Design and Technology" has given me 21st century tools to use in my slightly antiquated classroom.

One recent conversation during a Wimba session gave us a chance to answer the question, "Will online educations replace traditional classroom educations?" Our group of 15 or so educators all responded with a resounding "No!" Well, of course we did; we're teachers. But beyond our hope to stay in the classroom and not be replaced by online curriculums, we know the importance of our humanness in the classroom.

We teach so much more than just our content areas. Besides reading, writing and arithmetic, we also teach patience, good character traits, and the importance of finishing a job. Many of these elements are taught simply through modeling good behaviors in the classroom.

Conversely, what better type of program to learn about educational technology? Of course! An online program!

My Response to Bekki Magnum

I too, had only a short time before beginning my journey at Full Sail University. I was introduced to Full Sail through a whirlwind of emails that cam sailing, no pun intended, into my inbox. All I remember seeing is a cartoon version of a teacher saying Technology Education with Real World Applications. My adventure then began. As I look back on the journey I had no idea how much I was actually going to learn through the EMDT program. I am truly grateful for the email I received on that memorable day giving me the power to embark on an unforgettable journey.

I had no idea that I would meet some of my best friends in the program and share life’s struggles, joys, and celebrations. I definitely feel like my experience has been an online program with real life interaction. I can hardly wait to get together with my classmates in April to celebrate our success’ here at Full Sail …because “something’s are better done in person!”

Let Mistakes Melt Away

2010-02-28T15:39:00.000-08:00

In the book, The Art of Possibility by Zander and Zander many life lessons can be learned by the turn of each page. In the chapter The Way Things Are they discuss the analogy of Mistakes being like ice. As Zander (2000) states, “If we resist them, we may keep on slipping into a posture of defeat. If we include mistakes in our definition of performance, we are likely to glide through them and appreciate the beauty of the longer run” (page 102, para. 2). This analogy of mistakes resembling ice is very pertinent to several situations. Ice melts away, just as our mistakes can melt away. At some point the moisture left by the ice can be a constant reminder that the ice was there but eventually the ice will dry up, erasing traces that the mistakes where there.

I find this true in my own life. When a mistake is made…which sometimes is done more often than not, I have a tendency to dwell on the moisture left behind. Instead I should embrace the mistake as a life lesson and find the means to make myself better. Mistakes can give us opportunities to reflect on ourselves from the inside out. This book has definitely taught me to reflect on my character, personality, and place in this world. I have really begun to analyze my purpose in this world and the people I interact with on a daily basis. The key to being successful is being able to use your mistakes as life lessons, so that you can analyze how far you have come. If you cannot bare to hear the bad the good can never become excellent!

Pictures from Microsoft Clipart Gallery

Zander, R. & Zander, B. (2000). The art of possibility: Transforming personal and

professional life. Boston, MA: Harvard Business School Press.

Generation X Parents

2010-02-27T23:13:00.000-08:00

The never ending bout with Generation X Parents

Cruising the Edutopia site I came across an interesting article on Generation X Parents.

This article was very interesting in discussing the issues Generation X parents bring to the table when issues arise with their own children in a school setting. I found myself reading the article and evaluating how I view my own child when it comes to educational settings. Thomas (2010) states, "But the most important discovery was relearning a truism from Psychology 101: If you want to know what's unhealed from your own childhood, have children. Key to decoding our parental behavior is understanding that we are, albeit often unconsciously, doing for our children what no one did for us" (para. 9). I was able to relate to this statement in the fact that I find myself trying to "make better" for what I did not have growing up. If you happen to be a Generation X'r parent this article is a great read. Check it out.

References

Thomas,S. (2010). A teacher's guide to generation X parents Retrieved on February, 27, 2010 from http://www.edutopia.org/generation-x-parents-relationships-guide

Ignorance is our ENEMY!

2010-02-27T20:12:00.001-08:00

I stumbled on this video on YouTUBE. The music is a bit loud, but other than that powerful message and like the creative spin on getting the message across.

Why Can't We Just PAY ATTENTION?

2010-02-27T19:17:00.000-08:00

As teachers often times we do listen to what is being show to us in our classrooms. The 21st century is not going away. So either we need to focus our efforts on getting students engaged or find a new profession.

This is a very powerful video and speaks volumes about what we face today.

References:

http://t4.jordandistrict.org

http://www.youtube.com/watch?v=aEFKfXiCbLw

Final Media Project

2010-02-27T19:05:00.000-08:00

The digitallFOCUS Portal is now up and running. There are still a few tweeks that need to take place but overall there is a ton of useful information on the website.

Don't forget to follow digitallFOCUS on TWITTER and on FACEBOOK!

Engage...don't ENRAGE!

Reaction to Brandi Martin's Blog on ..."Working on the PR Tip for the high school art classroom."

2010-02-13T15:18:00.001-08:00

Brandi Martin Wrote:

Working on the PR Tip for the high school art classroom.. wk 2

Public Relations
If they won't come see me, somehow I have to take it to them. Art up in the halls even more, More art contests/shows, maybe I should even have the kids invite some admins to our room, or to a show. Or I could invite them down to 'model' for us during our lighting or drawing with light projects, then display the results in the hallway for other students to see their deans/principals in a new 'light'.

Last year I got about 5 grants from Donorschoose.org, and I'm not sure anybody knew about it. I should be emailing that news to the public relations man and the school newspaper.

Last year my AP class scored well ahead of the curve nationwide, although we didn't have any scores of 5 (perfect score). I don't know who else knows that. Maybe I should put a copy in every admin's mailbox, or tell the school paper.

I made an excel spreadsheet of enrollment in the classes that I teach, and for which I designed the curriculum, and the enrollment has basically doubled over the last five years. Other art classes that I do not teach have remained stagnant, or declined. I am not sure what to do with this information, so suggestions are welcome.

Reaction to Brandi Martin:

Brandi I understand your quest in getting the PR out to the world. I often find myself becoming annoyingly excited over the work my students are producing in my photography class. I will send out email to show their work to the world. At lunch on Friday I found my self, yet again talking about what the kiddos are up to. I then had several teachers around the table request for me to start sending out staff emails with some of their work enclosed.

In fact I find my self-directing people to our school Photo website often. I too, have an account with donorschoose.org. It is truly an amazing resource. I appreciate your passion for teaching and the relationships you have with your students. This is evident by the comments on your class flicker site. I also appreciate you allowing me to become a part of your world and class through the flicker site. Once again the sharing of resources that I have experienced here at Full Sail with my colleagues has been AMAZING! Keep up your amazing love for teaching and learning.

To Infinity and Beyond!

2010-02-13T14:07:00.000-08:00

In the famous words of Buzz Lightyear…”To infinity and beyond!”

All too often we, as humans, put limits on successes and the things that we can achieve. These limits can be debilitating in so many ways. This crash to our self-worth can cause us to give up, stifle passions, and loose interest in ourselves. I have a deep passion for the arts and find my busy life getting in the way with my one true passion. When this takes place my creativity feels stifled and I loose all sense of drive for every avenue in my life.

I was originally enrolled in another Master’s program for educational curriculum. I felt stifled, but nothing “better” had come along. When I finally took the leap of faith and enrolled at Full Sail I felt I found my niche. I have also been inspired at the rate technology is driving civilization, but never thought it would bring back my passion for the arts and take it to a whole new level.

In July my father-in-law passed away in the middle of my program here at Full Sail. I never thought I would make it through that month and stay afloat. I was amazed at how my numerous new online friends made the situation so much more bearable. I managed to avoid an LOA and also was given the opportunity to create a movie about the amazing life of my father-in-law. This movie has since given me multiple opportunities to express my eye for design and evoke emotion in families that also have lost a loved one.

The learning community that has been created in the Full Sail program is top notch. Although I have never met my classmates face-to-face I have met some of the most compassionate, and true friends that I will meet in my lifetime. The relationships made here through the EMDT program with remain with me forever.

I am very humbled and grateful for all of the skills and knowledge I have gained here at Full Sail in the EMDT program. I truly feel that this was meant to be. My passion for creating has been renewed and I have gained powerful insight on my unique talents and gifts. I have truly been reminded to reach for “infinity and beyond!”

Empowerment of Self

2010-02-13T12:21:00.000-08:00

The current state of the world we live in can be overwhelming and disheartening. The economic state of America the downward spiral of the education systems, and the constant pressure to meet the expectations of others can wear on the human psyche.

As I read chapters 4-6 of The Art of Possibility, by Zander and Zander I felt enlightened, refreshed, but most of all empowered. Below are my thoughts and reflections to quotes from the book that spoke volumes to me throughout the week.

“Life is an obstacle course. In order to maximize success, we spend a good deal of time discussing what stands in the way of it” (Page 55, para 2).

In the game of life we have many paths that can present bumps in the road, potholes, freeways, one-way streets, and scenic routes. Scenery can change daily cause our inner self to become content or disgruntled. Do we see the road as a beautiful gift of nature or that of a nuisance? Our road in this game of life becomes what we make of it. There are many days I find myself taking the bumpy road when I head to school, rather than embracing the obstacles I meet in my classroom.

“The drive to be successful and the fear of failure are, like the head and tail of a coin, inseparably linked” (Page 56, para 4)

Therefore, this lack of embracement when it comes to my classroom and students often stems from the fear of failure and the drive to be successful. When obstacles arise I begin to see the classroom successes melt away. The battle between good and evil continues as I grasp for new and innovative ways to reach the digital native youth of today. Beginning to embrace failures as trial and error and constant life lessons will allow me to better celebrate the successes that come about after the failures have melted away.

“..wake up each day and bask in the notion that you are a gift to others” (Page 58, para. 1).

In recent events that have consumed my life I have begun to realize that each day is a precious gift. And should not be taken for granted. When I am down and self absorbed about the perceived trials in my own life I am reminded by those around me that life could be much worse. I am reminded that the gifts I possess make me who I am and I have a multitude of things to offer those around me. I then become refreshed and use the encouraging words to continue to let my light shine down on those around me. When we become self-absorbed of our own trials we forget that everyone struggles with something much bigger. My students’ remind me everyday, as they walk through my classroom door, about their truckloads of issues that people their age should not have to carry on their shoulders. I am reminded again to share my gifts with them to help foster dreams and inspirations.

“Remember, it’s all invented!”(Page 59, para 2).

My daily obstacles are only what I make of them. Is my glass half empty? Or rather half full!

“Throw your self into a life as someone who makes a difference, accepting that you may not understand how or why” (Page 59. para. 3).

No regrets! I do not want to be wondering, wishing, shoulda’, coulda’, woulda’, when the day is over. I want my students to be as passionate about life, learning, and conquering fears as I am. I do not want them to sit back and let life consume them, but rather teach them skills to go out get out of life what they put into it. We cannot expect others to do it for us, but need to accept the responsibility to put ourselves out there to make a difference in all we do.

“I am now able to use the possibility that my every act can affect the world to communicate with people in such a way so that a wave of inspiration and happiness can flow throughout the world” )Page 62, Story by Rachel Mercer)

I want my students to connect their creativity and passion to affect the world in positive ways. The knowledge they possess as digital natives can bring a powerful conduit to the digital immigrants. The multi-tasking behaviors that are innate in their souls can help create endless possibilities to enhance the world around us.

“A leader does not need a podium;…” (Page 76, para. 2).

I like the concept of a leader not needing a podium. I have since reevaluated how I can reach my students are less vocal in class, so that they too can be heard. It is important for them to feel empowered and successful in the contributions in our classroom-learning environment.

“Humor can bring us together around our inescapable foibles, confusions, and miscommunications, and especially over the ways in which we find ourselves acting entitled and demanding, or putting other people down, or flying at each other’s throats” (Page 80, para. 4).

When all else fails you have to be able to laugh. My week ended with the creation of “My Friday Hat!” My students were taken back when they were greeted at the door with such craziness, but began to embrace the meaning behind the creation of the Friday hat. Sometimes when the world throws us a curve ball, we just need to pick it up and throw it back! By the end of the day the Friday hat had evolved because the students kept bringing me things to add to it throughout the day!

“What would we have to change to be completely fulfilled?” (Page 83, para 3).

As humans, can we ever really be “fulfilled?” Fulfillment is also controlled by perception of situations and how you will channel the fears surrounding the situation. How we handle change, failure, success, knowledge, criticism, and humor will all depend on how fulfilled we feel.

“Have it . Be fulfilled…that means becoming aware of the fears, opinions, and positions your calculating self has adopted that stand in the way of simple fulfillment” (Page 84, para. 3).

Embrace it! Live it! Dream it! Empower it! Teach it! ...LIFE is what we make of it!

References:

Clipart from Microsoft Gallery

Zander, R. & Zander, B. (2000). The art of possibility: Transforming personal and

professional life. Boston, MA: Harvard Business School Press.

Media Project Content Proposal

2010-02-08T19:03:00.000-08:00

Content Proposal

digitallFOCUS: Digital Media Portal for Educators

EDM 613 Media Asset Creation

Education Media Design & Technology MS Program

Full Sail University

Prepared by:

Heather Eaton

February 8, 2010

Thesis Abstract

This paper contains data gathered on how drop out rates among Attention Deficit Disorder or Attention Deficit and Hyperactivity Disorder (ADD/ADHD) digital natives can be decreased through the use of Web 2.0 technology practices. The information discussed will show how many students; especially overly diagnosed ADD/ADHD individuals, are disengaged in traditional school settings. This disengagement in a traditional school setting leads to an increase in drop out rates among individuals with special needs. It will explore how the use of Web 2.0 tools; such as, blogging, gaming, podcasts, digital storytelling, media-based presentations, and multiple-intelligence driven projects, can enhance the learning among the ADD/ADHD digital native individuals in the 21^st century. Thus, decreasing drop out rates among disengaged individuals.

Introduction

Problem Addressed

Students diagnosed with ADD/ADHD are disengaged and at higher risk for dropping out of school. By educating the needs of a digital native through the use of Web 2.0 tools such as blogging, gaming, podcasts, websites, digital storytelling, media-based presentations, and multiple-intelligence driven projects can enhance the learning among the ADHD digital native individuals in the 21^st century and these technology tools can aid in the decrease of drop out rates.

Target Audience

In order to move forward in educating individuals about the powerful conduit that Web 2.0 tools can offer various digital mediums must be addressed in order to promote the educational emphasis that Web 2.0 tools can give educators. In the article “ADHD Has A Lasting Effect On School Performance,” McNamara (2007) suggests, “Attention-deficit/hyperactivity disorder significantly impairs long-term school outcomes, according to a large, retrospective, population-based study” (para. 1). The various facets that will be used in educating educators about Web 2.0 tools will be the creation of the digitallFOCUS website, blog, Twitter account, and Facebook Fan page. These digital mediums have the potential to reach the most individuals interested in engaging ADD/ADHD digital native learners. The various digitallFOCUS informational outlets will target K-12 educators that interact in some way to individuals with an ADD/ADHD diagnoses or possible undiagnosed predictors.

Sharing the Project

The digitallFOCUS Portal includes: website, blog, Twitter account, and Facebook Fan page. The Portal will serve as a place where educators can seek information; technology driven lesson plans, and updated information regarding Web 2.0 technology trends about engaging ADD/ADHD students in the traditional classroom. In order for educators to begin engaging students with focusing issues, training on critical trends must be addressed and resources must be assessable for implementation to occur.

Goals and Objectives

Instructional Goals

The purpose if the digitallFOCUS Portal is to provide Web 2.0 tools content-based resources that will provide educators with skills to deliver engaging technology driven lessons to digital native students. The portal will provide an avenue to pertinent information surrounding the latest trends in utilizing Web 2.0 technologies and other digital media with students with an ADD/ADHD diagnosis. Disengaged students are on the rise in classrooms of today. Engaging students improves all facets of performance in secondary school students (Furlong, Christenson, 2008); attitude in the learning context is an essential component. Therefore, after exploring and participating in the digitallFOCUS portal educators will be able to interpret and justify the eminent need to incorporate Web 2.0 technologies and digital media into the core content of the classroom lessons. This will take place through applying projects driven by Web 2.0 tools and digital media to enhance the learning among the ADD/ADHD digital natives in the 21^st century. Once educators relate course content using Web 2.0 tools and digital media an increase in engagement among ADD/ADHD digital natives will be exhibited in the classroom, therefore decreasing the drop out rate among this population.

Learning Domain

The digitallFOCUS Portal will provide tools for both cognitive and psychomotor learning domains. The digitallFOCUS Portal uses the cognitive learning domain by providing educators with information, so that an appropriate critique can be made regarding the use of Web 2.0 tools and digital media in various types of content situations. Educators developing highly refined skills in incorporating Web 2.0 tools and digital media in content lessons exhibit the psychomotor learning domain in the portal. McKenzie (2004) also stated technology connects content to meaningful and relevant experiences that extend the application of learned material. To an extent this model also addresses the cognitive strategies, which enable a learner to manage his or her own learning - "learning how to learn" (para 5). These learning domains will assist educators in providing a conduit to reinforce the importance of having the student take ownership of their learning (Clark, 2004).

Learning Objectives

1. Teachers will engage students using academic digital media-based activities and self-reflective exercises using the technology techniques and methods provided to promote motivation in learning.

A. Activities will include, but are not restricted to, PowerPoint Jeopardy, blogging, digital-storytelling, podcasts and website construction.

2. Teachers will construct engaging technology based lessons through the information provided in the digitallFOCUS Portal after examining all information provided on the various mediums of the portal.

Presentation

Instructional Approach

The digitallFOCUS Portal-learning environment based on the constructivist learning theory that is based on the learner being expected to engage in thinking about the learning taking place (Hein, 2001). This type of learning requires the learner to engage in their learning and take ownership of the content being studied. The portal will have educators review various materials relating to using Web 2.0 tools and digital media effectively in the classroom. The portal will allow educators to process information and apply the information to lesson content. Using various types of Web 2.0 tools and digital media will allow the educator to create an interesting, fun, and realistic component to a content lesson for digital natives. (Colorado Council For Learning, 1995). The educators will also be expected to interpret the material so that lessons created can engage students of the digital age.

One of the major contributors to the idea of the digitallFOCUS Portal is Marc Prensky. He is currently internationally known for speaking on various topics concerning digital natives and Web 2.0 learning in the classroom. Prensky believes that the rapid change in technology should urge educators to seek out ways to effectively reach digital natives in the classroom (Prensky, 2001). This approach to educating digital natives is at a crucial high and by engaging students in the classroom will foster success and stop the increasing drop out rates.

Another influential leader in the creation of a learning portal is Jeffery Irvine, writer for the Digital Nation PBS blog. The rise of digital natives is at an all time high and the importance of reaching these students is paramount. Digital Natives are becoming systematic multi-taskers, which thrive in online social situations (Irvine, 2009). This need to multi-task brings a greater task to educators when planning lessons. The attention spans seem shorter and students need multiple digital outlets for learning (Irvine, 2009).

Damian McNamara is a leader in clinical psychiatry. He has written various articles surrounding the issues of ADD/ADHD and school performance. ADD/ADHD impairs the learning cycle of many individuals and causes long-term school outcomes to be jeopardized (McNamara, 2007). Students need more than just paper and pencil to push them through the 21^st century. Blogs can show how important the Web 2.0 tools are as it pertains to dropout rates in the world today (Haragdon, 2009). The digitallFOCUS portal can facilitate engaging Web 2.0 and digital media techniques to educators.

Project Structure

The digitallFOCUS Portal will serve as an information conduit for educators. The portal will contain a website exhibiting various types Web 2.0 tools and specific uses for these tools in the classroom. The portal will also serve as a place to inquire, through the use of discussion boards, how other educators in the field are managing the ever-changing trends of the 21^st digital century. This discussion will take place through a direct link to a Facebook page. Communication and networking is key in order for educators to stay on the cutting edge of technology and how it relates to the classroom. The portal will also incorporate instant updates of tips and tricks through an ongoing live Twitter feed. The portal was designed to bridge the gap between learning and doing.

Evaluation

Formative Evaluation

1. Educators will access all avenues of the portal to interpret ways to engage students using various levels of digital media-based activities and self-reflective exercises surrounding individual course content. As educators begin implementation of the various digitally based lessons, conclusion will be made about the success of the lesson. The various avenues on the digitallFOCUS Portal will allow educators to network with other educators about the success of specific lessons via Facebook and Twitter.

2. After relating their specific content to various types of digital media the educator will be asked to complete simple tutorials based on the specific tutorial. The educator will then justify using the information collected to a blog post via the digitallFOCUS website or Facebook.

Summative Evaluation

The final outcome of the digitallFOCUS Portal is engaging implementation of Web 2.0 tools and digital media in the classroom. The thought behind the portal is to employ educators to engage, young digital natives of today through the use of technology. The digitallFOCUS Portal will also foster networking among educators from around the world.

Ongoing Evaluation

The achievement motivation of the students will be driven and decided by the educators means at interpreting the digitallFOCUS Portal (Kizilgunes, Tekkaya, and Sungur, 2009). The digitallFOCUS Portal can be used as a spring-board to foster the 21^st century “learning approach.” ADD/ADHD can create many concerns with educators today, although proper teaching resources surrounding engaging digital media can foster life long learning among the digital native population (Jordan, Smith, Dillon, Algozzine, Beattie, Spooner, 2004) The digitallFOCUS Portal in the future can begin to reach digital native students and allow for the community of these learners to be fostered. As technology changes and remains on the cutting edge so will the vision behind the digitallFOCUS Portal.

References

Clark, D. R. (2004), Blooms taxonomy of learning domains. Retrieved February 5,

2010 from

http://www.skagitwatershed.org/~donclark/hrd/bloom.html#types

Colorado Council for Learning, D. (1995). Research in the Classroom: Eighth Annual

Report of Research Projects Conducted by Educators in Their Classrooms

1993-94. Retrieved on February 7, 2010 from ERIC database at

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED389697&site=ehost-live

Furlong, M., Christenson, S. (2008). Engaging students at school and with learning: A

relevant construct for all students. Psychology in the Schools 45(5), 365-368.

Retrieved May 14, 2009, from EBSCOhost database (Education Research

Complete).

Hargadon, S. (2009). Classroom 2.0. Retrieved June 13, 2009, from http://www.classroom20.com/

Hein, G. E. (2001). Constructivist Learning Theory. Institute of Inquiry. Retrieved

February 5, 2010 from

http://www.exploratorium.edu/IFI/resources/constructivistlearning.html

Irvine, J. (2009). A digital native’s thoughts on where we’re going. Retrieved June 19, 2009, from http://pbs.org/wgbh/pages/frontline/digitalnation/blog/2009/03/digital-natives-digital-immigrants-and-the-gray-area-inbetween.html

Jordan, L., Smith, S., Dillon, A., Algozzine, B., Beattie, J., Spooner, F., et al. (2004).

Improving content and technology skills in ADD/ADHD via a web enhanced

course. Teacher education and special education, 27(3), 231-239. Retrieved on

February 7, 2010 from ERIC database http://search.ebscohost.com/login.aspx?direct

=true&db=eric&AN=EJ694047&site=ehost-live

Kizilgunes, B. Tekkaya, C. Sungur, S. (2009). Modeling the relations among students’

epistemological beliefs motivation learning approach and achievement. Journal

of educational research, 102(4), 243-256. Retrieved May 11, 2009 from EBSCOhost database (Psychology and Behavioral Sciences Collection)

McKenzie, W. (2004). Integrating literature and the arts into technology-based

instruction: a new unit model for educators. Library Media Connection, 23(1), 14-

21. Retrieved May 14, 2009 from EBSCOhost database (Library Reference

Center).

McNamara, D. (2007). ADHD has lasting effect on school performance. Retrieved December 5, 2009 from http://findarticles.com/p/articles/mi_hb4345/is_11_35/ai_n29395053/

Prensky, M. (2001). Digital natives, digital immigrants. Retrieved June 19, 2009, from http://www.marcprensky.com/writing/Prensky%20-%20Part1.pdf

Reaction to John Brockenberry's Blog on- For Better or Worse...

2010-02-06T23:21:00.000-08:00

On February 4th, 2010, John Brockenberry wrote:

Television is pretty much a worthless, dust magnet in my living room. However, on the rare times I do watch, and I don’t have an engaging sports contest to witness, I check out PBS. After Tuesday’s WIMBA session, I stumbled upon a very interesting investigative documentary on FRONTLINE entitled “Digital Nation” was about digital technology and the various platforms of social interactivity in the 21st century. The segment that I was able to view covered Second Life, World of Warcraft, Virtual training used by the military, use of drones in combat.

The scope of the show covers the ramifications of how new digital technology is changing the world. One question seems to ring true as an underlying mystery: is development and use of technology in various novel applications right? Just because something is innovative, but it inhibits our ability to feel, or it distracts or causes dysfunction-is there anything to guide and redirect how these new tools affect people? Or in our context, students? New devices and new technology precipitate new behaviors in people. How can we grab the reigns in these cases?

As users, or, more appropriately, consumers of various digital tools, we hardly notice how they have affected our lives in a measurable way. There has to be some impact on the actual number of minutes we spend silent tapping away at 2-inch keyboard. Someone must have some idea how many words we lose in actual face-to-face conversation with people. Professors at MIT of all places feel that there is a loss of concentration and, subsequently, as drop in performance academically at that school.

Reaction from Heather Eaton:

This complex question of loosing contact time with individuals is definitely an issue in the ever-growing trend of technology. I see more and more students now conversing with each other, but instead texting their neighbor only inches away. This issue can be addressed along with appropriate netiquette rules and procedures. In the digital age we live in I think it is important to teach the young to communicate the good ol’ fashion way…talking face to face. We, as teachers, can bring timeless communication activities into our classroom, while providing a twist. We cannot expect our students to use these methods if they have not been taught appropriate ways to communicate, but more importantly why we should communicate the good ol’ fashioned way.

The digital natives that occupy our classrooms come with more and more baggage everyday. Kids are not able to just be kids these days. They find themselves being parents, head of household, their own mom and dad, etcetera. The digital technology also becomes a numbing device for them to escape reality, to get away from the “mess” they find themselves in daily. The Art of Possibility, by Zander and Zander could help educators find ways to assist students to reconstruct their framework on situations they are faced with in this digital age.

References:

Zander, R. & Zander, B. (2000). The art of possibility: Transforming personal and
professional life. Boston, MA: Harvard Buisness School Press.

Lemonade Movie Trailer

2010-02-06T22:58:00.000-08:00

After posting about the the Book The Art of Possibility a friend sent me this link. This is a powerful example of changing our framework surrounding situations!

Enjoy

Reference:

Fighting Monk, Inc. (2010). Lemonade movie trailer [Video file].
Retrieved from http://www.youtube.com/watch?v=YpkvBtda3vY

The Art of Making Lemonade

2010-02-06T21:37:00.000-08:00

Various circumstances invade our lives daily, these situations can cause individuals to react in an assortment of ways depending on the psychological mind set of the individual. People struggle in their lives for many different reasons, work woes, relationship issues, addictions, and many more evasive circumstances. These issues can be viewed as life end alls or obstacles that cannot be triumphed over. Zander & Zander (2000), state “Our premise is that many of the circumstances that seem to block us in our daily lives may only appear to do so based on a framework of assumptions we carry with us” (pg. 1). The saying of attitude is everything definitely rings true throughout, The Art of Possibility book, by Zander and Zander. Zander & Zander’s perspectives on how to reshape the frameworks individuals have built through life experiences make complete sense.

Negativity and poor self worth are not built in a day. And the ramifications of this are certainly not going to be reconstructed in a day, either. In the world we live in where competition and labeling seem to be at an all time high, cause individuals to tear down their individual self-esteem.

This rings true in the quote below:

ATTITUDE

by: Charles Swindoll

The longer I live, the more I realize the impact of attitude on life.

Attitude, to me, is more important than facts. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do. It is more important than appearance, giftedness or skill. It will make or break a company... a church... a home.

The remarkable thing is we have a choice every day regarding the attitude we will embrace for that day. We cannot change our past... we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude... I am convinced that life is 10% what happens to me and 90% how I react to it.

And so it is with you... we are in charge of our attitudes.

Zander and Zander show us how important it is for a reconstruction of the “negative” frameworks that we build to be redesigned in order to be successful and live in peace. I like the idea of “It’s all Invented” I am a firm believer in making the most of what is handed to you. It’s not how long it takes to make the lemonade it is how much heart you have when doing so. In the chapter “Giving an A,” I found myself many times thinking to specific situations in my life where I have perseverated over the grades I was to receive in a class. Grades have always been a HUGE deal for me my whole life. The expectations in my household were very high when it came to bringing home sufficient grades.

I get extreme anxiety when I know I will be receiving a grade for something. I find myself holding very high expectations on my self and I also find myself pushing these expectations on to my students. I see some of my students struggling with their grades and eventually giving up. If educational institutions could come up with another method of assessing and measuring gained knowledge I think we might begin to see an increase in achievement in our schools. Labels seem to be the biggest obstacle in the way of success of our children. The insight I am gaining from The Art of Possibly is heartwarming and comforting. I am definitely “Giving an A” to the contents in this book!

References:

Swindoll, C. (n.d.). Attitude. Retrieved on February 4, 2010 from
http://www.bigeye.com/attitude.htm

Zander, R. & Zander, B. (2000). The art of possibility: Transforming personal and
professional life. Boston, MA: Harvard Buisness School Press.

The TXT Generation

2010-02-04T19:29:00.000-08:00

As I was sitting in my photography class today I was listening to my students refer to various types of media that they encounter on a daily basis…iPods, mp3 players, flash drives, but most of all their cell phones. As I watch student use with their cell phones I see more and more potential that could be unlocked in the field of learning. Most students can text someone without looking while multitasking several other tasks- all one handed! We have a semi strict cell phone policy at my school and more and more I begin to wonder how the policy will evolve. Just think if all students had iTouchs or iPods and were able to carry around all of their books, a calculator, dictionary, and thesaurus etc all inside their pockets with the help of podcasts and apps.

My pondering questions were reaffirmed when my 4yr old daughter told me today when we were getting out of the car, “One second mommy!” I said, “What is the problem?” She then proceeded in telling me, “I am sending dad a text message.” As she held her “fake” cell phone. I was blown away by the fact that she comprehended what text messaging does between two people. I think it is important to foster the use of technology among the generations, although we should also bear in mind that teaching netiquette is equally important.

Waiting...

2010-02-01T22:33:00.000-08:00

Response to John Brockenberry

Week 4: Waiting-A Lost Art.

March 1, 2010 · 1 Comment

Waiting

This movie requires Adobe Flash for playback.

This is a video I put together that captures the essence of life in its honest and pure truth. The element of patience and waiting has been an integral part of my life and has yielded benefits. These are my reflections of how I have learned this skill along the course of my life. As with much of what the Art of Possibility is saying, nothing comes easy or instantly-not in ourselves or others. Hope you enjoy this!

1 response so far ↓

Heather Eaton // March 1, 2010 at 1:38 am | Reply

Waiting… Over this past year I have had to learn this art the hard way. There has been so many obstacles put into my way and I often found myself wanting things to happen on my time. Unfortunately this is not the way things happen. I am not on this earth according to my time. Waiting is definitely a lost art. As I was growing up in Idaho things seemed to go at such a slower pace. Now living life on the west coast and in the “fast lane,” has reminded me of how I long for the art of waiting to take place. I embrace and praise the wisdom from others that has been laid in my path. Things happen for a reason and words cannot express how much gratitude I have for getting to know you John. You are a wise soul full of unconditional love for your family and friends. I greatly respect this. In my lifetime I can honestly say that you have been in my top five most influential people that have inspired me to chase my dreams and have made me grow as a person. For this I am grateful. Thank you for this powerful piece of work you have opened your heart to share with the world. May you be blessed for many years to come and continue to touch lives as you have touched mine this past year. I appreciate all you have done for me. God Speed.

Your Friend,

Heather Eaton

Knowledge is Power!

2010-02-01T22:28:00.001-08:00

Week 2 in the realm of EDM613 has definitely been an empowering journey.

Over the course of the week many profound things have been show through events that have taken place over the past week.

I have seen people changed through death. Death of family members, death of ones health, death of addictions, death of friendships, but most importantly death of insecurities. Death is powerful and can be powerfully heartbreaking or powerfully empowering. The rebirth that is seen through death becomes the growth of life.

My next posts are direct reflections of thoughts and knowledge I have acquired this week due to surrounding and powerful situations that have recently encompassed my life.

Serenity Prayer

God grant me the serenity
to accept the things I cannot change;
courage to change the things I can;
and wisdom to know the difference.
Living one day at a time;
Enjoying one moment at a time;
Accepting hardships as the pathway to peace;

--Reinhold Niebuhr

Phineas and Ferb Netiquette-WEEK 1

2010-02-01T22:27:00.001-08:00

I am amazed more and more by the digital native population. Now that I have a child of my own born into the digital native generation and completing my journey here at Full Sail University, I have begun to realize that technology itself and topics surrounding it grow at lighting speeds everyday. The need to teach students about appropriate use of technology will be the key when embarking on this technology whirlwind. Just like we taught students not to talk to strangers or get into a stranger's car, we also need to teach them how to be safe when using the powerful technology that surrounds us.

While watching Phineas and Ferb with my daughter the other day I found it pleasing to know that she too, is receiving the same public service announcements that I received as a child, although geared toward her as a digital native. The cartoon found a cleaver way to incorporate these “netiquette” golden rules into an engaging public service announcement. She was very engaged in the message and even turned to ask a few questions. We as parents and teachers cannot assume our children understand or even know “netiquette” user rules. We can foster the powerful technology conduit by providing lessons on how not to misuse the tool we have been given.

References:

Disney, & Common Sense Media. (2010). Phineas and ferb- rules of the cyberspace road public service announcement [Video file]. Retrieved from http://www.youtube.com/watch?v=F4Qd1WVRctc

"Call to Attention" Photo by Heather Eaton

2010-02-01T22:21:00.000-08:00

SL VLog

2009-08-02T17:15:00.000-07:00

SecondLife...is Real Life Education!

2009-08-02T13:38:00.000-07:00

Inworld, SL, RL rezzd, relog, prims are all buzz words of the every growing 3D online virtual world of Second Life. Second Life (SL) has become a worldwide phenomenon and a place for teachers to bring real life (RL) teaching into a SL virtual world. The possibilities with SL are endless, but not without constraints. This virtual world can make the lesson about the realities of Holocaust come alive with the click of a button. There are many groups inworld for educators to help them feel comfortable with the 3D virtual world platform.

This virtual world could change the way educators from around the world deliver their lessons to their students. Often times in education the lesson is taught using text books that may have confusing concepts or limited visual aides. For example, you may be discussing the wonders of a corral reef, although you may be teaching this subject from the mid-west. More than likely your students have never seen a corral reef let alone been to the ocean. At that moment you think “if only” I could take my students to a reef to explore its wonders. SL allows you to do just that. In the push of a button you are teleporting (tp) to a giant barrier reef and swimming with the fish.

Virtual worlds are also giving educators a place to network with other educators. In the economic times we live in we see how districts do not have the funding to pay for educators to attend professional development trainings. Knittle (2009) "I quickly realized that Second Life was a great place for educators to collaborate and share their experiences," "which is not something we have all that many opportunities to do. Here was a place where anyone could participate. You didn't have to be invited or submit a proposal. This very statement shows how SL can benefit all educators from every corner if the world.

Lately the growing number of online classes has become the norm. Many parents of K-12 students and a growing number of college classes are becoming online based. This detachment from a traditional classroom can sometimes break down the sense of connectivity that you would experience in a classroom. Although, Wong (2006) suggests that the three-dimensional virtual world makes it possible for students taking a distance course to develop a real sense of community. SL allows for students to interact with the teacher and their peers via, voice, text, or inworld interactions.

There are still many downfalls to using SL with K-12 students. SL is full of inappropriate material for individuals under 18. There is also currently a Teen SL for ages 13-18. The downfall with Teen SL is that in order to get an account on the Teen SL sim as an adult you need to have an extensive background check done. SL is currently moving all mature content to a new grid and then moving Teen SL to the current SL grid. They are hoping this will bridge the gap between the two worlds, while keeping the minors functioning in a safe, educational environment. The educational possibilities could be endless with the use of SL. SL could take our teaching to a whole new level visually, socially, and connect learning to the entire world.

Just a few ways to use SL effectively in the classroom:

Scavenger Hunts

Role Play Historical Time Periods

Discover other countries

Networking-Sharing experiences with others from around the world.

Teaching Cultures

Holding Virtual Lessons

References:

Knittle,E. (2009). A ‘Second Life’ for educators http://thejournal.com/Articles/2009/01/01/A-Second-Life-For-Educators.aspx?Page=1

Wong,G. (2006). Educators explore “Second Life’ online http://www.cnn.com/2006/TECH/11/13/second.life.university/index.html

http://itc.utk.edu/workshops/selfpaced/secondlife/vocabulary.shtml

https://lists.secondlife.com/cgi-bin/mailman/listinfo/educators

www.secondlife.com

RSS FEDS AND PODCASTING VLOG

2009-07-26T20:50:00.000-07:00

Podcasting...Cast Your Word to the World!

2009-07-26T17:53:00.000-07:00

Networking is currently at an all time high in the 21^st century. Individuals are constantly looking at new was to stay connected and informed about the happenings around the world. Everyone has an interest, hobby, career, or topic that interests him or her. Podcasting allows individuals to cast their word to the world. Van Ordon (2008) describes a podcast as a digital audio file (usually MP3 or AAC) made available for download on the Internet through an RSS 2.0 feed. The ability to create podcasts is affecting the way our culture is marketing products, conducting professional development, broadcasting their thoughts, processing feelings, and educating young minds. The ability to record your thoughts, feelings, and useful information and then broadcast it to the world is revolutionizing the way the world is receiving information.

As the world begins to carry mp3 players where ever they go gives the ability to acquire various information with the click of a button. This revolution has the potential to change the face of education. In the current digital age engaging students is becoming more and more difficult. Digital natives are surrounded by technology all day everyday. They use these tools to drive their creativity, social-rings, musicality, and learning curve. Yet when they come to school the toolbox they carry is stifled and forced to be put away. Podcasting can allow teachers to tap into the creativity and toolbox that is so often forgotten. Blankenship (2007) states that with the increased availability of easy-to-use tools and applications such as iTunesU, more and more faculty and students are jumping on the podcasting bandwagon. This can be the answer to the apathy that so many students are experiencing. There are so many possibilities when embracing the podcasts in the classroom.

Podcasting will increase excitement on a subject and offer supplemental materials to reinforce your lesson.

Podcasting is earth friendly! Go Green…Go Paperless…Podcast!

Podcasting can allow students who are absent to have access to missed lectures/material from their home.

Podcasting is helpful to students that suffer from Learning Disabilities by allowing them to revisit information as many times as they need in order to understand the information.

Podcasting can limit undue meetings for school administrators.

Podcasting can allow students to brainstorm, present, and share their ideas.

The evidence is overwhelming and one can see that Podcasting and delivering the cast through an RSS feeds can be beneficial in numerous ways. Teachers need to start using the technological tools available that are easy to use with their students. Students have a sense of accomplishment and ownership when they know that they have control of their learning. They also gain a love for learning when their senses are tapped into via their digital toolbox.

Teacher Resources on using Podcasts in the classroom!

Teachers see iPods as educational tools

New Tools: Blogs, Podcasts, and Virtual Classrooms

Podcasting Craze comes to K12 Schools

Say it Again…Improving Student Learning Through Podcasting

Podcasting Rubric

Podcasting in Education

Resources:

Van Ordon, J. (2008). Podcasting in Education

http://www.how-to-podcast-tutorial.com/what-is-a-podcast.htm

Blankenship,L. (2007). Podcasting in Education: A Perspective from Bryn Mawr College

http://www.academiccommons.org/commons/essay/blankenship-podcasting

EXTRA, EXTRA-READ ALL ABOUT IT!

2009-07-25T09:05:00.000-07:00

In the current age we live in it seems people are busier and time is sparse. Individuals want to read about the happenings of global events, world news, local happenings, and personal accounts in the world we live in today. Technology has given us this opportunity with the use of RSS feeds- Really Simple Syndication. RSS feeds are virtually changing the way people stay connected to information they feel is important. An RSS feed allows for you to subscribe to information on a blog, podcast, or any type of social media and have the information delivered right to your inbox when your favorite sites are updated. This is literally changing the way the world receives and obtains information.

Education once again is being taken to a level beyond means through the use of technology. RSS feeds are giving educators a conduit to stay connected and receive pertinent information instantly. Mary Harrsh (2003) explains RSS feeds as the next “killer app.” She explains that “killer apps” are programs that provide the capability for an average person to use technology to solve every day problems and enrich their lives. RSS feeds are doing just that in the world of education. Educators are constantly accessing information to improve their teaching and to enrich the lives of their students. RSS feeds do just that! Educators now can save the precious time it took in sifting through countless articles, blogs, websites, and choose to subscribe to information that is pertinent to their situation. In turn they will receive the updates and happenings of that specific post. In the hustle and bustle of planning, instructing, organizing, and maintaining a classroom; teachers can now stay on the cutting edge in producing meaningful lessons through the aide of technology.

Educators can then take the RSS feed to the next level to keep their students and parents informed on daily musings of their lessons. As an educator, you want to provide engaging activities to keep the interest of your students. RSS feeds can do just that.

Meg Orminston (2006) states that RSS feeds will help educators conquer info clutter in new and innovative ways. She explains how through the use of RSS feeds teachers can begin to sort through the information and distribute it effectively to their students. Will Richardson (2005) states how to easily pair down the “info clutter” using an aggregator or a feed collector. Using an aggregator will allow you to subscribe to numerous feeds and have the information delivered neatly for you to sort through, save, or file for later use. This technology can be very helpful for example if a digital photography teacher is looking for information surrounding new and upcoming trends in digital photography for his/her students. RSS feeds will allow them to receive the information and also pass on the RSS link to their students for personal use.

RSS feeds are beneficial to educators in many different aspects. RSS Specifications (2009) stated that there are many ways RSS feeds can be implemented for school and classroom use. The possibilities are endless. RSS feeds can generate sports schedules, professional development, study guides, share resources, and class collaboration, just to name a few. If you can think it you can create it.

In the current digital world we live in it is important to continue to tap into the ever changing and growing resources that are out there. Our digital natives are embracing the power that comes with living in a digital age. As the digital wonders continue to develop in order to make the lives of individuals run smoother it is imperative that we harness the power within these elements to continue to create a more efficient way of living. Let’s end the ever growing “info clutter” and try out RSS feeds!

Resources:

Educator Feeds

Presentation of Feeds

Educational Uses of Feeds

More Educational Feeds

Sources:

http://web2practice.jiscinvolve.org/rss-2/

http://www.rss-specifications.com/rss-and-education.htm

http://weblogg-ed.com/wp-content/uploads/2006/05/RSSFAQ4.pdf

http://web2practice.jiscinvolve.org/rss-2/

http://technologysource.org/article/rss/

Twitter and SB Vlog

2009-07-19T22:12:00.000-07:00

Good Bye Copy Pasting...Hello, Social Bookmarking!

2009-07-19T17:53:00.000-07:00

The life of a teacher can often become consumed with post-it notes, day planners, calendars, and memos. When preparing for lessons that are engaging and meaningful in what seems like a classroom full of disengaged students it is important to have all of your resources ready to go at your finger tips. Social Bookmarking (SB) might just be the answer teachers have been looking for. Social Bookmarking allows for the user to create a central location for all of their bookmarked sites that have been found on the Internet. Often times we, as teachers, find really interesting sites at home and then have to copy paste sites to an email in order to remember and access them when we arrive at school. Copy/pasting is now a thing of the past. Hello, Social Bookmarking!

Social Bookmarking sites such as delicious.com can store all of your bookmarked Internet sites and allow you to access them virtually anywhere there is an Internet connection. This is beneficial because you no longer need to search for that piece of paper you wrote down that great site on or comb back through a Google search to find it again. Social bookmarking sites also allow you to share your findings with the world. Once users add your site or you add other users’ sites you virtually have thousands of resources at your fingertips. Teachers love to network with other teachers and now this takes networking to a whole new level.

As far as social bookmarking with students this can be done very easily. Students these days are very interested in finding new sites that deliver engaging activities. Teachers can create social bookmarking sites and have students create their own. A SB site can then in turn become a living KWL chart for teachers and students. What does the student already know about the subject? (Sites they already have on hand) What do they want to know about the subject? (Sites they find that look interesting concerning topic.) Lastly, What have they learned? (A compilation of all sites compiled by the entire class.) SB will revolutionize the way we teach students information and compile information while collaborating in groups.

Tuttle (2009) suggests that there are appropriate ways to assess various Web 2.0 technologies, such as, social bookmarking. He gives a rubric to use when assessing the progress made with social bookmarking. SB sites can be helpful in creating a collaborative culture in your classroom with your students. Also with the help of this assessment tool SB becomes a useful tool to administration, too.

The following sites are useful in getting SB started in your classroom.

Brainify

Students can connect to other students; find the best academic websites, while asking questions related to subject matter. Teachers and administrators can build a library of academic websites for their students. Brainify is geared toward helping educators make the most out of SB.

Edutagger

This site is geared toward K-12 educators with security and privacy in mind. Teachers can use edutagger with their students to foster learning and create collaborative cultures among students and parents.

Del.icio.us

Delicious allows users to create a SB site and then in turn reach out to other users via a username. Delicious also gives the user an opportunity to import their current bookmarked sites from their web browser. I found delicious useful because it allowed me to only publish the site I wanted to to my network of friends, therefore, allowing me to keep my personal sites personal.

web2tutorial

This is a wiki space that gives users new to SB sites a lesson in how to use them effectively. This site also gives the new user some information on current SB sites. Delicious is highlighted and linked for easy access.

diingo

A SB site that allows you to highlight the web at your fingertips. You can add post-it notes, annotate, create groups, search from web or iPhone, discover resources, and get personalized recommendations from people on subject matter.

Educational Uses For Blogging

2009-07-12T19:56:00.000-07:00

Over the years we have seen various terms coined to describe youth, for example Baby Boomers, Generation X, Generation Y, Digital Natives, for the many facets that the new generations bring to the world. Recently, the term “digital native” has become widespread. A digital native is one who has been immersed in a digital world their whole life. The current generations are being coined as digital natives. Because of the shift from digital immigrant to digital native Prensky (2001) suggests, “Today’s students are no longer the people our educational system was designed to teach” (Pg.1, para.1). This thought is relevant today due to the increase of students feeling disengaged when put into a typical classroom-learning environment. This disengagement is due to the lack of digital integration in today’s schools. Student’s these days are living their lives surrounded by digital media and rely on it to facilitate their every move. When this inaugural part of their day is left out or taken away it is like the earth without water, it simply stops working. Student’s today are learning and gaining their future job training skills by other means. One facilitator of their future job training skills can be held in the palm of their hand: a game console, a cell phone, or a laptop. Storytelling has been a significant part of cultures all over the world for many years. The art of storytelling has been used to teach life lessons, preserve traditions, and most of all breath life into the human soul. Today the 21st Century has taken this concept to a whole new level with the use of Digital Storytelling. Digital Storytelling gives an outlet to the learner to express their feelings in “real” time. Many non-mainstreamed students are given opportunities to breath life into the world through digital storytelling. Cooper (2001) states, “effective interventions are those that combat isolation and promote interpersonal relationships. Through positive contact with others the child, crucially, begins to learn to trust, and to engage confidently with the outside world.” This can be accomplished using the art of digital storytelling. Storytelling will allow the student to express their feelings to their peers through various means, such as, video blogs, digital pictures, and other digital media. Blogs and Vlogs are a way for an individual to express their thoughts and feelings digitally. Classrooms can benefit from the use of digital storytelling by engaging students through classroom blog sites.

http://edublogs.org/
This site provides the classroom teacher with resources for using blogs in the classroom, The site gives tips and tricks on how to make the blogs effective with classroom use.

http://classblogmeister.com/
Classblogmeister allows students to create online learning communities through blogging. Teachers are able to pair students together in order to give a voice to what their students are learning about and how they feel about what they are learning.

http://www.techteacher.com/digitalstorytelling.htm
This is a site full of resources for teachers to use digital storytelling in the classroom. These resources encompass both blogs and vlogs. It also give links on how to incorporate storytelling in the classroom.

http://theedublogger.edublogs.org/
This is a comprehensive site on how to effectively use blogs in the classroom. This article also gives an overview on the top five mistakes made when attempting to incorporate blogs in the classroom.

https://mywebspace.wisc.edu/avee/blogstoteach
This site will give you ways to reach your students through the use of blogs. Ethical issues, pros and cons of using blogs are also discussed in length.

Blogs are one of many tools that the classroom teacher can use to better serve the digital native population in the classroom. Our students come to us with a digital knowledge and expectation that we as teacher must cultivate further. Blogging and Vlogs can enrich the subject matter we teach everyday, but allowing our students to use an outlet that will help them express themselves.

Cooper, P. (2001). Barnardo’s giving children back their future. Retrieved July 9, 2009, from http://www.barnardos.org.uk/sebdeduc.pdf

Ormiston, M. (n.d.). Digital storytelling resources for educators. Retrieved July 9, 2009, from http://www.techteachers.com/digitalstorytelling.htm

Prensky, M. (2001). Digital natives, digital immigrants. Retrieved July 9, 2009, from www.marcprensky.com/writing/Prensky%20-%20Part1.pdf

To TWEET OR NOT TO TWEET...THAT IS THE QUESTION

2009-07-12T19:38:00.000-07:00

TWITTER is becoming an instrumental avenue in the lines of communication in the lives of individuals everywhere. Twitter is a micro-blogging service that provides its users the ability to send mini-messages or Tweets to various individuals. Businesses are using it to get information in a snap to their customers, while the average individual is allowed to share their every move with the world. Journaling or blogging has been an activity that many engage in from time to time. Twitter has taken that concept to the next level in the 21st century. Digital storytelling has been become the thing of the future. In a day and age where we carry around personal mini-sized computers in our pockets it has given us the information super highway at our fingertips.

This micro-blogging service can be very useful as a means to engage students on a daily basis. Copper-Taylor (2008) suggests many ways Twitter can be used in the classroom, such as, keeping parents and student’s informed on upcoming events, allows for story building with students, polling information and posting results. The possibilities become endless when thinking of ways teachers can use Twitter with their students.

There have been other lists complied by various people and institutions that give helpful ways to implement twitter in the classroom. Another list constructed by www.onlinecolleges.net (2009) created a list with fifty helpful tips and tricks allowing teachers to use twitter in the classroom. A few of the tricks included a classroom scavenger hunt that sent out clues to students using twitter, a “get to know you” piece, brainstorming ideas, polling information, getting out announcements, practicing brevity, and sending direct tweets. Twitter is very unique in the fact that you only have 140 characters to get your point across. Twitter can teach people how to get straight to the point and summarize the important facts that pertain to their lives. The sending direct tweets piece can be very useful in the fact that most high school teachers do not wan to give out their personal cell phone numbers to students and using twitter allows the student/teacher relationship to remain appropriate.

The YouTube video, “Twitter in the classroom?,” shows how twitter is being used first hand in a high school English classroom. The video discusses how using social media techniques we, as teachers, can begin to engage our students and push their learning to greater heights. Teachers are using twitter as a backchannel to fuel class discussions.

Wetzel (2009) suggests that using twitter will break down classroom isolation.
A classroom is made up diverse populations of students who come from all walks of life. Often we get students in our classroom who are afraid to raise their hand and share insightful information with their classmates in large groups. Twitter can provide a platform for them to feel comfortable in sharing their thoughts and opinions on the topics at hand. This can begin to bridge the gap between all learners in our classrooms.

Evaluation tools are important to educators when using various means to deliver information. Teachers want to know how effective a learning process is when delivering it to their students. Tuttle (2009) has developed a rubric in evaluating the use of Twitter with your students. This rubric provides the teacher with feedback on how effectively students are in using the twitter platform for specific applications. This rubric can play an important role in confirming the educational qualities that can be found in using twitter.

Twitter allows a person to follow individuals from all walks of life. I currently follow famous people along with companies that I share similar interests. I must say it is exciting to hear about what is going on in the lives of people I watch on TV. For example, I watch So You Think You Can Dance faithfully. It is a TV program my husband and I shared with his father who just recently passed. I happen to follow Nigel Lythgoe, one of the judges and producers on Twitter. In the midst of my father-in-law passing I sent Nigel aka dizzyfeet a direct tweet about how much I appreciated the show. Within seconds he had direct tweeted me back. I was amazed! Twitter is a way everyone in the world can truly stay connected. Individuals can also follow you and read about the happenings in your life, too. You can also tag your tweets with # and a tag to allow people to search your specific topic. If you want to search topics via twitter and Google at the same time check out www.twoggle.com!

If you do not have a twitter account one can be obtained on www.twitter.com

Cooper-Taylor, C. (2008). 50 Ideas on using Twitter for education.
http://cooper-taylor.com/blog/2008/08/50-ideas-on-using-twitter-for-education/Retrieved July 15, 2009

Tuttle, H. (2009). Assessing learning with Web 2.0: Twitter in the classroom.
http://eduwithtechn.wordpress.com/2009/06/23/assessing-learning-with-web-2-0-twitter-in-the-classroom/ Retrieved July 18, 2009

Wetzel, D. (2009). Using Twitter to break down classroom isolation.
http://teachingtechnology.suite101.com/article.cfm/using_twitter_to_break_down_classroom_isolation Retrieved July 15, 2009

http://www.onlinecolleges.net/2009/06/08/50-ways-to-use-twitter-in-the%20%20%20%20%20%20%20%20%20%20%20%20college-classroom Retrieved July 18, 2009

http://www.twoogle.com/ Retrieved July 18, 2009

http://www.youtube.com/watch?v=4OxIz_3o3O0&feature=related
Retrieved July 18, 2009

Heather Rawks About Education Vlog

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