Tuesday, May 3, 2011
Subscription Databases Link on Library Website
Notice the links to all our databases on the the library/media centers' main menu titled "Databases". To view these databases remotely you need the username and password. We have a brochure with this information BUT better yet, we now have a link on our library website that will allow you to access a PDF of this brochure----all you need to know is the username and password and you will be able to access this anytime if you have internet connectivity.
Wiki Basics
I am posting a quick resource for you to get a Wiki started on your own! Please see me if you need help. http://leydenlibraries.wikispaces.com/file/view/Exploring+Wikis.pdf
Wiki Basics
I am posting a quick resource for you to get a Wiki started on your own! Please see me if you need help1
What is a wiki?
Wikis are web pages that students can use to write, edit, and add elements, such as images and video, to create collaborative projects.
The most well know example of a wiki is Wikipedia. (Solomon, 136)
Source: Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
The most well know example of a wiki is Wikipedia. (Solomon, 136)
Source: Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
Ten Ways Wikis Support Learning
1. Supports planning, collaboration, and critical thinking skills.
2. Facilitates inquiry.
3. Encourages personal accountability.
4. Provides practice in peer editing and reviewing.
5. Empowers through shared authorship.
6. Encourages responsible writing.
7. Deters plagiarism by showing process.
8. Engages and motivates students.
9. Supports constructivist learning.
10. Provides practice in validating information. (Berger, 99)
Source: Berger, Pam, and Sally Trexler. Choosing Web 2.0 tools for learning and teaching in a digital world. Santa Barbara, Calif.: Libraries Unlimited, 2010. Print.
2. Facilitates inquiry.
3. Encourages personal accountability.
4. Provides practice in peer editing and reviewing.
5. Empowers through shared authorship.
6. Encourages responsible writing.
7. Deters plagiarism by showing process.
8. Engages and motivates students.
9. Supports constructivist learning.
10. Provides practice in validating information. (Berger, 99)
Source: Berger, Pam, and Sally Trexler. Choosing Web 2.0 tools for learning and teaching in a digital world. Santa Barbara, Calif.: Libraries Unlimited, 2010. Print.
Monday, May 2, 2011
What is a blog?
Blog comes from the term web log. It is a type of website maintained by an individual using a hosting site, like blogger, allowing for instant publishing online that invites an audience to read and respond to what is posted.
Posts can only be edited by the contributing author or administrator of the blog. Blogs can be very open allowing anyone the ability to post comments or require invitations to view and/or comment or post. (Solomon, 17)
Source: Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
Posts can only be edited by the contributing author or administrator of the blog. Blogs can be very open allowing anyone the ability to post comments or require invitations to view and/or comment or post. (Solomon, 17)
Source: Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
Sunday, May 1, 2011
Classroom Examples of Wikis
Wikis for Social Studies: Students make notes about the different units they are reading to help consolidate their knowledge around the concepts they are learning.
http://studyingsocietiesatjhk.pbworks.com/w/page/18798605/FrontPage
Wiki ideas in Science: A student glossary of scientific terms with illustrations and definitions added by the class(using original digital photos or those from other online Creative Commons sources, such as Flickr). Linking to separate pages with detailed information allows the main glossary list to remain reasonably short.
A taxonomy of living things with information about each branch in the study of Biology over a full year.
Designs of experiments (and resulting lab reports) for a chemistry class.
Observations from field sites, such as water testing in local streams, weather observations from across a state, or bird counts during migratory season. This activity would also work well as a collaboration with other schools in different states.
Detailed and illustrated descriptions of scientific processes: how mountains form, etc.
(Crane, 67)
Source: Crane, Beverley E. Using Web 2.0 tools in the K-12 classroom. New York: Neal-Schuman Publishers, 2009. Print.
http://studyingsocietiesatjhk.pbworks.com/w/page/18798605/FrontPage
Wiki ideas in Science: A student glossary of scientific terms with illustrations and definitions added by the class(using original digital photos or those from other online Creative Commons sources, such as Flickr). Linking to separate pages with detailed information allows the main glossary list to remain reasonably short.
A taxonomy of living things with information about each branch in the study of Biology over a full year.
Designs of experiments (and resulting lab reports) for a chemistry class.
Observations from field sites, such as water testing in local streams, weather observations from across a state, or bird counts during migratory season. This activity would also work well as a collaboration with other schools in different states.
Detailed and illustrated descriptions of scientific processes: how mountains form, etc.
(Crane, 67)
Source: Crane, Beverley E. Using Web 2.0 tools in the K-12 classroom. New York: Neal-Schuman Publishers, 2009. Print.
Classroom Uses of Weblogs
You might like to start a class blog to . . .
Source: Richardson, Will. Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, Calif.: Corwin Press, 2006. Print.
- post class-related information such as calendars, events, homework assignments, and other class information.
- post assignments based on literature readings and have students respond on their own Weblogs, creating a kind of portfolio of their work.
- post prompts for writing.
- provide examples of classwork, vocabulary activities or grammar games.
- provide online readings for your students to read and react to.
- gather and organize Internet resources for a specific course providing links to appropriate sites and annotating the links as to what is relevant about them.
- post photos and comments on class activities.
- invite student comments or postings on issues in order to give them a writing voice.
- publish examples of good student writing done in class.
- showcase student art, poetry, and creative stories.
- create a dynamic teaching site, posting not only class-related information, but also activities, discussion topics, links to additional information about topics they are studying in class, and readings to inspire learning.
- create a literature circle.
- make use of the commenting feature to have students publish messages on topics being used to develop language skills.
- ask students to create their own individual course blogs, where they can post their own ideas, reactions and written work.
- post tasks to carry out project-based learning tasks with students.
- link your class with another class somewhere else in the world. (Richardson, 40)
Source: Richardson, Will. Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, Calif.: Corwin Press, 2006. Print.
Saturday, April 30, 2011
How Internet Public Library is using Technology
"Introductions to 15 of Internet Public Library's favorite online
technologies; includes, for each of the 15, background information, best
practices, related readings, examples of how the IPL is using the
technology, and hands-on exercises."
Source: "IPL 15 Things." Internet Public Library. 17 March 2010. Web. 30 April 2011.http://ipl.ci.fsu.edu/community/wiki/index.php/IPL_15_Things
technologies; includes, for each of the 15, background information, best
practices, related readings, examples of how the IPL is using the
technology, and hands-on exercises."
Source: "IPL 15 Things." Internet Public Library. 17 March 2010. Web. 30 April 2011.http://ipl.ci.fsu.edu/community/wiki/index.php/IPL_15_Things
Friday, April 29, 2011
Thursday, April 28, 2011
Khan Academy-a Virtual Resource!
"What started out as Sal making a few algebra videos for his cousins has grown to over 2,100 videos and 100 self-paced exercises and assessments covering everything from arithmetic to physics, finance, and history. Some educators post links to his site to reinforce practice and instruction for their students."
Source:"Browse the Library." Khan Academy. 27 April 2011. Web. http://www.khanacademy.org/#browse.
Source:"Browse the Library." Khan Academy. 27 April 2011. Web. http://www.khanacademy.org/#browse.
Self-Evaluation with Rubrics
Having a PLN (personal learning network) beyond the classroom and school brick and mortar can help us as educators "think out loud" in blogs or on educational Wikis as demonstrated in this blog between an seasoned tech-savy mentor and a Spanish teacher. In this blog they share ideas and concerns about how to improve students' self-assessment. One suggestion includes considering using a Wiki, facilitated by the teacher, to allow for a group or the class to collaborate on creating a self-assement tool.
See "On Self-Evaluation." More Spanish: Lesson Plans and Technology for the Spanish Classroom. 2 Feb. 2009. Web. 26 April 2011. http://ochoamores.typepad.com/morespanish/2009/02/on-selfevaluation-with-rubrics.html
See "On Self-Evaluation." More Spanish: Lesson Plans and Technology for the Spanish Classroom. 2 Feb. 2009. Web. 26 April 2011. http://ochoamores.typepad.com/morespanish/2009/02/on-selfevaluation-with-rubrics.html
Wednesday, April 27, 2011
Fourteen Tips for Using Wikis
1. Create a culture of trust in the class.
2. Establish goals for the project.
3. Post clear instructions.
4. Establish guidelines for all processes.
5. Set deadlines(interim and final).
6. Create and display assessment rubrics.
7. Make sure project activities are meaningful.
8. Define roles for team members and work with teams to assign them.
9. Keep instructions simple for both the assignment and for the wiki page.
10. Provide examples and suggestions.
11. Decide if the wikis should be open to the public or limited to the class.
12. Remind students of copyright and licensing issues.
13. Check work regularly.
14. Provide encouragement.(Solomon, 147)
Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
2. Establish goals for the project.
3. Post clear instructions.
4. Establish guidelines for all processes.
5. Set deadlines(interim and final).
6. Create and display assessment rubrics.
7. Make sure project activities are meaningful.
8. Define roles for team members and work with teams to assign them.
9. Keep instructions simple for both the assignment and for the wiki page.
10. Provide examples and suggestions.
11. Decide if the wikis should be open to the public or limited to the class.
12. Remind students of copyright and licensing issues.
13. Check work regularly.
14. Provide encouragement.(Solomon, 147)
Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
Blog Audit
"Making Student Blogs Pay off With Blog Audits."
Source: Sample, Mark. "Making Student Blogs Pay off With Blog Audits." The Chronicle of Higher Education. 11 October 2011. Web. 27 Apr 2011. http://chronicle.com/blogs/profhacker/making-student-blogs-pay-off-with-blog-audits/27559.
Have students review and reflect on their blog posts through a self-assessment/blog audit.
"Their blogging about blogging invariably ends up being a pivotal moment in the students’ relationship to the class blog. It’s when they begin to have a sense of ownership over their ideas, a kind of accountability that carries over into their class discussion and other written work. It’s also when they truly realize that they’re engaged in a thoughtful, thought-provoking endeavor. It’s when the blog becomes more than a blog."
Source: Sample, Mark. "Making Student Blogs Pay off With Blog Audits." The Chronicle of Higher Education. 11 October 2011. Web. 27 Apr 2011. http://chronicle.com/blogs/profhacker/making-student-blogs-pay-off-with-blog-audits/27559.
Six Assessment Points for Student Blogs
1. How well did student writing address the curricular topic and/or discussion theme?
2. How well reasoned was the logic of what students wrote?
3. How well developed was the writing?
4. To what extent was their writing analytical about the topic?
5. How well did they communicate their thinking?
6. To what extent did their blog generate real discussion? (Solomon, 30)
Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
2. How well reasoned was the logic of what students wrote?
3. How well developed was the writing?
4. To what extent was their writing analytical about the topic?
5. How well did they communicate their thinking?
6. To what extent did their blog generate real discussion? (Solomon, 30)
Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
Five Rules for Blog Commenting
Commenting on someone else's blog post is simple: read the post, write your comment, type your name, and click Submit. Doing it WELL takes practice.
1. Read the post carefully.
2. Consider its strengths and weaknesses.
3. Start with the strengths.
4. If you have something nice to say, say it--and give specifics.
5. If you have criticism, say it nicely.(Constructive criticism is helpful, not vindictive)(Solomon,29)
Taken from: Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
1. Read the post carefully.
2. Consider its strengths and weaknesses.
3. Start with the strengths.
4. If you have something nice to say, say it--and give specifics.
5. If you have criticism, say it nicely.(Constructive criticism is helpful, not vindictive)(Solomon,29)
Taken from: Solomon, Gwen, and Lynne Schrum. Web 2.0 : how-to for educators. Eugene, OR: International Society for Technology in Education, 2010. Print.
Why use wikis in the classsroom?
1. Enable team members to work on an assignment at any time, from any location with an Internet connection.
2. Encourage student involvement
3. Offer a powerful yet flexible collaborative communication tool for developing content-specific Web sites.
4. Provide a central place for groups to form around specific topics
5. Provide students with direct(and immediate)access to a site's content,which is crucial in group editing or other collaborative project activities
6. Show the evolution of thought processes as students interact with the site and its contents
7. Promote pride of authorship and ownership in a team's activities
8. Showcase student work
9. Encourage collaboration on notes
10. Promote concept introduction and exploration
Taken from: Crane, Beverley E. Using Web 2.0 tools in the K-12 classroom. New York: Neal-Schuman Publishers, 2009. Print.
2. Encourage student involvement
3. Offer a powerful yet flexible collaborative communication tool for developing content-specific Web sites.
4. Provide a central place for groups to form around specific topics
5. Provide students with direct(and immediate)access to a site's content,which is crucial in group editing or other collaborative project activities
6. Show the evolution of thought processes as students interact with the site and its contents
7. Promote pride of authorship and ownership in a team's activities
8. Showcase student work
9. Encourage collaboration on notes
10. Promote concept introduction and exploration
Taken from: Crane, Beverley E. Using Web 2.0 tools in the K-12 classroom. New York: Neal-Schuman Publishers, 2009. Print.
Why use blogs in the classroom?
1. Create a learning community, open 24/7, which is a place different from the traditional classroom.
2. Provide an authentic audience for student writing, including peers, parents, and a potential worldwide audience, while promoting a cross curricular connection.
3. Allow for feedback from the networked students, teachers, and other interested persons. Learning in a class blog setting is now a social activity.
Support differentiation. The blog can give some of the more verbally reserved students a forum for their thoughts.
5. Encourage reading. To make a meaningful comment, or to choose their favorite post, students first need to read what's out there.
6. Encourage and teach research skills prompting students to extend their research beyond the assigned work.
Taken from: Crane, Beverley E. Using Web 2.0 tools in the K-12 classroom. New York: Neal-Schuman Publishers, 2009. Print.
2. Provide an authentic audience for student writing, including peers, parents, and a potential worldwide audience, while promoting a cross curricular connection.
3. Allow for feedback from the networked students, teachers, and other interested persons. Learning in a class blog setting is now a social activity.
Support differentiation. The blog can give some of the more verbally reserved students a forum for their thoughts.
5. Encourage reading. To make a meaningful comment, or to choose their favorite post, students first need to read what's out there.
6. Encourage and teach research skills prompting students to extend their research beyond the assigned work.
Taken from: Crane, Beverley E. Using Web 2.0 tools in the K-12 classroom. New York: Neal-Schuman Publishers, 2009. Print.
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