Fill Up Your Toolbox

URL Shortening
Using URL shortening comes in very handy with students. With my elementary students, I typically post a link to my Symbaloo since it's very colorful with pictures. I can say something like, "click on the pick button" and they will know where to find the link. When I taught high school I used url shorteners more often because I would email or post a link on my website for my students. At conferences, when sharing a link to something I created, url shorteners come in handy as well. I created a url using bit.ly and tinyurl.com for this assignment. When I use shorteners, I gravitate toward goo.gl so I decided to try two others. Both are easy and fast. Bitly has a great options for creating an account and enabling the user to track how their links are being used. If I was a professional wanting to expand my brand, this would provide me with amazing information.

Bookmarklets
It's interesting we are writing about bookmarklets because a friend just sent me a new one that I thought would eventually be useful. The bookmarklet that was sent to me is called CraftyText. It puts a big text box on the front of your webpage so you can type right on top of the website. For me, this will be beneficial when wanting to write down a few short steps for my students to reference when working on a website. Of the options from the list, I chose prinliminator. When printing off websites, I always find it annoying to see all the extra stuff on the bottom and top of the website. For example, I don't always need the website address and date I accessed it. This bookmarklet is good for when students print off information during research as there is often wasted paper. I can see teaching my 4th and 5th graders how to use the bookmarklet to save on paper. Personally, I do not print often anymore, but when I do, I hate wasting paper.

QR Codes
There are many uses for QR codes in the classroom. I've always wanted to create QR codes that link to a book review created by my students. During check out, students could walk around with an iPad and scan a QR code that is on the front cover of a book. This would then take them to a recording or video of a student giving a book review. However, this idea has yet come to fruition. Currently, I have my 2nd and 3rd graders using QR codes to investigate the nonfiction section of the library. As a team, they walk around the nonfiction section and scan QR codes they see. The QR codes takes them to the description of which section they are currently standing in.

At the high school level, I had students create QR codes that were placed outside of classrooms. When new students came to tour our school, they would then scan the QR code outside of the classroom, which then took them to a video about that class. In the video, students explained what class was in that room and typically interviewed the teacher of that class as well. A few years ago I used QR codes at the middle school level in a health unit utilizing what my students learned on Heart Healthy Day. We created yoga poses and posted QR codes that linked to videos of how to do the poses. A handout with the QR code was placed around the school. Here are the instructions I posted on my old website. I like to use http://qrcode.kaywa.com/ to create QR codes because there is no sign up needed.

For this project I created a QR code to be placed in our bathroom for use by my two young boys. They have a hard time brushing their teeth for a sufficient amount of time. I am going to place the QR code in our bathroom so that when it's time to brush teeth, my boys can listen and song along to the song to ensure they have brushed long enough.

Dig Deeper into the Mainstays (u02a2)

When I was looking into this blog post assignment, I was excited to see there were a few websites in the 3 categories that I had not had the opportunity to use or haven't used in a very long time. Finding time to look through new tools is hard, but important.

Social - Edmodo

From the first category, Social, I already widely use Twitter for my own PLN but not for student learning. Since I teach K-5 students, I don't feel Facebook is an appropriate route to take since you must be 13 or older to use Facebook. Eight years ago I utilized Edmodo in my middle school language arts class, but I haven't since. This is a good opportunity for me to re-evaluate Edmodo, see what is new, and determine if it would be beneficial to my students.

The first thing that jumps out at me when on Edmodo is how much it looks and feels like Facebook. This is a positive thing, I believe, because social media is prominent in the lives of my upper elementary students, thus giving them a feeling they are using a social media website. Everything being in one place is of importance as well. I can easily post an assignment, quiz, or a note right from the first screen. This also pops up in chronological order on student's accounts, which helps them stay organized. When assigning, I can also attach a link, file, or bring something up from my Library of items. Having these options are great because it gives me various options for assignments. Another great aspect of Edmodo is the creation of groups. I can assign different work to different groups and groups can converse with each other on the platform without others interfering.

While I was researching how other teachers engage students with Edmodo, I came across an idea from Jennifer Lewis, a high school teacher. She pointed out that with Edmodo, you can add apps to your student's accounts. For example, students can access Office365 or NoRedInk app without ever having to log into another account. This is a great way to app smash without students having to remember various account information or website/app names. Another great idea Jennifer Lewis had was to use Edmodo for literature circle groups. Though I don't teach lit circles anymore since my role is now technology integrationist, I could see how Edmodo would be a terrific platform for sharing lit circle information related to student roles.

In general, the social category can enhance student learning because it can be utilized as a way for students to share information, ideas, and check each other's progress. Having work posted on a social platform is a great way to initiate collaboration between team members and have a place to post work for others to view and comment. Online etiquette and online safety can be part of the learning taking place when on social websites.

Creative - WeVideo

Since I already have experience with VoiceThread and Prezi, I evaluated WeVideo. Though I've watched videos that have been posted on WeVideo, I've never had the chance to dive into all that WeVideo is capable of until today. When reading the first page on the login screen, I noticed all videos are housed online in the cloud. This immediately got me thinking about how wonderful it will be not to have to worry about which computer a project is saved on. What also stood out to me is that WeVideo can be used on my iPad as well, giving me more options for video recording then just using a video camera.

Unfortunately I found two downfalls right away. The first being I had to really dig to find a place to sign up for a free account. With how robust the editing software is, I can see how beneficial it would be to have a paid account, however, I just wanted to test-drive the site. The second downfalls was in the user agreement. I found that WeVideo is intended for students over the age of 13, at least in the free version. If I wanted to use a paid version specifically for school, I would have to see if the user agreement is different for those accounts.

Like many editing software available, it has drag and drop that allows the user to move around various pieces. I also like how the menus at the top use pictures instead of words, this is helpful for my low readers or ELL students. Being able to video record straight from the web browser aids in cutting down confusion from having to go from a website to the desktop. Lastly, even though there are various options for enhancing a video, such as transitions and music, it does not cause the user to get "lost" in that is available. For instance, there are a limited number of transitions and themes, allowing the student to have creativity without loosing the goal of the project.

The creative category can really enhance and engage students in the learning process. When utilizing any creative software, students are in the trenches of learning because they are put in the driver seat instead of the teacher. Students are the ones coming up with ideas of how to showcase their learning and understanding. The depth of knowledge can also be deeper because of having to apply their knowledge and synthesize it into their project.

As I was researching how teachers use WeVideo in the classroom, it seemed many were using it as a way to explain a process. One example that I found interesting included students explaining how to perform a skill in gym class. The gymnasium can be one place where it is hard to incorporate technology into student learning, but this is a great example of doing just that. I do believe students will remember the skill as well as be able to apply the skill after creating their video. Also, other students may learn better from a peer then from an adult.

Curation - BlendSpace

Since I already extensively use Symbaloo for school and Pintrest for personal use,I decided to try out Blendspace instead. I've already created content in EduClipper for another class. Though I've not yet used Blendspace in my own classroom, I just researched and presented about Blendspace for a technology conference and thus I'm applying what I learned to this blog post.

One of the fantastic features of Blendspace is that it is all drag and drop. For my younger students, there is no worrying about copy and pasting. The second great feature is that all that you need to build your Blendspace is found right beside the work space. If a student wants to add a video, quiz, or information, you can search sources such as Google, YouTube, Google Drive, and the computer straight from the same space where the item will be dropped. There is no flip-floping between screens, websites, or devices. Students will have less of a chance getting lost in the creation process. 

Unlike some of the other curation sites, you can create a quiz in Blendspace, instead of needing another website, copying the link, and pasting it in. Also, unlike other curation websites, all of the content is house within Blendspace. So, instead of clicking on a link and it opening another browser or tab, all the content stays on the Blendspace website. I can also shuffle through each resource by using an arrow instead of needing to go back to the original work space. Lastly, there are 198 ways to share one's work on Blendspace, making it easier for students to compile a digital profile.

Curation websites in general are exceptional at providing a place to put work. For example, Blendspace provides a place for a user to place their information during research. It does little to offer any creativity with the content, but does provide a great starting point for finding out more information about a particular topic. Curation websites can also give students a place to collaborate on projects, especially if all students are researching at the same time. When utilizing a curation website, a teacher could easily tie in how to find reputable websites and how to analyze information before using it.

Using New Technologies u02a1

I interviewed another teacher, Sandy, who lives in a different area of Iowa. I choose this teacher because she not only has years of experience in the classroom, but is constantly integrating web 2.0 technology tools. When on the phone, she decided to discuss the website www.storybird.com with me. Coincidentally, this is a tool we both utilize in our classrooms.

Recommendations from other teachers is one starting place for Sandy when looking for a tool to use in her Gift and Talented and/or English as a Second Language students. Sandy stated that when she chooses a web 2.0 tool, the first thing she does is filter it through the Iowa Core. She determines if it aligns with the standards for the grade in which she is working with. If it does, then she bases her decision on student interest as well as ease of use for educators.

Fortunately for Sandy, she does not typically need special permission from administration to implement new tools. Using her own good judgement and checking the user agreements for age of use is how she avoids obstacles with technology tools. For example, Storybird is geared towards educators and students, the user agreements allows for children 13 and under to operate it, and she tested the website before presenting it to her class.

Sandy has a few pieces of advice for other teachers looking to incorporate Storybird into their projects. Focusing on the writing or editing process is the best use of Storybird. The explicit instruction model works extremely well when introducing this tool to upper elementary or middle school students. For example, first, Sandy shows the class how to operate the website in a whole-class setting. Then, together, the class makes a trial story together employing the information they learned from the previous step. Together, students walk through each step of the story making process on the website. Now, students have the ability and confidence to create their own story on their own. During the last phase of explicit teaching, Sandy explains how her students can self and peer edit their pieces of work. 

One last piece of advice Sandy gives is Storybird is a great tool for differentiating instruction because students have the ability to work at their own level. Each student has a differing writing ability and can be fairly graded on their individual abilities when employing this web 2.0 tool. Teachers can easily scaffold each student at their level. For example, when writing a story, some students are able to include a beginning, middle and end, while others have mastered this skill and can move on to including dialogue. Here are a few examples of Sandy's student's work.

I agree wholeheartedly in all that Sandy stated. I find it extremely important to check the user agreements before implementing any new tool. The safety and security of my students is a top priority. I also recognize testing the tool for alignment with standards is also important. It is good to have students using technology tools, but there should always be a purpose. One additional way I determine the validity of a tool is thinking about where it falls on the SAMR scale. If I am going to use a tool with my students, I want to ensure I'm using it with the goals for my students and an end in mind.

Creative Commons

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

I created a license for my blog and chose the Attribution Non-commercial Share Alike (by-nc-sa) license. Per the website wiki.creativecommons.org, this license allows others to download my material, make changes, but also give me credit. In addition, users cannot use my information for commercial purposes. I chose this license because I understand the importance of allowing others to build off people's ideas. If we don't allow others to access our ideas and suggestions, it is hard to make creative growth. When I started teaching, there was very little on the internet regarding awesome lessons and project ideas. I typically had to buy a book that provided me with new ideas. Today, we have access to a tremendous amount of ideas because teachers are willing to share. Twitter is a wonderful example, I have a constant stream of new ideas and thoughts coming my way every day. If I'm struggling, I can post a question and in minutes have suggestions or answers. This license aids me in continuing this process.

However, though I believe it is important for others to take my ideas and thoughts and use them in positive ways, I do not want others making money from it in a commercial sense. There is a lot to be said about the free flow of ideas and for others to make money off what other people think, I believe, would start to cripple the great sense of sharing that our country has right now.

Licensing Portal for Educators. (n.d.). Retrieved January 20, 2017, from https://wiki.creativecommons.org/wiki/Licensing_Portal_for_Educators

Tech Tool Tuesday - Writing

To continue with the writing theme for October, I have found a great app for student blogging. I have always loved kidblog.org but unfortunately Kidblog has decided to make money off their website so now it is no longer free. Boo! A free and reliable replacement is SeeSaw. The site is technically for student digital portfolios, but there is also a blogging area. You can find more information at http://web.seesaw.me/blogs/

This site is teacher moderated and easy to use by students. You can share the student work with other students and families or keep it private. You can even find other classrooms to blog with! Seesaw works on a computer as well as an iPad. There is a paid version, but I would stick with the free version as this has many features. One of the great free features is students can scan a QR code to sign in, instead of remembering a username and password!

Tech Tool Tuesday - October 18th - Writing

To keep with the writing theme for October, I presented 2 resources during the October 18th Tech Tool Tuesday presentation.

Boom Writer

Students can use this online writing tool to develop their creative writing skills and understanding of literacy elements. When a teacher sets up a Boom Writer account, s/he then creates accounts for his/her students as well. The teacher can choose from 3 different activities - Story Writer, Word Writer, and Project writer. The activity presented on Tuesday was the Story Writer. The first step is to present a writing prompt to the class. A teacher can create his/her own or use the multitude of examples available on the website. Then, students write a response to their teacher's prompt using the Boomwriter website. Once all prompts are submitted, the class will choose which response is the best; this will be chapter one of their class story. Next, the students use the winning response as a catapult to write the next chapter of the story and submit it via the Boomwriter website. Another winner is chosen and the process continues until the story is completed. When voting, the students are not able to see the name of the author, making the decision process more authentic.

Storybird

Teachers will sign up on the Storybird website and provide their students with a class code. When I had 5th graders sign up for accounts, I had them use their district provided username and password to keep things simple. Once in your class account, students will choose a set of drawings from the website. These drawings were created by artists. There is a plethora of options available, so it may take students time to decide on the set they would like to use.

 Once a set is chosen, students are taken to a the builder area of the website where they can drag and drop the pictures onto a page. 

This is also where they add text and dialogue. The challenge for the students to write a story utilizing the pictures as guide. The text should make sense with the pictures on the page. The end result is an online book with beautiful pictures and a story crafted by the student. Teachers can also order their student's books for $2.99 each.

Tech Tool Tuesday - October 4th - Writing

Scholastic Story Starter: This month I am focusing on tools which aid students in increasing their writing abilities. The first tool is Story Starts from Scholastic. There is no login needed - just go to the link. This site can be used whole class or by individual students. I like this website because the story starters are fairly interesting and it's geared toward different level of writers. You can choose from four different themes, then your grade level of PreK-1st, 2nd, 3rd, or 4th-6th. Students can use the website to type their response or it can be transcribed on a piece of paper. Please see my screen-cast for further information.

Edublogs: Blogging is a wonderful way to include authentic writing. If you publish student blogs online for others to view outside the school or even make them available for peer review, you may be more likely to get students to write with enthusiasm and care. Blogs can also be a way to teach positive feedback if you allow students to comment on each other's work. I recommend Kidblog because of it's ease of use and ability to keep blogs private to just people in your classroom. The downfall is that if you don't already have an account, you will need to pay $44 per year after the free 30 day trial. If you created an account last year when it was still completely free, you don't have to worry about the price. Another place for free blogging is edublogs.org. It is less user-friendly for the students, but still manageable. If blogging is something you would like to include in your curriculum, please let me know and I can help you get set up.