Archive for the 'Video conference' Category

Teaching or Educating with Web 2.0 Tools

If teaching is to impart (or stuff in) knowledge & educating is to nourish (or pull out), which do we use technology for?

Any technology can be used for either. A wiki can be used to push stuff in such as a chapter summary or it can be used to have students think through the pros and cons of a real life situation.   Just because a technology is a Web 2.0 does not make it an educating technology.   Videoconferencing can deliver lectures (teaching) or have students share similarities and differences in local folktales (educating).  Social bookmarking does not necessarily educate, it can just provide lists of websites (teaching).

How do you use Web 2.0 Tools?

Simple yet powerful technology

I believe that when a technology is simple to use, then teachers will use it.  Witness the Smartboard and the Document camera.  Simple technologies can be powerful technologies.  They do not require thousands of hours of professional development. They do not require long learning curves.  Teachers “get it” and can use them.   They can involve their students in that technology with minimal prep.  I think that often we over look simple technologies like word processing, digital camera, document  cameras, and smartboards. Let’s promote technologies that teachers can and will use instead of complex technologies that often require someone else to set things up like videoconferencing.  Let’s focus on what teachers have in their classrooms!

Not Really Web 2.0 Classroom Use

When is a Web 2.0 tool, not a Web 2.0 tool? The answer is when we use a Web 2.0 tool as a Web 1.0 tool. I hear of many schools that have blogs. Students post their ideas to the blog but they do not respond to each other. The blogs are closed to the class. They only blog during class time. I don’t see that as a Web 2.0 tool use.

Students use Google docs to share their documents for peer-review. Ok, they are sharing a document but how different is this than sharing a physical paper within the class? The sharing just allows the other person access to make comments. They could do it with email.

I see videoconferencing that is 85% lecture or demonstration. The students do a token activity. Is that an example of social sharing? Or is videoconferencing really a one-way tool to dispense information?

How do you use Web 2.0 tools in your classroom?

Videoconferencing and Standards: Content Providers or Teachers

videoconferencing

I recently read some information that teachers feel that their students benefit from videoconferencing since there are standards. Content providers usually provide a standard (or standards) for each videoconference. I’ve looked at the standards supplied by various content providers and I’ve noticed that usually the providers do not supply a specific subcomponent of the standard. The providers indicate the standard at its most general level. My biggest objection is that the content providers are supplying the standard and not the classroom teacher.

The classroom teachers should be selecting content providers’ programs based on the subcomponents of the standards that they want their students to achieve. The classroom teachers should be verifying that the activities in the videoconference lead the students to the highest level of thinking in the standard subcomponent. The classroom teachers should make sure that assessment of the standard subcomponent is included in the videoconference or very soon after the videoconference. Classroom teachers should not leave standards-based learning to a videoconference content provider.

How do help your videoconference content provider to meet your standards-based learning?

Videoconferencing Effectiveness: Thrill or Learning?

zoo

In the USA Today article “Schools become virtual zoos” (Aug. 2, 2007, 6D), a teacher comments “I think it was really effective.” and another teacher says, “It is a wonderful experience.” Students respond with “Cool!” and “Neat!” The article was obviously a pro-virtual learning article.

However, no teacher mentioned that the students actually learned anything related to state standards. No teacher mentioned any activity that their students did to demonstrate their learning from the zoo visit. Is the focus of these videoconferences the thrill of seeing animals or the specific standards-based learning with measurable outcomes? Did the teachers select these videoconferences to improve the learning of their students or to give them a “great experience”? How closely does this virtual zoo visit match the teachers’ actual standards-based curriculum?

Virtual field trips can be wonderful educational experiences if the teachers’ standards-based curriculum determines the selection of the field trip, the learning outcomes of the trip, and the evaluation of the students’ learning.

© Harry Grover Tuttle, 2007

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LifeLong Learning-Part 3: Students Learn From Their Peers, Teachers, Mentors

Students learn from

A third aspect of lifelong learner is learning from different types of “teachers.” Students can learn from the classroom teacher but they can also learn from peers and mentors. Since our students will be on their own after their graduate from school/college, we can help them to see the value in learning from others.

How do we foster learning from others?
Do we have students work collaboratively where they learn from each other? (Collaborative work is very different than group work.)
Do we encourage collaborations that go beyond the classroom such as getting help through IM, Skype, etc from people who live in other locations?
Do we have our students teach a concept to other students in distant locations and have other students teach our students through Web resources such as videoconferencing?
Do we help our students to create instructional videos on standards based topic for YouTube?
Do we have them work with a mentor in a field of their interest through email, Skype, phone calls, etc.?
Do we encourage our students to participate in a blog on an standards based topic and share their learning with the class?
Do we have our students contribute to a Wiki about a standards based topic? To correct others?
Do we ask students to research and create their own topic report through connecting with an expert and bringing that expert virtually into the classroom?
Do we help students to assess the “teachings” of others?

© Harry Grover Tuttle, 2007

Drowning or Nurturing Technology-Infused Learning

Atlanta is hot! How do people keep their flowers so beautiful? They water them.

I’m wondering how we water our students? Does what we give them provide them with enough to grow on? Do we drown them in non-critical aspects? Will they wilt once they leave the unit since we have not water them down to their roots?

Do we nurture them by creating 1-3 minute podcasts or imovies that pose difficult problems to solve such as reducing cafeteria pollution or selecting playground equipment and figuring out how to position them in an small elementary school playground?

Do we nurture them by having them compare their results with students in a distant location via videoconferencing? Or with a playground architect?

Do we nurture them by embedding short PowerPoint state-assessment practice tutorials and practice into each unit? Do we put these tutorials on the web so the students can review them at any time.

Do our PowerPoints drown them with screen after screen of text?

Do we drown them by having them go web surfing do WebQuests without asking them in-depth or comprehensive questions about their new learning?

Do the students drown in a week long technology-infused activity that is based on the subject area material that they learned the first day?

Does your technology use nurture or drown the students?

 

© Harry Grover Tuttle, 2007

 

 

Videoconferencing: Outside the Four Walls of the Classroom

 

I’m proofing a book chapter on videoconferencing that I wrote in Nov. As I re-read it, I am amazed about how little videoconferencing is actually used in the P-12 area. I know of a school district where every school has one or two videoconferencing carts. Yet,this year there has been only a handful of conferences in the whole district.

Why do teachers not want to videoconferences with others? Why do they not want to use the expertise of other teachers? Why do they not want to be the expert for others? Why do they not want their students to learn from students in other locations? Why do they not want their students to act globally?

In one school, I demonstrated videoconferencing with two live videoconferences that related directly to their English Language Arts curriculum. Has anyone used it? No!

Videoconferencing is one of the easiest technologies to use- dial their IP and connect. Probably teachers do not using it since it is an outside-the-class approach. The four walls of the classroom are visibly blown away by videoconferences. A class can just as easily videoconference with another school in the district as a classroom on the other side of the globe. A teacher’s book knowledge confronts real world knowledge.

How have you used videoconferencing this year?

 

© Harry Grover Tuttle, 2007

 

Videoconferencing and Districts- Sharing Teachers and Globalizing Education

Teach via videoconferencing

Videoconferencing has the power to overcome distances. Many schools are located in rural areas where they cannot provide a quality education at the advanced levels. A very simple solution is for students from those locations to videoconference with an educator who teaches in that advanced level regardless of where the educator is physically located. The technology of videoconferencing is so simple yet there are so many policy and parochial views that prevent its use in education.

With videoconferencing, a teacher can teach to students in any location. Why should we limit a teacher to the physical location of within a school? Why should we assume that one teacher is an expert in all aspects of their subject area? When I was teaching, I would have loved to have had another teacher who knew more than I did about African-American literature teach that part of my course. I would have taught his/her Latin American literature part of the course. Why not have a teacher from Latin American teach the Latin American literature part of the course? Why not use the expertise of each teacher regardless of where that teacher is located?

Maybe we can promote a virtual teacher exchange through videoconferencing! You teach part of my course and I’ll teach part of yours. Our students would benefit so much more than in our present system. We can develop a community of global educators!

© Harry Grover Tuttle, 2007

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Music Learning To a Higher Beat Through Technology

music notes

Music teachers have many wonderful technology resources that can help their students. Here are a few.

Podcast
Student interviews another student about her music -Kingswood #3
http://www.podcast.net/show/62943
Your students can explain their musical compositions before they play them.

YouTube
David Honeyboy Edwards Youtube music blues in a shoebox http://www.youtube.com/watch?v=i441yw-ns9I

Thelonius Monk in Berlin 4:12
http://www.youtube.com/watch?v=8EywdPsnJxQ

Tons of student made music videos to critic

Have your explain how to do something in music through an emovie (you can post it to YouTube for the world to see)

Has your class been Youtubed (blog entry) Search to see choir, instrumental, etc. http://etobiasblog.musiced.net/2007/01/03/has-your-music-classroom-been-youtubed/

Flickr
Have students sing or write a song based on a picture from Flickr. Or give the class the same general topic (family) and have them pick a picture from within that topic for their music.

Have students select pictures to illustrate a song or instrumental piece. They compare their pictures and explain their understanding of the piece.

Graphic Organizers/Inspiration
Students show the historical connections, cultural connections, famous artists, famous examples, time period, and characteristics for a style of music.

Videoconferencing
Have your choir learn how to sing a song in French from a French choir, sing it for them, and sing it with them.

Your students can watch up close as a famous instrumentalist plays. The students can play and the expert can give them constructive feedback.

Software/Online resources
Free Finale Notepad to create music http://www.finalemusic.com/

Elementary Music Bulletin Boards http://www.musicbulletinboards.net/

Music resources http://www.edu-cyberpg.com/Music/home_music.html

So how do music teachers involve students in their music learning through technology in your district? How do they use interactive technology to improve the quality of music learning?

 

© Harry Grover Tuttle, 2007

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A Superintendent’s Conference Day on ELA through Technology

ELA and many technology

I had the wonderful experience of being the keynoter on ELA and technology at an elementary school. I did a presentation on improving ELA skills through videoconferencing where we videoconferenced with two “sites” – one on listening to an “expert” read a science poem and answering questions and one peer to peer on Readers Theatre about Three Little Pigs with human tableaus to show comprehension.

Then I did an interactive presentation on Increasing ELA learning through Technology in which I went through Vocabulary, Basic/Literal Reading, and Inference Reading. Many teacher commented that they never thought of using technology to improve these specific ELA learning. Numerous of the activities were based on Robert Marzano’s work.

Then I did a mini-workshop on creating Big Books using PowerPoints.

I was very impressed with the faculty. They were attentive and participated. They seemed eager to learn new techniques. I was amazed when I told them how to search for PowerPoints on a topic (topic +.ppt or “term” +.ppt such as “Rhyming Words” +.ppt), most admitted that no one had ever shown them that technique. Several had taken full day district workshops on PowerPoint.

What do you do to make subject area technology use easier for teachers? How do you help your fellow teachers? Do you share your Sight Words PowerPoint? Do you work together to find great images for the PowerPoint that has few words? Or do you take over their keyboard and do it for them which disempowers them?

© Harry Grover Tuttle, 2007

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Art Beautifully Drawn by Terrific Technology

Art and technology

Art teachers have many valuable technology resources that they can use to improve their students’ learning.

Blogs
Walter’s Art Museum Director’s Blog
http://www.thewalters.org/blog/

Museum of Glass blog African-American quilting entry
http://museumofglass.org/blogs/art/2006/06/african-american-quilting/

PDF of Art Museum Blogs by Ideum
http://www.ideum.com/blog/wp-content/uploads/2006/03/museumblogs3-6-06.pdf

 

Podcast
Moma Museum Blog Jackson Pollock’s Echo Number 25
http://www.podcast.net/show/16821

 

YouTube
Cubism Explanation and Watch student drawing 2:00 minutes
http://www.youtube.com/watch?v=wQl_JLt7UJg

Videoconferencing
Virtual visit with a museum or an artist -great source is CILC

Flickr
Students analyze a story told in four pictures and create their own visual story.

So how else do your art teachers use technology n their classrooms?

 

© Harry Grover Tuttle, 2007

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Videoconference- Not very Distant and Not very Educational

Videoconference global range

A friend emailed me about a “humorous” situation with the videoconferencing machines in his district. He can dial any school within the district since those addressed have been pre-installed in the videoconference machines. He can only dial out to another non-district school when another teacher gives him her IP address. He cannot have other classes dial in. He has been told it will take hours to enable the dial-in feature. Apparently he is only to videoconference within the district, he should forget “distance learning”. Furthermore, he was told that he should only attempt a videoconference when a technician is there.

The question is who has the “control” in this situation? The teacher? The technician? The teacher probably will not want to pursue videoconferencing if it is such a hassle. On the other hand, the district is screaming because these expensive videoconferencing carts are not being used by the teachers.

Does the technology and technicians in your district support your educational learning experiences or do they serve as roadblocks? Can you quickly and easily set up and use your school’s videoconferencing unit or is it kept under lock and key? Can you videoconference with a school any place in the world or are you forced into videoconferencingly only within your own district?

© Harry Grover Tuttle, 2007

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An Interactive Whale Videoconference

whale

Recently a Science Club did a videoconference with a marine biologist in Georgia to learn more about whales. She focused on Gray’s Reef and whales, particularly the right whale that the students hope to see during a trip to Boston. The biologist showed many slides and movies. She explained complex ideas in very simple terms. She used terms such as “momma and baby” that the students could relate to. She divided the program into several different segments,each with new and indepth information about whales. She constantly asked factual questions about the information she was giving or asked questions as an introduction to a new segment. Even when a student was wrong, she very politely rephrased the answer so it would be correct. She gave several opportunities for the students to ask any questions they had about whales. She was very aware of the class to whom she was presenting. Her ability to tell stories about the whales made the content very memorable to the students.

During the whole videoconference, the longest time in which she did not ask questions was eight minutes during the movie and the slide show. Although the students were interested in the movie and slide slide, their interest was not as high as when she asked them questions or allowed them to ask her questions.

The only part that I felt was weak was when she played whale sounds. I wished she had explained the possible purpose of those sounds so that the students did not just think that they were “weird” sounds.

The students’ questions to her showed that they had heard and understood what she had explained. Most often the students’ questions requested a more indepth explanation of something that she had said.

So what great videoconferences have your had? How could you tell that your students learned as a result of the videoconference?

© Harry Grover Tuttle, 2007

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Why is there bad Spanish translation on packages? Let’s learn to communicate globally

EnglishSpanishWorld

My son and I read Spanish on packages to see how skillful the translation is. We are always shocked by gross grammar errors, spectular spelling mistakes, and wrong word use. Sometimes the meaning is completely different.

I wonder how there can be so many errors in just one product description. A few sample errors from one product: “Soporta caidas y abolla duras”, “Cpuede trabajar” and “de alta o bajas temperraturas” Google’s Translator and AltaVista Babel Fish are two of the many translation programs on the Net. Itried some phrases using BabelFish and they came out much better than the product description.

How can we claim to be preparing students for a global world when our USA students have such a low degree of fluency in even one language?

How can other nations expect to compete in the global market if these nations cannot translate English into Spanish for bilingual packaging?

Let’s teach Spanish the way that people speak it so our students can use their new language. Let’s use technology such as videoconferencing to have our students have real conversations with Spanish speaking people so that they can be fluent in Spanish! Or we can Skype people in Spanish speaking countries so students interact and speak globally!

Can your students communicate in another language to be more global?

© Harry Grover Tuttle, 2007

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Skype Video Conferencing: Home Use to School Possibilities

Skype logo

I finally used Skype. I gave both my sons webcams and headphone mikes for the Christmas. One son is about 500 miles away so he does not get home much. We had no trouble connecting. He found out that he had to get the camera working first, restart Skype and then we could see each other. The joy of seeing him with all his facial expressions was heart warming. He got to show us the “computer room” by panning his webcam and to show us his new “toys” by holding them up to the camera.
The sound was quite good and the video quality of the camera was OK (a little grainy and quick movement became a slur on the screen). It reminded me of the early days of CUSeeme but with much better quality.

I thought of some possibilities for Skype in school:

-Shadowing a professional as she/he works

-Talking with people in labs, research centers, art studios, museums, “on location”

-Watching an expert do something or explain something (Your neighbor who does composting can explain it to the class and show her compost to them.)

-Class to class collaborative videoconferencing (not having to bring a big videoconferencing unit in the class and not having to go to the videoconferencing room is a big plus.) in all subject aeas.

-Conversing in the second language to people from that language area

– Watching an event such as a school play, a poetry jam, science demonstration (egg drop), etc.

– Another teacher from another district can help you co-teach your class since that teacher is an expert in the topic your students are doing.
-Mentor (A master teacher can watch your class and then give suggestions)

Skype presents a great example of bringing the world into our classroom and going into the world with our classroom. Did I mention it was free!!!!

So how have you used Skype in your school or what things would you like to do in your school with Skype?

© Harry Grover Tuttle, 2007

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Peer to Peer and Expert Videoconference: Student Learning, Engagement and Thinking Level

Expert videconferences often represents direct instruction, the saga on the stage.

Peer to peer videconferences often represent constructivism, the guide on the side.

I am partial to peer to peer videoconferences since usually the students are more engaged in creating materials for the videconference and more engaged during the videconference in presenting or performing.

Usually during a peer to peer videoconference, students engage in higher level thinking skills such as analysis or synthesis.

During a peer to peer videoconference, the teacher facilitates.

So what percentage of  P12 videoconferences are peer to peer? I would guess about 25%.

Many teachers select an expert videconference that requires no preparation. I would guess that the level of active engagement is probably about 40% for many expert videconferences while the engagement in peer to peer is probably 90%.  I would guess that the students engage in higher level thinking about 20%  of the time in an expert videoconference while  the number for peer to peer is closely to 40%.

Student Peer-to-peer Videoconferencing Categories

The following are different categories of student peer-to-peer videoconferencing. The more categories that you, an educator,  are aware of, the more you can select the category that will most benefit your students.  Most of these categories involve higher level thinking.

Instructional – Peer-to-peer: Students

– Brainstorm ideas
– Share what they have learned with each other
– Ask each other questions about a certain topic

– Survey each other and produce graph of results

– Collaborate with others to create something

– Debate
– Guessing game/ figure it out

– Compete in quiz shows or “be the first to”

– Participate in simulations

– Be part of round tables

– Teach a topic to another group

– Critique each other’s work

 

What other categories of  student peer to peer videoconferencing can you add?

Videoconferencing Ways, Types, or Cateogories in Public School Education

I’m doing a presentation in a few weeks on “20+ Ways of Videoconferencing in Education”. In a previous post (May  7, 2006 Videoconferencing in education: Students, Administration, Faculty, Community), I listed many different examples of videconferencing under the categories of administration, student, professional development, and community.  I would like to see how many more categories you can help me add before then and how many different examples we can generate.  So far I’ve thought of these general categories. If you have examples of a new category or type of videconference or of a more general category for one of these categories , please make a comment. Likewise, if you have examples of any of these please add by putting the category and your example  such as  expert: hear an expert talk about an animal

Administration:

Professional Development:

Instruction:

-Expert
–Students ask questions of the expert.
–The expert demonstrates a physical procedure or process such as stacking in PE.
–The expert runs sophisticated equipment for the class such as a scientist.
–The expert gives feedback on  students’ projects or work such an artist whose style the students used.
–The expert explains something  such as an animal at the zoo.
–The expert has students create a model to demonstrate a concept like flight.
–The expert walks students through a thinking process to develop an analysis skills such as analyzing a work of art.

-Peer-to-peer

-Assessment:

Mentoring:

Interviewing:

Community:

??:

??:


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