Look Mom I'm Blogging

If Dewey could see me now!!!

2010-03-09T19:57:00.000-08:00

Seriously….I think I could be the 21st Century poster child for Constructivist Theory! I think I am living proof of the notion that learners construct knowledge for themselves: that each learner constructs meaning while he or she is learning. I’m so overwhelmed with my own thoughts on this and how it impacts my reflection of our web quest process that I’m having a hard time putting it into perspective, and words. I guess that’s because….I’m still under construction!
Simple to complex, concrete to abstract, learning inspires further learning; think beyond what is found, un-measurable yet worthwhile, analyze, synthesize, non-preordinate objectives….with intentionality!
At this point in the process I am still trying to absorb all the concepts, principles, ideas, suggestions, guidelines, etc., that have been put before us in TIE 542. I’ve been feeling like I’m experiencing some sort of lag time, and even though the class is done meeting and we are wrapping things up, I’m still trying to take it all in. I’ve really been struggling with that actually, but I’m getting more comfortable with it. I think it means that while Craig is done presenting the course material …I am still constructing meaning from it; and that’s a good thing.
When I think about it…it is really cool to know that the process of constructivism is taking place inside my own head. I never really thought about it in terms of myself before. It was just one of many theories that I’ve heard of or learned about in relation to education in general. Now, “ah ha” moments are so much more meaningful knowing that what has just happened is that I was able to construct meaning from a perplexing array of facts that previously had no structure for me yet!!!
About three fourths of the way through the class (possibly more), I had one of those “as ha” moments. Even though we talked about inquiry in class, and wrote our own definitions of the concept, I had not synthesized it into my initial web quest assignments. I was so busy trying to keep up with the technology piece of the class that I couldn’t see clear to bringing the pedagogical piece into it. Finally, after finishing my Hot List and Teaching Guide, I went back and tried to look at all the resources in more depth. In doing so, I revisited the series of articles on the Youth Learn website. In one of the articles, specifically, “ Intro to Inquiry” is the statement “Inquiry-based learning projects are driven by students”. That is when I “got it”, or rather, was able to construct meaning out of everything Craig was having us do. Prior to this I was focused on trying to make sure that I was building my web quest based on open ended questions that would require students to look AND think in order to respond. The “Intro to Inquiry” article helped me realize that what I really needed to do was to set forth a series of paths for students to choose from. These paths were to be designed in such a way as to allow students to set their own course for reaching understanding of the Web Quest concepts.
Once I came to this understanding, the storyboard practically wrote itself. Rather than creating new individual activities, I was pulling together much of what I have used in instruction before, but in a way that was more meaningful and cohesive. I think the WebQuest will truly allow me to improve upon and enhance much of the material I use to teach about nutrition. One of the most exciting pieces of it all is the assessment activities. I think my students will actually enjoy them rather than dreading them like they do when I use tradition means of assessment. While I won’t be able to use the WebQuest with my students prior to the end of TIE 542, I know it is going to result in a more meaningful experience for my students when I do get to use it.

2010-02-28T14:02:00.000-08:00

Less than 24 hours after the earthquake in Chile, I began seeing reports that miscreants were using the latest national disaster as an opportunity to spread computer viruses. “Be careful…”, the news broadcasters urged, “…when making charitable donations over the internet. “ Evidently, what may appear to be a link to a charitable organization can actually be a link to your own personal computing disaster!!! One wrong click and these bogus websites can open your computer up to all kinds of malicious software, or malware. I’m dismayed…why do people do this? So, I did some research.
Malware is designed with the express intention of invading someone’s computer, operating system, network or application without their knowledge or consent. It includes a variety of program codes such as viruses, worms, spyware, adware, crimeware, Trojan horses, rootkits, stealware, and a whole slew of computer contaminants!
Early forms of malware were designed with the intention of being a mild prank or mere nuisance. Typically, young programmers designed viruses because they could, and not necessarily with the intention of doing harm. Evidently, they found entertainment value and personal gratification in seeing how far their program could be spread. Infectious programs as mere pranks are now being replaced with programs designed with hostile intent; vandalism, loss of data, and even extortion! There are far more examples of malicious software than I can begin to describe in detail here, but I do want to take a closer look at two types of programs being used to scam would-be-donors out of their generous contributions (like those wanting to give money to earthquake victims).
First are the outright fraudulent websites that have been created specifically for swindling money out of well intended individuals. They may look legitimate, and even refer to highly recognizable and reputable organizations such as the Red Cross. In reality, they have no affiliation and are fly-by-night hood-winkers ready to accept your donation and use it for their own financial gain. The FBI has published warnings about scammers like this.
Their suggestions include:
*Only open attachments from known senders.
*Make contributions directly to known organizations rather than relying on others to make the donation on your behalf to ensure contributions are received and used for intended purposes.
*Do not give your personal or financial information to anyone who solicits contributions: Providing such information may compromise your identity and make you vulnerable to identity theft.
This seems like common sense to me and it is hard for me to image that people easily fall prey to this type of scam.
Stealware, however, is and even more insidious program that basically transfers funds from the party it is directed to, to a third party. More specifically, “Stealware is software that modifies affiliate tracking codes, replaces affiliate cookies on a user’s computer or "overlays" links on a web site with another affiliates tracking link - resulting in payments going to another person or company. Originally designed to route commission or bonus payments earned for affiliate advertising, stealware is now being used to redirect funds intended for legitimate sites to less than scrupulous individuals.
Not only is the use of malware drastically on the rise, at the same time, it is getting more and more difficult to detect and prevent the spread of these intrusive programs. So how do we put a stop to, or punish those who seek to invade our computing existence with malicious intent? That's a subject for another article!
For more specific examples of why people write malware programs see “Why do People Write Viruses?”

VOIP for Beginners

2010-02-22T19:09:00.000-08:00

My husband came to the United States in 1989 to pursue a Master’s Degree. He is the only member of his family that lives in the US. Decidedly conservative with his finances, he was splurging each month spending about $150.00 in order to communicate with his family by traditional long distance means.
Then came AOL dial-up at about $29.99 a month, then came….well, let’s just fast forward to VOIP. Now, thanks to Voice Over Internet Protocol, my husband can video chat with his family as long, and as often as he likes, and it is free! How is this possible?
Until fairly recently (say 5 years ago), people had to rely on PSTN or Public Switched Telephone to carry short and long distance calls. VOIP provides a means for taking analog audio signals and converting them into digital signals. Those signals are then sent over the internet rather than over traditional phone lines. So, although individuals pay a fee for their internet connection they are able to bypass the phone companies (and their surcharges) and essentially place long distance phone calls for free. All you need is the software (which you can get online for free) a good internet connection, headset or microphone and speakers, a sound card, and….someone to talk to! With VOIP technology you can make calls from home, calls from work, while you are on vacation, on business trips…almost anywhere. As long as you have your laptop and a connection, you're all set to go.
Many school districts and businesses are using VOIP technology in hopes of saving money. Just recently (as in last week) our district replaced all its telephones with IP phones as we begin a district wide transition to VOIP. The phone looks like any other phone you would expect to see in a business environment. The difference is that instead of connecting to a wall jack connector as you would with an analog phone, the phone has an Ethernet connector. In other words, it plugs directly into a router. No special software in a computer required. The software is in the handset of the phone.
SKYPE is probably the best known VOIP service, but many competitors now exist offering to handle long distance and international calls for less: simplecall, via talk, pingo, u VOIP it, VOIPcheap, and VOIP stunt to name a few. Google is supposed to be entering the VOIP market this year which will probably mean big changes for the technology. This is good for the consumer as it will cause competition among VOIP providers driving the cost down even further.
It doesn’t take much imagination to see where VOIP takes its place in the classroom. With the potential to gather with people all over the world, rather than in the confines of a classroom, the potential for enhanced teaching and learning is virtually limitless. To give you a perfect example…my five year old nephew, who lives in Istanbul, is teaching my daughter, in DeKalb and m, in Aurora, how to speak Turkish!
Evet, teknoloji iyi!

What's a Widget?

2010-02-15T06:25:00.001-08:00

Get widgets…embed widgets…free widgets….here a widget, there a widget, everywhere a widget!!! What IS a widget? A widget is one of those things that is sooooo common that it is probably just assumed that everyone knows what one is. Not me. So, I decided to take the time to look into it and find out exactly what a widget is, what it does, where to get one etc.
There are basically 2 main types of computer widgets: desktop and web. Simply stated, a widget is a piece of programming code that either runs on your desktop or is embedded within a web page. The purpose of a widget is to add content or functionality. They appear as buttons, icons, drop downs….any element that can be manipulated by the user. For example, the icons on a PC desktop are examples of widgets. They allow the user to interact with the PC. The clock and calendar that appear on my desktop are examples of widgets.

Web widgets are intended to enhance a user’s web experience. Often, this is done by providing additional content from another site. For example, a GoogleMap widget on a business web site would provide the site visitor with a map and directions directly to that business. Productivity widgets may add the ability to search other relevant sites for information like stocks, news, weather, coupons, etc.
“Coupon Looker” is an example of a productivity widget that I would be likely to use. It allows me to easily search the internet for savings coupons that are being offered by various retailers. The widget makes it possible to search all of these businesses at once rather than going to their individual sites to check for coupon availability.

If I wanted to I could embed the code for “coupon looker” into my blog or other social networking site.

Companies can make money for displaying certain widgets on websites or blogs. Other widgets, like media player buttons or game widgets are simply intended to be fun.

Evidently, you don’t have to be a programmer to create your own widgets and make them available for others to share. In order to do this you just need a computer (right!?), a widgets engine, which is a software service that interprets the embedded code and makes it appear/behave as intended, a graphics editor capable of saving PNG files (Adobe Photoshop), a text editor, and a widget converter. If you are not up to the challenge of creating your own widget, there are many sites offer free widgets that you can grab and embed in your own website or blog. A word of caution however; as with any embeddable code, widgets can be used for malicious intent. Be sure that you use only trusted sites as your source for widgets.
Now that I have a better understanding of widgets, I realize that I use them every day. In fact, I don’t think it would be possible to use a computer without using widgets. Like many aspects of computers and the Web, widgets have become so commonplace that we take them for granted. Without them, the computer experience would be a lot less user friendly and fun!

Itchin to start Scratchin!

2010-02-06T07:45:00.000-08:00

Hopefully this blog won’t leave you scratching your head! I fully confess that I’m about to preview a Web 2.0 application that I have not had much experience with. I’m looking forward to exploring it further though, (in my free time) and know that it is something that I will use in the future. Actually, Scratch is not a Web 2.0 app; it is a free down-loadable programming language. There is, however, a companion website that is a Web 2.0 application that serves as a depository and social networking area where users create and stage their Scratch programs. Both the free download and Web. 2.0 app can be found at http://scratch.mit.edu/

The programming language used for Scratch is Scheme. I’m not going to pretend to explain what that is, but, it is Not HTML. So, while designing in Scratch, don’t expect to be able to see the source codes. What you will see, is a series of command blocks that lock together as you program scripts for the avatars you create. (Wait…..scratch that….not avatars …how passe’…sprites.)

Anyway, Scratch allows users to experiment with programming without the use (or understanding) of text codes. For this reason, it is a lot easier to learn and suitable for young and inexperienced users; which brings me to the educational applications of Scratch. It offers a multitude of images, music, and sounds that can be used in projects. Additionally, users can upload their own images, sound, music and even videos.

According to media specialist Mitchel Resnick of MIT (where Scratch was born) using the program in the classroom promotes “learning by designing”. Students have the opportunity to imagine, create, problem solve, and share with Scratch. They can design games, cartoons, music videos, presentations, interactive stories, art and more. It is not, however, just another drawing or paint tool. Math is a really big part of the Scratch experience. The “stage” (where users do their designing) is actually a grid with X and Y coordinates which are used to program the movement of the sprites. Not only are students using computational skills such as variables coordinates, and conditionals, they are able to use these skills in a way that they can see them in action.

Also inherent in the Scratch experience is problem solving. Let’s say you program your sprite to walk forward 80 steps, then turn and go in the opposite direction 80 steps. It follows the command to go forward but then stays put. You’ve got a problem to solve. Realizing that you are working on a grid with X and Y coordinates, the solution would be that once you turn around you would have to enter -80 steps instead of 80 steps to go the opposite direction. Once the parameters are changed the sprite follows the commands and the user is immediately rewarded for correctly solving the programming problem when they get to see the sprite perform as desired.

Once a project is finished, it can be uploaded into a folder on the Scratch website. Projects can be organized several ways, and shared with others. Users can create communities with common interests and invite others to participate in games, or contribute to collaborative design. Scratch programs can even be used to control things in the real world by attaching sensor boards to your computer. The site is monitored for inappropriate submissions at all times by young students.

In the article, “Learning with Scratch” Natalie Rusk, and John Maloney (also associated with MIT) along with Mitchel Resnick, illustrate ways that Scratch supports 3 key areas skills necessary for 21^st Century learning . Those areas are; Information and Communication Skills, Thinking and Problem Solving Skills, and Interpersonal and Self Directional Skills.

If you are new to Scratch, you will find that many tutorials are available online to help get you started. For an easy to understand and follow website, check out http://learnscratch.org/index.php . At this site you will even find suggested lesson plans appropriate for various ages. I can’t wait to think of creative ways for my students to use Scratch in the areas that I teach.

Scratch downloads are available for: Windows 2000, XP, Vista and 7; Mac OS X (10.4 or later) and LINUX. (The files can be installed on a flash drive.)

Resnick, Mitchel. Learning by Designing. http://llk.media.mit.edu/projects/clubhouse/research/handouts/design-v6.pdf

The Partnership for 21^st Century Skills (2003) Learning for the 21^st Century http://www.21stcenturyskills.org/downloads/P21_Report.pdf

Just the FACS!

2010-01-31T17:50:00.000-08:00

Words cannot express my shock and pleasure at finding www.freshfacs.com/links.htm; and the amazement doesn’t stop there!!! While there are countless on-line depositories intended for teachers, the options become limited as the scope narrows to subjects related to Family and Consumer Sciences. Freshfacs.com has been designed exclusively for FACS teachers. In fact, a list of FACS related websites is just one aspect of this site designed by a former FACS teacher.
As if all this isn’t enough to froth my broth....I was absolutely elated as I worked my way through link after link; never once arriving at a dead end. Never! Not once!!!!! Dozens of Websites, ready and waiting for me! Every single site, content specific to my areas of interest; nutrition, sewing, consumerism, kitchen safety and sanitation, food preparation, environmental awareness and more!!! The key to the success of this depository is the fact that it has been created for FACS teachers by FACS teachers. It is very obvious that the whole site is well maintained and that the resources listed (whether on-line or otherwise) are current and have been carefully previewed.
If I had to name one grievance with this depository, it would be that a number of the sites are commercial websites. In other words, sites that are owned by companies or organizations such as Dole, Lipton Tea and Starbucks, or the Farm Bureau of America and the US Dept. of Agriculture. While these sites do in fact contain related information, I question the reliability of the information and whether or not it is biased. For example, I personally believe that one can maintain a healthy, balanced diet without ever consuming a single ounce of (cow’s) milk. I believe further, that I could find substantial, scientific research to support this belief (on other web sites of course). You would never believe it, however, based on claims made by the Farm Bureau of America.
While having a long list of active web resources at one’s fingertips is certainly useful, it is important to realize that it is still necessary to take the time to explore and evaluate each site for its potential and limitations. thanks to freshfacs.com....I'm actually looking forward to the task!

Not so High IQ

2010-01-24T14:44:00.000-08:00

Disappointing….best describes most of the Web Quests that I have explored. Even the ones that appear on the "Best of..." lists compiled for teacher reference left me wondering by what standard they are considered to be even acceptable.
In theory, the concept of an inquiry based web quest holds great appeal and reasons for classroom use are compelling. Unfortunately, of all the Web Quests I've recently reviewed, there was only one that I would actually consider using as part of my instruction. Truthfully, I would probably reconstruct it before using it myself.
So what are my gripes with the Web Quests I reviewed? Probably my greatest frustration was broken links. Often, time was spent tracking down resources (that were required to complete specified tasks) only to find that the link was broken or the resource no longer exists. I suspect that many of the Web Quests are crafted for the purpose of completing a graduate course assignment, used once or twice, and then abandoned. If the person who creates the Quest doesn’t maintain it then it becomes part of an info graveyard filled with lifeless data. The problem is; you can’t tell at the outset if you are going to run into broken links and considerable time can be lost in the process.
Some of the Web Quests I reviewed (chosen based on subject matter) were just outright stupid. Remember the “Gong Show”? It kept coming to mind as I read feeble attempts at wit intended to engage the user. Some of the sites were so ridiculous that I wanted to “gong” them before finishing the home page! Worse still were the Quests created by people (teachers?) who don’t seem to know how to use proper grammar or spell correctly.
Design flaws that I noted include: tasks and activities that don’t seem relevant to the initially stated purpose, too many concepts to realistically cover in a Web Quest format, and tasks that were partially completed or framed out to the extent that little thought was required on the part of the “Web Quester”.
There were two ideas that I came across that I did like and feel are worth mentioning. One of the Web Quests provided “alerts” that were intended to suggest to the user additional dimensions that could be pursued. For example, one of the alerts made the suggestion to look for new or unfamiliar terms, to record those terms and throughout the course of the Quest to record the meaning of those terms as they became more meaningful.
Another concept that I liked presented three levels of tasks for completion. The designer of the tasks made it clear that the first tasks were designed to address the “skill” level. (What is a food label?) While completion of these tasks did not require high level thinking, it did (I felt) serve to reinforce or establish prior knowledge. The next set of tasks was designated as being at the “concept” level. (Why is it important to understand a food label?) With these inquiries the user needs to rely on a foundation of prior knowledge and apply it to a more opened ended line of questions. Responding to the “concept” level tasks require the Web Quester to user higher level thinking. Finally, there was a task designated as being at the “application” level. (Plan a day's menu for breakfast, lunch, dinner, and snacks utilizing the information you learned from the food guide pyramid and food labels.) Completing this task truly requires the synthesis of all levels of understanding of the topic.
I would like to integrate these ideas into my Web Quest.

Internet as Valuable Resource: Theory vs Reality

2010-01-17T20:05:00.000-08:00

Surely the internet brings to our fingertips, at breakneck speed, an abundance of educational resources. While I would not dispute the value of internet resources for the purpose of enhancing education, I think there are numerous hurdles that can prevent it from becoming a consistently viable part of classroom instruction.
Since computers were first used in schools, there has existed a Digital Divide; the reality that not all students have access to the same level of technology in the home. As a result of this reality I have been reluctant to assign homework that requires the use of computers or the internet at home. Actually, the more I try to integrate technology in the classroom, the more I feel that the Digital Divide is not just a phenomenon that occurs between classroom and home use of computers.
Accessing technology at my school can be such a challenge that it creates a sort of Digital Divide within the school. Consequently, it prevents me from using the internet as a resource as much as I would like. In order to have access to computers for my FACS students I need to reserve, and use, the ones that are in the library. It is a rare occasion when those computers are actually available. Core classes (Math Language Arts, Science and Social Studies) get priority over ENCORE classes like mine. If I’m lucky enough to find a day or two that I can access the computers, it is even more unlikely that I will be able to use them for more than one class period. For example, I may be able to get the computers 1st period but not 2nd and 3rd. Since I teach the same subject periods 1, 2 and 3 and do the same lessons with all three classes, it doesn’t do me much good to have access to the computers for only one period.
Another hurdle that I struggle with is finding a balance between the time it takes to prepare my students for computer use in relation to the amount of time I can afford to take away from my Foods or Sewing curriculum. In the past, I’ve made the mistake of assuming that by the time students get to 8th grade they; 1) know how to do effective web searches, 2) have learned how to judge the reliability of sources, and 3)have an understanding of copyright and fair use guidelines. Like I said, assuming this was a mistake. Therefore, before I am able to do an internet based activity with my students, I need to spend a fair amount of time going over these concepts. I’m not a computer teacher. I typically struggle to cover all the material I am required to teach as it is. While my teaching of this material would no doubt be enhanced by using internet resources, the time it takes to do so…..well….I’m trying to find that balance.