Group+1+Tech+Tools+Spring+2013


 * Group 1's Collaboration **


 * 1. Describe two technologies from all those generated by your group members and explain why your group decided on those two. **
 * Our group decided on Google Docs and TeacherTube because of their high potential to implement these technologies into lessons.**
 * **Google Docs: Google Docs is part of Google Drive, a free, web-based suite of creation tools connected to syncing file storage. Google Docs allows the user to create collaborative word processing documents, but Drive also includes spreadsheets, forms, presentations, drawings, and calendars. Due to the fact that it is highly accessible and any web user can create an account, classrooms can easily utilize any of the tools. Instructors can set permissions so that an entire class has access to relevant documents, and depending on the goals of the lesson, allow students to view, comment, or edit.**
 * **TeacherTube: TeacherTube is a free site for sharing educational videos, audio, photos, and blogs and is a great alternative to youTube, which is typically a blocked site on district computers. Instructors can create their own videos to share with parents and students, choose related videos to show during a lesson, or have students create their own videos to upload and share on the site.**
 * 2. Describe how these two tools could be applied in practice (i.e., as part of an instructional design/lesson). **
 * **Google Docs: With the flexibility to create, edit, and access documents from any web based computer, teachers can use Google Docs for various tasks in a project or as an archive of student work produced throughout the year. Instructors can also use the drive to provide students with access to each other’s documents for peer editing/feedback. Students can write and share their papers using Google Docs, and their peers or instructor can easily recommend revisions directly in the document. Instructors can create forms or polls for student feedback or check for understanding after a lesson. The possibilities are endless with Google Docs.**
 * **TeacherTube: Instructors can use TeacherTube to enhance any lesson and generate discussion amongst students. Videos, created by the instructor or shared by others, can grab students’ attention at the beginning of class or supplement information presented in a lesson. Instructors can also ask students to create their own videos to share on the site. For instance, for a final project, teams can collaborate to create a video and use online video editing tools to retouch and enhance scenes. Instead of asking students to present and speak in front of the class all of the time, exposing students to video producing and editing are skills which can potentially be extended to everyday interests.**
 * 3. Conclude by answering the question, What could be additional opportunities for teaching and learning using these tools? **
 * **The main reason we chose both of these technologies is because they are so versatile. Not only can teachers use them in the classroom, but students can refer to them outside of the classroom. Lessons can easily incorporate one or both of these technologies. For instance, students could work together to assemble news copy on a deadline, pulling together sources and crafting a statement in a Google Document. An "on air" reporter can deliver the report on camera - which is then uploaded to TeacherTube. There is also the possibility that students may extend the use of their Google Docs account beyond one class and upload files for other classes so that they do not need to carry a jump drive. Or perhaps if a student is having difficulty with a topic in class, they can search through the thousands of videos on TeacherTube for additional help/examples.**


 * Tina's Tech Tools - Hopefully this works! **

Glogster @http://edu.glogster.com/

Glogster is an online multimedia tool which allows students to creatively express through text, photos, videos, etc. I like to think of it as an "electronic poster" with endless art supplies and media. Glogster is a great tool to use during a summarizing lesson. For instance, in a geometry class, I asked students to use Glogster to display keywords and representations of those keywords (and organize the poster logically). Students could create a word web, hierarchy, etc. which would show the relationship of terms. Such a tool allows students to see the "big idea" and make connections between words/concepts that originally may have seemed disjointed to them. Other potential uses include asking students to create their own math problems and then providing a detailed explanation of how they arrived at their answer entirely on a Glog poster.

Wikispaces @http://www.wikispaces.com /

Wikispaces is the ultimate sharing and collaboration tool. Page editing, sharing pictures/videos, collaborating on projects/group papers, are only a few ways in which teachers can educationally incorporate wikis into their classroom. Teachers can create a classroom wiki so that students have a hub and ask students to add to the wiki - whether it be a new page with a small group paper or an entire classroom project. Some ideas presented to me for incorporating wikis include creating a dictionary/encyclopedia with key terms and having students create their own word problems for each other to solve. By using wikis in this matter, students can reference the dictionary/encyclopedia throughout the course (and another suggestion was to use the dictionary/encyclopedia to create word games). There are so many ways to utilize wikis and the assignments on them.

Blogger @http://www.blogger.com/

Blogger is blog website which I perceive as an enhanced online journal. Both teachers and students can create their own blog and share observations, experiences, ideas, etc. I can easily see how a teacher can incorporate blogs into a lesson, especially when asking students to reflect on quotes, readings, or perhaps an entire unit. Most teachers already ask students to reflect and what better way to do this by allowing students to post their thoughts and having other students comment on the posts. Blogging allows students to share their ideas while maintaining individuality. Many of us have already noted that our own blogs feel more personalized than what we would say in a discussion forum, or for that matter, out loud in a whole group setting. Reflecting in this manner also allows teachers to hear from students who are wary to speak and share their thoughts out loud. In this sense, a teacher can evaluate each students' comprehension and respond to any student concerns.

Prezi @http://prezi.com/

Prezi is a cloud-based online presentation tool that I stumbled upon while looking at various Web 2.0 technologies. Although I have never used it in a classroom setting, it's features are no comparison to Power Point. Power Point can be static and presented slide by slide. Prezi is also available through a browser, so the presentation can be accessed anywhere with internet connectivity (no worry about students forgetting their thumb drive!). Prezi takes creativity to the next level. Most presentations begin by showing the audience the overall picture and content. When the presenter moves from slide to slide, Prezi cohesively zooms in on more detailed parts of the original slide. Such a presentation tool would require students to understand not only the big idea of a unit/topic but the way in which each sub-topic connects. Teachers could incorporate Prezi as an end of a unit project/presentation, especially if a flow chart or cognitive map is desired, or perhaps even as the overall unit evaluation (over a traditional paper-pencil exam) since it requires high level processes.

Google docs http://docs.google.com

Google docs allows users to create and edit documents which are accessible from any internet connected computer. One of the benefits of Google Docs is that there are a variety of templates to use (notepad, spreadsheet, forms, calendar). Such flexibility would allow a teacher to use Google Docs for multiple assignments and/or various tasks within one project. I would use Google Docs for long term projects, so students could ultilize the calendar tool. They can place important dates and milestones while I could monitor the progress of their project. I could also see students using forms to survey other students and members of the community. Whether it be a research paper or proposal, students can easily gather feedback and use the results to present in a formal paper or presentation. While writing a paper, teachers could also recommend certain revisions and watch how the paper is progressing. In addition to teacher feedback, students could also peer edit using Google Docs, which allows comments to be listed in the margins of the paper.

=Krista’s Tech Tools... =

Hi Team – As I’ve mentioned in some of my blog posts, I’m not in the education field (yet! LOL), so my exposure to a lot of the Web 2.0 technologies we’ve learned about or used so far in the class is sadly limited to what’s been mentioned in class. I do use several technologies as part of my work duties and I am a long-time student so hoping that adds an interesting aspect to my contributions. My individual assignment items are listed below. I found that the applications of the technologies are very similar for each technology.

__** YouTube **__
 * **URL:** []
 * **Reason:** YouTube allows an easy and free way to post videos and comments and is accessible by all users.
 * Applications:**
 * **Course content:** Facilitators can post videos that they create or that they find elsewhere on the Internet and provide the links to students. Students can comment on the videos.
 * **Assignments:** Students can create their own assignments and post. Teams can collaborate on a video and use online video editing tools to collaborate on the final video as well.

__** TeacherTube **__
 * **URL:** []
 * **Reason:** TeacherTube is an alternative to using YouTube to create and post videos that are intended for education purposes as opposed to the variety of reasons people post videos on YouTube. Also, depending on where the student is accessing the site (i.e., at work), YouTube may be a “blocked” site and not accessible.
 * Applications:**
 * **Course content:** Facilitators can create and post videos related to course content to provide a personal touch to an online course format. Videos from other educators can also be posted for additional information.
 * **Assignments:** Same as for YouTube videos. Students can create their own assignments and post. Teams can collaborate on a video and use online video editing tools to collaborate on the final video as well.

__** Wiki **__
 * **URL:** http://www.wikispaces.com/
 * **Reason:** A wiki page is an online page that allows users to collaborate and build a final project. Access to read and post is controlled so content can be restricted to just the authorized users.
 * Applications:**
 * **Course content:** Facilitator can create folders for each of the course content items (i.e., syllabus, lessons, assignment rubrics, grades, etc.) for easy access and one central location. Students and teams can both create their own pages within the wiki.
 * **Assignments:** Students can create their own wiki page to house materials for their assignments. Teams can also use wiki to share and create.

__** Sharepoint **__
 * **URL:** []
 * **Reason:** Sharepoint is a Microsoft application that acts like a wiki. It allows users to house documents and files and update simultaneously to create a collaborative project.
 * Applications:**
 * **Course content:** Facilitator can create folders for each of the course content items (i.e., syllabus, lessons, assignment rubrics, grades, etc.) for easy access and one central location.
 * **Team assignments:** Facilitator can assign team projects using Sharepoint in order to see what each student is contributing and how the project is forming along the way as opposed to using team discussion forums and emails. Unlike a wiki page, Sharepoint allows for simultaneous updates.

__** Second Life **__
 * **URL:** []
 * **Reason:** Second Life allows the users to create avatars to represent themselves and move throughout a virtual environment to view and learn information.
 * Applications:**
 * **Course content:** Facilitators and students become more life-like with the use of the avatars and physically having to navigate the avatars to various locations to complete assigned tasks.
 * **Assignments:** Class discussions and team assignments are enhanced to a more in-person experience via the avatar. Hearing the “voices” of fellow users adds more dimension and understanding to the written thoughts and ideas and can foster the collaborative and learning experience.

Kevin’s Tech Tools...
 * Role: Librarian-Instructor **
 * Subject: Information Literacy **
 * Class Demographics: Community College Students **


 * __American Fact Finder__ **


 * ** URL: [|__http://factfinder2.census.gov/__] **
 * **Reason: American Fact Finder uses Census Data to infuse geographic regions with demographic information. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Applications: **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Course content: Facilitators can apply survey data to real life questions, and challenge students to overcome localism and familiarity. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Assignments: Student can be charged with finding demographic information about their community, and comparing it to national averages. Is it what they thought it would be? **


 * <span style="background-color: transparent; color: #0070c0; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Google Drive__ **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">URL: <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline;">[| __https://drive.google.com__] **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Reason: Google Drive is web-based suite of tools that is highly accessible to anyone with a browser collection. Most people have a google account, and most things created there can be shared (with varying permissions) whether the users have an account or not. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Applications: **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Course content: Facilitators can share presentations, poll the class, and edit or comment on documents in real-time, or asynchronously. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Assignments: Students can collaborate on their own presentations or documents. They can learn to use permissions to assume leadership roles (such as an editor managing commenters), and make decision similar to real life teams. **


 * <span style="background-color: transparent; color: #0070c0; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Occupational Outlook Handbook__ **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">URL: <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__http://www.bls.gov/ooh/__] **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Reason: Powered by data from the Bureau of Labor Statistics, this government website is a must for any age student, providing general and specific information about any conceivable career path. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Applications: **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Course content: Facilitators can model their own profession or another in the Occupational Outlook Handbook, and demonstrate how to find jobs related to ones interests. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Assignments: Facilitators can have students download information on three different jobs: the highest paying job that they would be willing to do, the fastest growing job that they would be willing to do, and the job that would bring them most satisfaction, regardless of pay or growth. This begins a discussion about happiness and compromise. **


 * <span style="background-color: transparent; color: #0070c0; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Plagiarism Court__ **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">URL: <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__http://www.fairfield.edu/media/flash/library/lib_plagicourt.swf__] **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Reason: Plagiarism is no game, but this tutorial & quiz certainly is, taking the much of the agony out of learning something as important (but dry) as proper documentation. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Applications: **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Course content: Facilitators familiar with classroom flipping can push this to students before discussing plagiarism, or source citation. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Assignments: Students can take the quiz and submit their scores to the professor, before being cleared to move on to a research component. **


 * <span style="background-color: transparent; color: #0070c0; font-family: Arial; font-size: 15px; vertical-align: baseline;">__Socrative__ **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">URL: <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__http://www.socrative.com/__] **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Reason: Traditional audience response systems like CPS require equipment to be distributed and maintained. Socrative is accessible through any device, and allows for follow-up work, such as quizzes, that the student can take independently of the facilitator. **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Applications: **


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Course content: Facilitators create a quizzes that fit their lesson, and load it into their “room” on Socrative, and then share a link with the class. When a quiz is run, the facilitator will be able to see the (anonymous) results and gauge understanding of a particular concept. Follow-up assessment tools are built in. **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; vertical-align: baseline;">Assignments: Students can chime in to the quizzes, or practice using the games, but one of the unique features is the exit ticket, a final bit of assessment before they head out the door. **

==

// George's Tech Tools //==


 * Screen Cast: []**


 * Screen Cast is a website where you can upload your content and share it with just those that you choose. You can multiple different file types such as flash videos, Power Points, Word documents, and many other digital medias. Having a free account will grade you 2 GB of storage and the ability to password protect your files, giving only your current class the password to view your PowerPoint’s.


 * EnGrade Http://engrade.com**


 * EnGrade allows you to have an online grade book that not only you can access from anywhere with internet access but your students can enroll and access it as well. You can create drop boxes for online turn ins of student work with the ability to create tests and quizzes that can be given online and graded automatically for your students. The price for this is completely free and also comes with the ability to share and copy grade books so you don’t have to start the set up process anew every semester.


 * Polldaddy []**


 * Polldaddy is an online poll creator it allows anyone to create, with a free account, 200 polls per month. These polls can be created to help gage discussions and to see if learning objectives have been accomplished. You can also create online quizzes with this service and they have mobile apps for android and iPhone so your students can take quizzes and polls anywhere.


 * Screencast-O-Matic http://www.screencast-o-matic.com/**


 * Screencast-O-Matic is a tool that allows the teacher to record their computer screen and allow others to view the recording. You can also use your webcam to and microphone to record yourself during the process. This is really a fun way to do learning abroad.


 * PodBean [|www.podbean.com]**


 * PodBean is a free online pod-cast which allows you to upload and share a podcast with students. You can also collect and share other podcasts. This is a great way to help put different pod-casts in one place for your students.