Virtual Fieldtrip!?  Wow, this one is really causing me to think deeply about the content of exposure!  As an elementary mathematics specialist, often teachers present students with deficits and necessities to be met outside of the classroom.  Additionally, there is the coaching aspect of the position which enables the introductions to creative applications for instruction and enthusiastic learning.  To date, all program assignments have aided in the construction of creative thinking and relating content standards in non-traditional format while infusing technology.  The idea of a virtual fieldtrip is definitely one often imagined but never yet ventured quite like this!  It is very probable that two days were spent just staring at the laptop thinking and deciding just how one educates an elementary student respectfully and ethically in mathematics.  Assuredly that there is no reference to the numbers, pun intended!  Mathematics is easily infused into global locations and mapping as we have reference scales, mileage calculations, elevations, grid coordinates etc. but none of those topics outwardly represent development of respect and ethics.  So back to the thinking screen I sit, continually trying to find a way to mesh the idea of how others learn mathematics and then it occurred to me—NUMBER SENSE! 

Yes, all of this time I was trying to elude the numbers of mathematics, because after-all, it is the universal language!  However, we (Americans) use a customary unit for measurement and standard numbers; abroad they use the metric system.  My mind began to race further to include how we Americans write numbers and the Asian cultures have a different form; and how about the Roman numerals?  They too represent a culture of number sense!  So I found my commonality that would begin the quest for elementary grasp on respect and ethics globally and numerically!  Not only will this topic serve for the basis of the assignment but also directly aligns with my school’s community school improvement goal; to increase students’ awareness and understandings of number sense.

A super-colossal challenge for me was to continually make each visit a “brand new” digital experience.  I have never used Google Earth prior to this project; (once again mandatory fun) and was really apprehensive about the final product.  Over-the-top creative is generally the path of my teaching content.  As I can become bored easily, I aim my instructional practices toward a similar audience.  This not only requires considerable time to create but a constant thinking process to resist redundancy! Initially, as the comfort level grew while building the field trip, it also became rhythmic and expected with video embedding and journaling.  There was a need for shaking ground!  How is that done when the content is elementary mathematics?  Not only is there a need for assorted learning but I am also trying to include cultural differences in learning mathematics.  This field trip was becoming more of a general historical account of numbers—not quite where my aim is scoped.

I began to play with using html codes (I honestly never have before) from a help-site I stumbled upon and found the more I embedded codes, the more diverse I could fashion our trip!  This was not only beneficial to me in my quest for aesthetics but also for the exposure of content for my students and teacher who will travel alongside!  Overall, I am quite pleased with the final product as it offers the traveler many prospects for cultural mathematics as well as wisdom through navigation of tech tools and digital media.  While I will not speak a word marked towards “easy”, I will say I spent countless hours of fun in the design.

Afterall, like the old adage says—“It’s all in the numbers!”

Students who travel along will not only find similarities among diverse cultures and our mathematics but also learn how historically mathematics really is a universal language.

 Traveling with Numbers    

When completing coursework in pursuit of my Master’s degree in Instructional Media the prospect of barriers keeping me from advancing in my newly gained skills is certainly existent.  A disquiet lies within my ability to gather innovative resources as time and technology progresses.  It has been somewhat of a spoiling experience throughout my coursework as students and classes have provided fabulous digital tools I have neither tried nor heard of prior to my studies.  Now that I am at the very end of the program, I am both excited to begin applying the skills I have gained and apprehensive about how I will find out about new tools that are available.

Searching the Google blogs, I discovered one that seemed to focus faithfully on my needs and perhaps aim to quiet my distresses.  Technology Education Know-How is a blog I found during my search; with content aiming directly to assist educators with techie ideas to infuse into instruction, I knew I found a “resource keeper”!  While the blog does not seem to post often, the material discussed is direct and helpful; I like the idea of a blogger giving useful information rather than writing just to write.  An additional blog I intend to peruse and refer back to is STEP!  Whereas some may question why I would want to follow a blog intended for Pakistani Science education, I consider the flat classroom, flat world and globalization that are, if not among my own corner of education, fastly approaching.  Gaining empathy and understanding, especially to another cultures insights and learning venues can offer ideas to my own teaching practice.  My final bookmarked blog (for now) is called Educational Technology & Life; a catchy title that is most fitting to my world today.  I want to know the latest and greatest and Dr. Wagner has insights to tech tools for in and out of the classroom as well as the newest applications available!

And just when I thought I didn’t want to look at anymore educational blogs for now, I stumbled upon a Teaching Math with Technology page that was the highlight of my evening!  As a math specialist, and taking this coursework I feel as though I may have hit the Math Tech Marriage Jack-pot!  There are numerous (pun intended) resources that not only are cited but demonstrated so I will have a snapshot or personal PD of their capabilities.  This might be (for me) the best one yet!

Not wanting to overwhelm myself with reading, the need however to maintain interest and understanding of the tools available for use in education is high on my priority list after graduation.  These blogs will outwardly meet the needs I desire to remain aware and prepared for my business of teaching and learning.  As I lifelong learner, the quest for new technologies is voracious; having steadfast resources to aide along that quest is imperative.  After-all, our 21^st Century world is turning and evolving with every revolution the journey brings us to new excitement, wonder and progression for our global society! 

http://www.wordle.net/show/wrdl/2268937/Multiplication

My first thought when approaching the idea of integrating technology and classroom projects is, if you’re the teacher who really embraces keeping traditional aspects of learning, please read Daniel Pink’s “A Whole New Mind”!  It is absolutely fascinating and mind-changing!

Assimilating technology and more specific inclusion of digital media in classroom projects, can be cumbersome if you’re not used to the latest Web 2.0 resources—however, conversely speaking, many of the latest applications available are so user-friendly and hold the attention of students and educators alike!  Previously examples on the blog have been shared using sites like Blabberize, Glogster, and Prezi.  Discussions have been held regarding blogs, wikis, digital stories and voicethreading as well.  One tool, not previously mentioned and offering a sundry of conceptual application is Wordle!  Students or teachers could use this application as a digital word wall for practically any discipline in education.  It can also serve as a digital presentation of terminology and understanding or non-linear poetry.  The example demonstrates the fundamentals of multiplying in mathematics.

Developing students’ respectful and ethical minds is part of the unwritten curriculum within our schools today.  We are becoming more and more flat in society and embracing the concept of building relationships is essential for the continual progress of mankind.  While Worldle is an application that can be utilized to impose upon cultural involvement it is merely a part of a project that would be culminating.

As a mathematics specialist, the interest follows wherever I may go, how children learn mathematics and what concepts they may already possess but perhaps in an informal and more creative method.  I propose an activity specifically geared towards 3^rd & 4^th graders that would allow

them to develop a digital story encompassing their understanding (or teaching of another) of a specific mathematical related objective.  Within their digital story they would apply other web 2.0 applications such as Wordle or Blabberize or Glogster, etc and upload the project through a global learning site: iEARN or GLOBE  and facilitate collaborative discussions with peer students from another cultural background.  Ideally, such a project could include global collaborating among the teachers to foster a really in-depth awareness of student learning in the area of mathematics around the world!

Throughout coursework, many students have referenced the uses of glogs (not blogs) in which students create interactive posters.  Finally, the opportunity has presented itself to explore using Glogster!  I think I may have to actually declare these projects “forced fun” as that is exactly what occurs with most of the assignments through Wilkes’ & Discovery Education’s Instructional Media Program.  Creating the plan or brainstorming the topic wasn’t quite as easy as it was when using Prezi.  A separate scratch paper or other opened document was necessary for brainstorming the content.  While in most likeliness, one could add images, text and other media yet manipulate the location, size and rotation of them, it is still a fixed canvas.  Prezi offered as much space as necessary for brainstorming content without the feeling of crowding and messiness.  Glogster is without doubt a user-friendly site allowing creativity and limitless possibility!  While my focus was mathematical and educational, it is just as easily a socially digital tool.

Introducing students to the use of Glogster, it would appear most logical to first have an example demonstrating your expectations, as a teacher, for their anticipated projects.  My plan is to use the most recently created glog (embedded within) as a station first introducing students to the site and some of the capabilities available when creating a glog.  This would not only break up the monotony of learning activities and integrate technology but also serve as “the hook” for the projected activity.  Many areas of mathematical content could easily apply to this project.  I would suggest an area already covered and mastered.  (Early in the school year our curriculum contains patterns, algebra, number operations and place value.)  Students would then begin the creation of their own glog being certain to adhere to criterions set in place.  Such criteria would include the uploading of digital images, creating a voicethread, and linking to outside internet sources all in support of the objective they chose to demonstrate mastery.  Additionally, the project allows for the instruction of maintaining one’s integrity of their work by adding a Creative Commons license and citing sources for their “finds”.

The use of a digital tool such as Glogster allows students to marry the need for individualism and creativity with mastery of content matter applied to the derived educational standards.  Apparently, such a tool creates a win-win condition for educators, parents and students.

http://christinedgw.edu.glogster.com/patterns-proficiency/

Understanding the NETS-S

The NETS are in simple terms standards of technology use among students nationally prescribed.  It serves as a viable source for educators, parents and students to view best practices for integration of technological tools and truly learning in the 21^st Century.  Students need tools to help them progress as digital learners and become effective members of today’s “flat” society!

Inter-NETS-S in School!

Some of the sites above have become quite favorites among educators as they truly encompass all that is coveted by today’s learner.  Engagement, excitement, connections to real world and creativity are among some designs applied when using such Web 2.0 applications.  Students can take the core of understanding from the content being taught while applying their own signature of creativity and inspiration to publish a finished product demonstrating their new knowledge.    As they use these Web 2.0 tools, not only does the education become stimulating but it is also relative to current practice in society—locally and globally.  When teachers assimilate the use of digital tools and content standards of learning during instruction, the lesson goes far beyond the fundamentals of education and comprises the current societal culture of business.                                                   

ePALs:  As a social networking site designed for K-12 students this site provides a great tool in communication and further making a classroom without walls.  The format of this site is very user-friendly and that’s always appealing as time for searching is often limited.  I quickly found a link for projects in a clean formatted table with images.  The entire project itself is “canned” so to speak; that is, it is completely prepared and ready for you, the teacher, to apply in your own classroom.  Initially, I looked into a digital storytelling project.  While the project itself did not seem to be globally related to me, I found that you can connect with other classrooms/students that have participated in the same project or obtain an ePAL partner.  That is where I would suppose the global connections lie; furthermore, there are links that participants can access and compare situations involved in creation of the projects.  I would love to embark on one of these projects, but would also want the opportunity to try it out before fully engaging my class to ensure its success.

From the students’ perspective, this would support the formal aspects of learning and collaborating to complete a project while also serving the purpose of communicating with others close-by or abroad.  The site proposes safe technology for students, teachers and families alike.  As a student wanting to share their work with others, this site also proves friendly with the ePALs Video Vault and “upload your work” link.  Browsing of others’ work is available and parameters may be set as to how publically work is actually shared, for example only those you provide the link to or have been invited or for all on the internet.

Facebook is certainly the choice application for many, but also serves as a more informal network of communication.  Depending upon the needs of the person, either site allows for global communication and uploading of photos, work, websites, etc.  The advantage of Facebook is due to its popularity, it is available on most mobile devices as well.  Again, I don’t necessarily consider this network to be a more professional collaboration; for specifically enhancing the learning experiences and extending the content and communication, I would recommend the trial of ePALs for students.  A safeguarded site gives parents and educators the comfort of appropriate content for our minor children.

I really like my title to this blog entry as I think it possesses a certain kind of irony, because while I do want to discuss some splendid venues for enlisting creativity in instruction, I also think our children come to us fully prepared to be creative and original.  It is the teaching we have been employing that squelches our young imaginative visionaries.   Perhaps this feeling comes from being a mother of three young children, or from teaching at the elementary age.  Whatever the motivation, there is a vision in the hearts of our students—such an inspiration; they really see us, their teacher, as the world on their shoulder.  All we need to do is capitalize on that notion!  Our job is to be inspired as well and engage the imagination that our students possess while affixing our standards of learning to the applications of our choice.  With this presentation to learning I think we (educators) can support both mission and customer expectations.

So many resources are available for teachers to actively utilize in their classroom and beyond that enthuse creativity for all users.  One recently played with is Blabberize.  This has got to be one of the coolest sites ever and truly I am jealous of my own age while at the same time ecstatic!  If I were a child student at this age in the digital era, this would be my reporting tool of choice!  Not only can it be used in lieu of the traditional oral report, but students can actually engage in software programs such as Pixie and create their own digital images for uploading.  They could then make each digital character “talk” as their dialogue is expressed in their story-writing for class.  It serves as a wonderful presentation tool and outlet for expression.  I hope to further demonstrate just how FUN this presentation tool can be for your students.

Additionally, a site geared for teachers looking to add some flavor to their learning centers is Quia.  It’s free 30 day trial gives you time to play with it and decide if you want to spend the <$50 for the annual membership.  I began using it at the tail end of last school year and really enjoyed it.  Not only that, the children were on the sites I created and working the quizzes with unexpected enthusiasm.  It also provides me with data tracking management so I can see who is logging on and how frequently as well as their scores.  I work with multiple classes and grade levels and the account allows me to enter up to 150 students–so it works well for my needs.

This is my current site there; it may give you a better idea to what I am referring.  http://www.quia.com/pages/cweibl/moveablemath4

Why teach black and white in a world deeming color?

With Web 2.0—we really possess the weapons of mass instruction!  Now we just need to employ them!

When researching for more information regarding synthesis and interdisciplinary methods I came across valuable information from Learn NC:   

·         “Interdisciplinary units should engage students in epistemological questions such as “What is knowledge?” “What do we know?” and “How can we present knowledge in the schools?”

·         “Interdisciplinary units offer students the opportunity to see connections and relevance between topics and provide a variety of perspectives.”

So my question is what type of assignments could we provide our students that lead up to such a development? And how do you maintain diversity and synthesis reoccurring without iteration?

During my search for more information regarding the use of interdisciplinary models, I found several examples of unit plans and activities but not quite what I was expecting.  My optimism was envisioning an in-depth explanation and example of such tactics and their success in the elementary classroom…and more specifically with a heavy concentration in the area of mathematics.  However, how could I really find a mathematical focus if the concept is to be interdisciplinary?—It can become quite confusing.  Finally, going back to one of my original sources (Learn NC), I found examples of what I was looking for.  In my process for understanding, I need to first do this before I can cite what I have prepared myself that would include use of digital resources and interdisciplinary approach.

I found almost an exact match!  At the end of last school year, three 4^th grade students I would pull for additional support in mathematics were given a unique task that embodied more than math.  –The focus was writing in mathematics!  In fact, I have been a longtime advocate of journaling mathematical reasoning and this activity took that premise a few steps further.

Students were using the integration of tech tools and language arts standards to address the mathematical strand of geometry; more specifically the objective of understanding angles, their terminology and use.  The design of the activity embraced R.A.F.T.T—a literary tool traditionally used for writing however adding on the last T for Technology.  (R—Role, A—Audience, F—Format and T—Topic.)  For this particular activity the students’ role was from the perspective of an angle (of their choice) and their audience was “The World of Polygons”.  The appropriate format was to be a fable in which their story would include a moral and the topic included a problem the angle faced within their world and needed to accurately resolve.  For the technology piece, I had hoped students could make a PowerPoint presentation at the very least…with high hopes of digital stories using PhotoStory 3 or Windows Movie Maker.

As my very first interdisciplinary project, it became a greater success than expected!  The students first of all were extremely excited.  Where once I used to have to go get the students from their classroom, (as they would forget to attend their pull-out sessions or would not be prompt) they were now, early on their arrival, anxiously ready to begin work.  Each student began with a hand-written draft of their story and mapping of their ideas.  (I now know of Webspiration and will use that in the future!)  They put their drafts aside and began to create their own digital images from their story using Kidspiration, Paint and other graphics software.  The students were all too excited to use Voice Threading when I introduced them to the site, but in compliance with our district policies—students did not create an account and so it was determined we would “play” with Windows Movie Maker.  I had hoped to provide one of the finished products on the blog, but I have no outside access to our district K: drive where they are publically posted for any student/educator within our district to see.  The students really faired well with their first culminating/integrated project.  Their voicethreads were seamless, they tinkered with the use of music and credits and their images were far above my expectations!  It was a valuable learning experience for me as well.  I will plan to use similar ideas and hope to hone the planning and executions!

References:

Learn NC. (2010). Interdisciplinary teaching.  Retrieved from http://www.learnnc.org/lp/pages/5196

As a mathematics instructional support specialist, my focus is to increase the conceptual knowledge among both students and teachers. It is my genuine desire to obtain the benefits of improving mathematics through the use of digital media, to include United Streaming.  The use of streaming videos is not a brand new concept and can be a great “hook” for engaging students to the topic of focus.  The site is user friendly and allows you to customize your videos and save for later use.  The district for which I work does not allow live streaming; while we do have a United Streaming school-wide license, we are not allowed to download/stream immediately from the site.  I adapt to district policy by saving to my thumb-drive and displaying the videos from my school laptop & InFocus projector.  One of my favorite designs is to pause the segments at friendly stopping points and allow for student discussion or interactive participation within the segments.

A particular video I found would support the effort to knit mathematics and the real world; weather concepts implant many mathematical concepts.  The particular video I provide a link to would be used in a 4^th grade classroom. 

Weather Streaming Video

Some ideas I have would include the pausing after introduction of weather instruments and students would use a KWL chart to cite all of the weather instruments they could think of prior to hearing the examples from the video.  They would also make connections to why those instruments would include mathematics. 

This particular video also provides a demonstration for making a wind vane (weather vane); I would allow students to have all of the materials present and use the video as a tutorial when they create their own.

As for the informational part of the video, after students have had a chance to watch it fully once, we would re-view the video with a scavenger hunt included along viewing to aide in the attention and retention for specific information.  Prior to the students taking the quiz at the end, we would brainstorm as a class how we could experiment with measuring the weather in our area.  This would formulate a class project that would (hopefully) include data and blogging maintained by the students.  Finally, we would close with taking the quiz provided by the video on our SMARTboard.  There is a sufficient amount of pausing between questions, allowing students to quickly write their answer on the board for the class to view while we complete the quiz.  In closing, we can assess how much we learned by comparing our answers with the information provided from the video, or as a reteach, go back to find the correct answers at the finish.