Instructional Media

Self Evaluation Using a Rubric
March 4, 2012, 10:30 am
Filed under: EDIM 514 Internet Tools for Teaching

In the beginning, I wasn’t sure which EDIM digital project to evaluate, and I wasn’t too into the blogging rubrics posted in our class content.   So I began a search for a rubric which caused me to stumble upon the iRubric site.  This site has rubrics that others have created as well as editing and creation options for members.  I decided to use a rubric called Rubric: Rubric: Rubric .  Since my digital library is on Diigo, not, I am going to use the rubric to evaluate my Diigo library.  (I think you can all mentally substitute “Diigo” for “” in the rubric :))

I am using my blog post: “Media Library” in which I wrote the following:

“Our project for class this week required that we begin building a “library” on our chosen social bookmarking site that has websites containing images, video, or audio that can be used by teachers and students under the Creative Commons licensing rules.

Click here to see my “library” on Diigo.   My selected sites have been bookmarked, tagged with “EDIM514-CC”, and have a brief description attached explaining how I feel the site can be used under Creative Commons licensing.”

Using the iRubric, I have scored myself a 13 out of 15.  See attached rubric with comments.   rubric Rubric
0 pts
3 pts
5 pts
Created a account Poor
Student does not have a account.
Student has a account with no activity.
Student has a account with evidence of activity.
Tags and Bundles Poor
Student has no websites tagged. There are no bundles to organize tags.
Student has tagged websites. There are no bundles to organize tags.
Student has tagged websites. There are bundles used to organize tags.
Reflection Poor
Student has not submitted a reflection.
Student has submitted a reflection, but is missing one or more of the required components: *how social bookmarking can be used personally and how social bookmarking can be used for professional purposes. The reflection contains grammatical errors.
Student has submitted a reflection addressing both components. There are minimal grammatical errors.

*This criteria in the Reflection category was not a part of our assignment.  I scored myself based on our class requirements to build a library containing sites that can be used by teachers and students under the Creative Commons licensing rules and tag them with EDIM514-CC.

I gave myself “Fair” for Tags and Bundles because I feel that I could do a better job of adding tags to my library.

Score 13/15

Digital Portfolio
March 4, 2012, 7:50 am
Filed under: EDIM 514 Internet Tools for Teaching

I have been putting together a wikispace to use as my professional digital portfolio.  I have included information about myself, my resume, and links to projects that I have been working on throughout my Wilkes’ graduate studies.    Please feel free to comment on any of my work!

My Digital Portfolio

Cell Phone Project Blog
February 26, 2012, 7:31 am
Filed under: EDIM 514 Internet Tools for Teaching

When first posed with this assignment, I looked over our list of educators to contact who use cell phones in their lessons.  I decided to investigate Jimbo Lamb’s site mainly because he was listed as being from Central Pennsylvania and I grew up in that region.  I noticed his blog listed on our assignment was from 2008 so I kept reading his posts to see if he is still using cell phones in the classroom.  He is, and it turns out he has posted the answers to our interview questions this past December.  It appears he is not very impressed with our assignment since it has been 4 years since he began using cell phones in his classroom.  I’m not going to comment too much on his blog, since our assignment is to actually interview someone.  The school he teaches at has fairly relaxed rules compared to rules I have encountered in the schools/districts I have taught in.  I recommend reading his blog to see his “interview” questions and compare his experiences to your own.

 Now, onto my interview….

 This interview happened by accident.  I received a phone call from a friend of mine.  We both taught at the same school in SW Philadelphia a few years ago and have remained friends.  I was talking to her about our project and what Jimbo Lamb was posting.  She mentioned, half joking, that I should interview her since she has uses her cell phone in class.  Lo and behold, my interview was born!

 My friend, Linda, and I both still work for the School District of Philadelphia.  Our Student Code of Conduct states that it is a Level 1 (Minor) Infraction to be in possession of a cell phone or other device that can take photos, record or play video, transmit messages or images, or connect to an unfiltered internet connection.  Possession warrants possible after-school detention, Saturday detention, or in-school suspension.  Many principals will hold cell phones in their offices for parents to claim if they catch students with cell phones.

 Linda currently teaches third grade, and as you can see our students should not have cell phones at school so she doesn’t have a set lesson established for cell phone use.  Instead, she uses her cell phone in remedial situations with a small group or one on one.  She has found that her students, who are struggling with math and often become disruptive during whole group instruction will settle down if they know they can use the stopwatch or calculator feature on her iPhone during their small group time.  Since she does not have a working classroom computer, nor access to the middle year students’ computer lab she has also used her iPhone so her students could listen to Dr. Martin Luther King’s “I Have a Dream” speech when her class was learning about Dr. King.

 Unfortunately, parental involvement and interest isn’t a priority with many of Linda’s students’ parents, so she doesn’t know if they support or don’t support her cell phone efforts.  She hasn’t encountered any opposition from the principal and has been able to use her cell phone without any technical difficulties.

Jimbo Lamb’s Blog:

 School District of Philadelphia’s Student Code of Conduct:

Digital Story Created With a Cell Phone
February 25, 2012, 5:55 pm
Filed under: EDIM 514 Internet Tools for Teaching

We have been assigned the task of creating a digital story about when we knew we wanted to be an educator using only our cell phones.  At first I thought this would be next to impossible!  I have a basic cell phone that can snap a quick picture, take a 30 second video, send and receive texts, and of course handle phone calls.  I do not have a data plan that allows me to surf the web or email, so I was fretting over how I could get this information from my phone to a video editing program on my computer.  Thankfully, my phone’s charger is a USB cable, and thankfully that allows me to upload my basic photos and videos from my phone to my computer.  WHEW!

I outlined my basic ideas and then shot and recorded stills and some video.  I had to be brief with the video because I don’t have an SD card to hold video longer than 30 second on my phone.  In the end, I had some issues with Window Movie Maker accepting some of my converted files and had to delete a few shots.  I think overall I was able to convey my story.

cell phone_0003

Disclaimer:  Please be kind, I am certainly NOT going to win any awards for my stage presence, acting ability, or editing!  🙂

“Should students have cell phones in school?”
February 25, 2012, 5:38 pm
Filed under: EDIM 514 Internet Tools for Teaching

“Should students have cell phones in school?” is one of the questions we are discussing this week in class.  We were asked to go to a site called Helium and make a decision on the topic.

I read this discussion prompt and my initial response was NO.  The district that I work in is having soooo many issues from a huge budget gap costing us our security officers, nurses, and other support staff so that children who have medication needs and/or are generally socially or physically disruptive are running rampant.   In just the past 2 weeks our local news channel has been running “exclusive” videos shot by students using cell phones capturing bullying and student attacks.  7th and 8th grade students in my current school were reprimanded last year for using cell phone cameras to take pictures of our K-3 boys in the boy’s restroom.  These occurrences want me to say no to cell phones being in schools, but I am also well aware that while they are not currently allowed to be in our schools we do not have the staff or parent support to enforce the ban.

Parents want their kids to have cell phones for safety reasons, and I don’t blame them.  I grew up without a cell phone, and handled all of my adolescent needs by using landlines, walking myself home from events, or talking face to face with my parents and friends’ parents when I needed help.  This is not how our current student population has been raised to communicate.  Cell phones are not going away until they evolve into the next version of a communication device.  We all use them, young and old.  The struggle comes in educating our students (and even many adults) on proper usage.  Sure kids can use cell phones to cheat and bully, but kids have been cheating and bullying for years without them.  Maybe if we teach kids how cell phones can be used as productive tools, we can also teach them to use them in productive ways socially.  I am more than well aware that this will not be the easiest task, especially since I have been cursed out by our middle school population for respectfully asking them to not curse and scream into their phones while walking past my Kindergarteners.

Policies need to be written by our schools that encourage cell phone AND internet safety and etiquette education.  As teachers we are aware that many of our students are not being raised in caring homes or even fed there.  So why are we surprised when no one at home has taught these kids how to respectfully use a cell phone?

Now that I have ranted too long, I will comment briefly on just a few basic ways that we can use cell phones as tools without our students needing data packages to do web searches, etc.  We can use the stopwatch features to time experiments or even practice learning how to read numbers and time.  Reminder texts can be sent by teachers and administration for projects due, meeting dates, school events, and emergency dismissal times.  The camera feature can be used to capture images for storytelling, sequencing, science experiments, etc.

February 20, 2012, 3:48 pm
Filed under: EDIM 514 Internet Tools for Teaching

This week we were asked to create a live broadcast about an educational topic.  I chose to speak about using Glogster as a publishing tool for Kindergarten writing assignments.

Click here for my Freedocast Broadcast  

Click here for one Kindergartener’s Glogster

Integrating Social Networking
February 13, 2012, 7:39 pm
Filed under: EDIM 514 Internet Tools for Teaching

This week in class we are working on integrating social networking into a curricular assignment.  I have chosen to use my Kindergarten’s current lesson plans in which we are studying Weather.

Here is the lesson plan:

Big Idea(s):

The sun, air and water cycle work together as a system to give us weather. Measurements and records help us predict weather and make decisions about our daily lives

Objectives: Students will:

  • Explain objects in terms of the materials from which they are made and by their properties
  • Participate in and make observations of simple guided investigations
  • Given basic problems, discuss possible solutions
  • Observe and describe weather

Teaching Objectives: What I Will Teach

  • Use a graph to record data
  • Draw conclusions based on data from experiments

Ideas for Investigation

Weather: Change and Measurements:
10 segments through SchoolNet Discovery Education fm?guidAssetID=691A2C16-B716-4C19-8C3B- BBF6F01DA8BC

 Sample Assessment Items
PSSA Multiple Choice  

Which word describes weather?
(Teacher selects vocabulary words)

PA Standards:

3.4A Recognize basic concepts about the structure and properties of matter.
3.2C Recognize and use elements of scientific inquiry to solve problems.
3.2D Recognize and use the technological design process to solve problems.
3.5C Know basic weather elements.

School District of Philadelphia

I plan to integrate Social Networking into this lesson plan by using Edmodo.  Edmodo would help us open our verbal in class discussions into a new written, social forum.  I plan to use Edmodo to address the objective: observe and describe weather.  I have added a poll to my Edmodo page to address the PSSA Multiple Choice question: “Which word describes weather?”  I have also added daily assignments requiring the students to write sentences describing that day’s weather and completion of a weather chart on a Google Doc.  We will then take the weather chart’s results and complete a classroom weekly weather chart together.

I created a group for my classroom called Room 112.  Since my students are not able to read or write very much at this point, I decided that we would need to begin the responses with my assistance.  I feel that I can add more groups, such as maybe their table names as groups and allow them to work on the prompts in groups of 3 or 4 in a few weeks.

Once the students are able to work in small groups, I would use our Kindergarten rubric to grade their sentences and completion of work.  (see below)

4   Advanced- I did excellent work!
3   Proficient- I did good work!
2   Basic- I made some mistakes.
1   Below Basic- I need to try again.
0    I didn’t do my work. or
I didn’t follow the directions. or
The teacher cannot read my work.

Human Filters
February 11, 2012, 11:32 am
Filed under: EDIM 514 Internet Tools for Teaching

I began this class not knowing what a human filter was!  Thanks to Wilkes, I am now aware that a human filter can help us to narrow down our search choices for a specific topic when it comes to finding Web 2.0 sites for our students.  These human filters are other people who have your same interests, possibly grade level, or subject area that you are teaching.  Our class taught us that these filters “can take the form of shared bookmarks, blog posts, or group directories.”

We have been asked this week to identify three human filters that are pertinent to us and share them in our blogs. 

            1. Web 2.0: Cool Tools for Schools is a directory for teachers that gives examples and links to Web 2.0 sites broken down by tool type.  One can go to this directory and find tools for videos, writing, and graphing to just name a few categories.  I stumbled upon this site while looking for Web 2.0 sites to evaluate, and found it to have some really great links.  Now if I need a writing tool, I can go to this directory and find a list of possibilities without having to do an extensive search on the internet.


            2. Kelly’s Kindergarten is a site put together by a Kindergarten teacher.  I came across this site when I was transferred to teach Kindergarten and needed ideas.  The teacher has numerous links for ideas and sites related to behavior management, crafts, math, online games, picture cards, and so much more!  I have enjoyed using her site since I know it pertains to my searches for Kindergarten materials and it is well organized.


            3.  Diigo is my chosen social bookmarking site.  I did not use Diigo to research sites this week, but I have used it in the past to share information with Wilkes’ classmates to accomplish group work.  Diigo allowed us to do our own research and then share the sites and images in one location.  It was a lot easier for us all to post common interest items in one place versus trying to organize information sent over time in emails.



Wilkes University EDIM514 Unit 3, Topic A: A World of New Discoveries

Evaluation of Web 2.0 Sites
February 11, 2012, 10:37 am
Filed under: EDIM 514 Internet Tools for Teaching

This week, we were asked to analyze three Web 2.0 sites using a self-created rubric.  Click here to see my rubric.  Since one of my rubric’s categories is Meets Learning Goals, I looked at each site with publishing writing as the learning goal in mind.  I chose this because I am constantly trying to get my Kindergarteners excited and interested in writing.  They are just beginning to write basic words and sentences, so they get very excited to see their work “published”.

1. Glogster

Score: 3 out of 5 happy faces.  No unhappy faces.  I am willing to use this tool and do use it. Kindergarteners do need help uploading videos, sounds, and documents into their accounts though.

2. Virtual Book

Score: 1 out of 5 happy faces.  I am not willing to use this tool.  I was drawn to this tool because it had a template to make an online “book” out of student work that had page turning effects.  This site was too expensive, needs a subscription to be ad free, and was difficult to use even for tutorials.  It would be more suitable for older students.  I will contact the developers to see if they plan to make additional tools that would be more relevant for younger students.

3. little bird tales

Score: 3 out of 5 happy faces.  I am willing to use this tool, but I believe it would need to be a teacher led activity for publishing work to be sure the story has the audio recorded with the images and uploaded in the proper order.

Click here to see how I rated each site by category.

Media Library
February 4, 2012, 5:38 pm
Filed under: EDIM 514 Internet Tools for Teaching

Our project for class this week required that we begin building a “library” on our chosen social bookmarking site that has websites containing images, video, or audio that can be used by teachers and students under the Creative Commons licensing rules.

Click here to see my “library” on Diigo.   My selected sites have been bookmarked, tagged with “EDIM514-CC”, and have a brief description attached explaining how I feel the site can be used under Creative Commons licensing.