GLR_TechnologyGuide_final.pdf

GLR_TechnologyGuide_final.pdf

This is a report on the efficacy of  apps for kids - I learned a new expression "the app gap"

.Primarily a report on whether apps can help the literacy rate increase - and which ones are useful - 
Conclusion - there is a need to align early literacy and technological practices....policy makers need to support sound research on how technology content and context are affecting reading developments.....
One of the "good" apps is Wonderopolis....(I think Marla recommended it - anyway I bookmarked it!) thinking it would be helpful for ESL...

Course is over...summing up - I have come far and got what I wanted - I am much more knowledgeable about what is there - and I have a little facility in using tools. I need to do some reflection and let it all sink in...going to pickup and finish the learnIT2teach Stage Four and will mull over whether to do Part Two of the Ace course. I'll have to see the course abstract....Here's my course feedback to ACE The ACE Certificate in Language Teaching and Technology – Part One Please rate your satisfaction with the following sections and aspects of the course, with a 1 being dissatisfied, a 3 being satisfied and a 5 being very satisfied. Please put any comments about a specific section or aspect directly underneath your rating. Dissatisfied Satisfied Highly Satisfied 1. Orientation (Section 1.0) 1 2 3 4 5 Frankly – a distant memory! I think it was a good “hands on” introduction”. Funny how I sweated over the drop box – ha! A piece of cake now. 2. Language Education and Technology (Section 2.0) 1 2 3 4 5 This was a very important part of the course although I was in shock at first as I dealt with it. It put demands on me intellectually – and I am the better informed for it, and the more confident in my own ability to learn (again). (An unexpected secondary gain!) I have a much better understanding of some of the issues regarding language learning and technology and am more prepared to follow and be part of the unfolding debate about using technology for language learning. 3. Technology Tools (Section 3.0) 1 2 3 4 5 Well, cool, very cool!!! I think there was a good choice of what tools to show us. It was an introduction, but a hands on introduction that really developed a level of comfort (for a beginner) with what is available. AND on Sunday I was able to show my son, the computer programmer, a tool that he had not seen (Screenr. Hehehehe) I didn't love Blackboard – the Powerpoint stuff and the back and forth – but I got used to it. 4. Overall satisfaction with the course 1 2 3 4 5 Very, very grateful. Thank you. 6. Overall satisfaction with the course materials 1 2 3 4 5 Computers are tricky little blighters and some of the links not opening was maddening – but I think that under the circumstances this is to be expected and they were generally fixed pretty quickly (or I worked a way around them) The content – very satisfied – I can't believe how much I learned and how far I have come. Good choice of articles, links and videos. All interesting and relevant – challenging – jusst a little, but not beyond my comfort zone. beyond the 7. Overall satisfaction with the instructor 1 2 3 4 5 Sheri was incredibly unflappable and steady and steadying - and I appreciated all her guidance and comments. It was a pleasure having her as an instructor. Many thanks. Any other comments? This was an amazing experience. The course really put tools into my hands that have taken me from the realm of digital illegal alien to digital new immigrant.....(my children being digital natives)

Envisioning Computer Labs as Collaborative Learning Environments (Pilot Program/Emerging Technology) | EDUCAUSE.edu

Envisioning Computer Labs as Collaborative Learning Environments (Pilot Program/Emerging Technology) | EDUCAUSE.edu

I'm glad I took the time to watch this - trends in computer lab provision/design".  Although it talks about university settings it made me think about some aspects of teched and ESL

1. What is the impact of our learning spaces on learning outcomes (especially the computer lab.)(Ours -  uncomfortable, no teacher station, no whiteboards (interactive that is. There is a regular whiteboard but to get to it I would have to climb over a row of computers.)  What would be optimum  layout, tools.  How do you get management to consult with teachers (never mind students) about what is needed for the computer room?
2.How do you balance the students attitude toward computers - a). Computers are for quiet concentrated learning b). Computers are for collaborative sharing teamwork.
3.We should be collecting data as to how the computers are being used in ESL/LINC (government money - is there ROI?) AND how do we measure the impact - outcomes? are ESL instructors in a position to teach digital literacy, computer training? If not - who should be doing this?

wow - I thought this would be really straightforward, rather boring element - turned out to be really thoughtprovoking...

Open source software | matbury.com

Open source software | matbury.com

All roads lead to Classroom Management....just starting the last module (although I haven't finished  Computer Labs and am leaving VIDEO till last in case it goggles up too much time)

Matt has given me some thoughts (framework) as to how I would set up my MLS... thinking, thinking...

Bookr - "Seasons" by Claudieg

It seems that most of the other TESLOntario students have finished the course.  I am trying not to panic again.

 I think I am a couple of marks away from reaching the minimum of 70% - have 5 modules to finish and post - but I have been working and reflecting on them and the writing should go fast. I will leave videos till last as I am sure that will be the most challenging. I have done the reading for Publisher produced Technology tools - just have to bring it together.

I will use this last week - we were given it after all - to keep working slowly and methodically and make the most of this opportunity I have been given to learn.

The biggest problem I am having is dealing with the excitement at each new tool...who knew what was out there!!!!

Vocabulary Class: esl, esol, vocabulary | Glogster EDU - 21st century multimedia tool for educators, teachers and students

Vocabulary Class: esl, esol, vocabulary | Glogster EDU - 21st century multimedia tool for educators, teachers and students

phenomenal!

My Voicethread. - another milestone... achievement!

Took me all day to workout how to do a voicethread - but I did it!  No glitches, just panic.

Great feature - looking forward to using it...

Now on to VOXOPOP

45 minutes this morning on the line to India to discuss the corrupted file that was preventing me from opening my e-mail and the day went into the Internet  toilet from there.

 So many frustrations with links and BAD passwords (in RED, on the Bubbl.us login. BAD PASSWORD!!!!! FOR SHAME.  Not mine - on the Blackboard course link But took about two hours to get sorted out with Sheri.) )  Around 10.00a.m. I blogged  that I was getting into Collaboration Tools - it is now 6.44 and I still haven't finished the tasks for 3.8 (Collaborations tools.)  3.8, but the handouts say 3.9.  Handout says "Add at least two nodes..", but the Bubbl.us site says "Add one idea..." What's a girl to do???....glitches, inaccuracies, confusions,  a ton of new concepts and tools and ideas to absorb....I could scream.

I was getting dispirited and angry and then I opened a link (still in 3.8)  that said "Social Bookmarking" and it was about "Social Networking" and the absurdity of expecting perfection and instant response and that things would work on the computer hit me and I started laughing - which is where I am now.

All I can think about is that if the experts who have been dong this for years can't get it all right - what am I going to do?  I am rather enjoying being in the position of student and experiencing these frustrations - as I foresee  how I am going to feel when the small small issues become critical and my frustrated students are the ones sending me multiple whining e-mails....

So, OK, that's it!!  I am gong to be very careful about promoting computer use in our ESL environment.  If I do use it - it will be at the simplest level - and at the slowest pace - and I am again taking pressure off myself that this is what I HAVE to do.  I don't have to do anything.

Today was another eyeopener as I read about concept mapping, and simultaneous editing, and bookmarking - social and otherwise...
Here's my introductory paragraph to TASK THREE of 3.8..  I think it is funny....(but a bit sad...)

"How did I record or save web addresses until about five days ago? Hahahahaha! I saved them in Open Office “Bookmarks” or “Favourites” when I used Internet Explorer. Once or twice I trolled all the way up and down a list looking for “Great Crab Cake Recipes” or “How to Fix the Toilet”. For the most part they skulked behind the button.. and then they drifted off into the etherworld."

Social Bookmarking - solution to my previous question

How to remember and organise all my "bookmarks"?  Just as I was getting concerned about not remembering what I had posted or bookmarked - along came "Social Bookmarking" - and I discovered  Delicious and Diigo...

100 Inspiring Ways to Use Social Media In the Classroom - Online Universities.com

100 Inspiring Ways to Use Social Media In the Classroom - Online Universities.com

It is beginning to be difficult to remember what I shared already . I guess one has to have some kind of app for this... or place where it is entered...like the address book idea for passwords....

Live Instructor/Teacher - better for some tasks than online, asynchronous

I discovered that online learning asynchronous  has a huge downside for me when it comes to learning technical knowledge.

  I was very frustrated by the wordprocessing and formatting task.  I longed for those far off days when I sat at the typewriter (not electric) and Miss Whateverhernamewas explained the activity - and off we went - and she hovered over us and was there to help us through the knotty parts. If I needed some quick help I could ask the student next to me.

 Trying to find answers online was infuriating - and a terrible waste of time.  I spent over six hours on that dratted activity - I do know how to wordprocess, frame, insert. I thought it would be so easy - then I met with all kinds of small bugs and fell apart.

I do not feel I am in a "class".  Although we have had some contact here and there I do not want to bother the others, or the instructor, with all the small issues so I struggled and struggled.  If there had been someone next to me to ask I'm sure the issues would have been cleared up in minutes.  All the "videos" and "tutorials" and ASK.com pages and posts were no substitute for a quick hands on demonstration.

(And yes, I am only now starting Module 3.4)

Progress Check

1. Pressure slightly off - a week extension. I can see where I am going.
2.  Feeling more relaxed now 2.3 task has been handed in. I took a long time doing background reading and even longer cutting down to 250 words...No regrets.
3.  The browser writing - I'll get to it. I understand browsers.  Created iGoogle start page (Personally I  wouldn't use it, I like a clean uncluttered desktop to start the day with - with just my e-mail and Google shortcut - oh, and about a hundred folders...)  But I enjoyed creating it - customising the background and learning about the READER...iGoogle is being discontinued anyway...Screenshot was new to me (but not to my daughter who told me it was very useful in her work..)  Google+ becomoing  more familiar. Removed Gizmodo (200 posts a day.....)
4.  Survey Monkey - cool.  Only one of the question check boxes did not configure the way I wanted it to. I need to check why. My Survey Question  "How adventurous are language teachers" (Just For Fun...)  .
5.  Jumped ahead to read through the modules...a couple of decisions:  Create a new blog, strictly for work use, no "Dear Diary" entries - which is what this has been..(but for a purpose - reflective journal) .I get the difference between a "family and friends" blog, and one for class/school use.  Ditto for my Twitter account (love Twitter - I am  #thespreadingoak)  Don't think the fact that I follow Wine Harlots is appropriate information for school/work...

Well, settling down.  Really busy at school..end of month reports, evaluations, Benchmarks...

I have put off completing writing the copyright "discussion" - I'm trying to crystallize thoughts from all that reading to answer the "discuss understanding of copyright as it applies"   etc etc.in 250 wrods.  I suppose this is necessary to include in a university course,  fulfils the  "academic" "theoretical underpinning" content but I question whether it wouldn't be better to focus on the technology (which is what I came for)

The technical stuff is frustrating.  I am trying to keep it simple - but am overwhelmed by the amount of  descriptions...

RSS feeds (really stupid stuff?) - well, back I go to see what I can do. My igoogle page is a mess - too much stuff..

  GO TO FOLLOW THE DEBATE ABOUT EDUCATION AND TECHNOLOGY (NOT JUST FOR ESL) AND KNOW WHAT SOME OF THE ISSUES ARE. BUT IT FEBRUARY 28TH, 2013. WELL NOW I SEE HOW VALUABLE THE THEORETICAL AND ACADEMIC SECTION WAS. IT HAS GIVEN ME THE ABILITY WAS A SHOCK TO MY SYSTEM TO HAVE TO DO ACADEMIC WORK AGAIN. PLEASED I DID. T 100% OVERALL. (A LITTLE BOASTING IS OK!)

After I saw Marla's blog http://mwins.blogspot.ca/ and Paul's blog I experimented with "Design".   My very first "blog" design was straightforward but very monochromatic and the blogs melted into each other and adding the colour made them difficult to read.  I am leaving them there just to remind myself to use the highlighting carefully.

...the background picture (The Hills are Alive with the Sound of Music?) is quite pretty.  I guess if I were designing a blog for the class I might add a more appropriate/related picture - I was wondering if I could scan and put my own photos in the background...

I should probably be working on TASK 3.1 (can't do TASK 2...because I can't open that PDF...so jumped ahead...)  but I am tired and this is more interesting...