Google's Quest for World Domination

I cannot keep up with Google. I recently got introduced to Google Apps and Forms and realized how in the dark I am about all the services that Google provided. I did a little research and received some links to check out that I am posting here for future reference. They come in fast and furious and I need to invest some serious time so that I can brighten up the darkness...

Google Docs

http://googledocs.blogspot.com/2010/10/tips-tricks-sharing-google-docs-like.html

Google Apps

http://www.google.com/support/a/users/

http://edu.googleapps.com/

http://sites.google.com/site/gtaresources/2008-11-18/materials

http://www.freetech4teachers.com/2010/03/free-33-page-guide-google-for-teachers.html

http://www.freetech4teachers.com/2010/07/google-for-teachers-ii-free-33-page.html

http://www.edutopia.org/google-educators

Drop box Resources

http://web.appstorm.net/roundups/data-management-roundups/10-more-killer-dropbox-tips-and-tricks/

Dropbox is an tool that I have only used for about one month. So far, I cannot believe I've lived for so long without it.

To describe its use, imagine dragging a file into a folder and having the ability to retrieve it from any other computer. It also has the ability to have a shared folder so that I can share documents with colleagues just as easily. It has been so intuitive that I am eager to learn some Killer Dropbox Tips and Tricks It is quick. It is easy. Check it out.

Week 9: Reflection

After nine weeks, I am certainly eager to apply what I have learned into my practice. I find myself referring to "this great class that I took this summer" frequently when catching up with my colleagues. My colleagues have been inundated with emails from me as I forward resources that I am receiving from my professional learning network.

In my last few posts I mentioned that I thought I was pretty tech-savvy before entering this course. I have been humbled by this course because I am amazed daily at what is out there that I not only never had tried, but never even heard of. Social bookmarking? Diigo? This resource alone was worth the tuition rate. Well, maybe I exaggerate, but I really like it a whole bunch!

In terms of what I wanted to know, I guess I cannot emphasize enough that I did not know what
I was missing. I wanted to improve teaching and learning in my classroom as the name of the class implies. Now that I reflect on Web 2.0 versus Web 1.0, I can distinctly discern the difference. I am not sure how much I "got it" before, but I get it now.

Upon completion of this course, I feel the biggest lesson I learned is that there are so many people out there willing to help and share information with you on countless topics. Expanding my professional learning network has helped to keep me "in the loop" with all of the newfangled technological developments that have educational importance in the teaching and learning that takes place in my classroom.

In closing, I would like to describe an example of the advantages of expanding my professional learning network. I was having difficulty with the appearance of projected images from my laptop while using my SMARTboard today, so I posted the following in a forum in the Ning group Smartboard Revolution. In less than one hour, had the response pictured. Amazing! Thanks Obe!

Hello. I was using my SMARTboard on my desktop pc today and everything worked fine. I then attached my laptop, switched to project from my laptop, and went to write on the board. When I did, the alignment was off so I tried to reorientate. When I did, only about 2/3 of the board was visible. What I mean is my last set of dots was not visible on the projected image. I switched back to the desktop and it was fine. I assume it is a projection setting issue from my laptop. Should I be projecting a certain resolution? Thanks, Mark

Week 8: Technology Integration is Everywhere

On a recent weekend I went to a friend's house to borrow a book that he suggested that I read. Since he was not going to be home he left the book on the seat of his car for me to pick up when I arrived. When I retrieved the book, I was happy to find that he had left me a quick note attached to a newspaper article. The note, pictured above, is scribbled on a the back of an old card and contains only four words: Technology Integration is everywhere.... The article is titled Moving to a Digital Future, Where Textbooks are History appeared in the New York Times Sunday, August 9th.

Although the article is interesting, I found the method of its delivery to me much more interesting. When I first picked up the article, read the note and the title of the article, I had to smirk due to the irony. Typically, the majority of news articles related to technology make their way to me via email, Twitter, podcasts, blogs, and Ning. I was not expecting one to be cut out of the Sunday paper clipped to a recycled piece of scrap paper.

I appreciate that my friend was thinking of me by forwarding the article along and I cannot agree more, technology integration is everywhere. I wonder when it will reach him?

Week 8: A flatter and fatter me

I feel that it impossible to not become "flatter" as a result of taking Teaching in Learning in a Networked Classroom. The term "flatter" is used in reference to Thomas L. Friedman's book titled The World is Flat. Prior to enrolling in the course, I thought I was pretty tech-savvy. I was able to install, learn, and used new software and peripherals. I quickly became competent in the use of SMARTboards and even became a SMART certified trainer. Compared to my colleagues, I think I secretly thought I was a technology superstar.

....And then the class began. Instantly it became apparent to me that I had a huge hole in my technology bubble. By huge, I mean the size of Texas huge. I was using technology on an island of one. It was me, alone, in my technology world.

After using Google Reader and RSS, Skpye, blogging, wikis, social networking, social bookmarking, podcasting, and the sources and communication provided by my classmates, I've started to repair the hole.

I am still operating on my island, but things have changed. I am no longer operating alone in my world. I have instant access to the entire universe in a few keystrokes. The best part is that a lot of this information COMES TO ME! This instant access brings me to the second "f" word in the title, fatter.

The good news is that I enjoy repairing my technology gaps. I am eager to learn how I can use technology to enhance my curriculum and instruction. The bad news is that I enjoy it so much that I have bypassed a few things in my life. So what, if did not paint the house this summer as I had intended to. I have been so intrigued in learning about the Web 2.0 world that I would happily dismiss the idea of going for a run. As a result, I may have gotten fatter while becoming flatter.

The time that I have spent reading, researching, commenting and participating for this class far exceeds others I have taken. However, I am now communicating with people from around the globe on topics that have direct value and impact on my teaching. And I am a better educator because of it.

I like this new world much better than my old one.

You can become part of my world:

Twitter Diigo FaceBook Skype and Google (mr.mparsons) Ning

Week 7: Assessment of Technology

Howard Gardner and Robert Marzano are the names of two people that are starting to be ingrained in my brain as my school continues to improve its instruction and assessment. If you have participated in Differentiated Instruction training, I am sure Gardner was mentioned. As my school alters curriculum, we are frequently reminded of the work of Marzano who states that curriculum needs to be both "guaranteed and viable."

The work of these education leaders and constant reinforcement of my principal, Patti Kennelley, has led me to believe that students need to know what they are supposed to know and be able to do.

When assessing technology, the same concept applies. If I assign that my students need to create a lab report about an experiment that we do in class, one student may choose a traditional written lab report where another may choose to create a podcast, video, or other multimedia presentation. No matter the medium, each student still needs to demonstrates the scientific skills that the lab was intended to showcase. In terms of assessing the medium, I would either use a rubric specific to each type of medium or I would use our school-wide rubric for the assessment of effective communication. If I choose the latter, it still assesses the use of technology, just not to the extent of a rubric specific to each product.

Week 7: PBL

In order to help me try and wrap my head around project based learning (PBL) , I researched a few sources on the web. I knew that many teachers "do projects", but I needed to clarify specifically what PBL is and is not. I visited pbl-online.org, who defines PBL as:

a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.

If you have not visited this site in your research, I recommend to take a few moments to check it out. I helped me clear up what exactly is PBL, now I just need to take the proper steps to ensure that my assessments "authentic."

As a way to help you in the creation of your assessment, you may desire to create a checklist for your students to follow. To help you, visit pblchecklist.4teachers.org. 4Teachers.org is also responsible for the very helpful rubric generator site called Rubistar. It is quite easy to use and give a great starting point for the creation of your assessment.