Day 9: Researching ePortfolios and Learner Engagement

This article very clearly adds the data driven rational that is critical in order for the initiative to encourage the creation ePortfolios to move forward. I believe most effective teachers and administrators are familiar with the traditional portfolios, whereas the concept of an ePortfolio is a more recent result of advancements in technology. Therefore, in addition to providing supporting research, I think utilizing the following information from the article is equally persuasive because it clearly explains that ePortfolios do not require re-inventing the wheel, just adding some piazzas to the spokes. To me, presenting an innovative idea in this way, softens the resistance.

Traditional Portfolio Processes include:
• Collecting
• Selecting
• Reflecting
• Projecting
• Celebrating

Adding Technology allows enhancement through:
• Archiving
• Linking/Thinking
• Storytelling
• Collaborating
• Publishing

Again, just more information for me to assist me in building a case to present to my district leaders.

Day 9: eLearnSpace

I found this article to be very beneficial because it also included the issues surrounding ePortfolios that I had not considered. After reading all these articles on ePortfolio's, I began asking myself, "why aren't they used more often?" Of course, my initial response was that they are still unknown to many. Now, however, I truly understand the complexity of the implementing ePortfolios. I am more inclined to take action on a good idea and resolve issues as they arise versus working out all the problems in advance. Unfortunately, I've seen many great ideas permanently tabled because no one was able to answer all the "what if's". I prefer to ask, "why not" and than consider the worst case scenario.

Day 8: Preparing a Teaching Portfolio

If only I had read this article a week ago. It provides a simple but concise definition of an electronic portfolio and lays out the steps perfectly. It would be excellent if every teacher and administrator would read this guide.

I am certain this guide will be an invaluable resource to give to my Career Ladder Department in the hopes that they will develop their own blueprint for utlizing electronic blueprints.

Additionally, I plan on sharing my portfolio with my seniors, so that they can not only see a concrete example, but perhaps be inspired to begin creating their own.

As an immediate application, I can envison this being a standard requirement for the IB students at my school especially because I know many of them have ambitions to continue their studies abroad. In terms of the competitive nature of grants and scholarships, I can see another incentive for students and teachers to create one.

Day 8: Electronic Teaching Portfolios

This article really provided an excellent explanation for defining and establishing an electronic portfolio. I especially appreciated the step by step and concise table format. I have a new mantra...

1. PROJECT purposes and uses
2. COLLECT and organize
3. SELECT valued artifacts
4. INTERJECT personality
5. REFLECT metacognitively
6. INSPECT and self-assess goals
7. PERFECT, evaluate, and grade (if you must)
8. CONNECT and conference
9. INJECT AND EJECT to update
10. RESPECT accomplishments and show pride

As I have had limited exposure to multi-media, creating an electronic teaching portfolio is a novell idea and I'm excited to speak with my Career Ladder Department about allowing electronic portfolio's to be as an alternative assessment to the current model. Although the head of the department is a very progressive thinker, the challenge will be in determining who will be qualified to do the assessment and getting it passed through our non-progressive thinking School Board.

Regardless of their decision, I'm going to make a conscientious effort to continue to build on my still limited skills and update my electronic portfolio.

Day 7: Preparation, the Key to a Relaxed, Effective Presentation

Preparation is definitely an important concept to instill in our students. This article provides excellent examples of how to prepare and a convincing rationale. A presentation that is informative and inspiring is definitely the objective. I really appreciate articles that make points in step by step format and identify either in bold or italics key points.

For my students I have found requiring them to rehearse is critical, otherwise, they think they can just "wing it". In fact, I give them a deadline for their final presentations, but they can present earlier if scheduled in advanced. If they decide to present early, they also have the option of re-presenting to raise their grade as long as the meet the final deadline. If the "early" presentation is above average or excellent, they also earn extra effort points.

Day 6: !001 Educational Uses for a Digital Camera

I don't think you can ever get too many creative ideas for using technology. I especially like the idea of a scavenger hunt. In teaching 12th grade, I will use this application to assess their understanding of more abstract concepts by allowing them to determine the subjects that they photograph to fit the concept. I would have them write up their rationale and than require them to evaluate the other photographs. Also, as a review of famous people, I can imagine taking pictures of various objects associated with them and allowing the students to guess the "owner" of the objects. A modification would be to match the item with a list of people.

Day 6: 10 Tips for Digital Photography

Leave it to Kodak to put together a simple step by step guide to taking good pictures. Combining this information with the capabilities of PhotoShop Elements enables anyone to take a decent photo. However, creativity definitely distinguishes an amateur from the artist. Unlike the days of 35 mm where understanding the features were imperative to taking a decent picture, a digital camera gives the impression that it's just a matter of point and click. The 10 tips, however, make it clear it's not that simple. Planning and thinking through the shot is important. Even though almost all of my students have used digital cameras, I think it is important to share these tips with them because unless they've had real instruction on key elements of photography, they wouldn't know them.

Day 5: What Are Your Visuals Saying About You?

This article should be mandatory reading in all schools at all levels. In fact, it will be a required reading for all of my students. In addressing the question "what are your visuals saying about you, he has broken down the precise steps very simply.

Step 1 Ask yourself a very important question - "What are the stakes associated with your presentation today? Quantify it" This to me speaks directly to the issue of accountability. Ultimately, we need to recognize what is at stake and be prepared for the consequences if we fail to meet the objective. I equate it to students not taking time to study, failing a final exam, which is worth 20% of their final grade, and than arguing (or having their parent's argue) that it's not fair because it's just one test. Obviously, the stakes are higher for a final exam versus a regular test, therefore, more preparation is needed. As educators, no doubt we all understand that students need to be held accountable for their work, but I'm not confident that the parents are in agreement.

Step 2 Professional benchmarking - "We're evaluated on quality of the images used to tell our stories and how effectively we deliver that message - period." This statement says it all.

Step 3 Get another set of eyes to look at your presentation - I absolutely insist that my students do peer reviews of each others presentations and I've found that it not only saves me time in making editing comments, but they get more comfortable asking each other instead of always coming to me for help.

Step 4 Good delivery skills make simple visuals great - "screen visuals are there to support you, not vise versa" was a phrase that I found myself repeating to my students over and over again. However, by the end of the semester, it paid off and my students gave some of the most outstanding presentations. The ultimate compliment for me was having my colleague, with whom I shared a room, say to my students that she had never seen such excellent presentations. After they left the room, she confessed that their presentations were better than she had seen from adults.

Day 5: Using Fonts Effectively

The one point of this article that stuck with me is to "choose a typeface that elicits the desired emotional response from the audience -- not just a visually appealing one." I haven't made a conscience effort in the past to consider the emotional response, but I certainly will in the future.

Of course, the acronym KISS is a always a given. As fellow educators, you might appreciate that the first time I referred to KISS with my students, they all initially imagined I meant the band!

Day 4 Multi-Media Timeline

Admittedly, as a teacher of history, I'm really appreciate understanding the chronology of events and I found this one very interesting. In fact, I teach a lesson devoted strictly to the evolution of technology, but it only goes back to Gutenberg's invention for movable type. I was amazed to learn that the concept for moving pictures is traced back 65 BC! (Perhaps all roads really do lead back to Rome)

After reviewing the extensive chronology detailing great moments in multi-media, I must admit that I have a much broader perspective of multi-media. I would define multi-media as the different mediums used for communication, which requires a very broad understanding of the meaning of communication. For my definition, communication can be visual, physical, auditory, mental and emotional. The type of medium that is used should depend upon the purpose for the communication. Hollywood, for example, communicates with the purpose primary purpose of entertainment and therefore, the mediums used are varied depending on the audience.

In reflecting about the definition, I've become more thoughtful about thinking about my audience (12th graders) and the purpose of my communication, which is to educate. Considering how the brain's of today's youth are wired, multi-media is going to be an essential part of my future lessons.

Day 4: Copyright & Intellectual Property

The point that stood out to me in the article was "In 1997, copyrighted material contributed more than $400 billion to the national economy and was the country’s single most important export." Quite simply it truly is a matter of economics. Americans in particular got a small taste of what's at stake when Hollywood writers went on strike. While most people were lamenting about re-runs, I must admit that I was applauding their demands for contract stipulations to provide them with equitable compensation as everything goes digital.

Although the article alluded to the fact that foreign governments are aware of the piracy, that to me is the real travesty of justice. Especially in the case of China, a country whose government can and does take action swift action to quiet dissenters (e.g. Tiananmen Square and Myanmar). If governments wanted to honor copyright laws it could be enforced to a much stricter degree. Again, it is a matter of economics.

In terms of my class, I teach economics and government so I would definitely use this article in both classes to stimulate debate about the impact of the digital age.

Day 3: 8 Frame Storyboard & 30 second movie

Outstanding and simple explanation! I especially appreciated the analogy between storyboarding and comic strips, which is familiar to most Americans. I will definitely use this article to explain the concept to my students. No need to re-invent the wheel. Of course, sometimes I find it appropriate to re-shape the wheel or perhaps use it in a more innovative way. Again, I think the explanation was excellent.

Day 3: Storyboarding

Athough the article was a straight forward quick read, I became absorbed with reading the attached articles on unblocking creativity. I found the articles both informative and reassuring because I have had numerous occasions when the "ideas" just froze. I think it must be a correlary to Murphy's Law that the more urgent the need for creative inspiration the more likely it's met with perspiration. At that point, I agree with the author's suggestions to take a break and do something unrelated to the task at hand. I find laughter to be a great stress reliever, so I try to look for something humorous that will make me laugh.

Truly, I have never participated in a class where the time goes by so quickly that I feel that I'm just getting started and class is over. In fact, I can't remember the last time when I have re-arranged my schedule to spend more time in class just to maximize my learning.

Day 2: Applying Constructivism in the Classroom

Referring to Nike's slogan, "just do it", is often easier said than done. Effective teachers learn how to get out of their comfort zone. That is a challenge for students as well. I now teach 12th graders and was amazed at how resistant they were to doing things in a different way. Of course, once I realized that they have probably spent the majority of their educational experience having had little exposure to constructivism, I understood their hesitation.

I have been fortunate to have worked outside of the classroom within corporate America, so I am very aware of workplace standards and continually strive to incorporate them into my lessons. Regrettably, many teachers come from the university directly into the classroom and are therefore, unaware of critical skills needed to be successful in an ever increasingly competitive global job market.

Again, as teacher demands increase, enlisting the support from the community such as inviting guest speakers not only helps the teacher, but it also builds relevancy into the lessons.

~ Kathy

Day 2 Constructivism and Computers

At this point, my focus is not only to be a more effective teacher, but to also become more efficient.   Today's teachers face larger class sizes with a broader range of student abilities, therefore, taking advantage of new technology is not a luxury but a necessity.  I truly enjoy teaching, however, I also have a joi de vive and appreciate having a life outside of the classroom.  Computer software is now available to desegregate data for assessment purposes, which saves a lot of time.  Also, for students who need remediation or enrichment lessons, allowing them to use computers can even provide a motivational component.