Sunday, April 14, 2013
Friday, February 22, 2013
Paperless Lab Reports
My students in forensic science just completed an extensive lab on blood spatter analysis. During part of the lab they simulated different blood spatter patterns. I encouraged them to use their phones to take pictures of their data, with the idea that they could just insert the pictures into the final lab report. As the lab came to an end, I outlined the requirements of the lab report. I decided that they should submit their labs to me electronically. I also encouraged them to try Google docs. I have been sharing with them some of the great features of Google docs. With limited access to computers, I am unable to teach them to use Google, all I can do is show them, and encourage them to try it. Fortunately they are seniors and have some experience using word processing programs, so they transition is relatively easy to make. Those who did try it for their lab reports found it very easy to use and to share with me. Ideally, I would like students to work collaboratively with their lab partner to create one shared document.
The students who submitted their labs using Google docs, I just corrected directly in Google docs, adding comments to the lab as I assessed it. I then shared with them the comments and a highlighted rubric with their score. For the other students, I thought about uploading their labs to Google docs, but decided instead to use the comment feature in word and add highlighted comments directly to the lab. I then attached the assessed lab in an email to the student, along with the graded rubric. I offer to print the lab report for any student who wishes to have a hard copy or use it as a portfolio piece.
I found the process to be somewhat time consuming, but I think it was well worth the effort. In retrospect, having all the students submit their labs using google docs would definitely save me some time, as would collaborative lab reports. I look forward to student feedback when I return to school on Monday.
Here is a sample of some of the work submitted by students:
The students who submitted their labs using Google docs, I just corrected directly in Google docs, adding comments to the lab as I assessed it. I then shared with them the comments and a highlighted rubric with their score. For the other students, I thought about uploading their labs to Google docs, but decided instead to use the comment feature in word and add highlighted comments directly to the lab. I then attached the assessed lab in an email to the student, along with the graded rubric. I offer to print the lab report for any student who wishes to have a hard copy or use it as a portfolio piece.
I found the process to be somewhat time consuming, but I think it was well worth the effort. In retrospect, having all the students submit their labs using google docs would definitely save me some time, as would collaborative lab reports. I look forward to student feedback when I return to school on Monday.
Here is a sample of some of the work submitted by students:
Tuesday, February 19, 2013
New Literacy for the 21st Century
The read/write web has changed the landscape of education. Today's students need to learn a new digital,visual, and informational literacy, that includes new terms like blog, wiki, rss feed, Google doc, podcast, and screencast. They need to learn how to create Prezi's, Wordles, Avatars, and Animoto videos. Most importantly, the need to learn to communicate and collaborate with their peers to create content, store information, and retrieve that information when they need it. Last but certainly not least, they must learn to be both consumers and editors of web content. So how do we as educators ensure that our students have those skills? The first step is to change the way we do things. Teachers need to change from feeders of content to coaches of learning. We need to have conversations with other teachers, share content, and master the new tools of the read/write web. Gone are the days of teaching from the textbook, it is time to create our curriculum around the standards and find the web 2.0 tools that will engage students as they master the content.
It will not be easy. The greatest barrier is the inequity in technology. Some school districts have 1:1 technology, while others have very limited technology. Using any technology requires thoughtful planning and meaningful professional development. The dilema for all educators, all students no matter where they live or what school they attend, need the same 21st century skills to be successful productive and contributing citizens.
It will not be easy. The greatest barrier is the inequity in technology. Some school districts have 1:1 technology, while others have very limited technology. Using any technology requires thoughtful planning and meaningful professional development. The dilema for all educators, all students no matter where they live or what school they attend, need the same 21st century skills to be successful productive and contributing citizens.
Web 2.0 Tools
This course and the IEASC program has introduced me to numerous web 2.0 tools. There are so many of them that I have used in my classroom, however, the tool that has made the biggest impact on my classroom is Google drive. I learned how to create Google docs and upload files from my computer. I organized my drive into folders for the courses I teach, the courses I take, and all the documents, assessments, portfolio tasks, and classroom management plans for the courses in my department. My department folders are divided into subfolders by course, and I share documents with the respective teachers. I have just conducted a Google drive tutorial with the other department chairs in the school, now they use Google drive for all their department documents and we all share them with the principal, so he has access to all our unit plans and assessments.
I am in the process of teaching members of my department to utilize Google more often, but am finding it is difficult to get the all of adults to change. On the other hand, many of my students are embracing Google and all it has to offer. My forensics class just submitted lab reports for a lab they did on blood spatter, some of them used google drive and then shared their document with me. I was then able to make comments and send them a graded rubric. There were even students who made corrections, which I was more than happy to give them credit for. I am sure I could get even more students to use Google if the school had more technology available for all students to use in their classes. Unfortunately we are limited to one computer lab for 900 students. So the best I can do is model the uses of Google and hope that the students will be able to use it at home. They tease me sometimes, telling me I should get commission from Google for my sales pitches. I am just happy to be teaching them to use the free tools. I recently purchased a Google chromebook. My plan is to become great at using it, so that I can persuade the district and the principal to purchase Chromebooks for the school.
Remind101 is another web 2.0 tool that I feel has dramatically changed my classroom. The school has a new three day rotating schedule this year. Classes meet two out of three days. With weekends, holidays and snow days, that can create big instructional gaps. With Remind101 I am able to contact my students and remind them of what and when assignments are due. While I don't have any data yet, I feel it has made a tremendous difference in the percentage of homework and other assignments completed. Best of all, the student response has been overwhelmingly positive.
Finally, I really like Blogger. I would like to have my students begin blogging, just like I have. I think it will be an experience and a skill that they can take with them to college. My plan is to try it this year with my Advanced Forensics class. They will be reading a book after vacation. I am going require them to use a blog for their reading reflections. I am hoping their experiences will be as positive as mine. Using Google drive to create collaborative documents and presentations and Blogger to reflect on their reading and provide comments on the blogs of their classmates. The use of these web 2.0 tools meets the NETS-S standard 1, Creativity and Innovation, Standard 2, Communication and Collaboration, and Standard 6, Technology Operations and Concepts.
I am in the process of teaching members of my department to utilize Google more often, but am finding it is difficult to get the all of adults to change. On the other hand, many of my students are embracing Google and all it has to offer. My forensics class just submitted lab reports for a lab they did on blood spatter, some of them used google drive and then shared their document with me. I was then able to make comments and send them a graded rubric. There were even students who made corrections, which I was more than happy to give them credit for. I am sure I could get even more students to use Google if the school had more technology available for all students to use in their classes. Unfortunately we are limited to one computer lab for 900 students. So the best I can do is model the uses of Google and hope that the students will be able to use it at home. They tease me sometimes, telling me I should get commission from Google for my sales pitches. I am just happy to be teaching them to use the free tools. I recently purchased a Google chromebook. My plan is to become great at using it, so that I can persuade the district and the principal to purchase Chromebooks for the school.
Remind101 is another web 2.0 tool that I feel has dramatically changed my classroom. The school has a new three day rotating schedule this year. Classes meet two out of three days. With weekends, holidays and snow days, that can create big instructional gaps. With Remind101 I am able to contact my students and remind them of what and when assignments are due. While I don't have any data yet, I feel it has made a tremendous difference in the percentage of homework and other assignments completed. Best of all, the student response has been overwhelmingly positive.
Finally, I really like Blogger. I would like to have my students begin blogging, just like I have. I think it will be an experience and a skill that they can take with them to college. My plan is to try it this year with my Advanced Forensics class. They will be reading a book after vacation. I am going require them to use a blog for their reading reflections. I am hoping their experiences will be as positive as mine. Using Google drive to create collaborative documents and presentations and Blogger to reflect on their reading and provide comments on the blogs of their classmates. The use of these web 2.0 tools meets the NETS-S standard 1, Creativity and Innovation, Standard 2, Communication and Collaboration, and Standard 6, Technology Operations and Concepts.
Monday, February 18, 2013
Podcasting
I really like podcasts, I think they are great for the auditory learner. I have actually listened to podcasts in the car on my way home from school. I only wish I had more time in the day or made more of an effort to listen to more and different podcasts. The podcasts I have listened to have all been through itunes. I never really thought too much about looking elsewhere for different podcasts. So the research completed in this module expanded my knowledge on the different types of podcasts available on the web.
Podcasts can be a powerful educational tool for today's learners. Students are always plugged into their ipods or their phones, listening to music. Why not have them listen to a short podcast related to the topic they are learning. I think the key is short or brief podcast. I imagine the students would get bored quickly and lose focus if it is too long. I like the podcasts that have images or video, I think that is a way to keep the student interested and engaged.
I created a podcast for the upcoming fingerprint unit in my forensics class. I created a short script to read and used soundcloud to record my podcast, which was very easy to use. I then copied the html and embedded the podcast into my school website and this blog. The podcast I created was on the technique to use when fingerprinting. I plan to assign students the podcast for homework along with a short google form that I will use to collect feedback from the students. I started flipping my forensic class a few months ago, so the students are very familiar with accessing lessons on my website and completing google forms. I will use the feedback to decide the next direction I take with creating and using podcasts in the classroom. I think it would be great to have the students create a short podcast as part of their next class presentation. Using podcasts meets the NETS-S standards 2, Communication and Collaboration and Standard 6, Technology Application and Concepts.
Podcasts can be a powerful educational tool for today's learners. Students are always plugged into their ipods or their phones, listening to music. Why not have them listen to a short podcast related to the topic they are learning. I think the key is short or brief podcast. I imagine the students would get bored quickly and lose focus if it is too long. I like the podcasts that have images or video, I think that is a way to keep the student interested and engaged.
I created a podcast for the upcoming fingerprint unit in my forensics class. I created a short script to read and used soundcloud to record my podcast, which was very easy to use. I then copied the html and embedded the podcast into my school website and this blog. The podcast I created was on the technique to use when fingerprinting. I plan to assign students the podcast for homework along with a short google form that I will use to collect feedback from the students. I started flipping my forensic class a few months ago, so the students are very familiar with accessing lessons on my website and completing google forms. I will use the feedback to decide the next direction I take with creating and using podcasts in the classroom. I think it would be great to have the students create a short podcast as part of their next class presentation. Using podcasts meets the NETS-S standards 2, Communication and Collaboration and Standard 6, Technology Application and Concepts.
Sunday, February 17, 2013
Photo-sharing
I have used photo-sharing in the past with my students. Every year the final project for my forensics class is a mock crime in which a faculty member has been "murdered". The students must first observe, record and document the crime scene, then collect and analyze all the evidence, interview suspects, and hopefully solve the case. Taking pictures of every little detail at the scene, including location of the victim, and all the evidence is one of the most important requirements of documenting the crime scene. In the past I have used Picasa to post the photos from each crime scene team. photos. This has allowed the groups to share pictures for their final presentations.
This is my first time using Flickr. I really liked how easy it was to use and the different levels of organization that can be used to organize and share pictures. I posted some pictures from a recent blood spatter lab completed by my two forensics classes. I put them in a group and set the privacy settings. Ideally, in the future I will take pictures from labs completed by the students, as well as require them to take pictures of their results, post them using Flickr and require students to include at least one picture into their lab report or reflection. The use of this web 2.0 tool in this manner meets the NETS - S standard 1, Creativity and Innovation and NETS - S standard 2, Communication and Collaboration.
My Flickr
This is my first time using Flickr. I really liked how easy it was to use and the different levels of organization that can be used to organize and share pictures. I posted some pictures from a recent blood spatter lab completed by my two forensics classes. I put them in a group and set the privacy settings. Ideally, in the future I will take pictures from labs completed by the students, as well as require them to take pictures of their results, post them using Flickr and require students to include at least one picture into their lab report or reflection. The use of this web 2.0 tool in this manner meets the NETS - S standard 1, Creativity and Innovation and NETS - S standard 2, Communication and Collaboration.
My Flickr
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