You.com Assignment

http://about.me/pstinson

When I first reviewed this assignment, I was not sure what to expect as I had never created a digital portfolio, so it seemed as though it was going to be a daunting task.  After previewing each website provided, I decided to use about.me.  It was very easy to sign up in and get started.  After navigating the website and reviewing each category offered (Background, Biography, Colors, Fonts, Apps, Links, Contact, Promote), I began to personalize my page.  I decided to make the beach my background since it is one of my favorite places to go.  I added my photo and some biographical information so viewers could get to know a little about me.  It was fun manipulating the fonts and colors and making it my own!  I then added my apps; I clicked on them to be sure that they directed the viewers to the correct websites.  Next, I added my links and contacts.  I decided to not show my contacts or tags in an effort to keep as much other text as I could on the page when it opened.  This process was so much easier than I had anticipated! 

The only challenge I faced was not having the ability to attach my projects to my page.  I also investigated flavors.me, but I ran into the same difficulty without having to upgrade for a charge.  However, because I could not attach them to my original page, I wanted to add them to my blog.  Unfortunately, I could not attach them there either.  After surfing the web to find out how to attach my documents, videos, and projects to my blog, I came across a website that directed me to another website (app.box.com) where I could easily convert my files to links so I could embed them into my blog.  This was also extremely easy, and I was able to upload a few videos, documents, lesson plans, and reflections to my blog to complement my about.me page.  This was a great learning process which allowed for reflection while determining which documents and links to include in my digital portfolio.  As I increase my presence online, I will continue to update my digital portfolio, and I am looking forward to sharing it with my colleagues in the fall.

Wilkes Projects and Professional Documents for You.com Assignment

https://www.edmodo.com/home#/group?id=485734

Wilkes Projects for You.com Assignment

Broadcast Yourself

I was excited for this live broadcasting assignment because I thought it would be interesting to engage my audience in a different way for this course over the summer.  At first I was not sure which broadcasting service I would use (I investigated Google Hangouts and Ustream), but I was thankful that I was able to use Blackboard Collaborate since I am accustomed to it from my online teaching position, and it is the main avenue for communicating with my students, parents, and colleagues.  When I initially read the assignment, I knew I wanted it to be on something fun….10 things you should do before summer’s end.  Considering school is around the corner (it will be here before we know it!), I thought it would be enjoyable to present a live broadcast about fun things to do before we had to return to our classrooms.  Since I knew how to navigate Blackboard, I thought that I would also create a PowerPoint to accompany my broadcast.  I created my PowerPoint with 10 fun things to do this summer, along with photos to complement each item.  My next step was creating my session.  I logged onto Blackboard and used my demo course as my platform.  I named it Paula Stinson’s Summer Smiles and created a start date and end date.  Because I teach online, I checked to see what other teachers were online to invite them to my session.  I emailed my link to a few of them in hopes of them attending this session, as well as publicized on my blog for class members.  Because I do not have a presence on other social networking sites, I emailed my link to some family members as well. 

On the day of my presentation, I sent reminder emails to prospective audience members.  I also made sure that my blog post was at the top of my blog, so class members would see it easily.  Unfortunately, some of my colleagues were unable to attend due to scheduling conflicts.  On Thursday, August 1, at 1:00 p.m., I logged into my Collaborate session to upload my PowerPoint and made sure that everything was ready to go when my audience arrived.  After running through my presentation several times, my audience members began to arrive.  Unfortunately, only four members were in attendance (my only challenge for this assignment).  At 2:00 p.m., after welcoming them and thanking them for joining, we began our discussion on 10 things that you should do before summer’s end, especially since it was already August 1! I utilized the microphone, whiteboard, and web cam during the live broadcast.  I started the recording, and we had a wonderful time discussing things from going to the drive-ins to having a board game night to making shapes out of clouds!  It was so fun hearing everyone’s experiences about what they had done this summer and what they still planned on doing!  We even extended the list and added some things to do after school began! 

During my live broadcast, everything ran smoothly, and it was a lot of fun!  I was happy to have had the opportunity to work out any kinks that might have existed due to the summer update prior to my presentation, especially since I will be using this broadcasting service for my teaching.  It was also wonderful to speak to fellow teachers and see how their summers were going thus far.  It was also nice to have a PowerPoint to guide the discussion and make available to my participants.  It is very important to always be prepared for your presentations!  You should arrive early to be sure that your technological tools are working properly and to be sure that your resources are uploaded and ready to go before your participants arrive for a smooth and enjoyable learning experience.   

Attend a Live Webinar

On Wednesday, July 31, at 10:00 a.m., I attended a webinar hosted by Simple K12.  Melissa Edwards presented Cultivate Creativity and Critical Thinking of Gifted Students with Project-Based Learning.  I chose this webinar because I am interested in PBL and have never implemented it in my classroom before but would like to give it a try.  The webinar began with the host introducing the presenter and providing her educational background which I believed was important.  Both the host and the presenter were very enthusiastic!  Melissa shared very simple and attractive PowerPoint slides with text and photos which were very helpful and complemented her informative presentation very well.  She also added wonderful examples that spanned many disciplines.  This webinar ran smoothly, and Melissa provided resources during her presentation.  The website also delivered a backchannel with notes and chat.  The webinar concluded in 30 minutes as promoted with a question and answer session.  All of these aspects were viewed as strengths and created a wonderful atmosphere for learning.  I actually feel that there were no weaknesses to this webinar.  It was a fantastic experience! 

I would definitely participate in another webinar hosted by SimpleK12.  The people involved and the site itself were very friendly and easy to navigate.  The website offered numerous topics and presenters.  I would certainly recommend these webinars to my colleagues.  Since many of these webinars are only 30 minutes, it would be manageable to incorporate this type of format into the classroom.  Because there are so many topics offered by Simple K12, it would be “simple” to find subjects to share with your students.  For example, if you wanted to implement blogging or iPad usage in the classroom, you could locate webinars on Blogging or iPads & Mobile Learning and share with your students via projector or application share (Blackboard), thereby making them attendees through the teacher of these “mini lessons.”  As broadcasters, students may even be motivated to create their own “webinars” on topics of their choice to share with others.  The possibilities are endless with these informative webinars which can be utilized by teachers and students in and out of the classroom…free of charge! 

Summer Smiles Live Broadcast

Hi, everyone!  I will be broadcasting Summer Smiles live on Thursday, August 1st, at 2:00 p.m.  Please click on the link below to join and enjoy some fun "musts" that will put a smile on your face before summer's end!  See you there!

 http://tinyurl.com/oov9bx5

Google Images.  (2013).  Summer.  Retrieved from https://www.google.com/search?q=summer&client=firefox-a&hs=yob&rls=org.mozilla:en-US:official&source=lnms&tbm=isch&sa=X&ei=rBT4UbHTCY364AOZ7oDoDw&ved=0CAkQ_AUoAQ&biw=1280&bih=671#facrc=_&imgdii=_&imgrc=NjJWD5KVB1b0_M%3A%3BVLq9KVpRWfLrMM%3Bhttp%253A%252F%252Fwww.wallpapersam.com%252Fwallpapers%252F2013%252F05%252FCool-Summer-2048x2560.jpeg%3Bhttp%253A%252F%252Fwww.crazygallery.info%252Fwallpapersam.com.html%3B2560%3B2048

Poe and Edmodo

English 2 – Literary, Analysis, and Composition (LAC 2)
Grade 10
Mrs. Paula Stinson

 

 GOALS AND OBJECTIVES:       

This week, students will:  

·         Familiarize themselves with Edgar Allan Poe’s life and death
·         Explore/utilize social networking site Edmodo
·         Read “The Cask of Amontillado”
·         Recognize the impact of Poe’s choice of setting, tone, language, and literary devices on this story’s mood and plot

Upon completion of this week, students will be able to:  

·         Participate in both an Edmodo poll and class discussion on Poe’s death and support their theories with evidence extracted from the website provided
·         Engage in live class discussion to interpret and analyze literary devices in “The Cask of Amontillado”
·         Complete student guide to showcase comprehension of “The Cask of Amontillado”

Evaluation and Assessment:

·         Checklist for Edmodo assignment posted at the end of lesson plan

LESSONS THIS WEEK:   

• Edgar Allan Poe
• “The Cask of Amontillado”

ASSIGNMENTS DUE (INSTRUCTIONS):
 o    Navigate the website Knowing Poe at http://knowingpoe.thinkport.org/default_flash.asp. Under Poe the Person, explore “It’ll Be the Death of Me…”  After examining the theories of Poe’s death, visit Edmodo and complete the poll and post a response to the prompt.  Respond to at least two of your fellow classmates.  Please refer to the checklist below. 
o    Read “The Cask of Amontillado” and complete the student guide

FOR EXTRA RESOURCES:  

Class documents, PowerPoints, and supplemental materials are posted under Course Documents in Blackboard.

 

For additional information on Edgar Allan Poe and his various works, visit www.online-literature.com/poe/ (works are located on the left side of the page).

 

Edgar Allan Poe Glog – posted under Glogster tab in Blackboard 

 

 “It’ll Be the Death of Me…” Assignment (20 points) 

Initial Post – 5 points (Response must be relevant, on task, and evident that website provided was utilized)
Two responses to fellow classmates – 10 points (Responses must be meaningful and thoughtful…why you agree/disagree, additional thoughts.  No general responses (Good job, I agree/I disagree with you, Great response, etc.)
Completed poll – 5 points (Polling response must match your initial post)

 

 

   

 

I chose to integrate social networking into my high school lesson plan for the introduction of Edgar Allan Poe.  Poe’s works, life, and especially death always provoke a lively discussion among my students.  They also really enjoy navigating the interactive website provided.  The site covers many facets of Poe’s life as  a person and a writer, but his mysterious death is what really intrigues the students.  After the students explore Poe the Person:  “It’ll Be the Death of Me…,” they are presented with many theories of his death.  After examining these theories, the students are instructed to choose the mode of death they believe took Poe’s short tragic life.  Using Edmodo, the students can use the polling feature to choose Poe’s cause of death.  They will also need to defend their choices using the information presented in the website.  I have used this assignment as a class discussion in the past, and the discussions were always fantastic!  However, I think the integration of Edmodo would enhance this discussion with its easy-to-use functions and features. 

Photo a Day Challenge

Photo a Day Challenge


When I was reading over this week’s assignments, I was so excited to complete the Photo a Day assignment!  I love taking photographs of my daughters and my dog and just about anything really.  I have pictures everywhere…my walls, my desk, my computer, and my many, many photo albums and scrapbooks!  After reading the information on the 365 Day Photo Challenge, I was even more excited to begin!  What a great way to capture your life for a year….or in this case, a week!  I used both a cell phone and digital camera for this challenge.  At first, I was unsure how to house all of these photos on one URL, but after reading the 365 Day Photo Challenge information, I noticed a link for Flickr.  I have heard of Flickr before, but I really had no idea what it was.  After clicking on this website, it was very easy to sign up and upload my photos.  I can see how this would be a great site for both professional and personal lives! 

As I was contemplating possible subjects to photograph, I was unsure if I wanted to share photos of my teenage daughters since Flickr stated that they could be seen by everyone, but I found my way around that (the backs of them)!  I found myself capturing things that were important to me, almost like telling a photo story of my life for the week.  Not only did I try to concentrate on the “big” things in my life (my daughters and my dog), I found myself focusing on the “small” things (raindrops on a flower petal, rings made by the rain in a puddle, etc.) that are also important and often go unnoticed.  At the end of this week, it was interesting to go back and see what I had photographed.  From the “big” things to the “small” things, this challenge was definitely a fun way to journal the things around me that mean the most.  I am actually going to continue this assignment to see where it leads me, and I am going to encourage my daughters to do the same! 

Cell Phone Digital Story

 

I had so much fine creating this cell phone video, and I must admit I shed a tear (or two...or thirty) watching the videos of my daughters as we sang, danced, read, and learned new things every day!  As I stated in my video, I always wanted to be a teacher, but when I had my girls and watched them light up with each new learning experience, I just knew I had to fulfill my dream of becoming an educator.  Although we are no longer learning about colors, shapes, numbers, and letters, it is still extremely satisying helping them learn about symbolism, conflict, imagery, and irony. 

Mobiles in the Classroom Interview

For this assignment regarding mobiles in the classroom, I decided to interview a High School Technology Teacher.  As I was discussing Unit 4, he expressed concern that phones are often excluded because of procedural/distraction issues.  “There is no way to regulate their usage.”  He stated that mobile feedback units are a great alternative if cell phones are not permitted in the classroom.  See:  http://smarttech.com/response.  When it came to parental feedback, when he did use the response system in the classroom, he stated that the parents were “nonresponsive…to most anything.”  He was teaching in a low socio-economic school.  Cell phones were “taboo.”  If they came out, they were confiscated. 

When asked the pros of mobile device usage in the classroom, he proclaimed, “instant feedback, on the spot grading, and confidentiality for students.”  There is “adaptability into other activities/custom classroom tech initiatives based on the tech skill level of the teacher.”   The challenges he faced included “cost, implementation skills, and student acceptance.  If you are using phones, you must address regulation of approved apps/uses vs. distractors.” 

At his current school, which is online, he mentioned that he tried Twitter, but “it was too new, and they didn’t have the API out then, so it was a no-go.”  He added that you could do a discussion board type of activity with Twitter and hashtags, and “aggregate it all live in the class on your projector if you want.”

He concluded our interview by saying that he “loved the response system because it provided all of the pros to using phones/social media/text without the perils faced in a classroom.”  After further researching the response systems, I believe that the various devices would be beneficial in the classroom.  These devices would be available to all students… same brand, same features.  It could also be a stepping stone to utilizing cell phones in the classroom.  Of course, cost would have to be addressed, but these devices could be shared among teachers.  As far as parental feedback, I think parents would be accepting of these devices and their implementation in the classroom.  In addition, school policy must be followed whether it allows cell phone usage or bans it.  If they are permitted, students should be educated on proper usage, just as with the response system devices.  If cell phones are not permitted in the classroom, these response systems and other Web 2.0 tools would be wonderful learning tools in an educational setting.    

Discovering Something New

     From the Directory List, I chose Kathy Schrock’s Guide to Everything to discover something new.  Although there were many appealing titles from which to choose, I decided to explore bubbl.us, SurveyMonkey, and Creaza.  I believe all three websites would be fun and engaging to implement in the classroom.  Because bubbl.us is a brainstorming and mind mapping website, I think it would be beneficial to students for the brainstorming step of the writing process.  It is a great, interactive way students can visually organize their thoughts and ideas.  The easy to manipulate features allow students to be creative.  The arrows make the navigation easy to follow.  I really liked the fact that your map could be saved, printed, exported, or imported.  You can even save it so that it could be edited by others in your contacts; this makes for a wonderful collaboration activity.  This website definitely shows potential for teacher and student use because brainstorming and mapping are very important processes for many activities and events, and to do it using an innovative tool would motivate the user.  Not only can this website be used professionally with students and fellow teachers, it can be used personally.  While I was playing with the website, I created a beach bag checklist!  As I was doing this, there was a pop-up on the side regarding signing up for an account.  This was very easy, and I completed it within seconds.  The easy manipulation of this website makes it a desirable website to use in the classroom.  I did not encounter any challenges as I worked through a mind map.  There are no ads, inappropriate content or images, and it is free of additional links and distracting videos, just open space for students to create!

 

      The next site that I chose to explore was SurveyMonkey.  I never used a survey in my classroom before, but I have received them from other teachers.  After opening this website, I was prompted to sign up.  Again, it was a very easy process.  I was then directed to the main page to begin designing a survey.  I was able to type up a few questions and choose from the various question types from multiple choice to essay box to image.  I liked that a preview feature was available, so I could view exactly what my survey would look like before I shared it with my students, parents, or teachers.  This would be a great tool to receive feedback on a course or an assignment or use as an exit ticket to check for attendance and comprehension of the day’s lesson.  You can then collect your responses and analyze them which would be beneficial in guiding instruction.  Students can also use this website if they want to share an assignment with their fellow students and receive feedback on their product or performance.  This could also be used in a personal setting if you wanted feedback on an event you planned or any type of writing or product that you created.  They can be personalized for your needs!  I did not face any challenges while previewing this website, and I believe that it is desirable because it steers clear of inappropriate content and images, ads, and distracting links and videos.  This online survey maker certainly has potential for teachers and students where the creators can collect information that can transform their learning!

     Lastly, I decided to explore Creaza because many students like to create their own cartoons or use cartoons to show their favorite part of a story or to identify different literary elements.  After easily signing up for this website, I clicked on Tools to begin my cartooning.  This website offered different backgrounds, characters, props, cartoonist effects, my images, and my audio clips.  Most of these categories housed a variety of options from which to choose.  I liked how you could create a story with the images provided.  You could also use your own images and your own voice to narrate the slide.  The toolbar offered even more ways to make these cartoons your own from adding text and audio to manipulating the size of the slide to changing the characters’ expressions depending on their moods.  This website definitely has potential for teachers and students.  Teachers are able to create a storyboard for students or vice versa.  New stories can be created using the features or stories already read can come to life.  No challenges were encountered from start to finish with this tool.  The cartoons can be printed or saved on your computer to share with others.  This website is free of ads, inappropriate text and images, and no links or distracting videos are present.  Although this website is desirable in those respects, I believe it is less desirable for older students.  I believe additional categories and more complex concepts and features would appeal to secondary students, such as conflict, symbolism, irony, etc.  I have reached out to the developers through the website to inquire about how they address and engage secondary students. 

 

 

Filling Up My Toolbox

     I have to admit, I was intimidated when I was previewing this assignment.  I have heard of some of these websites, but I had no idea how to maneuver through them or just how easy they would be to create once I logged onto the sites.  Not only is this assignment beneficial to an educator, I believe students would benefit from learning these tools as well to enhance their learning and sharing in the classroom.

     I decided to use the Tinyurl.com website as my tool for URL shortening.  I have attended virtual meetings with these addresses and was always curious about how they arrived at these names.  After clicking on the website, I could not believe how easy it was to convert a lengthy URL into a shortened one!  I just copied and pasted my original blog address, which was 33 characters, and it shortened it to 26 characters.  I had initially used a longer address (82 characters), but when I clicked on my new Tiny URL address, it just took me to my blog sign in page.  However, I realized just how easy it was to utilize this tool.  I added this website as a bookmarklet to my browser because I think it would come in very handy when verbalizing to fellow teachers and students web addresses that are lengthy, especially meeting or classroom links.  I could also add these addresses to my lessons plans and my Blackboard pages for students and parents.  This is definitely a tool I would share with my students because many of them create their own products over the web, and it would be helpful for them to have a shortened URL to share with others, especially when mistakes can be made if typed or written manually.  This website could also be used on a personal level because many people like to share interesting and helpful websites (how-to videos, recipes, shopping) verbally, manually, or virtually.  It is much easier to share a shortened web address as opposed to an address that could be over 100 characters long!

     I have seen QR codes everywhere, especially in my magazines.  I was clueless about their meaning and use.  After reading this week’s material, I had learned of their popularity and purpose.   Again, Delivr.com was extremely easy to use.  I had no idea how easy it was to create and share these QR codes!  I entered the web address of an Edgar Allan Poe website that I like to use with my students to introduce Poe the person and Poe the writer.  It is very engaging and interactive, and the students love it!   Students are encouraged to print out their weekly lesson plans, so I could add this QR code so they can access the website before class from their plans.  I would still add the web address (even the tiny URL if lengthier) for students who do not possess a smart phone.  This tool could be used on a personal level as well because people like to share information they find on the web.  If they are creating anything for their business (map, agenda, articles, cards) or for anything fun (invitations, cards, letters, pictures), they can quickly create a QR code to add to their products for an innovative twist. 

     I have added and used bookmarks in my browser before, but I have never heard of bookmarklets.  I decided to try Quietube because I use YouTube in my classroom quite often.  I added it to my browser which was just a click and a drag!  I then opened up a YouTube video that I use for Macbeth.  I then clicked on Quietube and could not believe that the comments and additional videos had disappeared; I loved it!  I will definitely be using that in the future in my classroom and at home with my daughters when viewing videos.  As my second bookmarklet, I decided to add Printliminator because I like to print out information to file, for both school and home.  This tool can be used on a personal level to remove unwanted information that you would like to print to keep for yourself or share with others, as with the graphics or unwanted ads when you want to share or print an important article or story.  After clicking on a department store website, then clicking the bookmarklet, it gave me some options from which to choose regarding what I wanted to eliminate from the page.  After manipulating the page, I was happy to see that there was an “Undo” button for the times where you may have made hasty decisions and removed something that you actually needed.  This would also be helpful for students who need to print out their assignments or resources (websites) and keep a record of them.  It eliminates distractions, as well as saves on ink! 

      It just goes to show you that you do not know how easy something can be (for the most part) until you try it!  As previously stated, I was unaware of some of these websites, as well as how to even arrive at the finished product, such as the Tiny URL, QR codes, and placing useful bookmarklets on your browser.  Taking the time to explore these user-friendly tools allows you to learn helpful information, as well as pass it along to your students to simplify their lives as well, both in the classroom and out. 

Using New Technologies

For this particular assignment, I chose to interview a High School Science teacher.  Although she did not speak of specific Web 2.0 websites, she did answer the questions regarding the sites she uses in her classroom.  After being posed the question about how she decides which tools to use with her students, she responded that she first considers if she is going to show the tool or have them explore it on their own.  She stated that it depended on her expected learning outcomes.  If she wanted to share a movie, she would show it herself.  If she wanted them to create something, she would let them explore the available tools.  If she has certain websites in mind for the students to use, she will navigate them herself and look for ads and links of questionable material.  She stated that, “As common as something like The Weather Channel is, they have some iffy ads and some distracting video.”  She also rules out anything that requires a login.  “If I can’t control the situation, or make the username/password myself, it’s not safe.  Even if the site is free, I don’t want students’ names, information, etc. being logged into a site.” 

When posed the question regarding the obstacles needed to be overcome to obtain permission to do a project, she responded that “sometimes teaching the student how to use the site is half the battle.  I liken it to PowerPoint; a student might have wonderful ideas, but if they can’t figure out how to insert a picture, his or her presentation won’t come out the same.   Same for a website; if they cannot effectively navigate to find links, citations, searches, etc., it will be a frustrating experience.”  She also mentioned technical glitches.  There is always going to be some error, the site down, incompatible patches, etc.  “I think you can plan for a website-project not working at all, but you can’t plan for every error.  So I just jump into things hoping that they work, and troubleshoot any tech glitches as they come.”

Lastly, when asked to give advice to a teacher seeking to replicate her efforts, she claims, “Just go for it.  If it goes horribly wrong, learn from it.”  She notes that if students hated it, as them why; ask them if they know of a better site.  For example, “I use a lot of websites to compare sizes of things on a logarithmic scale.  One day the site was being glitchy for all, so we as a class did a Google search for a new site and found lots of new ways to see the same material be compared for size.”  This was a great learning experience for all and a great way to model how to react when things do not go as planned.

I believe this teacher showcased many of the proper actions that I have been observing in the discussion board regarding evaluating new websites.  She also mentioned a great point that I overlooked concerning login information.  It is very important that students not divulge personal information when logging into an unknown website.  I also agree on first determining the purpose of the assignment.  If you want your students to create something, it is a great idea to provide them with tools to use (after previewing), so they can explore and choose for themselves.  She also did a great job with modeling what to do if there is a glitch in technology.  It is important for teachers as well as students to know how to proceed if there are technological difficulties so crucial instructional time is not lost.

Digging Deeper into the Mainstays

     After exploring Edmodo, I found this genre of the social category to be very user friendly and a great collaborative tool.  Not only is it easy to use to creatively collaborate with co-workers, it can easily be transformed to collaborate with students – teachers with students and students with students.  Teachers can set up alerts to notify students of assignments, and grades and feedback can be added to assignment submissions.  Videos and documents can be uploaded to the website, and a polling feature can be used to survey students on various topics.  Students can post comments, and their fellow classmates can respond to their posts to engage in lively discussions.  Another great feature of Edmodo is the capability to join other groups of interest.  You can join many other groups and participate in their conversations as well.  Beyond the classroom, this website can be great to connect with others on a personal level.  Your friends and family can join in on the fun in this safe environment.  I believe this is a great tool to house many groups of people and be able to monitor these collaborative conversations.  Edmodo is definitely a tool that educators are using to enhance professional development as well as to enhance student learning while keeping them engaged and connected in this interactive website.

     After exploring Glogster further, I found this genre of the creative category to be fun and engaging.  It reminds me of an online scrapbook, and I love scrapbooking!  On a professional level, educators can create a Glog to showcase content on authors, time periods, books, and any other concept from any discipline.  The pages are both engaging and interactive, and students are excited to create their own Glogsters.  They can be used for professional development as well.  There are so many options provided when creating a Glogster that it is difficult to create just one!  Sometimes they can be time consuming, only because there are so many fun things from which to choose to make your Glogster your own!  It is also great that it has a “Preview” feature so that you can be sure everything is working properly before publishing and sharing.  I believe that educators are using Glogster to enhance student learning by providing engaging pages filled with information that can appeal to any learning style; in addition, students are using Glogster as a fun way to share their knowledge of various concepts.  On a personal level, users can use this tool to create pages that are filled with text, images, audio, videos, and documents to showcase their interests.  The user-friendly website provides multiple features to personalize your page, such as wallpaper, text, and graphics, and they can easily be shared via web address.  The color and movement of Glogs make for an interesting experience whether it is for learning or just for fun! 

     I have always heard of Pinterest, but have never taken the time to really explore it.  After joining and researching this website within the curation category, I believe it is a wonderful way to collect things of interest and organize them according to theme.  If you find someone with the same interests, you can follow their pinboards as well.  Users can upload images which can be shared with other users.  To begin, you need to follow five boards; there were so many from which to choose!  While browsing the boards, it was easy to see that this user-friendly tool could be useful both personally and professionally.  Professionally, users can join various boards of business, such as education, and these boards can be narrowed down to specific fields.  Educators can share ideas and resources for which other pinners can repin, like, and comment.  They can also share their experiences with other educators about what has and what has not been beneficial in the classroom for them.  Utilizing this website enables an educator to enhance student learning by learning themselves what is working within the wide world of education.  Personally, this website could be used to follow fellow “pinners” on just about anything of interest from hairstyles to home décor to health and fitness.  It is a great way to connect and share with others via images.  Clicking on a board opens up a whole another world of resources to evaluate and organize.  This website is visually stimulating without an overwhelming amount of text. 

     These three websites can build both relationships and resources that can enhance our students’ learning.   They are very creative and collaborative tools that can motivate our students (even those who are reluctant) to participate in their education and become life-long learners.  It is important for educators to explore these free innovative tools so they can implement them in the classroom for engaging real-life experiences.

Evaluating New Websites

     There are many things that need to be examined in order to determine if a particular website is desirable for students.  When I preview websites to share with my students, I look for appropriate content for my lesson, as well as if that content is age appropriate for my students.  Websites should be free of obscenity (both the content and comments), and inappropriate content or images must not be found.  In addition, the number of advertisements should be limited.  Although, I would rather see no advertising on a website, if there were a few that were not too distracting, I would still consider the website as a resource for my students.  Of course, the type of ad matters.  If it were to appeal to adult audiences, I would steer clear of that website.  Some other things I would look for is the copyright date.  If it is outdated and no longer relevant, I would look for a more current website to suit my students’ needs.  If I were to share a website with my students to read in class or independently, I would not hold them responsible for a website that was over three pages for fear that they would lose interest and stop reading and interacting with the website.  Finally, I would check the website/author to be sure it is credible.

     Websites that would be less desirable would be filled with obscenity and inappropriate content and images.  The advertising would be very distracting, overwhelming, and adult-oriented.  Antiquated websites would be doing a disservice to students, as information would be outdated and irrelevant.  Finally, if websites are created by non-credible sources, they would not hold much value and may not be worth sharing with your students.  All of these less desirable websites should not be permitted in the classroom, as there is an abundance of resources available that can be used instead. 

     Because of these negative aspects introduced by particular websites, it is extremely important to preview all information before it is shown to students.  Not only is it important for educators to look for these specific things in websites, students should be taught to identify positive and negative aspects of the overabundance of websites as well.  Educators and students should be aware of the possible inappropriate content of particular websites and know how to react to them properly.

Acceptable Use and Internet Safety Policy Evaluation

     After learning about the Children’s Internet Protection Act (CIPA) and reviewing PA Virtual’s Acceptable Use and Internet Safety Policy, I am pleased to report that my school’s policy properly outlines its adherence to “CIPA, 47 U.S.C. 254(h) and (l) and the Neighborhood Children’s Internet Protection Act (N-CIPA), the 2008 Broadband Improvement Act, and any applicable implementing regulations” (page 1).  The policy addresses these acts and provides definitions of applicable terms of these requirements and laws.  The policy also addresses aspects from Authorized Users to Viruses to Consequences for Inappropriate Use to Content Filtering and Monitoring, and the agreements of these various terms must be acknowledged and signed by the student’s parent/guardian/learning coach, student, administrator and staff user, and vendor, contractor, and/or consultant.  This Acceptable Use and Internet Safety Policy was adopted on September 26, 2011.

     In regard to Content Filtering and Monitoring, PA Virtual employs technology protection measures to filter internet sites and to control the loading of software applications by students in accordance with the school’s Internet Safety Policy “Pursuant to the Children’s Internet Protection Act (CIPA).”  “For purposes of research and other lawful purposes, certain blocked sites may be made available – but only after approval by the CEO” (page 4).  The CEO will determine if the use of these sites will serve a legitimate educational purpose or otherwise benefit the school.  These requests can be made by a teacher, student, or parent.  If the party involved disagrees with the CEO’s decision, it can be escalated to the Board of Trustees for further review. 

     In my opinion, I believe that this Acceptable Use and Internet Safety Policy does promote the use of new technologies in the classroom.  In the Web Content Developed by Students section of the policy, it states that, “As part of class/course assignments, students may be developing and/or publishing content to the Internet via Web pages, electronic and digital images, blogs, wikis, podcasts, vodcasts, and webcasts, or may be participating in videoconferences” (page 5).  Because it is a virtual charter school, the students are exposed to these tools on a daily basis and are encouraged to explore new technology that is introduced in the classroom. 

     I believe that there are direct comparisons between CIPA and this particular school’s policy because the terms employed are identical and the same issues are addressed (content or pictures that are obscene, child pornography, or harmful to minors).  This virtual charter school’s Acceptable Use and Internet Safety Policy does recognize the need to monitor content on school-issued technology.  In addition, the students are educated on appropriate online behavior, which would include interacting with others and the topic of cyberbullying.  In the classroom, these aspects are reviewed before each semester in an effort to bring awareness to these issues and the appropriate way to react to them.  As I mentioned previously, I am delighted that my school has such a thorough Acceptable Use and Internet Safety Policy that is aligned with CIPA to make our students’ safety a priority. 

 PA Virtual.  (2011).  Acceptable use and internet safety policy.  Retrieved from https://pavcs.blackboard.com/bbcswebdav/pid-730772-dt-content-rid-1196532_2/courses/org-staff_all/Acceptable%20Use%20and%20Internet%20Safety%20Policy%2009262011%20-%20SIGNED.pdf

Creative Commons License

This work by http://pstinson2110.blogspot.com/ is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 United States License.


After carefully reading the Creative Commons license descriptions (quite a few times!), I chose to combine the attribution, non-commercial, no derivative (by-nc-nd) Creative Common License for my EDIM 514 blog.  I chose attribution because I believe that I should receive credit if someone decides to use my work for something of his or her own.  I then chose non-commercial because I believe that no one should receive funds if my information is used.  Finally, I chose no derivative because my blog contains my thoughts, ideas, opinions, and perspectives on various material.  Therefore, this information should not be changed because it would no longer reflect my views.  If I were to license something reproducible, such as images, worksheets, graphics, or assessments that could be tailored to meet the needs of other educators, I would have used the share alike option.  However, since my blog is based on my opinions, users can agree or disagree, but I would not like them to change my words in any way.


I thought this assignment was very interesting.  I was unaware of Creative Commons and its various licensures.  It is very important for everyone to learn this information in order to protect themselves in an age where it is extremely easy to “do" and "make” things due to our increasing technological tools and abilities. 


Link to D2L Profile: 
https://live.wilkes.edu/d2l/lp/profile/profile_edit.d2l?ou=83705

YouTube in the Classroom

After learning about CIPA, deciding if YouTube should be used with students is a very difficult question because I see both sides of this debate.  I have used YouTube in the classroom because it houses many wonderful “How To” videos and videos delivering wonderful messages and concepts.  However, these great videos can be accompanied by inappropriate comments, and believe me, those types of comments do not go unnoticed by the students!  On the other hand, there are very insightful comments that add to the material and prompt lively discussions.  With that being said, I believe that YouTube should not be blocked.  As mentioned by Willard, these websites should be unblocked if approved by the teacher, after close examination of the content and comments.  It is very important for teachers to preview the material before it is presented to the class.  On some occasions, the teacher can share these videos in class and be in control of its delivery. 

In Straight from the DOE:  Dispelling Myths about Blocked Sites, I liked the idea that someone mentioned in the comments (see, they can be helpful!) that these appropriate videos could be transferred to SchoolTube for student use.  Since most of my students are older and more mature, it would be imperative to review the rules, so they could gain knowledge and understanding of appropriate use and make informed choices on appropriate and inappropriate content on the web.  In addition, it is important for educators to adhere to CIPA and their school’s policies to protect their students.

Barseghian, T.  (2011).  Straight from the DOE:  Dispelling myths about blocked sites.  Retrieved from http://blogs.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/

Martinez, S.  (2008).  Generation YES blog.  Retrieved from http://blog.genyes.org/index.php/2008/12/03/heavy-handed-filtering-is-a-problem-not-a-solution/