Sunday, October 14, 2012
MACUL Tips and Tricks Post
Saturday, October 13, 2012
PART A - Brainstorm Session
The following is a youtube link to a recent group conference using Google Hangout with my group in CEP 812.
http://www.youtube.com/watch?v=og6wMmiwjv8&feature=youtu.be
http://www.youtube.com/watch?v=og6wMmiwjv8&feature=youtu.be
- What web conferencing tool did your group use? Google Hangout
- What were the advantages to using the web conferencing tool to discuss this project? There were many advantages to using this web conferencing tool. The first is that we already began using a google doc for our sharing of ideas. We all already had gmail accounts so being invited to use google hangout by one of our members was a simple process. Another benefit was that we all were able to visually see each other, whoever would be talking would become the bigger image on everyone's screen. Google hangout, and all google applications are free which is a huge advantage.
- What were the disadvantages to using the web conferencing tool to discuss this project? I honestly can't think of many disadvantages of using a web conferencing tool. We weren't able to record it easily. One of our group members recorded using another program, and uploaded to youtube in order to share with the rest of the group. I believe this process could be a little simpler if wanted to record through google hangout itself. Because google hangout is free, it may not have some of the features that some of the other conferencing tools have. But in my experience so far I am unaware of what these features could even be. I was extremely satisfied using Google Hangout.
Trista Teuscher
Web-Conferencing
Recently, my group in CEP 812 of MSU's MAET program conducted a meeting using Google Hangout. This is the first meeting in which we are discussing an upcoming group project.
Link to video conference: http://www.youtube.com/watch?v=og6wMmiwjv8&feature=youtu.be
The conference went really well. It did take a while for a few of our group members to get logged into the conference. It was the first time using google hangout for many of our group members and they weren't really sure where to accept the request at. Once we all were logged it, it seemed to work really smoothly. I really liked the ability to mute my end so that background noise wasn't heard while I wasn't talking, (I have a 3 year old). We were also able to work on our shared google document that had the details of our project while we were talking in google hangout.
I can't think of many things we could do differently next time using google hangout. Although, I did not explore some of the options during our conference because I didn't want to mess anything up. I was interested in the screen sharing, uploading to youtube, and the chat function. We were all able to talk to each other so the chat feature didn't really apply to the purpose we were using it for. So possibly if a teacher was instruction, students could ask questions using chat and the teacher could respond when able to.
All in all, it was a great experience using Google Hangout and fit perfectly into our group's project since we were already using other Google applications for our project. Google is a miracle worker for online students!
Link to video conference: http://www.youtube.com/watch?v=og6wMmiwjv8&feature=youtu.be
The conference went really well. It did take a while for a few of our group members to get logged into the conference. It was the first time using google hangout for many of our group members and they weren't really sure where to accept the request at. Once we all were logged it, it seemed to work really smoothly. I really liked the ability to mute my end so that background noise wasn't heard while I wasn't talking, (I have a 3 year old). We were also able to work on our shared google document that had the details of our project while we were talking in google hangout.
I can't think of many things we could do differently next time using google hangout. Although, I did not explore some of the options during our conference because I didn't want to mess anything up. I was interested in the screen sharing, uploading to youtube, and the chat function. We were all able to talk to each other so the chat feature didn't really apply to the purpose we were using it for. So possibly if a teacher was instruction, students could ask questions using chat and the teacher could respond when able to.
All in all, it was a great experience using Google Hangout and fit perfectly into our group's project since we were already using other Google applications for our project. Google is a miracle worker for online students!
Sunday, October 7, 2012
PART A - DESCRIPTION OF NEED OR OPPORTUNITY
In my classroom, I have 8 students in a combined 3rd and 4th grade classroom. Sounds wonderful, right? Well, well two of the students are severely autistic (one has a full-time aide) and a few others have IEP's, and some others qualify for Title 1 services... there is never a dull moment!
A need that I have in my diverse classroom is being able to have an activity for my one autistic student to work on while I am working with the rest of the students. My class is set up so that I work with a group at a time. My autistic student will work with me in a group but when he is not with me, he is not able to do much. This is usually when he will act out, get angry, become bored and want to go home, etc. My specific need is that I use technology, the IPAD, for this student to keep him focused on something when I am not able to work directly with him.
According to Rhonda McEwen, a Canadian Professor, in this CBS interview http://www.cbsnews.com/video/watch/?id=7385702n, she is asked the question if these tools are actually teaching. Rhonda replies that their is not a significant amount of data available yet because the IPAD's are fairly new and that the rate of change in autistic learning is fairly slow. She is an advocate that the IPAD's are helping students communicate and that they are autistic students are able to stay engaged through the touching, sliding, listening, etc. that the IPAD offers.
Although there may not be a lot of scientifc data to support the IPAD's yet, there are a number of testimonials on autismspeaks.org, http://www.autismspeaks.org/family-services//technology/ipad-testimonials/1. Through reading these testimonials by autistic students and/or their families, students are engaged in IPADs, they are learning, and they are enjoying it. The opportunities are endless and new apps are available continuously for just a small price.
What is my plan for this project?
Educational Need: To engaged my autistic student in a way that he is still learning and exploring during a time when I am not able to directly work with him.
The plan: The student will have approximately 30-40 minutes daily to explore the IPAD using approved apps while the teacher is reading a teacher read aloud book to the students. The school has 3 IPADs available, one being available at this time everyday for my student. The goal of this plan is that the student will be engaged and not having so much down time that has in the past become a problem for this student.
I actually began this process this past week after beginning to research ideas for this project. It has already become something that this student looks forward to after lunch and he has shown excitement rather than begging to go home, call mom, use the bathroom numerous times, make himself sick, etc.
Indicators of a successful project: I am hoping that this tool is not simply used as a babysitter while I work with other students. I am hoping to use apps that encourage learning and exploration. This student it in 4th grade with a low reading level. My main goal is to use this as a tool for engagement rather than the student trying to get out of class. Secondly, I hope this student will use approved language arts apps that will help with his reading ability. However, this may be a hard goal to measure because of other factors. (We can test his reading ability but cannot be certain was is all contributing to his gains in reading levels) For this particular student, being engaged is most of the battle.
Stay tuned for updates on how this project goes!
Trista Teuscher
A need that I have in my diverse classroom is being able to have an activity for my one autistic student to work on while I am working with the rest of the students. My class is set up so that I work with a group at a time. My autistic student will work with me in a group but when he is not with me, he is not able to do much. This is usually when he will act out, get angry, become bored and want to go home, etc. My specific need is that I use technology, the IPAD, for this student to keep him focused on something when I am not able to work directly with him.
According to Rhonda McEwen, a Canadian Professor, in this CBS interview http://www.cbsnews.com/video/watch/?id=7385702n, she is asked the question if these tools are actually teaching. Rhonda replies that their is not a significant amount of data available yet because the IPAD's are fairly new and that the rate of change in autistic learning is fairly slow. She is an advocate that the IPAD's are helping students communicate and that they are autistic students are able to stay engaged through the touching, sliding, listening, etc. that the IPAD offers.
Although there may not be a lot of scientifc data to support the IPAD's yet, there are a number of testimonials on autismspeaks.org, http://www.autismspeaks.org/family-services//technology/ipad-testimonials/1. Through reading these testimonials by autistic students and/or their families, students are engaged in IPADs, they are learning, and they are enjoying it. The opportunities are endless and new apps are available continuously for just a small price.
What is my plan for this project?
Educational Need: To engaged my autistic student in a way that he is still learning and exploring during a time when I am not able to directly work with him.
The plan: The student will have approximately 30-40 minutes daily to explore the IPAD using approved apps while the teacher is reading a teacher read aloud book to the students. The school has 3 IPADs available, one being available at this time everyday for my student. The goal of this plan is that the student will be engaged and not having so much down time that has in the past become a problem for this student.
I actually began this process this past week after beginning to research ideas for this project. It has already become something that this student looks forward to after lunch and he has shown excitement rather than begging to go home, call mom, use the bathroom numerous times, make himself sick, etc.
Indicators of a successful project: I am hoping that this tool is not simply used as a babysitter while I work with other students. I am hoping to use apps that encourage learning and exploration. This student it in 4th grade with a low reading level. My main goal is to use this as a tool for engagement rather than the student trying to get out of class. Secondly, I hope this student will use approved language arts apps that will help with his reading ability. However, this may be a hard goal to measure because of other factors. (We can test his reading ability but cannot be certain was is all contributing to his gains in reading levels) For this particular student, being engaged is most of the battle.
Stay tuned for updates on how this project goes!
Trista Teuscher
Wednesday, September 26, 2012
Monday, September 24, 2012
My Favorite Technology Audio Clip
Link to Podcast describing my favorite technology in the classroom:
http://msu.edu/~teusche2/favoritetechnology.mp3
http://msu.edu/~teusche2/favoritetechnology.mp3
Saturday, September 22, 2012
Subscribe to:
Posts (Atom)