Mobile Learning Lab

I love the idea of Mobile Learning! However, i cannot figure out the best way to utilize these educational tools in the most educational way possible. After going through the learn part of this lesson, I realized that cell phones would be an amazing tool if they were issued to students and could use the internet without calling, or that texting could be limited. I think that if cell phones were used in a whole class manner, that they could be used on a regular basis in the classroom. After polling my students, many have said that they have a smart phone, but there are still many that do not. Some have regular phones, but no internet. I wish that there were a more reasonably priced plans for education that could pay by the month for internet usage, and texting as you go. This would open up countless resources for students. Using polleverywhere is great! There are a lot of different polling programs and resources out there, and I do not feel that poll everywhere is the greatest. I have seen it used well with adults; when they have their cell phones readily available. There are many other online polls that I have used and feel that they are very useful. If I could solve the mobile phone complications, then poll everywhere could be an excellent tool.

One way I explored to use mobile technology is the polling. It would be a great way for teachers to do fun checks for understanding or polls to get to know their students. Teachers could set up a poll of the day to connect to content material or just to better understand their students as individuals. I definitely would like to bring this up to my principal to discuss the options for this. Our superintendent is very pro- mobile learning using cell phones, however, he has not found great ways to have teachers regulate this usage. When we are told to take away cell phones that are brought out during the school day, it is hard to then ask students to use theirs during class for instructional purposes. If we could tap into the potential of polling with texts, texting answers, using apps for learning, allowing them to use the camera feature on the phone, or the internet as a resource - it may greatly increase participation and peak students' internet. Strict expectations would need to be outlined in the beginning, and they would need to be enforced. Students would not be able to participate if this is abused. I also think that it is impertinent that a set of cell phones be given to students, not asking them to use their own. I think eventually, or based on the grade, each student may be expected to have a cell phone, but in elementary it is not fair to expect that. Another issue may be asking students to use their minutes, data, or texts to participate in school.

Through this lap, I explored quite a few of the topics. I was recently given an Ipad for TFA and finally got internet access. i explored several apps that would be useful in the classroom. This led me to organizing the apps on my Ipad and thinking deeper how I can better use my Ipad on a daily basis. I think that this would be great in small groups or as a reward for performance or good behavior. I also gave more consideration to the idea of e-books. We have a few internet accounts that I have used, such as tumble books and e-books our library has purchased, but there are countless more resources out there. We have mobile laptop carts and my Ipad to use these e-readers. I think this would be a good poll for my students to see how they feel about reading books on a screen versus in print. We have asked about the possibility of kindles for the students, but I think first we need to consider if they are more or less engaged in e-readers, and what effect this has on their comprehension. Maybe it is a generational thing, but I personally need to hold a book in my hand when reading novels, but informational texts I read better on a computer.

One big push this year was the purchase of a flip camera. We have talked a lot as a grade level about "flipping your classroom" This is an excellent video that fully explains the concept. I think that this will really help my Wicked project as I continue to include to communicate with parents lessons in my classroom. However, it has been challenging to get my hands on one of the cameras.

I also looked at the Ipod resources. I have used an old Ipod mini for audio books to aid my students who are auditory learners and as an auditory aid for reading a longer novel. Our kindergarten classes just got an Itouch listening station with headphones and a doc to use. Itouch would allow for very similar, if not better, opportunities than a cell phone. There would not be as great of concern for the misuse of texting and calling. The new itouch would be perfect for using video, photos, and skype. However, I would settle for old ipods that people aren't using for listening or podcasting. This crossed between the Ipod and mp3 players. There are countless mp3 players that are thrown aside as people upgrade, but where do they go? I am hoping to put out a plea to buy them cheaply or have them donated to my classroom for educational uses.

We have asked for USB's for all of our students to use, especially with the purchase of our mobile carts, it provides a great place for students to save their work. However, without a budget for USBs, we have had to look further into Dropbox, Google Docs, pbworks, and other means for them to upload and save their documents. One other issue with USB's that I have found, that was not discussed, is that many of my students lose pencils and I cannot imagine that they would be able to keep track of a USB drive for an extended period of time if they were able to take their USB home to work on material.

Lastly, I really was hoping to explore PDAs. We previously used palms for our Reading 3D program, which means there must be a lot of palms that are not in use. However, we have switched to touch screen laptops. I feel that palms were not as developed as they could have been. It would be nice to just have them for internet access or pdf's. I hope to continue to look into getting ahold of these resources and finding materials to use with the palms and programs available.

Part D - Findings and Implications

For my Wicked Project, I really strived to make information more available to parents and increase communication between the teacher and parent. I took on this project for not only my reading class, but also for our fourth grade team. I began by creating a survey for parents to give me feedback of what they want to change and how I can best communicate information to them. This far this year, we have been relying on their student to give them information and it has not worked. I had to take into account that technology is not a cure all for communication, this perspective was taken into consideration when giving the survey. I sent it home as a paper copy, but asked parents to submit it online. Some were unable to do it online because they do not have internet access. This also made me realize that no matter my efforts, all of my students' parents did not want increased communication because they were not as involved in their students' academics. Along with this, I needed to ask parents if they wanted to receive information/notes home via the agenda or email. Many chose email which supported my desire to increase the use of technology and provide resources this way, but still realizing that this was not the best way for ALL parents.

Due to a lack of some parents support and additional set backs, this was not implemented as flawlessly as I had hoped. However, this is an ongoing project and effort that will not end with this class. I had hoped that technology would greatly increase the convenience to parents, but many of the parents who responded were the ones that are involved in their students' lives. I do feel that this was a better change for a lot of parents. As I mentioned, after parent teacher conferences, many expressed concern that they weren't getting enough information about school and class material. Since then, I have been able to refer parents to my website where all the resources and additional tools have been used for communication. They have been able to use the google calendar, the additional sites for students, the announcements, and more information about homework/course work. Had my plan been implemented fully, I would have up to date grades on the webpage using an online tool. Parents emphasized their urge to be kept more up to date on grades. However, as advised, I considered the advice I was given from my feedback, not to do more than I could handle. It is not helpful to parents for me to include a plethora of technology without implementing it fully. I should not start the grades, if I cannot guarantee to keep up with them. I have committed to offering polls and surveys, google calendar, feedback post, and updating my website much more frequently.

As I continue with this effort beyond the class, I still would like to use jings or screencasts to help parents through material, or create references for them to use in helping their child with homework. I would also like to see grades posted using an online tool or google spreadsheet.

I know that this has been successful so far and this has been proven through statistics and conversations with parents. I have had several conversations with parents about utilizing our class webpage for information and to keep in touch. Email has also increased greatly as a communication tool with parents because of the survey and use of my webpage. Parents feel that they have access to homework and materials that they did not before I began this project. They can print reading contracts and homework if their student does not show it to them or if they lose it. I have also been able to refer parents who come with questions or concerns about sites and assignments to the webpage. It has provided further information about what the students are writing in their agenda and the materials we are researching. I have also seen evidence of success in the stats feature of weebly. I am able to track how many people are visiting my website on a daily basis. However, that data is skewed when I have students use the site in class, but it has even improved student research activity; which was a result that I did not anticipate. The students have made reference that they have gone on the website from home to use the resources, that has been a big positive :)

I think that many problems could be solved through this process. It would be helpful to introduce this as a professional development to encourage other teachers to consider the problems in their classroom and take action using technology and the TPACK model. This process has opened my eyes to other problems in my classroom, such as using technology to improve reading strategies; to take literature from books to technology and encourage students to use technology to spark their interest in books. It is important not to just throw technologies at a problem and hope that they solve the problem, it is necessary to really work through the problem and think about what is working, how the technology is aiding the content, and if the technology is truly solving the problem. That is the major lesson I have learned. Taking the feedback given, I have understood that technology is worthless if you do not implement with fidelity and fully understand the technology and its purposes before using it. I have been able to practice and play with a lot of technology and it is less important to utilize all of it, than it is to use just a few and use them well. That would be my greatest advice. Really focus on something that needs improvement in your classroom and that technology could help, then choose 1 technology at a time to explore and implement well. Just knowing about technologies is not as useful and really understanding how they are best used and what purposes they can serve. Technologies purpose is to make life easier; not more complicated.

I don't know that I would change a lot in doing the project again. I think the reflective part is very important, but I would use a podcast to solve my problem in some way, rather than as a reflection. It might be helpful to introduce different technologies, and have us think about how that technology might be used to help solve the problem we are having. For example, in looking at data visualization, I was thinking about my need to display goals, or how they could contribute to solving this problem. For the project of this class, the wicked project would be a good constant to apply the technologies that we learn about throughout the course. I think it would also be helpful to give sample topics for the project; there may be a problem that I have not considered in my classroom that could be assisted by technology. I did not think about content at all when brainstorming topics, but my group members all had different topics: teaching math, working on the writing process, and improving collaboration and accountability within groups. I would like to challenge myself to continue finding problems in my classroom to solve using technology. This is a process I could see my self doing annually to improve my classroom overall.

Part C - Wicked Project Implementation

As I strive to increase and improve the parent teacher communication in my classroom, I have utilized a variety of aspects to have a bigger presence of technology as an outlet for parent communication. In this, I have made better utilization of my class website and have seen the statistics of usage for this grow and grow as the weeks have passed. I also implemented a google forms survey to have parents give feedback on their student's homework and efforts in their classes.

I have been surprised at the immense support and resounding excitement I have gotten from parents about using my webpage to convey more information to them. Many have reassured me that having access to this information themselves, and not solely relying on their student has really helped. Also, I have been surprised at the few parents who have been resistant. I anticipated some parents not being able to access this information due to a lack of internet access, but some even with internet access have made mention that they would still prefer a note in the agenda to email communication. However, these parents also have tended to be those that are not as concerned about their parents performance either from a lack of interest or a lack of concern for their academics.

An unexpected bump has been the pushback from parents wanting more information and not being satisfied with what is given. They want access to all worksheets, additional materials, and their students' grades. This has caused me to look into more resources like scribd and engrade to be able to incorporate these for them. Other revisions include using a poll for parents to answer, just a one question survey to find out if features of the website are helpful to them at all. For example, I had posted a google calendar to my site and have not had any feedback about that at all.

Overall, this communication has been good, and can only improve as I am able to incorporate more resources and materials for my students parents. I have put websites up on there for students to practice skills, but have not found a way to track what links are clicked on most frequently. Also, more parents seem not to mention the use of these resources, but rather want direct worksheets for them to go through with their students.

Due to a lack of resources, I have not had the chance to tape any lessons or include tutorials on my website, but I do think that is one revision that I should definitely make. Many parents are often confused on material, or how to do something and would benefit from that resource.

Part B - Story Board and Script

After our brainstorming session, we created a google presentation to split up the assignment and then added our individual script pieces to the google doc we initially created at the beginning for our group communication. Each of our group members have chosen a part of the prezi that they feel comfortable with and have had a chance to thoroughly explore. We then plan to record our script pieces separately and put it all together. We also hope to have a prezi that explains how prezis work. Hopefully by viewing a successful prezi, it will help them to have a better understanding of how a prezi works and what they look like.

Through our recording, the viewers will see how to change the various elements of a prezi and navigate through the process with our verbal guidance. We will incorporate sound effects in hopes to break up the talking and add to the presentation. These will include clapping at the end of sections, a horn to present the prezi, and wooshing sounds as we zoom in and out during the path. The visual aspect of the prezi will build as we go so that we are all building on one presentation. By the time I present, the background and text will have been added and the viewer will know how to move, rotate, scale, and zoom their prezi.

Storyboard

Leadership Project Storyboard

Script

Our group decided to teach others about Prezi, a free cloud-based presentation application. Prezi is not like traditional PowerPoint or Google Presentation. What makes Prezi unique is that it uses a canvas. Information is placed on the canvas and grouped in frames. Information is zoomed in on to get a different perspective and look than traditional presentation applications. Framing on a Prezi will be discussed in more detail later in the presentation.

First, you need to sign up for this free presentation application. Once you sign up and get an account, you can create your own Prezi. To do so you first click New Prezi. You will now have to title your Prezi and you may write a description of your new presentation if you wish. Once you write your title and description click New Prezi. This will bring you to a template page. Choose the template that you wish to use. You can use a blank template or one that is already created. Now it is time to be creative! Click anywhere on the template to type information in. If you look to the left of your screen, you have a large circle with small circles surrounding it. The four categories are Insert, Frame, Path, and Colors. Click one of the smaller circles to get more specific functions related to that category. For instance, if you click Insert you can now insert a shapes, files, images, YouTube videos, and/or particular drawings.

Transition: Now that you learned the basics you are ready to move, rotate,scale, and zoom in on pictures and text.

2. How to move, rotate, scale, and zoom (Steve)

Movement of pictures and text in the Prezi program is a very intuitive action. Those of you who have used any touch screen devices will feel right at home. To move a picture or text box just click on the object you want moved and drag your mouse. The object will move with your cursor. When you reach the desired location for your object, let go of your cursor.

Now that you are able to move items let’s discuss how to change their appearance. First click on the picture that you desire to change. You will see a circular graphic pop up over the picture. This circular graphic contains the tools you will need to rotate, scale, and zoom your picture. First to rotate your picture click, and hold, on the border circumference of the circle. On the outside of the circle you will see an arrow indicating you now able to rotate the picture. To rotate the picture just drag your mouse the direction you would like to rotate the picture, release the mouse click and and your picture will be in its new rotational position.

To scale your picture, which will change what the viewer sees of your image, again click the picture bringing up the circular graphic. In the lower right corner of the circle is a pencil. If you click the pencil, a rectangular bracket will appear on your picture. To change the dimensions of the picture click and grab the corners of the brackets to the desire position. When you are satisfied with the dimensions of the picture let go of your click and the new looking picture will be saved.

The last editing tool we will discuss is the ability to zoom in and out on your pictures. Again, to begin, you will click on your picture. This will bring up the circular editing graphic. To zoom in on your picture click the plus button in the interior of the circle. To zoom in further on your picture continue to click the plus button until the picture is at your desired size. To zoom out on your picture, repeat the previous process using the minus button.

Now that you have learned how to edit your pictures and text boxes, you are ready to learn how to use frames and created paths in your presentations.

3. How to use frames and create a path

Linnea:

When putting words and pictures into your prezi, frames are an excellent way to group them according to a theme, topic, or purpose. To choose a frame, go to the guide and click the frame circle. (move mouse over the frame option while pausing in script). A frame can be a square, a bracket, or a circle frame. (hover mouse over each and insert each into the prezi) It does just that, “frames” your presentation. They can serve the purpose of framing, or to create an additional visual aspect. I would recommend either mixing up your frames or using the same shape for consistency. These then also make choosing your path much easier and add an element to choose as a stop on your path.

This is where your prezi really comes to life. The path is how your presentation will flow as you go from step to step. The most important part is to decide where you want emphasis and the importance to be during your presentation. (show the path option in guided) You can use the path to add emphasis as you zoom in and out. (zoom sound as you move in and out) The path decides how much is shown in each view which you click through, each click changes a step on the path. First, decide where your prezi will start, mostly likely at title and author or introduction. Using the path, you can show further out and zoom in to show more detail. For example, the first part of the path may be the whole view of the title and author, then zoom in on the second step of the path to just the author or a picture. (at this time, demonstrate labeling the path) Be creative! Using the path you can allow yourself more time transitioning by setting the path on arrows between, and you can also have the path continue to zoom in/out or rotate as you go to make it more visually stimulating. However, you have to be cautious that you do not get carried away, too many path turns may make your audience dizzy. You can set a step of the path on any object in your prezi, this may be a picture, a word, a frame, an arrow, etc. (show how to change the path or add a step) Then you can zoom in or out depending on emphasis. Be careful when you zoom out, that other pictures or words don’t come into the view and distract the audience.

Once you have set your path, you can always change it by dragging that number to another object. However, you can’t have more than one number per object; that’s how frames and separating text can help. Using the path view, shows each path step at the bottom of your screen. Make sure the flow makes sense. (preview the path) There’s no limit to how many steps you can have in your path. Your path is really what makes the prezi because no matter how great your text or images, if your audience is not following, then it does not help. After you finish, your audience will surely clap for you (insert clapping sound) and then ask you for the prezi link.

4. How to invite others to view (Amanda)

Once you have created your Prezi you are able to share it with others. First, you want to change the privacy settings. You can do this by clicking on my Prezi. Then, click on the arrow that says Allow Copy. Here you will have the option of making your Prezi public and allow copy, public, or private. If you choose public and allow copy, others will be able to save an editable copy of your Prezi. This is the easiest way to share templates, assets, animations, and sound effects you have used in your Prezi. The great thing about it is that your original Prezi will always remain untouched, only the copies are modified. The second option is to make your Prezi public. This allows your Prezi to be viewed by anyone who is searching for it. The last option is private, which can only be accessed by the owner, co-editors, and invited viewers.

To publish your Prezi all you have to do is go to prezi.com/my and check the box marked Publish. On the Share tab, you can invite others to view or edit your Prezi. This is also where you can obtain an embed code to add the Prezi to your blog or website. So, to invite someone to view your Prezi click on Share and then the Viewing tab. Then, you can choose to share through email, facebook, or twitter. All you have to do is click on the icon you want at the bottom of the window. If you would like to allow someone to edit your Prezi, click on Share and then click on the Editing tab. Then again you can choose to share through email, facebook, or twitter using the icons at the bottom of the window. If you would like the embed code to share your Prezi on your blog, click on Share again, and at the bottom you should click on Embed. This will give you the code you need.

Another option you have once you have created your Prezi is to download it as a portable Prezi. A portable Prezi is an exported or downloaded version of your Prezi presentation. These can be viewed without Internet access and without a Prezi account. If you want to do this, you click on your Prezi and select Download from the options bar, choose to Export to Portable Prezi and click download. You will be prompted to click to download your file. You will receive a zip file. Save this and then upzip it and start Prezi.exe (PC) or the Prezi file (Mac) to load your portable Prezi. Now you can present without an Internet connection, burn your Prezi on a CD or DVD, and distribute your Prezi.

Our group members have each contributed independently to the working google document and presentation. For our final prezi, we will discuss together before recording separately, then piece it all together. Each member has a piece of the prezi to create and record. I have been responsible for using frames and creating a path. I have focused on the connection between frames and how they help the path in order to smooth the presentation and aid the transition between topics. I then made sure to connect to the topic before and after me.

Part A - Brainstorm Session

Last week, our group met to discuss our stand alone professional development tutorial. We met Tuesday, February 7 at 8:00pm. Prior to this meeting, we had talked a little on the discussion board for class, and then moved onto a google doc for all of us to contribute in more of a continuous discussion than Angel discussion allows.

For this web conference, we decided to use Adobe Connect. Chuck had mentioned that this would be an option in our live session for class, and we decided this was the best option. This program worked really well. Initially, we had a little trouble with echoing microphones, but quickly got it fixed. I was also kicked out at one point, but got right back in. One major advantage was the ability for all of us to easily communicate verbally and possibly share documents via the screen share option. This does not have a time limit, and we were able to talk a little before recording the meeting as we were all getting set up. As mentioned, we only had a couple of problems, but that may have occurred with any web conferencing. One challenge, was having all of us speaking, it was a little difficult to know when someone else would speak or when longer silences would occur. It did not necessarily flow, like I would anticipate a face to face meeting would have. That is a disadvantage of technology, that body language and visual cues were not present. The only disadvantage to Adobe Connect, was not having unlimited access to the resource. It was great to use, but had to be set up prior to starting the conference. That would not be a disadvantage if one of us had this on our computers already.

There is a free trial for 30 days, but then we would need to pay for the access. I do not think that this is a resource I would use on a regular basis to justify purchasing it. We may have had more challenges with the program had it not been set up prior to our conference by our professor. Although Jing has a time limit, that would serve my purpose the majority of the time, but in this situation, Jing would have been frustrating having the time limit and potential sound problems.

Overall, it went very well, and was an excellent resource for our purpose. I am excited for our project! You can view our brainstorm discussion by following this link.

Part B - Application of TPACK

Using the TPACK model, I am integrating technology as an additional way to try and have effective communication with my students' parents or guardians. I have been using my class website for a long time, but not nearly as purposefully for communication. In the previous months, my website has simply provided a resource for parents and students, but did not allow for active communication between the three of us. Through this project, I will be using increased technology to make materials, information, and feedback more accessible on a daily basis. I will keep it more up-to-date on class information and more informative from both parties. This technology will continue to use the development of my webpage on weebly missczerney.weebly.com. Through that website, I will post a Google Forms survey for them to complete, use Google Calendar to convey important dates in my classroom and the school, use the comment forum to allow parents to give additional feedback or ask questions, scribd to upload homework and worksheets, and I will also give additional links for parents that may be helpful to aid their students in learning and homework. Using these technologies, it will make my website their first step in gaining information, this may also cut down on the miscommunication and continual emailing from parents.

As I mentioned, this will keep parents on track with my only my classroom, but our grade level as a whole. For those that are more involved in their student's life, they will be able to follow with our lessons in class and gain an understanding of the skills and strategies I am asking their children to practice and demonstrate. In the past, this resource has been primarily for introductory information and a resource for student research, but not I am using the technology to portray that content to make it accessible for parents. The website will be well organized and easy to navigate. I will try to keep it simplistic, and may need to include more information on the initial page to help parents navigate.

After hosting parent-teacher conferences, a lack of communication became a common complaint from parents. It was not necessarily geared toward me, but rather our new teacher. I took it upon myself to make any changes I could to improve our overall communication as a grade level. I will also be making assignments available for parents when their child loses something. We have struggle a lot with staying organized and getting our work completed outside of school, so I hope this will help. Some parents will have constant access to these resources via their telephone. My only problem is that the parents without internet will still need the paper copies of notes and information. Student will continue to use this site for informational resources, but that information will be extended to our parents as well so that they can learn the material as well.

So far, I have given the survey to parents, included a Google Calendar, and given a feedback post on the site. Since these changes, I have seen an increase in viewing on my website statistics. I hope to upload worksheets and additional practice for students soon. I would like to get to the place where I have tutorials available for parents on the strategies we are using in class, which would use some kind of vidcasting resources. Also, in the survey I had parents create a code name for their student so that grades can be communicated through the website as well.

Part A - Description of Need or Opportunity

After completing 50+ parent teacher conferences recently, the need has never been clearer for more effective parent communication. This has been an ongoing process with trial and error, but I hope that the inclusion of more technology availability will help to allow parents to be more involved and more informed about their child's classes as well as their performance within that course. I have tried several methods to communicate, but not through technology. This is so important because so often parents are not involved because their student does not convey the message of homework or the material we are covering in class. As we get closer to the End of Grade test in NC, I need to have flawless communication to provide parents resources and additional information to aid their students' learning at home.

This will be an ongoing process for the duration of the school year on a weekly basis. I will utilize free technologies to provide this communication and will access parents as more of a resource than I have in the past. The costs will be nothing but time, and the only situation in which this will not benefit a parent is if they are unable to access the internet at any time. These resources will primarily be used by parents, but students will be shown how to access and use this information as well to help them take responsibility for their learning.

Parents will be able to access these resources and information at all times through my class website and contact me via email. Going further than that, I will have information on my website or sent via email that utilizes more technology to improve the parent - teacher relationship. Countless resources have been reviewed on the importance of communication with parents and the results it can have for students. Although, I must keep in consideration the demographics and time constraints of some parents who are not able to be with their students after school, but as a whole, I hope that student achievement and homework participation is able to increase. This will also build a greater sense of collaboration and community within my classroom.

Resources supporting the importance of parent - teacher communication:
Scholastic "Building Strong Relationships with Parents"
Reading Rockets

Edwards, P.A. "Tapping the Potential of Parents." Scholastic: New York, 2009.

From the parent's perspective Parent-ing Ed.org

Using technology in communication

Resources to be considered for communication using technology:

(I am currently using Weebly and email)

Skype

Voicethread

Instant messaging system

Blog

Survey Monkey or Google Forms

PollCode

Scribd

Dropbox

Jing

Wikispace

Google Calendar

During this course: I plan to survey parents about technology and the best ways to communicate with them. My website will also offer resources and documents, such as homework, reading contracts, newletters, poll questions, question board, videos, etc. My website will be the main host for the technology that I will use to communicate with them. I will also be using e-mail to send notifications or information that will also be available online. This will require me to use new technologies, while utilizing email and website creation/editing.

First steps: survey parents and begin primary email contact to send digital copies of work and again inform them of our class website and the materials available there. Then provide tutorials for parents, information about the course, and poll questions to get to know them more. Make myself more accessible and available for communication using technology.

Continuing the project: After the end of the course, I will continue to adapt my resources and parent communication tools to best serve their needs. When talking to parents at conferences, they need more materials and resources to work on with their students besides homework. I hope to grow this communication into a successful way to digitalize their work creating portfolios and report their grades using technology. This will increase parents knowledge of our classroom.