Tag Archives: #ProfessionalDevelopment

EdTech 543: Personal Learning Environments

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Artifact Introduction:

During our fifth week in our Social Networking class, we were asked to explore personal learning environments (PLE’s) by:

  • Creating a PLE diagram of our online communities
  • Representing at least 10 different online communities in our graphic and explicitly showing connections between the communities.
  • Post a link and screenshot of our PLE so our classmates could view it on Facebook & Tweet our diagram out using the #EdTechSN hashtag
  • Complete a Reflection via a blog post addressing the following:
    • What did you learn about yourself when looking at your PLE?
    • Visit your classmates’ (min. 6) PLE posts.  How does your PLE compare to other peers in class?
    • Write a self-reflection and a comparative analysis that discusses similarities and differences between yours and your classmates’ diagrams.

Artifact #1: PLE 

personal-learni_548_a2be3c54efb205dcb255c7495faacd8694f57608

Artifact #2: Reflection

Connie Malamed describes Personal Learning Environments as “A self-directed and evolving environment of tools, services and resources organized by a person seeking a way to accomplish lifetime learning, to create, and to connect with others of similar interests” (Malamed, 2014) I thought of a Christmas tree because just like we collect ornaments over time to enhance our Christmas trees our PLE’s get enhanced over time with various tools. The tools are not in a hierarchical order just like our ornaments are not on our tree, but they are organized by type of tool (as seen by the labels). I purposefully put the collaborating tools outside the tree because collaboration happens regularly and with many of the same tools, when communicating, collecting, and creating.

When creating my PLE I learned just how many tools are a part of my PLE, I truly had no idea & that’s that I didn’t even include all of them! I also learned how many of the tools serve many different purposes for me. For example, I learned that the way I use FaceBook & Twitter has evolved from not only communicating but collaborating & this has only occurred recently. I also learned which tools I am more comfortable using as those are the tools that came to me immediately and which I am not as comfortable with, as those came later or didn’t come at all.

When I looked over my classmates’ (Mary, Ally, Kristen, Jana, Patricia, & Katie) PLE’s I found many similarities and differences.  Many of the tools that we included in our PLE’s were similar but there were many that I was not familiar with especially on Jana’s PLE (but this may be because she included a lot of tools). Many of us placed the same tools in different “categories” of our PLE. For example, Ally placed WordPress in collaborating & sharing while I placed it under communicating & creating. I think this is because we use the same tool for different purposes. This is great to see because it may inspire me to use WordPress as more of a collaborative tool as well. Overall, I found it interesting that we used so many different models with various “categories” to describe our PLE. Mary & I used the “4 C’s Model” of collecting, connecting, creating, and collaborating yet even though we used the same model our PLE’s were different. I think this can be connected to how everyone learns things differently. I love the we didn’t have to follow a particular model as it is apparent that we all felt different models better explained our PLE.

References: 

Reflection of Learning/Standard Connection:

  • AECT Standard 2.2 Using:  Collaborative Practice: – My PLE diagram, I demonstrated how I implement appropriate educational technologies and processes based on appropriate content pedagogy and distinguished the various categories I use to do so.
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EdTech 543: Online Communities

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Artifact Introduction:

During our fifth week in our Social Networking class, we were asked to explore online communities by:

  • Find four online (educational-based) communities to join.
  • In order to go from lurker to participant, we needed to contribute content to the community in some way – asking questions, adding resources, etc.
  • Make  10 total contributions in any of form (comment, question, posting a weblink, adding a video or image, etc)

Artifact #1: Slideshow of screenshots of contributions

The majority of the communities I joined were through Google +.I also joined one community on EdWeb. I love that I get little alerts in the right hand corner of my webpage when logged into my e-mail to let me know that there has been action in one of the community blog posts I’m following on Google +. This helps me keep track of my conversations since there are so many communities I am now a part of.

The communities I joined & contributed to this week are:

Here is the evidence of my contributions to these communities:

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I have joined but am currently solely lurking not contributing to the following communities:

References: 

Reflection of Learning/Standard Connection:

  • AECT Standard 4.1  Collaborative Practice: – By becoming a contributor in online learning communities I had the opportunity to collaborate with my peers and other subject matter experts to analyze learners, develop and make plans to design instruction, and may be able to evaluate its impact on learners at a later time.

EdTech 543: Professional Development-Redefined

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Artifact Introduction:

In the time between our third & fifth week in our Social Networking class, we were asked to explore Live Virtual Professional Development by:

  • Attending & contributing to four (4) live webinars.
  • Attending & contributing to four (4)  live Twitter chats.
  • Write a blog post on the webinars and live chats we attended.
  • Describe how we contributed, & what we learned both in terms of content and the process of doing real-time professional development.
  • Demonstrate through screenshots and/or a copy of the live chat how we participated.

Artifact #1: Webinars

The majority of the webinars I attended were on technology in the classroom through Simple K-12. They were wonderful! The last webinar I attended was from a private vendor who I follow on Facebook called Create-abilities.

  • 10 Activities that will have students moving with Mobile Devices
  • Easy QR Code Projects to Differentiate & Energize Learning
  • Creative & Engaging Mobile Assessments for Active Learning
  • Math Tasks: Proven Methods that will Transform your Math Block

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I loved the Simple K-12 webinars because of the back channel chats that I could participate while the facilitators presented their material. I was able to connect with several different teachers I am still talking to and collaborating with. One in particular, has another fourth grade class with whom my class has begun chatting with using Google. I contributed to these chats by presenting my own ideas of how I used technology (mobile devices, QR Codes,  & mobile assessments) and then by taking notes. The wonderful thing about these “notes” was that the “notes page” was shared therefore all of our notes were available for everyone to see/use. Specifically, I am putting into place many of the ideas I got from a few of the webinars, like using QR Codes with voice recordings (I plan on using that in my Spanish courses for students to practice speaking) yay! The Math Tasks webinar by Create-abilities was my least favorite because the presentor removed the “backchannel” & “chatting” options. She said that previous attendees had said it was ‘distracting’ from her presentation, however I didn’t think that was the case at all for the other webinars I attended, quite the contrary, I felt they enhanced the presentations because of additional ideas that were shared. In the Math Tasks webinar I did participate by answering surveys and asking questions directly to the presenter via e-mail. I didn’t enjoy this as much because I felt it was more of a sales pitch. Lesson learned, webinars from private vendors will try to sell. 🙂 I did get some ideas on organizing my math block more effectively and I’ve tweaked with that some to apply some of the ideas I learned.

Artifact #2: Twitter Live Chats

Twitter Live Chats are now one of my favorite things. It is seriously the fastest way to make an hour go by. These chats are SO fast paced and there are so many people participating in dialogue all over the world, it’s amazing. I ended up particpating in 8 but I am presenting my five favorites, that I hope to become a regular participant in, they are:

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There is NO WAY to be conducting professional development without using Twitter Live Chats, that is my conclusion after participating. I’ve never learned so much about education and specifically best practices that are working right now in other places all around the world. In the #langchat I particpated in I shared some ideas of how I use podcasts in the classroom to help students practice speaking and learned about a slew of really helpful foreign language teacher blogs that it seemed everyone else knew of and loved. The #whatisschool topic was “Using Modern Tech to Enhance Learning” so it was right up my alley of interest. I learned various tools people are using, in particular blogs that teachers are employing in their classrooms and shared how my students use QR Codes during math centers. Out of pure interest and curiosity I participated in the #geniushour chat. I have been enthralled by genius hour ever since I first learned about it and in this chat I learned how others are bringing genius hour to life in their classrooms. I shared ideas on how to create a safe and flexible learning environment but I felt that I benefitted the most by seeing how it putting something like this into play in the classroom isn’t so scary after all. The #edtechchat focused on digital textbooks for this session and that wasn’t too exciting for me but I was still able to learn how much digital textbooks have evolved and heard the case for employing them more often in the classroom from many participants. I don’t feel like I contributed much but did answer all questions based on my experience with digital textbooks as a graduate student. My favorite was the #4thchat probably because I was surrounded by others in my same 4th grade “world”. I shared quite a bit about the flexible seating I am doing in my classroom and even ended up e-mailing back and forth with a few other participants to brainstorm ideas. I learned a lot about how to add movement into the classroom, in particular using The Walking Classroom, for which I am already in the process of filling out an application for a grant to try and implement it at my school.

Twitter Live Chats were the game-changer for me as a teacher. I cannot believe I had never participated in this before. I also wish that schools evolved to help teachers learn using this “evolution” of professional development. There is so much to learn and Twitter is making creating those connections so easy.

References: 

Reflection of Learning/Standard Connection:

  • AECT Standard 4.1  Collaborative Practice: – By participating in virtual live profession development I had the opportunity to collaborate with my peers and other subject matter experts to analyze learners, develop and make plans to design instruction, and will later be able to evaluate its impact on learners.

EdTech 543: #Tweet #PD

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Artifact Introduction:

During our third week in our Social Networking class, we were asked to engage in professional development using Twitter by:

  • Explore professional development hashtags that we were interested in following
  • Follow five hashtags by using a Twitter client such as Tweet Deck
  • Share the hashtags we are following & explain three new things we learned by following them
  • Formulate our thoughts  about using Twitter as a form of just-in-time professional development via our blog post

Artifact: 

Upon much exploring and spending countless hours on Twitter & still not being able to narrow it down to five hashtags, I decided to follow:

  • #duallanguage
  • #langchat
  • #TESOL
  • #latinoedu
  • #ipaded
  • #multiliteracy
  • #edtech

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I teach fourth grade dual language (50% curriculum in Spanish & 50% curriculum in Enlish), we don’t have the resources necessary to “reach” all children in this model, therefore, Twitter has provided me with an abundance of resources. The #duallanguage hashtag allowed for me to find some excellent research based articles on dual language including triumphs and doubts. I also learned about a US Dept of Education talk that will occur later this week on multiliteracy & dual language. After exploring the #langchat hashtag I ended up re-writing my plans for the week TWICE. There was so much out there for me to learn to share with my students, for example, I am going to have my kiddos further explore Hispanic Heritage Month (which I am now also following on Twitter), that was a new one that I wasn’t following at the beginning of this post!). I found this super neat activity that is sure to engage my kiddos, let them use technology as a tool to expand their learning, and get the speaking, writing, reading, and using the language.

Based on the extraordinary amount of time I have spent learning and enhancing my educational practice because of the connections Twitter has helped me form, I cannot fully express how wonderful Twitter is as a tool for just-in-time professional development. The ability that it has to allow for conversations world wide, sharing of resources, and communicating ideas/concerns is so powerful. This is a tool that is ivaluable for educators in this day & age, in fact, how did educators ever survive without it? Gracias Twitter!

 

Standard Connection:

AECT Standard 4.1 Collaborative Practice: To create this creative reflection I analyzed COPs, PLNs & the theory of Connectivism & then used the knowledge I gained, to develop a Prezi that accurately portrayed my interpretation of these concepts & their interconnectedness. This helped me develop a deeper understanding of each concept and how they relate to one another.

In order to add to and organize my TweetDeck I needed to explore my resources which inevitably lead to my collaboration & professional development with peers and subject matter experts all over the world to analyze learners, develop and design instruction, and evaluate its impact on learners.

References/Resources: