Virtual Classrooms

Children Plan for Planet's Future
http://www.cnn.com/2007/TECH/11/29/justimagine.elluminate/

60 elementary school students from Canada and Burkina Faso all gathered in a virtual classroom. They were united by Elluminate, a web collaboration system and real-time virtual environment, which can be implemented stand-alone or you can add live discussion and interaction. In 2006, Elluminate launched “Fire and Ice,” a virtual classroom where students from diverse countries can discuss a problem that concerns all of them---global warming. Fire and Ice is a series of interactive, international dialogues between students in various countries around the world. The project objective is to translate dialogue into action by inspiring students to develop their own solutions for helping combat climate change in their local areas. This offers students a chance to not only talk about pollution, but gather online to exchange ideas about how they can change their communities. They are able to put their selves in someone else’s shoes and have the opportunity to do something about climate change even though they are thousands of miles apart.

In my opinion, a solution like Elluminate is helpful because with very little additional hardware (a webcam and/or microphone) students and teachers can participate in a variety of online field trips, meetings, and collaborative projects, whether it's in a computer lab, or at one workstation, with or without a webcam, with no additional software to purchase. Sessions can be recorded and replayed later for review, or for absent students. Virtual reality in education can also offer students the opportunity to experience different times and places that they could not have done before. It may also be self-paced also and offer independence.

In addition, I believe it improves access to advanced educational experiences by allowing students and instructors to participate in distant learning communities using personal computers at home or at work; and to improve the quality and effectiveness of education by using the computer to support a collaborative learning process. I believe collaborative learning processes that emphasize group or cooperative efforts among faculty and students, active participation and interaction on the part of both students and instructors, and new knowledge that emerges from an active dialog among those who are sharing ideas and information are important.

One of the downfalls, however, is that appropriate behavior in different settings can not be taught when you are using the computer and that virtual reality can never take the place of face to face classroom instruction.

For further research I would be interested in finding out what grade level a virtual classroom works the best with. I’d also like to know what type of virtual classroom there are for students with disabilities and how well it worked versus the traditional classroom.

Streaming Video

Streaming video educates students at Norfolk, VA high school

http://broadcastengineering.com/infrastructure/Optibase-norfolk-stream-20050323/

The article discusses the use of streaming video through centralized servers in a high school. It is a system that can stream video and other media content strait to the classroom and display it on large LCD projectors. At the media center there are multiple computers for streaming videos and multiple VCR’s and DVD players that are also hooked up to the system. In addition, a video on demand service is built in. This system not only transfers media around the school, it is also used for a variety of different functions. Incorporated in the system is the schools telephone system, paging system, bells and a one hundred-camera video surveillance system. The system includes 10 cable TV channels; one TV studio broadcast channel, and three classroom broadcast channels. The system can be accessed through any desktop or laptop in the network. This great new technology has helped over 1850 students since it went online in 2004.

This technology seems like it would enhance teaching by providing teachers with the ability to illustrate concepts that cannot be illustrated well, if at all, in traditional lab and classroom settings. As future teachers, we would not be limited to showing a video on the classroom television. Teachers would have the ability to choose what sections in the resources provided would relate to course concepts they want to cover. I think it would help teachers create more flawless, integrated lecture/discussion sections in class and reduce the number of times a teacher must ask students to get back on task. This makes the students more engaged in the classroom activities.

I also believe that for students, streaming video can be used to download short clips to include in projects such as PowerPoint presentations. They can work at their own pace and teachers can even recommend videos for students to watch at home for additional work to classroom lessons.

For further research I would be interested in finding out a future feature that could incorporate the webcams from the desktops and laptops to be streamed anywhere in the school. Students could have a live video conversation with any faculty member no matter where they are in the school. A student could be in the classroom working on a project and they may contact different faculty members to ask specific questions.

Podcasting

Podcasting in the Classroom: Make Using it Easy and Inexpensive
http://teachingtechnology.suite101.com/article.cfm/podcasting_in_the_classroom

According to Wikipedia, a podcast is “a series of audio or video digital-media files which is distributed over the Internet by syndicated download, through Web feeds, to portable media players and personal computers.” Basically it is a Web-based radio or television show that can be produced by any person, anywhere, and updated whenever, as long as they have access to the right technology. The article Podcasting in the Classroom: Make Using it Easy and Inexpensive explained the word podcasting comes from two different terms. The terms used are “Ipod” and “Broadcasting.” It is a new technology that enables students to individualize their lesson plans and receive extra help on assignments. It is also something that students can easily pick up as an extra study aid. It allows them to download lectures, music and whatever else a teacher sees fit. They can subscribe to a podcast and their lessons will automatically download to their listening device. In addition, it also assists students with disabilities to spend extra time out of class re-listening to a lecture or a presentation. They can download the aspects of a lesson that interests them specifically or they need extra time with. It works best with auditory learners and is extremely helpful for students who have trouble reading.
Overall, I believe podcasting can be used to achieve several things in the classroom. Podcasting allows students to broadcast their classroom discussions and ideas to a wider audience. Furthermore, students can create their own content and feel a sense of ownership, making them more likely to remember the content during a test. Another reason I believe podcasting is effective is because students help one another understand the content. This creates a positive classroom environment and encourages a subject-centered classroom rather than a teacher-centered classroom. In addition, I think students should use them to share their work, such as speeches and poems. It also helps an absent student to download the recorded lesson. I do, however, believe there are some disadvantages of podcasting in the classroom. These disadvantages include, making sure as a teacher you understand the copyright issues and being prepared to deal with parents who may become upset because their child’s voice can be posted on the internet.
For further research, I would be interested in how effective podcasts are and for what age range it works best with. For the future with podcasts I would like to know if students could be able to take a test via the podcast linked to a testing software.

Web Based Multimedia/Animation

Virtual reality world teaches deaf children math skills

http://www.purdue.edu/UNS/html4ever/2006/060724.Villani.dentedcan.html

A couple of Purdue University professors are developing a highly interactive multimedia learning tool to improve the mathematical abilities of deaf children. The reason for the project is that, for deaf children, reading instruction is delayed; therefore most kids in this age group cannot use traditional textbooks. They also aren’t able to gain advantages through learning opportunities that non-disabled kids have, such as television and dinner table conversation, and their parents may not be fluent enough in sign language to teach them about math.
The interactive learning tool features an interactive PC game, in which 3D avatars communicate with the user in sign language. Even more effective, is extending the program into virtual reality, where the characters and the children can communicate with each other in sign language in real time, in a fully immersive environment.
I think this is a great tool for deaf children to learn math. The game features a variety of stores in which students learn a different math concept. For example, a candy store where they learn addition and subtraction. The pinch gloves which the student wears around their hands, allows them to count items and to add and subtract by putting candy on or off the counter. This can be repeated as many times as the student wants to and at their own pace while providing feedback. The avatar and the child can also communicate; for example, one of the avatars can ask a question and the child can sign a simple answer, such as a number, or the child can pick up a certain number of candies and the avatar can make the sign for that number.
Such a system is an effective teaching tool because it gives the students control over the environment, offers self-paced and repetitive learning, presents concepts in a concrete rather than abstract manner, features an environment that feels safe, and, as a game, is motivational. It also strikes an interest in the students. They are able to create their own characters and make them do whatever they like. All of these characteristics help the student overcome challenges that are common to people with learning disabilities.
I think the PC game is a great.The only problem I see with the virtual reality game is that it is very expensive and since it must be used in a special room, it is impractical for both schools and individuals. For further research, I think the researchers would have to come up with a different option for a portable yet still immersive system. I would also like to research how effective this type of interactive multimedia is with deaf students and for what age.

Digital Imagery

Making A case for Digital Storytelling

http://216.130.185.103/story/showArticle.php?articleID=174401140

With the technology we have today, storytelling is able to take on a new twist. The article I read about introduced Digital Storytelling by using digital imagery. Digital Storytelling is the process of sharing personal stories through the use of digital expression together with digital media like photos, artwork, animations, sound and music. The lengths of these stories can vary, however, most of the stories used in education typically last between two and ten minutes. The topics that are used in Digital Storytelling can range anywhere from recounting historical events to creating one of your own.
This specific article talks about making your own narrative digital story. Students begin by composing their narrative story, and from that, narrow it down to its essence to develop a script. The script is then rebuilt into a digital story by the inclusion of multimedia in an engaging process that combines composition and creativity to extend the story and make it come alive.
When students are told to design a Digital Story of their own I believe teachers are able to watch students gain proficiency in writing, visual literacy and critical thinking. I also believe Digital Storytelling can also be used to motivate students since most students love to work on computers.Computers provide students access to tools they can use to enhance the expression of their thoughts and ideas in ways they might not be able to do otherwise.There’s a sequence to unfolding a story to the end. In the process of storytelling, students become more creative and improve their verbal organizing skills and the ability to empathize. Now, with technology like this, pictures can enhance storytelling's visual communication and appeal. The process includes planning, writing, editing, illustrating, and producing the components so that we communicate feelings, not just the events.
Not only does this learning experience represent technology added activity but also develops many different types of intellectual skills in students. One in particular, is it helps students to develop a competitive voice, and gives them a chance to be creative through the use of technology. A competitive voice is one that can be heard. A digital publishing resource now has the capability to distribute their story across the world. Overall, the multimedia benefits of a digital story provide opportunities for the story to become reality.
For further research I would like to know what other ways are educators using digital storytelling to enhance learning in the classroom? What grade level is it most effective for? What programs can be used to enhance this activity and make it a more interactive experience?

Storyboarding

Storyboarding: Using Pictures to Teach Words
http://www.education.com/activity/article/Storyboarding_Use_pictures_help/

This news article is about how to help children in their writing ability through the use of storyboards in the classroom. Storyboards are a hands-on way to help students organize or even brainstorm about what they want to say with a series of pictures or illustrations. In this specific article, it talks about helping a third grader’s struggle in learning how to write.
Imagine, if you will, giving them a writing assignment in class on a first-person story. The example used in the article was going on a “Family Trip”. You then notice that student’s pencils haven’t even hit the paper because some of them can’t decide what to write. Or, maybe the writing has started but makes no sense at all. I believe a third-grader may become so excited about writing about their fun trip that their ideas and thoughts may become really jumbled around. This might even cause them to become restless and quit the whole thing due to their attention span being challenged. This is where storyboards come in because it’s a great way of organizing ideas and coming up with new creative ideas that they otherwise might not even have thought of.
According to Julie Williams, author of the article, “many kids find themselves especially challenged in third grade”. This is because in early years of school, such as in first grade, all teachers are trying to do is help put words on paper, but by third grade students are expected to come up with whole ideas and work on putting them down in logical ways.
The author provides some great suggestions and tips on how to help guide the writer into a more organized way of writing. Here’s one example from the article of what to do, step-by-step to create a storyboard.
What You Need:
One pack of 3x5 post-its in one colorOne pack of 2x3 mini-post-its in another colorA big sheet of plain white paper, the bigger the betterA space of blank wall on which you can tape your big paperA pencil or pen
Before writing anything, brainstorm and talk about ideas. Take random notes on scraps of paper and then have the student look over and start picking one thing that they would really like to share.
Use post-its to have the children come up with three “big ideas” leaving space at the bottom.
Now have the children fill in the details about their big ideas under each one.
This prepares the student to write effectively. They are able to organize the sequence of big ideas and supporting details.
By the end, there is a story that makes sense and it was fun!
I believe storyboarding is a very effective tool for the classroom. It’s a great technique, for pretty much any age group, in which students can use as a prewriting strategy to roughly sketch out their ideas. It’s also great in the way that it helps students to plan and organize their stories and helps hesitant writers find the motivation to write. In addition, I think that by now having knowledge on how to make a storyboard it will hopefully help facilitate the creative-thinking process for my future students.
After reading this article it has made me more aware of storyboarding. I think I will definitely be using this technique in my classroom one day. For further research I would like to know if Middle to High school students can create storyboards with video and audio. I think this would be interesting, interactive and fun.
.

Wikis

Columbia creates fake 'wiki' sites to promote classroom discussion
http://media.www.dailyvidette.com/media/storage/paper420/news/2006/09/07/News/Columbia.Creates.Fake.wiki.Sites.To.Promote.Classroom.Discussion-2259691.shtml


Wikis, as represented by Wikipedia, are web pages that that can be edited collaboratively by a group of people remotely via the internet. Editing of web pages are quick and easy compared to web pages editing and publishing. . Wiki is either accessible to public to view and edit, or it can be private wiki where it acts as a platform for collaboration and information sharing for certain users. This means that the content of the website is owned by the community, not by individual. Every member has the same privilege to edit the content of the website. In addition, most wikis have people watching over the sites for instances of abuse and misinformation.

A study by the science journal Nature found Wikipedia was almost just as accurate as Encyclopedia Britannica. Wikis are beginning to become popular and Columbia University has begun to use them in their classrooms. The Columbia Center for New Media Teaching and Learning has designed a number of wikis to facilitate conversation in classes.
Columbia’s Student Government Office is developing a wiki, called Project Athena. It would basically begin as a brochure and then would evolve into an insider's guide. Depending on how much inference their will be by the office, they say the site could eventually turn into a campus-wide study guide. This means, class notes could be posted, however, those involved in Project Athena would like it to be somewhere information on the University is shared and not on classes.

Vice president, Michael Diamond, of the junior class says that plans to pre-approve every post has been avoided. However, "Since it's so student-based and student opinion, we don't want it to be restrictive because that will make it slower," Diamond said. "We don't want people feeling like we have to edit it. We want as much information circulating as possible, but our foremost concern is that information is accurate."

Wiki technology relates to teaching and learning in a variety of ways. Wikis encourage group social interaction and collaboration. In addition, they support asynchronous communication allowing users to contribute at a time, and from a place that suits them. It’s easy to contribute and teachers can also comment or monitor progress and see the variety and level of student contributions.

In my opinion, I believe wikis are a great tool in the classroom. Columbia University is taking advantage of the opportunity and using it as an information filter and communal storage space where children, as a class, can share important knowledge that will help them as a group to move forward in what they know. I also believe learning is most effective when we, as students, are involved in the construction of our knowledge and wiki makes that possible. Wikis allows flexibility and ease of use. Who doesn’t like that?

I’m interested in what the future holds for wikis. Further research would be helpful to know from which grade it works best with and what grades should be avoided. Could it become something like youtube where users can upload videos? Will they be able to control false information? I would also like some research on what’s the most effective way to teach students in each grade level through the use of wikis.

Blogging

Lawsuits Against Bloggers Seen Rising

http://abcnews.go.com/Technology/story?id=5406538&page=1

Blogging became popular around 2004. This specific article speaks about how the blogging community has increasingly been under question since then. Lawsuits and legal action have been taking place, anywhere from being subpoenaed to cease-and-desist notices. According to the nonprofit Media Law Resource Center, there have been 159 civil and criminal court actions involving bloggers. Several cases that resulted in guilty have cumulative penalties totaling $18.5 million.

Blogging doesn’t happen just in the United States. It also occurs overseas, particularly if they criticize governments or deals with human rights abuses. 64 bloggers have been arrested around the world, with Egypt,China and Iran having more than half those arrests, according to the World Information Access Report.

There is no agreement on how to make bloggers aware of their legal responsibilities. However, lawyers and media activists are trying to help out. The EFF and the Citizen Media Law Project offer detailed legal guides for bloggers. Some bloggers may choose to buy a product that covers defamation, copyright and privacy violations, just like in newspapers.

The use of technology in the classroom has changed the way children learn, allowing both students and teachers to unlock their creativity. Blogging is a great way to do this and although technology could sometimes be messy, as educators we can reflect on our instruction, get student feedback, and make adjustments to improve through the blogging world. It gives the children a chance to exercise their right to freedom of expression and also see other student’s ideas.

In my opinion, as long as you don’t defame someone’s reputation you have the right to state an opinion through blogging. However, you do not have a right to make up facts or publicize information that may be damaging to an individual or small business without being prepared to back up your statements in a court of law.

For further research and investigation I would be interested in what the number one blogging topic is that gets legal action the most. I’m also interested in how profoundly how lives and world will change through the upcoming years of blogging. Will it get better or just worse? Will more and more lawyers be taking on cases dealing with the internet world?

Virtual Field Trips

Schools substituting field trips with video links

http://www.sacbee.com/101/story/969989.html
Imagine yourself in a fifth grade classroom. The seats are placed in rows, one right next to each other. In front of the classroom is a large screened-projector with a woman teaching about tide-pool ecology. You would think it was just a movie at first but in today’s society the popularity of Virtual Field Trips, like the one in the fifth grade classroom are being used.
At Kingswood Elementary School students were able to listen to waves, learn about tide pools and talk to a park ranger from Crystal Cove State Park in Orange County. The park ranger was able to virtually interact with the students, showing them different sea creatures and quizzing their knowledge of different animals.
The videoconferencing technology allows us as future teachers to teach about places we might otherwise not see. What if there was a child who had never been to the beach? By being on the virtual excursion the student would be able to not only be at the beach but learn about it at the same time,
Other classes at schools throughout California and throughout the entire world use virtual field trips. However, the interesting thing I read was that in California most of the park rangers’ lessons are directly tied to the science and social studies standards public schools are expected to teach. The trips are offered by the state Parks and Recreation Department through a program in which they don’t have to pay for but must have the right technology to participate. This includes a high-speed internet connection and a screen and a camera for videoconferencing.
Some critics of this article were worried about Virtual Field Trips. Many expressed the need to actually get out there and be able to engage all their senses. I would have to agree with this point. On the other hand though, school budgets and gas prices have caused hard times to be able to travel. "I understand why teachers and schools are doing it. … But we need to make sure those virtual experiences do not take over for real experiences, because they do not compare." said Martin LeBlanc, The Sierra Club’s national youth education director for outdoor education at schools and after-school programs that serve low-income children. Overall, I can see both the pros and cons of Virtual Field Trips.
I believe this videoconferencing has provided a good foundation for students to get comfortable using technology and learning worldwide. Being able to interact with another human being thousands of miles away gives the opportunity to share what they know and what they want to learn about. In addition, the students’ will be able to take pride in themselves by gaining knowledge from across the world.
Video-conferencing, like the one mentioned in the article, is a synchronous linking of individuals. I think this is really interesting because, just like when you’re on a real field trip, you are able to establish a sense of shared space among everyone who is working on a common task but are not in the same physical area that is being taught about. We are able to observe each others facial expressions, hear voices, and work on things at the same time.
Further investigation and research would be useful to see if the students actually learn more by being at the actual place or just as equally when sitting in front of a screen. It would be interesting to see if students who interacted virtually read better, had a more advanced vocabulary or a better comprehension of the content knowledge. I say this because on some elementary school field trips I remember certain kids paying no attention at all but with this interactive virtual field trip they may be more engaged, and thus learn more.