Christopher Michaud, Nebo Elementary was the facilitator of a hands on laptop session where we installed a program out of MIT called Scratch. According to Michaud,
"Scratch was developed by MIT to teach young students programming concepts and skill in multimedia communication. Using a visual system of "Tiles" that contain commands users can connect together to create scripts. These scripts direct the characters and objects in the program."
In one hour we created an animated game with sound in the form of a simple animated dog working his way through a maze and getting reward of food and barking when he makes it to the end. While this was a simple application - it required a significant amount of logical sequential, cause and effect thinking. Students will learn problem solving, project design skills and Scratch provides a way to teach fundamental ideas around technology and programming. Computer Science skills students will learn are sequencing, iteration, threading, variables, boolean logic, variables, conditions, algorithms and random numbers.
Scratch is a free download from the MIT site (hard wired suggested) at www.scratch.mit.edu.
Project examples
Presentation
Happy programming!
Tuesday, July 1, 2008
Monday, June 30, 2008
NECC Monday p.m. - Wikipedia in the Social Studies Classroom
Professor Thomas Hammond from Lehigh University points out valuable ways to use Wikipedia as an information STRUCTURE and not as a SOURCe which is frequently debated in libraries and classrooms across the K+ community.
Hammond points out three classroom activities that using Wikipedia:
1) Compare Entries
Compare version of article entries using the history tab to determine edits that were made to articles and spur conversation around the purpose and validity of those edits.
Compare Wikipedia article entries to other sources such as social studies text book articles for conversations relative to content differences, descrepancies, and similarities.
2) Close study of an article,
Use the discussion tab to trace debate around article content and foster classroom discussions around that debate.
Use the history tab to trace and observe edits and editors. What might be the reason an editor has made an edit to an article.
Evaluate the references in an article for validity as a source of information. Have conversations with students around sources for research.
3) Create/adopt an article
Have student pick a topic where they do indept investigation of an article or if the article doesn't exists where they create an article for submission. This allows them to participate with a larger collaborative group on the creation and editing of a body of information. Local history might be a good place to begin this.
What was interesting about Hammonds point of view was that he took the arguement out of Wikipedia being a valid source for information and shifted it to be a structure for information. An interesting and important shift that allows classrooms to include this as a valuable resources as student discuss topics and build their own knowldge of a topic.
To view hammonds wiki on this topic visit http://hammond.seedwiki.com
Hammond points out three classroom activities that using Wikipedia:
1) Compare Entries
Compare version of article entries using the history tab to determine edits that were made to articles and spur conversation around the purpose and validity of those edits.
Compare Wikipedia article entries to other sources such as social studies text book articles for conversations relative to content differences, descrepancies, and similarities.
2) Close study of an article,
Use the discussion tab to trace debate around article content and foster classroom discussions around that debate.
Use the history tab to trace and observe edits and editors. What might be the reason an editor has made an edit to an article.
Evaluate the references in an article for validity as a source of information. Have conversations with students around sources for research.
3) Create/adopt an article
Have student pick a topic where they do indept investigation of an article or if the article doesn't exists where they create an article for submission. This allows them to participate with a larger collaborative group on the creation and editing of a body of information. Local history might be a good place to begin this.
What was interesting about Hammonds point of view was that he took the arguement out of Wikipedia being a valid source for information and shifted it to be a structure for information. An interesting and important shift that allows classrooms to include this as a valuable resources as student discuss topics and build their own knowldge of a topic.
To view hammonds wiki on this topic visit http://hammond.seedwiki.com
NECC Monday a.m. - The Wisdom of Crowds
Yes, we are finally here along with 18,000 other attendees in 96 degree weatger 00 exciting, hot and a bit overwhelming to be sure.
Sunday night's keynote kicked the NECC event off with the first of many thought provoking concepts, The Wisdom of Crowds by the author of a book with the same title, James Surowiecki.
Surowiecki has some compelling research that suggests that the collective knowledge of people as groups is better and results in more accurate results than any one of us as individuals. While this isn't necessarily new as a organizational decision making approach, Surowiecki emphasizes the importance of purposeful group formation of the group and that the variety of perspectives, thinking, background and experiences of the group is as important as social diversity.
This is relevant to education as we explore Web 2.0 as a way to get groups of teaches and students together working on issues relative to education. It is also important to explore as a way of providing the tools necessary for students to collaborate and network with peers, experts and mentors in their quest to build new knowledge.
This is a must read for anyone who either believes in or is intrigued by the collective intelligence and ability of groups and the role of Web 2.0 tools in the education landscape.
Stay tuned to see what is next.
Sunday night's keynote kicked the NECC event off with the first of many thought provoking concepts, The Wisdom of Crowds by the author of a book with the same title, James Surowiecki.
Surowiecki has some compelling research that suggests that the collective knowledge of people as groups is better and results in more accurate results than any one of us as individuals. While this isn't necessarily new as a organizational decision making approach, Surowiecki emphasizes the importance of purposeful group formation of the group and that the variety of perspectives, thinking, background and experiences of the group is as important as social diversity.
This is relevant to education as we explore Web 2.0 as a way to get groups of teaches and students together working on issues relative to education. It is also important to explore as a way of providing the tools necessary for students to collaborate and network with peers, experts and mentors in their quest to build new knowledge.
This is a must read for anyone who either believes in or is intrigued by the collective intelligence and ability of groups and the role of Web 2.0 tools in the education landscape.
Stay tuned to see what is next.
Tuesday, June 24, 2008
Live from NECC in San Antonio!
Whether you are in New York or Texas you can enjoy news live from the NECC conference via this space from Sunday, June 29th through Wednesday July 2, 2008. Model schools representative, Sarah Martabano, will report back on exciting innovations, events and generally cool stuff she finds while there.
If you would like Sarah to investigate something specific for you, this is the place to let her know. Simply reply using the comment feature below to indicate your interest and Sarah will search for it and report back.
Keep checking back as this site will be updated several times per day during the conference. Enjoy and happy blogging!
If you would like Sarah to investigate something specific for you, this is the place to let her know. Simply reply using the comment feature below to indicate your interest and Sarah will search for it and report back.
Keep checking back as this site will be updated several times per day during the conference. Enjoy and happy blogging!
Thursday, May 15, 2008
Web 2.0 Newbies
Today we are going to show you a few new Web 2.0 tools that you will surely want to try, Voki, Skrbl, and VoiceThread.
Working with my colleague, Linda, we found this incredible use of page flakes from the Tarrytown schools - http://www.pageflakes.com/jcalvert0.
Teachers have created class pages using RSS technology and a few very fun Web 2.0 plug ins to make them interesting, contemporary, relevant and yes -- fun!
My favorite right now is an application called voki, where you can create a talking avatar, easily. You can design their look and feel, add a background from a vast variety of themes and record your, or someone else's voice to personalize the message.
Check out voki at http://www.voki.com
Another favorite Linda is playing with is called Voice Thread. In this free application users add images and record voice narration, using a micro phone and computer recorder or telephone for to add comments and messages enhancing the meaning of the still or video image. We thought DBQ responses might be a good use as well as narrated short stories. There are many free examples on the site and it is free. You can use a We are still experimenting with this one, take a look for yourself at;
http://www.voicethread.com
Here is a simple, easy drawing tool that we like just because it is so simple. For those of us that have spent decades teaching and using applications such as Hyperstudio and Kid Pix, which not a full blown replacement, this may simplify and/or enhance some of the more tradition uses. This application called scribble (skrbl) allows user to easily create simple drawing that can then be downloaded as image files, saved as html, emailed to teachers or peers, or saved on the skrbl account.
http://www.skrbl.com
Check out more about classroom uses of Web 2.0 tools and how it can be used to differentiate your classroom at the NYSCATE Metro conference in May.
Working with my colleague, Linda, we found this incredible use of page flakes from the Tarrytown schools - http://www.pageflakes.com/jcalvert0.
Teachers have created class pages using RSS technology and a few very fun Web 2.0 plug ins to make them interesting, contemporary, relevant and yes -- fun!
My favorite right now is an application called voki, where you can create a talking avatar, easily. You can design their look and feel, add a background from a vast variety of themes and record your, or someone else's voice to personalize the message.
Check out voki at http://www.voki.com
Another favorite Linda is playing with is called Voice Thread. In this free application users add images and record voice narration, using a micro phone and computer recorder or telephone for to add comments and messages enhancing the meaning of the still or video image. We thought DBQ responses might be a good use as well as narrated short stories. There are many free examples on the site and it is free. You can use a We are still experimenting with this one, take a look for yourself at;
http://www.voicethread.com
Here is a simple, easy drawing tool that we like just because it is so simple. For those of us that have spent decades teaching and using applications such as Hyperstudio and Kid Pix, which not a full blown replacement, this may simplify and/or enhance some of the more tradition uses. This application called scribble (skrbl) allows user to easily create simple drawing that can then be downloaded as image files, saved as html, emailed to teachers or peers, or saved on the skrbl account.
http://www.skrbl.com
Check out more about classroom uses of Web 2.0 tools and how it can be used to differentiate your classroom at the NYSCATE Metro conference in May.
Thursday, March 13, 2008
PM Keynote: School 2.0 Panel with Tim Magner
Tim has been the face of "School 2.0" in our region since the beginning of the year. He says much of the same that we have suspected for some time: technology has made connections personal, immediate, ubiquitous. The flow of information (media to home) has changed dramatically since the 1970s. The average American home has 26 "devices". Broadband penetration is reaching 50% in this country. We're seeing a flattening of ages of internet users.
But it's what we're doing with this connectivity that makes us fundamentally different. We look for things differently, and we look for different things; both products and services. We are connected in ways we haven't been before. Students surround themselves with an entire media landscape. They personalize the media they surround themselves with. These distinctions are age-specific and this is a global phenomena, not a monolith.
How does this shape student expectations about what it possible? About how they learn? About how that learning can be personalized, like the devices they command?
Is there truly more information outside of school than inside of school?
(Ed. note: there's going to be a chunk missing out of this post because of technical difficulties - the simulcast transmission outside the auditorium seems to be on the fritz. There's a ton of irony in here. )
Unfortunately it's well into the keynote and the group of us participating by simulcast are still subject to audio difficulties - Tim's voice is still coming through in waves. But we see that he's showing the audience the now familiar "School 2.0" visual that represents the interplay between school classrooms, buildings, neighborhoods and communities. The word "change" just came through loud and clear, as did the words "data" and "devices."
But it's what we're doing with this connectivity that makes us fundamentally different. We look for things differently, and we look for different things; both products and services. We are connected in ways we haven't been before. Students surround themselves with an entire media landscape. They personalize the media they surround themselves with. These distinctions are age-specific and this is a global phenomena, not a monolith.
How does this shape student expectations about what it possible? About how they learn? About how that learning can be personalized, like the devices they command?
Is there truly more information outside of school than inside of school?
(Ed. note: there's going to be a chunk missing out of this post because of technical difficulties - the simulcast transmission outside the auditorium seems to be on the fritz. There's a ton of irony in here. )
Unfortunately it's well into the keynote and the group of us participating by simulcast are still subject to audio difficulties - Tim's voice is still coming through in waves. But we see that he's showing the audience the now familiar "School 2.0" visual that represents the interplay between school classrooms, buildings, neighborhoods and communities. The word "change" just came through loud and clear, as did the words "data" and "devices."
Tech Expo 2008 AM Keynote - 16 Trends and Their Impact on Education
Gary Marx is a "Futurist ". Which is to say, he seems to feel as at home describing the future as he does the present. Gary starts out challenging the group to feel how fast and unpredictably the world is changing. For example, in 1865, he reminds us that it took 12 days for the news that Lincoln had been assassinated to reach the newspapers. How fast did the news about Spitzer make it to the public consciousness?
"Nothing is Certain, Everything Changes." – Michael Gelb.
And then the anchor slide: Progress is optional – we need both hindsight and foresight.
And then the facts – population is skyrocketing. China produced 1 million engineers last year; the United States produced 70,000. Gary reminds us that we are in an age of massive migration as people cross borders and pursue dreams.
Why should we care? Why should educators care? Are we of this world, or separate from it? Are we flexible enough to meet needs of such a fast changing world? Gary pleads for us to get reconnected to forces impacting the whole of society. This indicates a necessary shift from strategic planning to living and evolving strategies that can turn on a dime. And he reminds us that ISOLATION is not an option; that education is connected to the advancement of quality of life and no longer just the sage in the community. We are called to "help release the genius that’s already there "–that is the purpose of education.
Trends – seismic shifts (often violent or uncomfortable), societal forces. We have a choice – defend the status quo or create a future.
Gary identifies 16 "big idea" trends and only a smattering had to do specifically with technology. How do these trends impact our schools and systems? What are the implications of each of these trends: aging, social and intellectual capital, ethics, scientific discoveries, career trends ("leisure consultant", "artificial intelligence technician", "shyness consultant", "robotics theologian", "ring tone composer", "media archaeologist")? Note: this list of anticipated careers went on and on, to the delight of the audience. What does it mean that for the first time in history the old will outnumber the young in the Western World? And in the context of these 16 broad trends, we ask the question - are we as educators truly invested in making sure that every person has access to a good education?
And what happens after the Millenial Generation about which we have become so intimate (at least in recognizing how different they are from the rest of us?) Marx awaits a "Generation E" – equilibrium. The world will move so fast that people will literally stop understanding what’s going on. This generation will need to "consolidate our gains, cut losses, and establish a new norm."
Now, the technology trend: technology will increase the speed of either progress or decline. Brilliant observation, in my opinion. Nanotechnology is bound to drive our future, down to medications that we can deliver to a single, diseased cell...or a "computer the size of the cube of sugar that has more power than all the computers that currently exist on earth." So who is going to further develop subatomic machines, new sources of energy and propulsion? (The examples he uses here would sound like science fiction if most were not currently in development.) And that begs the challenge - it is not the technology that "unleashes the genius " of students, staff and community." That is a very human enterprise. But only of those that believe progress is not optional, that we are accountable for the future, and that each of these trends touches us in our individual classroom silos whether we realize it or not.
Education, then, that develops enlightened individuals, pays attentions to student interests and sensibilities, develops disciplined and ethical minds, will not only withstand these trends, but will thrive on them.
"Nothing is Certain, Everything Changes." – Michael Gelb.
And then the anchor slide: Progress is optional – we need both hindsight and foresight.
And then the facts – population is skyrocketing. China produced 1 million engineers last year; the United States produced 70,000. Gary reminds us that we are in an age of massive migration as people cross borders and pursue dreams.
Why should we care? Why should educators care? Are we of this world, or separate from it? Are we flexible enough to meet needs of such a fast changing world? Gary pleads for us to get reconnected to forces impacting the whole of society. This indicates a necessary shift from strategic planning to living and evolving strategies that can turn on a dime. And he reminds us that ISOLATION is not an option; that education is connected to the advancement of quality of life and no longer just the sage in the community. We are called to "help release the genius that’s already there "–that is the purpose of education.
Trends – seismic shifts (often violent or uncomfortable), societal forces. We have a choice – defend the status quo or create a future.
Gary identifies 16 "big idea" trends and only a smattering had to do specifically with technology. How do these trends impact our schools and systems? What are the implications of each of these trends: aging, social and intellectual capital, ethics, scientific discoveries, career trends ("leisure consultant", "artificial intelligence technician", "shyness consultant", "robotics theologian", "ring tone composer", "media archaeologist")? Note: this list of anticipated careers went on and on, to the delight of the audience. What does it mean that for the first time in history the old will outnumber the young in the Western World? And in the context of these 16 broad trends, we ask the question - are we as educators truly invested in making sure that every person has access to a good education?
And what happens after the Millenial Generation about which we have become so intimate (at least in recognizing how different they are from the rest of us?) Marx awaits a "Generation E" – equilibrium. The world will move so fast that people will literally stop understanding what’s going on. This generation will need to "consolidate our gains, cut losses, and establish a new norm."
Now, the technology trend: technology will increase the speed of either progress or decline. Brilliant observation, in my opinion. Nanotechnology is bound to drive our future, down to medications that we can deliver to a single, diseased cell...or a "computer the size of the cube of sugar that has more power than all the computers that currently exist on earth." So who is going to further develop subatomic machines, new sources of energy and propulsion? (The examples he uses here would sound like science fiction if most were not currently in development.) And that begs the challenge - it is not the technology that "unleashes the genius " of students, staff and community." That is a very human enterprise. But only of those that believe progress is not optional, that we are accountable for the future, and that each of these trends touches us in our individual classroom silos whether we realize it or not.
Education, then, that develops enlightened individuals, pays attentions to student interests and sensibilities, develops disciplined and ethical minds, will not only withstand these trends, but will thrive on them.
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