Back in the "good old days" a 12 hour drive from Minot, ND to Denver, CO involved intermittent AM radio stations, some reading material (for the passengers), and conversation when the passenger(s) were awake.
How things have changed.
This past Thanksgiving my wife and I drove to Denver, but with some technology to enhance the trip.
Before leaving, we loaded our iPods with music and podcasts to listen to. We also added a few movies and books to our iPads.
Tuesday, February 5, 2013
Monday, February 4, 2013
Drinking from a fire hose
Trying to get information from the Internet using tools like Twitter, Diigo, Google+, and blogs is like trying to take a drink from a fire hose. You can only take a little bit at a time and most of it goes right on by. This is reality.
A real life example would be going to an evening social event at an educational conference with a large group of people from your own grade level or subject area. You can't be part of every conversation taking place in the room. There might be some real interesting conversations going on across the room that you aren't part of. And when you decide it is time to leave and get to bed, the conversations may still be going on and you will be missing out on them.
In Twitter the conversations are taking place under different hashtags and they are never ending. You can only take part in some of them - when you have time, have an interest in the hashtag, topic or discussion, and it is convenient for you.
Another example would be walking into a library or bookstore and being overwhelmed by the books, magazines, newspapers, and other resources. You can't possibly read or browse through them all. We have learned to manage this situation though - we only go to the library or book store when we have time and it is convenient. When we go to the library or bookstore we are usually looking for something specific and we go right to the sections that we have an interest in. When I go to the bookstore, I am usually just browsing for something interesting, again in an area I am interested in, but not really knowing what I am looking for. If I need specific information there are people that I can ask for help. With Twitter I can post a question to other math teachers (#mathchat) or social studies teachers (#sschat) or elementary teachers (#elemchat) and hundreds (or thousands) of educators may be exposed to that questions.
One more example is going to the supermarket. This would pertain to when you are looking for something particular. There are thousands of food items found in many different isles. Some people head for the produce section while others avoid it. Some people head for the meat counter or dairy products, some to the chips and candy isle. It all depends on what you are looking for. In education, people search specific hashtags (#edchat, #4thchat, #mathchat) for things they are interested in.
This is how you need to handle the information coming at your from Twitter and other online resources. Don't feel you have to check every day or read everything you come across. Check Twitter when you have time and when it is convenient. Use Google Search when there is something specific you need to find information about.
I might go days at a time (or even a week or more) without checking Twitter. I check it when I have time, and when it is convenient. This is usually in the evenings when I am watching TV, checking during commercial breaks. And like in the library or bookstore, I just look for things I have an interest in, and when I find something of interest, I don't feel I have to read it immediately. I bookmark it in Diigo to check on when I have time or I might pass it on to someone who I know would be interested in it.
A real life example would be going to an evening social event at an educational conference with a large group of people from your own grade level or subject area. You can't be part of every conversation taking place in the room. There might be some real interesting conversations going on across the room that you aren't part of. And when you decide it is time to leave and get to bed, the conversations may still be going on and you will be missing out on them.
In Twitter the conversations are taking place under different hashtags and they are never ending. You can only take part in some of them - when you have time, have an interest in the hashtag, topic or discussion, and it is convenient for you.
Another example would be walking into a library or bookstore and being overwhelmed by the books, magazines, newspapers, and other resources. You can't possibly read or browse through them all. We have learned to manage this situation though - we only go to the library or book store when we have time and it is convenient. When we go to the library or bookstore we are usually looking for something specific and we go right to the sections that we have an interest in. When I go to the bookstore, I am usually just browsing for something interesting, again in an area I am interested in, but not really knowing what I am looking for. If I need specific information there are people that I can ask for help. With Twitter I can post a question to other math teachers (#mathchat) or social studies teachers (#sschat) or elementary teachers (#elemchat) and hundreds (or thousands) of educators may be exposed to that questions.
One more example is going to the supermarket. This would pertain to when you are looking for something particular. There are thousands of food items found in many different isles. Some people head for the produce section while others avoid it. Some people head for the meat counter or dairy products, some to the chips and candy isle. It all depends on what you are looking for. In education, people search specific hashtags (#edchat, #4thchat, #mathchat) for things they are interested in.
This is how you need to handle the information coming at your from Twitter and other online resources. Don't feel you have to check every day or read everything you come across. Check Twitter when you have time and when it is convenient. Use Google Search when there is something specific you need to find information about.
I might go days at a time (or even a week or more) without checking Twitter. I check it when I have time, and when it is convenient. This is usually in the evenings when I am watching TV, checking during commercial breaks. And like in the library or bookstore, I just look for things I have an interest in, and when I find something of interest, I don't feel I have to read it immediately. I bookmark it in Diigo to check on when I have time or I might pass it on to someone who I know would be interested in it.
Sunday, December 20, 2009
A football review game
When I was reading a blog post by The Techno Tiger that describes some good review games, I was reminded of this game I developed over 30 years ago.
About this time of the year with the Super Bowl coming up, this review game is timely.
The rules for this game are simple.
The first team gets the ball on their own 40 yard line.
A question is asked of the team (next student in line for that team). If they answer it correctly they advance the ball 10 yards. If they get it wrong, it’s a fumble and the other team has a chance to answer it and get the ball at that spot.
When they get to the end zone they score 6 points. The team can then make up a question and ask the teacher (or the other team). If they stump them they get the extra point.
After a touchdown, the other team gets the ball on their own 40 yard line.
The reason we use the 40 is that a fumble on the first few questions does not give the other team a “short field” to work with, and they still need to answer 6 questions to score a touchdown.
About this time of the year with the Super Bowl coming up, this review game is timely.
The rules for this game are simple.
The first team gets the ball on their own 40 yard line.
A question is asked of the team (next student in line for that team). If they answer it correctly they advance the ball 10 yards. If they get it wrong, it’s a fumble and the other team has a chance to answer it and get the ball at that spot.
When they get to the end zone they score 6 points. The team can then make up a question and ask the teacher (or the other team). If they stump them they get the extra point.
After a touchdown, the other team gets the ball on their own 40 yard line.
The reason we use the 40 is that a fumble on the first few questions does not give the other team a “short field” to work with, and they still need to answer 6 questions to score a touchdown.
Note: Students would often challenge the teacher for the extra point after a touchdown. We would have to study all the small details that students would ask to try and stump us. They learned a lot by digging for those details to come up with their questions.
Tuesday, March 18, 2008
A Different Way of Handling AUPs
A Different Way of Handling AUPs
Jan 21, 2007
Note added on October 10, 2013 : a lot has changed in the past six to seven years, but our AUP hasn't :-)
Every discussion about Acceptable Use Policies (AUPs) either online or at tech conferences, at some point touches on signed forms or implied consent. In the first case, each student and parent is required to turn in a signed form before the student can access the Internet through the district network. In the second case it is assumed that every parent and child has read the AUP and agreed with it – if not then the parent needs to sign a form requesting their child not have access to the Internet through the district’s network.
Since the first AUPs were written in the mid 1990’s, the use of the Internet in schools has changed drastically. We don’t have a Macintosh or Windows XP computer in our district that is not connected to the network, and thus to the Internet. Our daily routine is now dependent on the network. When we have network problems, it is a major concern to our teachers and administrators.
So what do we do with a student who does not have permission to use the Internet, has not returned the required signed form, or has lost the privilege to use the Internet because they violated the AUP? Basically they have lost access to any computer access! And in our district this means that they can’t access the library lookup stations, take our online assessments, complete research and writing assignments, enter data for science experiments, or do a presentation using PowerPoint or Keynote. In some classes, such as keyboarding, word processing, accounting, web design, and photography they couldn’t complete a many assignments.
Asking teachers to create alternative assignments and the technology department to set up computers that can’t access the Internet puts an extra burden on people who are already busy.
Networked computers and Internet access are now essential to our curriculum, not some “extra” that we should treat differently than textbooks.
Last spring I presented our AUP to the school board, but with a new twist. We now treat computer, network and Internet access just as we do a textbook. We no longer ask for a student and parent signature. We do not use “implied consent.” All students will have access to the computers, network and Internet for school and curriculum use. If a parent has concerns about this, they will go through the same procedures as if they had a problem with a textbook or other curriculum material.
Principals and/or counselors will visit with concerned parents and explain all the uses of the Internet in a school environment and the filters and other types of supervision provided. If the parent still has concerns, a plan may be adopted that will allow the student to have access to those technologies that are absolutely necessary to complete the requirements of the teacher and school.
Instead of removing all Internet privileges from students who violate the AUP, a similar plan may be put in place for them. Building principals will decide on the consequences for violating the AUP, just as they do for many student acts during the school year. We don’t have a policy prohibiting a student from having a nude centerfold hanging in their locker, yet we still deal with that situation. That is how we deal with inappropriate use of our computers, other technologies, network and the Internet.
We still publish our Technology, Computer and Network Facilities AUP in the student handbooks, on our school web sites, and make them available to parents.
Our previous AUP was quite general in nature, was last approved by our school board in 1997, and last year stood up in two separate instances under close scrutiny by lawyers. It was written to cover changing technologies and general use. The only new items we introduced were to cover intentionally bypassing the district filter and the taking of digital pictures with phone cameras.
This is the AUP that was approved by our School Board last spring. (A PDF version can be found at http://tinyurl.com/3d7rm7)
Technology, Computer and Network Facilities
Acceptable Use Policy
The Board of Education is committed to the goal of having technology, computers and network facilities used in a responsible, efficient, ethical, educational and legal manner in accordance with the mission of the Minot Public School District.
Acceptable uses of the network are activities which support teaching and learning. Network users are encouraged to use technology, computers and the Internet for purposes which meet their individual educational needs and take advantage of the computer and network functions;
Acceptable uses of technology, computers and the network include, but are not limited to;
•Minot Public School and Minot Public Library online catalogs;
•NWEA MAP testing;
•network file storage;
•word processing and other software;
•electronic mail;
•accessing databases such as Grolier’s Online and ODIN (Online Dakota Information Network);
•accessing Internet resources such as web sites and United Streaming
Unacceptable uses of computers and the network include, but are not limited to;
•accessing Internet resources or visiting web sites deemed inappropriate by the staff and administrators of this District;
•violating the privacy rights of students and employees of this District;
•gaining unauthorized access to computer systems or files;
•copying print, software, music or video for use in violation of copyright law;
•inappropriate content in e-mail, other documents or online postings;
•using profanity, obscenity, or other language which may be offensive to another user;
•using the network for financial gain or for intentionally spreading computer viruses;
•downloading, storing, or printing graphics, videos, files or messages that are profane, obscene, or that use language that offends or tends to degrade others;
•taking and/or publishing digital images that are inappropriate, embarrassing or harassing to other students or MPS employees;
•intentionally bypassing the state-wide and/or district-based Internet filters;
Jan 21, 2007
Note added on October 10, 2013 : a lot has changed in the past six to seven years, but our AUP hasn't :-)
Every discussion about Acceptable Use Policies (AUPs) either online or at tech conferences, at some point touches on signed forms or implied consent. In the first case, each student and parent is required to turn in a signed form before the student can access the Internet through the district network. In the second case it is assumed that every parent and child has read the AUP and agreed with it – if not then the parent needs to sign a form requesting their child not have access to the Internet through the district’s network.
Since the first AUPs were written in the mid 1990’s, the use of the Internet in schools has changed drastically. We don’t have a Macintosh or Windows XP computer in our district that is not connected to the network, and thus to the Internet. Our daily routine is now dependent on the network. When we have network problems, it is a major concern to our teachers and administrators.
So what do we do with a student who does not have permission to use the Internet, has not returned the required signed form, or has lost the privilege to use the Internet because they violated the AUP? Basically they have lost access to any computer access! And in our district this means that they can’t access the library lookup stations, take our online assessments, complete research and writing assignments, enter data for science experiments, or do a presentation using PowerPoint or Keynote. In some classes, such as keyboarding, word processing, accounting, web design, and photography they couldn’t complete a many assignments.
Asking teachers to create alternative assignments and the technology department to set up computers that can’t access the Internet puts an extra burden on people who are already busy.
Networked computers and Internet access are now essential to our curriculum, not some “extra” that we should treat differently than textbooks.
Last spring I presented our AUP to the school board, but with a new twist. We now treat computer, network and Internet access just as we do a textbook. We no longer ask for a student and parent signature. We do not use “implied consent.” All students will have access to the computers, network and Internet for school and curriculum use. If a parent has concerns about this, they will go through the same procedures as if they had a problem with a textbook or other curriculum material.
Principals and/or counselors will visit with concerned parents and explain all the uses of the Internet in a school environment and the filters and other types of supervision provided. If the parent still has concerns, a plan may be adopted that will allow the student to have access to those technologies that are absolutely necessary to complete the requirements of the teacher and school.
Instead of removing all Internet privileges from students who violate the AUP, a similar plan may be put in place for them. Building principals will decide on the consequences for violating the AUP, just as they do for many student acts during the school year. We don’t have a policy prohibiting a student from having a nude centerfold hanging in their locker, yet we still deal with that situation. That is how we deal with inappropriate use of our computers, other technologies, network and the Internet.
We still publish our Technology, Computer and Network Facilities AUP in the student handbooks, on our school web sites, and make them available to parents.
Our previous AUP was quite general in nature, was last approved by our school board in 1997, and last year stood up in two separate instances under close scrutiny by lawyers. It was written to cover changing technologies and general use. The only new items we introduced were to cover intentionally bypassing the district filter and the taking of digital pictures with phone cameras.
This is the AUP that was approved by our School Board last spring. (A PDF version can be found at http://tinyurl.com/3d7rm7)
Technology, Computer and Network Facilities
Acceptable Use Policy
The Board of Education is committed to the goal of having technology, computers and network facilities used in a responsible, efficient, ethical, educational and legal manner in accordance with the mission of the Minot Public School District.
Acceptable uses of the network are activities which support teaching and learning. Network users are encouraged to use technology, computers and the Internet for purposes which meet their individual educational needs and take advantage of the computer and network functions;
Acceptable uses of technology, computers and the network include, but are not limited to;
•Minot Public School and Minot Public Library online catalogs;
•NWEA MAP testing;
•network file storage;
•word processing and other software;
•electronic mail;
•accessing databases such as Grolier’s Online and ODIN (Online Dakota Information Network);
•accessing Internet resources such as web sites and United Streaming
Unacceptable uses of computers and the network include, but are not limited to;
•accessing Internet resources or visiting web sites deemed inappropriate by the staff and administrators of this District;
•violating the privacy rights of students and employees of this District;
•gaining unauthorized access to computer systems or files;
•copying print, software, music or video for use in violation of copyright law;
•inappropriate content in e-mail, other documents or online postings;
•using profanity, obscenity, or other language which may be offensive to another user;
•using the network for financial gain or for intentionally spreading computer viruses;
•downloading, storing, or printing graphics, videos, files or messages that are profane, obscene, or that use language that offends or tends to degrade others;
•taking and/or publishing digital images that are inappropriate, embarrassing or harassing to other students or MPS employees;
•intentionally bypassing the state-wide and/or district-based Internet filters;
Wednesday, January 9, 2008
Favorite Podcasts
I responded to a post on a listserv, and thought it was worthwhile posting to my blog.
> Techie:
> Specifically Mac:
> Specifically Windows:
> Just for Fun:
> Anything Else:
>
> All opinions are appreciated! Thanks in advance!
>
I did a presentation this fall on Podcasting at the Great Plains Technology Conference in Fargo. The online handout, with educational, technology and personal interest podcasts can be found at:
> What are your favorite podcasts?
>> Techie:
> Specifically Mac:
> Specifically Windows:
> Just for Fun:
> Anything Else:
>
> All opinions are appreciated! Thanks in advance!
>
I did a presentation this fall on Podcasting at the Great Plains Technology Conference in Fargo. The online handout, with educational, technology and personal interest podcasts can be found at:
I try to keep it current so that I can use it in the future.
I recently co-authored, with Camilla Gagliolo, the first of what we hope to be an ongoing series in the ISTE Learning and Leading with Technology magazine (Dec/Jan 07/08 issue). This article is titled “Get CNN Student News via Video Podcast.” One of the interesting things about this article is that Camilla and I had never met face to face until the article was almost complete. Everything was done online using some e-mail but mostly a wiki where we could both make comments, additions and changes. We did meet face-to-face for the first time at NECC in Atlanta, and again at the Apple ADE Institute in Monterey, CA. We are both ADEs, class of 2007, and first connected through a listserv because of a common interest in the use of podcasts in the classroom. We continue to collaborate on future articles, but it has been six months since we completed the first one and don’t have another one ready yet – just not enough time.
My current favorites that I listen to whenever they post a new episode are This Week in Tech, Mac OS Ken, The Tech Chick Tips (two teachers in Texas), net@nite and Webnation (with Amber MacArthur), KidCast – Learning and Teaching with Podcasting, Connected Learning with David Warlick, and The Savvy Technologist (a tech coordinator from Minnesota). Even if some of these (like Kidcast, Savvy Technologist and Connected Learning) haven’t been posting new episodes lately, their previous podcasts are very useful.
If you haven’t tried the Power Search in the iTunes store (the link is in the upper right hand corner of the page), give it a try. You can limit the search to just Podcasts, and can even narrow it down more to title, author, description and category.
One other great resource to check out is Conference Connections. This is an area, produced by a group of Apple Distinguished Educators, that interview many of the keynote presenters and other well know educational technologist at major conferences like NECC.
And whenever you find a good podcast, alway check the box at the right hand side of their podcast page that lists podcasts that other listeners also subscribe to.
iWork Apps – Pages, Keynote, Numbers
I feel very fortunate and exited to be one of a small group of educators invited to meet with the Apple iWork development team next week during MacWorld.
Our district has been very dependent on AppleWorks as our standard suite, including purchasing and running it on Windows computers. I hope that iWork eventually improves upon AppleWorks as a valuable tool and resource for K-12 schools.
I would like to know from those of you who use or have used AppleWorks and/or are using iWork
1. What features in AppleWorks you want to see in iWork.
Ex: A simple, student friendly database
clip art
paint program
all the draw capabilities found in AW
Cross platform
Label printing
paint program
all the draw capabilities found in AW
Cross platform
Label printing
2. What features would you like to see in iWork that are not found in AppleWorks?
3. What other functionality are you looking for in iWork applications?
4. What things have you found in iWork that you are impressed with?
You can respond to me off at craig1 at minot.k12.nd.us
Wednesday, January 17, 2007
CNN Student News - A great classroom resource
CNN Student News is a great resource for teachers to cover current events. It is a 10 minute, commercial free newscast covering the major news stories from the previous day. This newscast is geared for students. It is broadcast each day, Monday through Friday, at 3:12 am on the CNN Headline News channel.
We have been promoting the use of CNN Student News in our district for years, with limited success. A small percentage of teachers have been dedicated enough to set their VCRs to record the newcasts on a daily basis. We even set up a VHS recording and duplication system in our district tech office to handle those times when there was a high interest story and teachers who didn’t get it recorded wanted copies.
Several years ago we purchased a TiVo for the district office so that every episode was recorded onto the DVR and could be easily retrieved on request.
CNN has now made it much easier for teachers to use CNN Student News – it is available as a podcast that can be subscribed to using iTunes.
Once you subscribe to the CNN Student News podcast, every episode will be automatically downloaded to iTunes (Mac or Windows). You can play it in a small window or full screen (just click on the small video to enlarge it). With a video projector in the classroom, students can easily view the newscast.
Since it is available as a podcast, it is in digital format. You can pause and start the video by pressing the spacebar. You can also jump to parts of the broadcast by clicking on the “scrubber bar” instead of fast forwarding like you do with a VCR recording. You can archive the MP4 files in case you want to cover a topic later in the school year.
CNN Student News also provides free curriculum materials to go along with each newscast, from a full written transcript to questions and resources put together by educators. This can be found each day on the CNN Student News web page.
CNN Student News
What is CNN Student News?
How to use CNN Student News
Archived CNN Student News video
Schools of Thought - CNN's Educational Blog
Today's episode includes segments on Dr. Martin Luther King Jr. and fracking, a topic relavent to us in northwest North Dakota. The entire transcript for each episode is available on the CNN Student News site. <Today's transcript> Maps are often included in the resources.
The Daily Discussion resources for today include these two discussion questions:
What do you know about Dr. Martin Luther King Jr.? How was Martin Luther King Day celebrated this past weekend? Did you participate in any events related to the holiday? What do you think young people could learn from Dr. King's life? Explain.
What is the purpose of hydraulic fracturing, also known as "fracking"? According to the program: What concerns have some people raised with regard to the wastewater from fracking? How have supporters of this practice responded to these concerns? What are your thoughts about this issue?
We have been promoting the use of CNN Student News in our district for years, with limited success. A small percentage of teachers have been dedicated enough to set their VCRs to record the newcasts on a daily basis. We even set up a VHS recording and duplication system in our district tech office to handle those times when there was a high interest story and teachers who didn’t get it recorded wanted copies.
Several years ago we purchased a TiVo for the district office so that every episode was recorded onto the DVR and could be easily retrieved on request.
CNN has now made it much easier for teachers to use CNN Student News – it is available as a podcast that can be subscribed to using iTunes.
Once you subscribe to the CNN Student News podcast, every episode will be automatically downloaded to iTunes (Mac or Windows). You can play it in a small window or full screen (just click on the small video to enlarge it). With a video projector in the classroom, students can easily view the newscast.
Since it is available as a podcast, it is in digital format. You can pause and start the video by pressing the spacebar. You can also jump to parts of the broadcast by clicking on the “scrubber bar” instead of fast forwarding like you do with a VCR recording. You can archive the MP4 files in case you want to cover a topic later in the school year.
CNN Student News also provides free curriculum materials to go along with each newscast, from a full written transcript to questions and resources put together by educators. This can be found each day on the CNN Student News web page.
CNN Student News
What is CNN Student News?
How to use CNN Student News
Archived CNN Student News video
Schools of Thought - CNN's Educational Blog
Today's episode includes segments on Dr. Martin Luther King Jr. and fracking, a topic relavent to us in northwest North Dakota. The entire transcript for each episode is available on the CNN Student News site. <Today's transcript> Maps are often included in the resources.
The Daily Discussion resources for today include these two discussion questions:
What do you know about Dr. Martin Luther King Jr.? How was Martin Luther King Day celebrated this past weekend? Did you participate in any events related to the holiday? What do you think young people could learn from Dr. King's life? Explain.
What is the purpose of hydraulic fracturing, also known as "fracking"? According to the program: What concerns have some people raised with regard to the wastewater from fracking? How have supporters of this practice responded to these concerns? What are your thoughts about this issue?
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