tag:blogger.com,1999:blog-38827359506587495902024-03-13T13:54:03.614-07:00EDIM 514Anonymoushttp://www.blogger.com/profile/17048714431043184431noreply@blogger.comBlogger13125tag:blogger.com,1999:blog-3882735950658749590.post-82932537822250729782017-04-21T20:44:00.001-07:002017-04-22T17:22:40.634-07:00You.comReflection<br />
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Click here to view my website on <a href="http://bncthomas.weebly.com/" target="_blank">Weebly!</a><br />
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I've never created a Digital Portfolio before, and I'm only 89% convinced that I know what is entails. I visited About.me, Wix, and Visualize Me before settling on Weebly. Weebly seemed like a great tool to use with many features that'll allow the user to customize their website to their liking, all the while, not appearing too overwhelming. Navigating through the site was as simple as creating an account. After I created the account, I started reflecting on what it means to have a Digital Portfolio on myself. Thinking about <i>what I want people to know about me, what I want to share, </i>was a big ordeal. On my website, I created pages based on my identity today--what makes me, me. I'm a teacher, student, and mother, and I wanted to speak about all the three components in my life that has allowed me to evolve into the person I am today.<br />
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On my "My Story" page, I gave a brief overview on who I am, my educational background, and my teaching experience. Then I worked on "The Educator" page, and I started writing about myself as a teacher. Here is when I experienced my first challenge because of course, nothing is simple with me. The website was not saving my writings. Whenever I would write something on the page, it'll auto-save (as I thought), and when I left the page and returned later, it'll all be gone; I started copying and pasting my work in a Word Document just in case. I contacted Customer Service through Live Chat, and after about 32 minutes, he (Trevor) recommended when I finished typing my text, to exit the site immediately and then return to the page in an attempt to trick Weebly into auto-saving my written words before the session timed out; he had no idea how to help me otherwise, but surmised the problem was with my computer timing me out due to a cache. After some time and several attempts, my words started to save. On this page, I focused on Web 2.0 tools this year that I tried for the first time, and it made a difference. I shared some of my flyers on Smore.com, an image of Google Hangouts (even though my Google Voice has all my updated calls and messages), and I also shared one of the presentations I used on NearPod. These tools that I used throughout the year has impacted my role as an educator tremendously.<br />
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Bianca "The Student" was the next page, and I was wondering what I wanted to incorporate on this page for the longest. I literally revisited all of my past courses through <i>Live.Wilkes</i> and explored some of my projects; many of my projects where papers or items (images/graphs/tables) sent through Microsoft Word. I was really interested in the projects I completed online using Web 2.0 tools and applications, so I picked three courses (<b>Digital Media; Impact Learning Environment; Internet Tools for Teaching</b>) where I felt I created the most projects and decided to share several pieces on my website. These projects included those using Powtoon; Thinglink; Adobe Sparks; Livestream. While creating this page, I ran into a technical issue with embedding codes into my page, so I just refreshed the website, left it alone for about 15 minutes, and revisited it again to finish. I shared my entire Adobe Sparks page because I created so many pieces in that course, it would've been incredibly time consuming to incorporate both my videos and all those projects on my page from that one course. I tried to share enough projects of mine without going overboard or cluttering my website. I also made sure I provided some context on the work I was sharing on my website. I was not sure if I went into enough detail on each course description, but this is my first Digital Portfolio and I'm always going back in and editing; I;ve actually edited my website over 6 times after publishing it!<br />
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The last two pages I created are titled "The Mother" and "Social Media." I didn't go into much detail on "The Mother" page, but if someone wants to know me, then they should know I'm a mother before anything else. It was important for me to talk about my children since they are my greatest motivators--to continue teaching and to finish graduate school. I have those two to thank for everything, and I want visitors to know about my two miracles. Now, I'm not social media savvy. It took me years to create a Facebook account after it came out. I don't use Instagram, SnapChat, Twitter, Youtube, etc. I only use Facebook. I decided to turn my last page into a blog in hopes that every month I could add a monthly post on my favorite Facebook posts; my Facebook is private, so visitors won't see much if they went there themselves. The Slideshow featured showcases snapshots of my favorite posts of the month.<br />
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This final project was a reflective piece in itself. It truly allowed me to think about my own Digital Dossier over the years, and how the many projects I've created represents myself. I know in the past two years alone, I've created many blogs for assignments and used other Web 2.0 tools too--I simply can't remember them now. During my undergrad, I remember I created my first blog on WordPress, and I often think about that blog and revisit it sometimes; y<i>ou might be able to view it if you do a search on Bianca Bradwell's Twilight review.</i> My point is, I've created so many projects online, and I wish I had a Digital Portfolio back then to track everything. I also felt it especially important to talk about my personal life on my portfolio since it help viewers understand the author more. I intend to continue using my Digital Portfolio after this class is over mainly so that I have a platform to revisit my works and update with new projects.Anonymoushttp://www.blogger.com/profile/17048714431043184431noreply@blogger.com0tag:blogger.com,1999:blog-3882735950658749590.post-31836020503086608142017-04-16T18:25:00.002-07:002017-04-16T20:11:56.754-07:00Broadcast Yourself!To say this assignment was a challenge is an understatement. The best way to document this experiment is to divide my experience from the beginning, middle, and ending process.<br />
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<span style="font-size: large;">The Beginning</span><br />
On Wednesday and Thursday I could not decide if I wanted to do a personal or educational topic. Wednesday I decided to discuss a personal topic, and contemplated discussing my role as a mother or something pertaining to healthy foods etc. By Thursday, I was not sold on discussing a personal topic because I figured those who were family and friends of mine--people I expected to actually respond or take notice to my Live-streaming session, would already know my feeling and outlooks on the personal topics in my life; I'm pretty much an open book. I was frustrated by Thursday night because I was having trouble picking my topic and the week was close to an end. I'm usually not indecisive...believe me! It was Friday morning and I thought well, let me at least brainstorm on some educational topics I'm willing to discuss; for some reason online learning kept coming to mind. I wanted to talk about something that encompassed me as a virtual teacher because I feel like many people don't come across us and ask us some burning questions they have about cyber schools when given the opportunity. When strangers find out I'm a virtual teacher, they become so curious about my role and hound me with questions about our educational system. So, since I was leaning toward the topic of online learning. I decided to go with that topic after all, and created a Facebook post announcing my broadcasting event; I also posted this event on my blog and sent notifications through group text messages on my phone. I momentarily contemplated creating an <i>Event</i> on Facebook, but I thought, "I don't want to put people in the awkward position of saying yes, no, or maybe to my event." I know that feeling of saying "no" to something and then feeling like you need to explain why you could not attend. I simply created a Post and made it very casual.<br />
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Okay, so here was the fun part (insert sarcasm). I could not decide which platform to use at the same time I was having conflict over my topic. After reviewing some ideas from my instructor and asking around, I settled on these three: iPadio, Livestream, and Adobe Connect. Now, I already had an account with iPadio; I had to create an account with iPadio and do a Podcast for a previous class 2 months ago. Though I had an account with iPadio, I never explored the tool. There was so much about this tool that I did not know and still had no idea how to orchestrate. When I hit "Create Broadcast," they kept asking me to upload an audio, so I was stuck on that aspect. I figured those who wanted to listen to my Live Broadcast would probably have to call the number listed and enter my 4 digit pin, but I was not sure. Because I was so conflicted, I decided to put iPadio on the back-burner.<br />
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I moved on to Livestream and created an account next; it was a fairly easy process. Once I was in my account, I went to the Dashboard and hit <i>Create An Event</i>. I titled the event Online Learning. I set the date and time, and saved everything. "Now what" I said. I could see where the Share tool was located (it was a link), but I had no idea how I would go Live-streaming from there. After playing around with the tool for awhile with no luck, I decided to put Live-stream on the other back-burner while I searched around for other platforms before settling; now because I'm extra, I did search for tutorials and read some articles/blogs on both iPadio and Livestream, and was still confused. I totally think it's just me. While those two options were cooking, I came across Adobe Connect. Now, my school just started using Adobe Connect this year, but after poking around the website and then creating my account, I learned there was a difference between Adobe Connect Meetings, Webinar, and Learning. Knowing my school (my very frugal school) and our capabilities in this system, I know we have the Adobe Connect Meetings version. Adobe Connect Webinar and Learning differ in the sense that they offer everything Adobe Connect Meetings has, including much more. I chose Adobe Connect Webinar thinking that would be the best option for this assignment, and I was excited to see what other features were available; Adobe Connect Learning--reading it's description, seemed pretty cool. I have to be honest, I've <i><u>never </u></i>explored Adobe Connect all year. We're given a link, told to record LiveLessons, and then upload them to our Message Boards in our LMS system. Teachers don't create anything or manipulate anything, so I wanted to use this opportunity to learn more about this system I've been using all year. Since the setup and the creating of my Online Learning event was so simple, I said to myself, "Well, okay looks like I'm going with Adobe Connect." My trial was for 30 days, and I could have at least 25 members in the room. Everything was gravy... or so I thought.<br />
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<b>Livestream</b><br />
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<b> Adobe Connect </b><br />
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<span style="font-size: large;">The Middle</span><br />
The next step was creating my presentation for the live broadcast. Since I had the option to share my screen and or upload documents, at first I decided to create a presentation using Prezi (I've had an account with Prezi since forever). While gathering data on <i>The Benefits of Online Learning</i>, I changed my mind somewhere down the line and decided to go with Microsoft PowerPoint; a couple of months ago every teacher's computer was upgraded, including the installation of the new Windows 10 software, so a part of me wanted to see the difference in Microsoft PowerPoint. It was actually pretty neat. I created my PowerPoint on "The Benefits of Online Learning," nothing fancy, and then I setup my room. I was ready; one thing I noticed different about this room and the one I use at work,was the addition of the Engagement Meter Pod--which was nice to have. I opened my room around 11: 30 am, and was awaiting the attendees; I made sure I had the settings changed to "Anyone with this url can enter the room."<br />
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So it was time. Around 11:45am, I started getting messages through Facebook and through my phone from people asking about some Adobe Connect Add-On that they had to download prior to coming to my live broadcast. I assured them that that sounds reasonable, and that it probably was better than having to create an account themselves. Well, then the real problem came. Everyone, and I mean everyone, who was trying to enter my room and contacted me, told me that they kept getting this message:<br />
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<i>"The user has exceed their limit. Please contact the administrator" (something to this effect)</i><br />
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Of course this was crazy. I was allowed 25 individuals in my room. One person managed to get in my room Frank Howard--my husband's co-worker. However, upon my delay of starting at 12:00 pm because I was trying to assist others, he left and Tamika Johnson was able to enter. Now there was still just the one person in attendance. After about 30-45 minutes, of re-sending links, re-reading the conditions of my trial, and helping attendees with their questions, I finally realized they were only letting me allow 1 member in the room at a time. I then called Adobe Connect customer service, and the automated response told the caller twice that the agents could not assist those who did not purchase the software; I still attempted to speak with an agent, but the call was dropped. Feeling defeated and really upset (more like pissed), I decided to make a decision. Either go along with my live broadcast with only one person in the room, or find another platform. I chose the latter and decided to quickly return to the tools on the back-burner. Luckily, my family and friends who I was conversing with via Facebook and through text messages were willing to hold out for me to get things in order.<br />
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<span style="font-size: large;">The End</span><br />
I simply could not figure out iPadio. Again, I think was it was just me. For the longest I was trying to get from their homepage to my personal settings, and realized I had to bit "Beta Admin." I was going in circles with iPadio, and with people waiting on me, I did not have time to figure the basics--especially when I had no clue where to start. That's when I turned to Livestream. Now, I was in my account, and again, I was trying to figure out how to live broadcast--quickly. It took me about 5-7 minutes after clicking around, to realize I had to use a Livestream Producer (this popped up on the right when I clicked Editor, and then Live Tools (I know, seems previous obvious). Well after that, I made sure my PowerPoint was awaiting, along the videos I intended to share.<br />
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Honestly, I started, stopped, and re-started this live broadcast at least 8 times! 8 times! Here are the list of issues I ran into: having people entering; the picture (my camera and the screen); loud static noise; no sound at all; an extreme lag. When I hit Live Broadcast, I did not know I could not pause anything, or that my face and screen would immediately be shared. While the live broadcast was going, the very first time, I sent people the link to my Livestream, and everyone said they could enter my live event once they signed up or in using another platform. I'm seriously so grateful for these individuals who worked with me! So I stopped the first broadcast after learning I was being recorded helping others. Silly me! Then there was the issue with juggling the camera and my screen, and figuring out how to view the chat box (by pulling up Livestream on Google) without the shared screen creating some sort of weird tunnel affect; I kept switching between focusing solely on my computer screen, and then visiting the Livestream website to look at the chat box-- you'll note this when viewing my recording. It took awhile to setup everything--hence the starting, stopping, and re-starting process. Then I came across a loud static noise. Everyone else could hear it too! It was extremely loud, and I had no idea how to fix the issue. I kept visiting the Audio tool and adjusted some switch and clicked on things such as Speaker input and Microphone input etc. until I no longer heard the noise. I had no idea what I was doing; not to mention an alert at the bottom of my screen, to the left, notified me if things were streaming correctly or if my CPU was down and recommended closing apps. There was a point when I did not have any sound at all, and then I faced the extreme lag. Now, I remember finding the "enable lag" bottom in the settings and un-checking that box myself. That did not work. To be honest, after working hard to get this live broadcast going for almost 2 hours, I decided to go with the flow. I reviewed the recording afterwards and found some issues--such as no sound during the video clips even though Jessica McNeil could hear them, but I was overall satisfied considering my day. I do remember ending the live broadcast too soon, so I entered the event again to answer questions in the end. That was nice. There were 5 people overall in attendance (Tamika Johnson, Mona Bradwell, Jessica McNeil, Briana Smith, and Cookie Carr), and I was pleased.<br />
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<b> Online Learning Event-Finished Broadcast to the Right</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgm6jNwN3kCMH8saWJp2cjVs8VBFvwu1mjwg_EDuoVxeP9XQ2R99t1YGxf10FnqkdNR6ZmUtypOZE3jVaDOwB0eo-xsNWXgqnD6ueuuecKwi4s2wFxgjXIpWaILQBG80Imn2Mj4zcdGrPI/s1600/Livestream+Online+Learning.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgm6jNwN3kCMH8saWJp2cjVs8VBFvwu1mjwg_EDuoVxeP9XQ2R99t1YGxf10FnqkdNR6ZmUtypOZE3jVaDOwB0eo-xsNWXgqnD6ueuuecKwi4s2wFxgjXIpWaILQBG80Imn2Mj4zcdGrPI/s640/Livestream+Online+Learning.PNG" width="640" /></a><br />
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<b>Livebroadcasting while checking Livestream--see the tunnel affect on the screen</b></div>
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<b> Chat box!</b><br />
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<span style="font-size: large;"><br /></span>
<span style="font-size: large;">Reflection </span><br />
At first I thought to myself, "Well technically, I do a live broadcast every single day during LiveLesson, and I use a webcam and record myself too. This should not be that bad." What I did not factor in was the fact that at least in LiveLesson, I'm covering a topic I've been covering for years, and, I know how to <i>wing</i> awkward technical issues with teenagers as my main audience. These technical issues were bad, and due to the lag, I wasn't able to deliver a powerful presentation because I kept hearing my voice echo in my ears, or the lines I delivered 2 minutes ago, repeat through my headset while I was talking. I was going crazy. Luckily, my audience members said they could not hear those echoes. Would I use this platform again, probably not. I would use something a little less complex. Less is more in my book. I don't want anything fancy. I prefer platforms that have more of a virtual room format--only because it makes me feel like I can control a space, prepare in advance, etc. Even though Livestream is not my favorite, I can't deny this entire experiment was a learning experience, and I learned the power in having back-ups plans in place when things go array.<br />
<br />
<b>Livebroadcast recording on The Benefits of Online Learning: </b><br />
https://livestream.com/accounts/24776687/events/7269091/videos/154231776<br />
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<br />Anonymoushttp://www.blogger.com/profile/17048714431043184431noreply@blogger.com0tag:blogger.com,1999:blog-3882735950658749590.post-14342306425078236092017-04-15T12:21:00.001-07:002017-04-16T18:50:37.518-07:00Live Webinar <div>
<span style="color: #353535; font-family: "pt sans" , sans-serif;"><span style="font-size: 13px;">I attended a webinar through Discovery Education titled "Introduction to Discover Education Streaming" at 4:00pm. Registration was simple. I received a confirmation email, and then a reminder email with the link to access the webex. Our speaker was Linda Hughitt, who has taught K-8th grade in Oregon for awhile. She has been doing webinars for 3 1/2 years, and has completed over 1,500 to date. Overall, her webinar was very informative, and it was quite apparent that she knew her topic very well. </span></span></div>
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<span style="color: #353535; font-family: "pt sans" , sans-serif;"><span style="font-size: 13px;">The strengths with this webinar's format was the tools available for both the presenters and attendees. Both the presenter and attendees could use their microphones, webcams, and the chat box; I liked too as the attendee, the ability to privately contact the host--send her a message or question that was discreet and unseen by the others. Another strength with the webinar's format was the shared-screen option provided so that the attendees had visuals to focus on while the presenter spoke. Another tool available was the Whiteboard, which is nice to have. I don't think there was anything that hindered my experience as an attendee. There were definitely ways in which the presentation could have been better, but the platform Hughitt used for the webinar was great. </span></span></div>
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<span style="color: #353535; font-family: "pt sans" , sans-serif;"><span style="font-size: 13px;">I most definitely would participate in future webinars of this nature. I never felt confused in this setting, and I did not have any complications entering the session or using the tools available--at one point my microphone and webcam were both in use. I was even conversing with my host through the chat box. I was wondering what other rights I had as a participant in the session. Were there other tools I could've used? I'm sure the host would have to give me some rights during her live session if she wants the presentation to be interactive. </span></span></div>
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<span style="color: #353535; font-family: "pt sans" , sans-serif;"><span style="font-size: 13px;">Well, in my setting, this type of webcast would work wonderfully; it's nice to have other options to conduct our LiveLessons besides using Adobe Connect. Adobe Connect comes with many issues in terms of lagging and upload restrictions--the lagging is mainly due to mass of people using the LiveLessons and entering the rooms at the same time. Since we're making many curriculum changes for the future, it'll be nice to see some teachers use Cisco WebEx Meeting Center to hold their lessons, record microlessons, or for us to hold our meetings. Usually when Adobe Connect is down or has issue within their own networking system, we send out a note to families explaining the issue and apologize for cancelling LiveLesson. We never have a back-up plan. This type of webcasting system, which is so similar to what we already use, would be a great alternative. In the brick in mortar setting, teachers could use this type of webcast to hold tutoring sessions, one-on-one conferences with students, or to record lessons for students during snow days or days the teacher is absent so students could still learn the material in a timely fashion.</span></span></div>
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<span style="color: #353535; font-family: "pt sans" , sans-serif;"><span style="font-size: 13px;">I would use Cisco WebEx Meeting Center and put students in the position to act as both attendees and broadcasters. As attendees, students can still chat in the boxes, use their microphones and webcams. I sure they can also use the Whiteboard (located at the top) if I give them the rights. As broadcasters, I would like for students to present on a topic we're covering or conduct the LiveLesson themselves for the day; I have done that in the past. Luckily for the teachers and students at CCA, broadcasting live is apart of our day-to-day tasks. It's scarier than presenting in person in my opinion because we're recorded, and have to manipulate technology as we present; we then hope that we don't run into any issues at the same time as well. </span></span></div>
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Anonymoushttp://www.blogger.com/profile/17048714431043184431noreply@blogger.com0tag:blogger.com,1999:blog-3882735950658749590.post-83265064489751195622017-04-14T15:22:00.002-07:002017-04-14T15:22:39.458-07:00Live Broadcast: Online Learning <span style="font-size: large;">On April 15th, at 12:00 pm, I'm hosting a Live Broadcast on the benefits of Online Learning!</span><br />
<span style="font-size: large;"><br /></span>
Where: <a csi="true" href="https://meet66957799.adobeconnect.com/r7j7g3ofj3j/" style="background-color: white; color: black; font-family: Verdana, Arial, Helvetica, sans-serif; font-weight: bold;" target="_blank">https://meet66957799.adobeconnect.com/r7j7g3ofj3j/</a><br />
<span style="font-size: large;"><br /></span>
<span style="font-size: large;"><i>Come and learn about the benefits of Online Learning in this small presentation!</i> </span>Anonymoushttp://www.blogger.com/profile/17048714431043184431noreply@blogger.com0tag:blogger.com,1999:blog-3882735950658749590.post-80693511285461503392017-04-09T20:53:00.001-07:002017-04-23T09:30:23.372-07:00Integrating Social Networking <span style="font-family: "times" , "times new roman" , serif; font-size: large;">Grade Level: English 11 (11th grader)</span><br />
<span style="font-family: "times" , "times new roman" , serif; font-size: large;">Lesson Plan: Unit 2 Lesson 4 Edgar Allan Poe: Integrating <i>NearPod and Edmodo </i></span><br />
<span style="font-family: "times" , "times new roman" , serif;"><i><br /></i>
<span style="color: #353535; font-family: "pt sans" , sans-serif;"><span style="background-color: white; font-size: 13px;"><i>*Due to copyright laws at CCA, I can't take any pictures of the lessons within our LMS, Connexus, and post them to an outside platform for any purpose</i></span></span></span><br />
<span style="font-family: "times" , "times new roman" , serif;"><span style="color: #353535; font-family: "pt sans" , sans-serif;"><span style="background-color: white; font-size: 13px;"><br /></span></span>
<span style="color: #353535; font-family: "pt sans" , sans-serif;"><b><span style="background-color: white;"><u>Lesson Plan:</u></span></b></span></span><br />
<span style="font-family: "times" , "times new roman" , serif;"><span style="color: #353535; font-family: "pt sans" , sans-serif;"><span style="background-color: white; font-size: 13px;"><br /></span></span>
<span style="font-size: 16px;"><b>Essential Questions</b></span></span><br />
<ul style="font-size: 16px;">
<li><div style="line-height: normal;">
<span style="font-family: "times" , "times new roman" , serif;">What Gothic elements are present in Edgar Allan Poe's literature?</span></div>
</li>
<li><div style="line-height: normal;">
<span style="font-family: "times" , "times new roman" , serif;">What did Poe deem as the intended effect of his literature?</span></div>
</li>
<li><div style="line-height: normal;">
<span style="font-family: "times" , "times new roman" , serif;"> Did Poe follow his own qualifications for short stories?<strong> </strong></span></div>
</li>
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<h4 style="font-size: 16px;">
<span style="font-family: "times" , "times new roman" , serif;">
Objectives</span></h4>
<div style="font-size: 16px; line-height: normal;">
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<ul style="font-size: 16px;">
<li><span style="font-family: "times" , "times new roman" , serif;">Read and analyze Poe's literary works including his letters and short stories</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Describe how the setting contributes to Poe's intended effect</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Evaluate Poe's writing using his own criteria</span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">Demonstrate your understanding of Poe's "The Raven" in a NearPod activity </span></li>
<li><span style="font-family: "times" , "times new roman" , serif;">To collaborate in Edmodo and create a post for peers to respond</span></li>
</ul>
<span style="background-color: white; color: #353535; font-family: "pt sans" , sans-serif; font-size: 13px;"><br /></span>
<span style="background-color: white; color: #353535; font-family: Times, Times New Roman, serif;"><b>Description</b></span><br />
<span style="font-family: Times, Times New Roman, serif;"><span style="background-color: white;"><span style="color: #353535; font-family: PT Sans, sans-serif;"><span style="font-size: 13px;">The students will complete their lesson in Connexus on Edgar Allan Poe; this lesson is for Unit 2 Lesson 4, and it should take students 2 days to complete; all lessons are already designed and assigned withing the LMS system for the entire school year. First, students will click on a hyperlink to read his Poe's letters, and then use EBSCOhost Research Database, accessed within Connexus, to research an article titled </span></span></span><span style="font-family: "Times New Roman", serif; font-size: 16px;">"Poe, Edgar Allan" from the</span><em style="font-family: "Times New Roman", serif; font-size: 16px;"> Funk & Wagnalls New World Encyclopedia</em><span style="font-family: "Times New Roman", serif; font-size: 16px;">. Students will then use </span><span style="font-family: "Times New Roman", serif; font-size: 16px;">SAS® Curriculum Pathways to complete an activity using the same article. Towards the end of their lesson, students will read Poe's </span><span style="font-family: "Times New Roman", serif; font-size: 16px;">"The Masque of the Red Death," and then complete a 5 question Quick Check assessment based on the material learned throughout the entire lesson. </span></span><br />
<span style="font-family: Times, Times New Roman, serif;"><span style="font-family: "times new roman" , serif; font-size: 16px;"><br /></span>
<span style="font-family: "times new roman" , serif;">The integration of social networking will take place during my LiveLesson, after students have already completed their Unit 2 Lesson 4 readings and Quick Check assignment through Connexus; this lesson will take place on day 2. Students will enter the room, and see the note and NearPod link;<i> I would have sent out a webmail previous to the LiveLesson session explaining NearPod and the Edmodo activity with an invite, beforehand</i>. Once they click on the link, they will be taken to NearPod.com and asked about a code. I will then provide the students with the code. I will also tell students to visit the link provided for Edmodo to join our English 11 group; <i>hopefully students have already joined the group prior to LiveLesson--as requested in the webmail sent, once they've opened their invite in Connexus. A code will be provided as well. </i>Before the start of our NearPod activity, students should have three tabs open: Adobe Connect-LiveLesson, NearPod LiveLesson, and Edmodo to our Group's Page. We will begin when all students are in the NearPod room together. </span></span><br />
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<span style="font-family: "times new roman" , serif;"><b> NearPod link and Code</b></span><br />
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<span style="background-color: white; color: #353535; font-family: "pt sans" , sans-serif; font-size: 13px;"><b> My LiveLesson Room (with Note and Link Pod)</b></span><br />
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<b> Edmodo Invites to be sent to each students' webmail </b><br />
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<b> Edmodo link that will be provided in the Notepod during LiveLesson </b><br />
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<span style="background-color: white;"><span style="color: #353535; font-family: PT Sans, sans-serif;"><span style="font-family: Times, Times New Roman, serif; font-size: 13px;"><b><u>NearPod</u></b></span></span></span><br />
<span style="background-color: white;"><span style="color: #353535; font-family: PT Sans, sans-serif;"><span style="font-family: Times, Times New Roman, serif; font-size: 13px;">Once in the NearPod room, we will begin our activity on Edgar Allan Poe's "The Raven." I will tell students to remain focused on the tab with the NearPod LiveLesson. During this activity, we will listen to an audio of the short story first, and then hold a partner breakout session, where students will discuss <i>tone</i> and <i>mood</i>. Students will hold this discussion in our LiveLesson Breakout rooms; the number of students will dictate how many rooms I'll need. Students will be placed in the Breakout rooms randomly, and have 5 minutes to discuss their answers. </span><span style="font-family: "times" , "times new roman" , serif; font-size: 13px;"> </span></span></span><br />
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<b> Objectives</b><br />
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<span style="background-color: white;"><span style="color: #353535; font-family: "pt sans" , sans-serif;"><span style="font-size: 13px;"><b> Audio Recording</b></span></span></span><br />
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<b> Talking with a Partner</b><br />
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<span style="background-color: white; color: #353535; font-family: "pt sans" , sans-serif; font-size: 13px;"><b> An Example of the Breakout Rooms in my LiveLesson Room</b></span><br />
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<span style="color: #353535; font-family: PT Sans, sans-serif;"><span style="background-color: white;"><span style="font-family: Times, Times New Roman, serif; font-size: 13px;">This Nearpod lesson also include multiple interactive activities requesting the students to scroll, draw, highlight, and provide answers to question posed throughout the lesson. As the instructor, I'm able to monitor those students who are actively engaged and who are participating; both the students and I can see the responses that are submitted. I will use the assessment report that's sent to my email address to evaluate which students will earn credit. Since the major project for Unit 2 is due in Lesson 11, I will simply combine students' participation points for this lesson with their Quick Check grade. 5 points will be given based on the discussion with their partner (I will save the Chat Pod dialogues in each Breakout Room), the highlighting activity, and the Q and A exercises. Those 5 points will be combined with the possible 5 points earned for the Quick Check for a total of 10 points; <i>The Edmodo assignment will be an additional 5 points to total 20 points for the Unit 2 Lesson 4 assignments. </i></span></span></span><br />
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<b> Interactive highlighting exercise</b><br />
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<b>Question and Answer exercise </b></div>
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<span style="background-color: white; color: #353535; font-family: "times" , "times new roman" , serif;"><b> Requesting An Assessment Report </b></span><br />
<b><u>Edmodo</u></b><br />
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The NearPod activity should take about 20-25 minutes; the Edmodo activity will take up the renaming LiveLesson time--approximately 15-20 minutes. Once students have read Poe's "The Raven" and have completed some interactive activities on the short story, then will go back into their Breakout Rooms. This time, depending on the number of students, they will be broken into groups of 3-4; if there are 12 students in attendance, I will create groups of 3 with 4 students in each room.<i> I teach two LiveLessons a day (9:00 am and 12:30 pm sessions), so there will be more than 3 group postings to the Edmodo English 11 Group page by the end of the day. </i>Students will be given 7-10 minutes to discuss the question: " What Gothic Elements are present in Poe's "The Raven"? in theire Breakout Rooms. This questions will take the notes gathered in Connexus, analysis of the Gothic subgenre, and an in-depth look at Poe's "The Raven." One student in each group will be chosen to post the group's response to Edmodo; I will ask that their names and session time be included in the post. The remaining time in class will used for each student to individually visit the posts of their peers, and respond to their answer--<i>students will not comment on their own group's post.</i> Students can agree with their peer's assessment, offer another perspective, or pose a question to the group. I will explain to the class I'm looking for a conversation as well. Like all assignments in Connexus, the students will have until the last day of school to complete this assignment.<br />
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<span style="background-color: white; color: #353535; font-family: "times" , "times new roman" , serif;"><b>Goals</b></span><br />
-For students to engage in the NearPod LiveLesson<br />
-For students to collaborate in teams and create a post in Edmodo<br />
-For students to communicate with each other during the NearPod LiveLesson and in the Breakout Rooms<br />
-For students to provide feedback on their peer's postings in Edmodo<br />
-For students to demonstrate their understanding of Poe's literary work, and it's connection to Gothic Literature (Romanticism).<br />
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<span style="background-color: white; color: #353535; font-family: "pt sans" , sans-serif; font-size: 13px;"><br /></span>Anonymoushttp://www.blogger.com/profile/17048714431043184431noreply@blogger.com0tag:blogger.com,1999:blog-3882735950658749590.post-77874195892002478762017-04-09T18:01:00.001-07:002017-04-10T04:37:44.182-07:00Seven Day Social Immersion Challenge <span style="font-family: "times" , "times new roman" , serif; font-size: x-large;">Photo-a Day</span><br />
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<b><span style="font-family: "times" , "times new roman" , serif; font-size: large;">Backstory on the week...</span></b><br />
<span style="font-family: "times" , "times new roman" , serif;">Okay, so I want to give a backstory on my week so that my photos make some sense. In our cyber school, PSSA testing week is the WORST week in the entire school year. Admin, teachers, and students/families all know this; it's really no secret. Unlike a regular brick and mortar school, CCA teachers must go to a center or hotel conference room at a close location to hold these testing sessions around PA. We are totally detached from school during this week, having limited to no contact whatsoever with our colleagues and students for 4 -5 days. It sucks. So, I was assigned testing for this week, at a hotel in Northeast Philadelphia, and my testing hours were from 7am-6pm. Yup! Since my phone was confiscated during testing hours, I either took a picture in the morning or during the drive to the location (not while I was actually driving), or else the picture would be taken at night. </span><br />
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<span style="font-family: "times" , "times new roman" , serif;">Then--because that is not bad enough, I fell ill on Wednesday. I never...EVER...had any experience with the stomach bug or with food poisoning. So of course, on the most important week of the year, I fall victim to the stomach bug on Wednesday, at 4:02 pm, during testing. I have to tell you something, having the stomach bug and being 21 weeks pregnant is something terrible. </span><br />
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<span style="font-family: "times" , "times new roman" , serif;">So what am I'm saying...I'm saying I had a really crappy week, with the exception of Saturday and Sunday, and wished I enjoyed this experience a little more. </span><br />
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<b><span style="font-family: "times" , "times new roman" , serif; font-size: large;">The Experience and Reflection </span></b><br />
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<b><span style="font-family: "times" , "times new roman" , serif;"><i>Monday: Vocabulary List</i></span></b><br />
<b><span style="font-family: "times" , "times new roman" , serif;"><i>Tuesday: Wawa cup</i></span></b><br />
<b><span style="font-family: "times" , "times new roman" , serif;"><i>Wednesday: Sink </i></span></b><br />
<b><span style="font-family: "times" , "times new roman" , serif;"><i>Thursday: Bed</i></span></b><br />
<b><span style="font-family: "times" , "times new roman" , serif;"><i>Friday: Car</i></span></b><br />
<b><span style="font-family: "times" , "times new roman" , serif;"><i>Saturday: Party</i></span></b><br />
<b><span style="font-family: "times" , "times new roman" , serif;"><i>Sunday: Computer</i></span></b><br />
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Slideshow link: <a href="https://www.flickr.com//photos/149527425@N06/show/" target="_blank">https://www.flickr.com//photos/149527425@N06/show/ </a><br />
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<span style="background-color: #fafafa;"><span style="color: #353535; font-family: "times" , "times new roman" , serif;">The first thing I did was research the Project 365 and read up on the challenge. I wanted to do a photo-a day experiment because once upon a time, photography use to be a hobby of mine, and I lost sight of that a few years ago. Nowadays, I rarely take picture even though I have a smartphone; I happen to be one of those individuals whose cell phone is not permanently attached to their hand. On one website, I used their Project 365 tips to guide me. There tips were: 1<i>. Bring Your Camera Everywhere; 2. Make Posting Easy; 3. Vary Your Theme; 4. Tell a Story; 5. Don't Stop, No Matter What.</i> I decided to keep my phone with me as much as possible this week. Since I could not do this at work due to testings, I decided to just keep it in my robe pocket while at home so I'd remember to take a picture. I decided to use Flickr to upload my pictures for this assignment; I wanted to use a tool that was simple and easy to understand and orchestrate. When it came to theme, here is where I felt I lacked in trying different things. Usually, I'm really particular about the pictures I capture for the most part. In the beginning of the week, I was just taking pictures so I'd remember to take the picture. By Saturday night, I noticed I did not try to capture the best lighting, perfect zoom frame, and/or decide on the greatest angle to shoot many pictures. I wish I would have put more thought into those aspects rather than just snapping a picture for the day.</span></span><br />
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<span style="background-color: #fafafa;"><span style="color: #353535; font-family: "times" , "times new roman" , serif;">Telling a story was one that took some thought. Since I knew this was going to be a busy week, I wanted to take a picture of things that <u>consumed my day</u>; pictures or items that either made my day, was on my mind, or helped me in some way. With <b>Monday's </b>picture, my son had this major Reading Comprehension test to study for that day. I'm really big on studying, and since I had to leave earlier for work every morning this week, I told my son I was going to snap a picture of his Robust Vocabulary words, put him on speaker as I drove, and listen to him recite his words before he left for school; at red lights, I would glance at the sheet to make sure he was on point. <b>Tuesday</b> was my Wawa cup. I was so serious about this picture, I even wanted to capture the dirt in my car for realness. My hotel had a Wawa around back, and before testing I decided to stop at Wawa and grab a Ginger Peach Black Tea; I can have minimal caffeine while pregnant. This tea made my morning--I was beyond happy to have it before enduring the grueling hours of testing. </span></span><br />
<span style="background-color: #fafafa;"><span style="color: #353535; font-family: "times" , "times new roman" , serif;"><br /></span></span>
<span style="background-color: #fafafa;"><span style="color: #353535; font-family: "times" , "times new roman" , serif;">On <b>Wednesday</b>, I did not take a picture in the morning with the intentions of simply one after I left the hotel. However, when I fell ill, I climbed into the bed and curled up into a fetal position. <b>Thursday </b>morning, I took my picture for Wednesday--my bathroom sink. Due to the stomach bug, I kept running to the sink all night, and sometime, I just rested my head on it before returning back to bed. Thursday's picture was my bed. I took off of work of course, woke up to help my son, and then took my picture before falling in the bed for about 8 hours. I was a mess. On <b>Friday</b>, I stayed in my car. My House Warming/Gender Reveal Party was on Saturday, and since I was feeling better, I had to make so many errands; I left my home at 8:35 am and did not return until 3: 30 pm. My car is a life saver. Party day was on <b>Saturday</b>, so as the party was ending, I snapped a quick selfie of myself smiling because I was in a great mood (I'm having a girl! Surprise!). Lastly, on <b>Sunday, </b>I took a picture of my laptop. Aside from homework, my grades are due Monday (4/10) and Wednesday (4/12) I run progress reports. Thanks to PSSA testing, I'm behind in grading with over 140 items left to tackle. Yey! The computer will be my life on Sunday. </span></span><br />
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<span style="background-color: #fafafa; color: #353535;"><span style="font-family: "times" , "times new roman" , serif;">I actually think this challenge was pretty cool. I've seen Project 365 examples, and was really impressed with the imagery captured in most of the pictures as time went one. You can tell the project has evolved for most over the span of time due to the images becoming more poignant; I would like to do a Project 365 challenge one day of one image, like of my home or children together. Flickr wasn't that bad to use too for the first time. It was easy to upload all my images, and even figure out how to view them in a slideshow. I copied and pasted the url, and then placed it in the search bar. Once the url was in the search bar, I typed in the word "show" afterwards, and suddenly this Flickr Slideshow of my images came up. My only issue was trying to arrange the images in the order I took them; that wasn't happening for some reason. I'm still trying to figure that out, along with embedding my slideshow into my blog. Overall, this was a cool experiment even though I was sick and super busy. </span></span><br />
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<span style="background-color: #fafafa; color: #353535;"><span style="font-family: "times" , "times new roman" , serif;"><b>Works Cited </b></span></span><br />
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Project 365: How to Take a Photo a Day and See Your Life in a Whole New Way. <i>Parabo Press</i>. Retrieved from http://content.photojojo.com/tutorials/project-365-take-a-photo-a-day/Anonymoushttp://www.blogger.com/profile/17048714431043184431noreply@blogger.com0tag:blogger.com,1999:blog-3882735950658749590.post-31463292581084536932017-04-02T19:24:00.001-07:002017-04-02T19:47:26.601-07:00Digital Story Created with a Cell Phone<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif; font-size: large;">The Process</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Step 1: Script:</span></span></div>
<b id="docs-internal-guid-6696f4ca-318d-eaff-ba84-73397ddb5cc7" style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"><br /></span></b>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">First I had to reflect on the statement:</span><span style="background-color: white; color: #353535; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> “I knew I was going to be an educator when..." For me, there were many reasons why I became an educator, so I jotted down some thoughts, and put together a script as I went along; I changed my script many times. Along with my script, I noted the order in which my images/videos would appear in my story. In the end, my script read like this:</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(1.</span><span style="background-color: transparent; color: black; font-size: 7pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Book of Edgar Allan Poe </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(Picture)</span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">: I remember Edgar Allan Poe from High School. His style, his diction, his signature... it stayed with me even after I graduated. During my first year in college, my mother remembered my love for Poe, and gave me this book. I read it cover to cover in an hour, and it was like falling in love but having no one to share it with. It was that moment when I realized I wanted to share those same emotions with others…stir up that same passion in someone else with reading, so that that’d want to relish in the amazement of stories with me. By nightfall I was already dreaming about becoming a teacher, and standing in front of my classroom discussing Romanticism, and I just knew it was going to happen.</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(2.</span><span style="background-color: transparent; color: black; font-size: 7pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Biology-Plant </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(Picture)</span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">: You have to understand, I was a biology major originally; studying about the life of living organisms. I was in love with Science; I still am. However, I was not enjoying my courses as a bio major, and I realized reading that Poe book was the first time in a long time that I felt passion for something…I felt motivated to do something else…What necessarily?…I did not know. I knew the other loves of my life were reading and writing, right up there with helping people, but I still remained conflicted. My mother and grandmother were teachers, and I did not want to feel like I was living their dreams.</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(3.</span><span style="background-color: transparent; color: black; font-size: 7pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Temple University degree </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(Picture)</span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">: I followed my head and my heart, and decided to make the change. I remember it was spring of 2010, and I was sitting in the conference room, along with other students, awaiting the presentation on becoming an Education major, at the Ritter Annex building at Temple University. The presenter talked forever, and let us know, this would be a long but rewarding journey. I was very excited, until I student taught.</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(4.</span><span style="background-color: transparent; color: black; font-size: 7pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Student Teaching </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(video)</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(5.</span><span style="background-color: transparent; color: black; font-size: 7pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">CCA cup </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(Picture)</span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">: I started with CCA 3 months after I graduated from Temple University, and it has been an experience unlike anything I could ever imagine; virtual schooling never crossed my mind when studying to become a teacher. CCA follows the individualized learning plan, therefore, we take the time to customize the lessons and assessments for each students to suit their individual life challenges. Its overbearing work for the teachers, but so meaningful for the students. The personalize notes and simple praises from both parents and students reassures me that I made the right choice 31/2 years ago.</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(6.</span><span style="background-color: transparent; color: black; font-size: 7pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">CCA Computer </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(Picture)</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(7.</span><span style="background-color: transparent; color: black; font-size: 7pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Children </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(video)</span></span></div>
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<span style="font-family: "times" , "times new roman" , serif;"><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(8.</span><span style="background-color: transparent; color: black; font-size: 7pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Children </span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">(Picture):</span><span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> My children keep me in the field of education. I treat my students the way I want teachers to treat my children, and so my students know me as an overprotecting, loving by tough motherly type. I can say too, I knew I was going to be an educator after I became a mother for the first time in 2009, and the value of children as our future leaders really weighed on me. My children keeps me going every day.</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">All of my images would have a voice over, and I was hoping to stay in the 3 minute to 5 minute range for the entire video.</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: italic; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;"> </span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Step 2: Checking phone requirements</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">I took a Digital Storytelling course at Wilkes University, and I must say it had to be one of the most challenging course I’ve ever taken. For that course, I used my Android—Samsung Note 4 Smartphone to take videos and photos and create movies. I would upload the media to my Google Drive or send it to my email address, and then download those files to my computer. Then I would upload the media using Movie Maker, move my tracks around, alter the times for each frame, and record over each track; the conversion process afterwards was another challenge in itself. Nonetheless, I knew my phone (though a bit outdated according to upgraded technological standards) could handle video and image capturing. I also knew I would be able to access Google Drive since my email address won’t allow any attachment over 20mb to be sent. Checking my phone’s capabilities was also helpful because I could determine early on that create my video and uploading it to my Blog all via the phone was not going to work.</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Step 3: Selecting a Platform</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">My first challenge was selecting a platform to create my video. Of course my mind immediately went to tools and applications I’m comfortable and familiar with, such as MovieMaker or Adobe Sparks. I wanted to choose one of these for the most obvious reasons, and since I’ve been considered somewhat of a perfectionist, I like my finish products to be almost if not perfect. However, upon taking the advice of my instructor, I did decide to step out of my comfort zone and try something new. During the early weeks in this course, I explored both Voicethread and WeVideo; I never used either tool to create a video. I’m originally plan was to create my video using both platforms, and see which tool worked best for me in the end. Since I already had accounts with both tools, I started immediately. I uploaded my photos and images to Voicethread without any issues, and then I tried with WeVideo. I found with WeVideo, that it was more of a process. Once I uploaded my images to WeVideo, I had to drag the image to the track and then adjust the time; that was very tricky. Then if I wanted to upload a video, first I could only import them through my Google Drive to WeVideo because my computer would not let me upload them from my personal computer drive to the tool. After that, I had to find the video, in another location, and then drag them to the track. At this point, Voicethread is looking like the winner. Once all my media was upload Voicethread (which is Step 1 -Add Media), it was time Comment, Step 2, which entailed recording your voice or adding text to each piece of media. To me, it felt more like a presentation than an actual cohesive movie using Voicethread when I previewed my work. I wanted to feel like I was watching a movie, not click through slides, so I decided to go with WeVideo. </span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvKFCzXzhay-0s2oESzIExhXdKQyHSpclMUZuHImGW0cfm_BGlPloDNC1ZBFLlYyNOPVhV0ExSrhn75WJRsLFvFiX4J2GmRt9HdkkOopbtNCNXKop713w0XkZMb9y6AdoDqHno-oUd0Eo/s1600/Voicethread.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvKFCzXzhay-0s2oESzIExhXdKQyHSpclMUZuHImGW0cfm_BGlPloDNC1ZBFLlYyNOPVhV0ExSrhn75WJRsLFvFiX4J2GmRt9HdkkOopbtNCNXKop713w0XkZMb9y6AdoDqHno-oUd0Eo/s640/Voicethread.PNG" width="640" /></a></div>
<b style="font-weight: normal;"><span style="font-family: "times" , "times new roman" , serif;"> <span style="color: purple;">Voicethread</span></span></b><br />
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<span style="background-color: transparent; color: black; font-style: italic; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Step 4: Building my Story</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">We were warned that creating this digital story would be a process, and I’m telling you that is an understatement; I was tempted to throw my computer out of the window about 5 times throughout the entire process. I’ve created some very complex videos before, but using WeVideo to create something for the first time was intense. When I started working in WeVideo, I was working in video mode, with tracks and many other features to create my work, and then I ran into my first challenge--arranging the tracks. For some reason, I could not figure out how to extend or retract my tracks without creating split tracks. Then, once I figured it out after 35 minutes, I was beginning to feel slightly overwhelmed with all the options and features available. I went to go save my work, and then saw the Storyboard mode option. I immediately perked up and could not believe I forgot about that option with WeVideo. I decided to switch over from Timeline Mode to Storyboard mode, fully understanding that my work would be lost and I would have to start over. So I did! </span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEje3gtE5_sXxOtnf_MxW_XeMTeJekYiVMu9Zm4_wH618GKeqA3ZhCu7iI2tqUzwbyykhag2lv2oc8dFELRP2P3BtprUv7hceEfKtTgQpRdC7A0phPLHBmSctLEpU9zMlIK4b163hBVFhOI/s1600/WeVideo+Timeline+mode.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="258" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEje3gtE5_sXxOtnf_MxW_XeMTeJekYiVMu9Zm4_wH618GKeqA3ZhCu7iI2tqUzwbyykhag2lv2oc8dFELRP2P3BtprUv7hceEfKtTgQpRdC7A0phPLHBmSctLEpU9zMlIK4b163hBVFhOI/s640/WeVideo+Timeline+mode.PNG" width="640" /></a></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;"> <span style="color: purple;">Timeline Mode</span></span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">StoryMode was so much easier to work in--or so I thought, because it’s format seems to fit the purpose of creating a Digital Story so much better. I began again by importing my videos and images onto WeVideo Storyboard and then editing the times for each slide and incorporating text slides when appropriate. It wasn’t long before I ran into another issue during the audio recording. After almost an hour of believing I was clicking on the wrong thing or missing a step, I realized in Storyboard mode you can only do one voiceover that plays over the entire video--all the slides, whereas in Timeline mode, you can create individual audio recordings for each track. So, in order to do this correctly, I had to time each slide perfectly and speak over the slide with images in it’s allotted time frame before the video kept moving; of course I adjusted the time frames for each slide when appropriate. Hours later, I manage to finish my video, after several recording attempts, and hit FINISH at the top. Well, since my video was slightly over 5 minutes long, I had to upgrade my account; I remember brushing over the detail in the review because the word FREE was in big bold letters, and that’s what I focused on for the most part. Since I was not paying 30-60 dollars upgrading my account, it was back to the editing board I went. I worked very hard to condense my video, and finally was able to hit that FINISH button about 30 minutes later. </span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzq_q1PuXTfQza-ZQj0cwkqNqx29-_M6VRU9jXFcka8qGVKIZR7lj5SXoS0QOQfZrSoVGuD1jfNdLyXBRcNErG7LtZOBGFSu8gnSn_34OeHVOWRLPn_92JdwJJ9ZMkHyVizz4s-6pjPqQ/s1600/WeVideo+1.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="271" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzq_q1PuXTfQza-ZQj0cwkqNqx29-_M6VRU9jXFcka8qGVKIZR7lj5SXoS0QOQfZrSoVGuD1jfNdLyXBRcNErG7LtZOBGFSu8gnSn_34OeHVOWRLPn_92JdwJJ9ZMkHyVizz4s-6pjPqQ/s640/WeVideo+1.PNG" width="640" /></a></div>
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<span style="background-color: transparent; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;"> <span style="color: purple;">Storyboard Mode</span></span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">Step 5: Importing the Digital Story onto My Blog</span></span></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif;">The final step is uploading the finished video to my Blog. Click<a href="https://www.wevideo.com/view/888028268" target="_blank"> here </a>to view the video!</span></span></div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwgeN_hHQSYCNtDqlgJ8eBWMsoB5z4yG6l9pQgCwS0awlAvBo0QcisNiJn2n-3WtJcvKIs_pnLZpkOUaRy9Dw' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
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<span style="background-color: transparent; color: black; font-style: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "times" , "times new roman" , serif; font-size: large;">The Reflection</span></span></div>
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<span style="color: #353535; font-family: "times" , "times new roman" , serif;"><span style="background-color: #fafafa; white-space: pre-wrap;">Taking the videos and images with my cell phone worked well. I did not have any issues with my phone, or the uploading of the material from the mobile device to my email address or Google Drive. My struggles came when I had to decide which platform to use to create my video, and the editing process when configuring my video. Next time, I will go beyond the website to understand a tool; even creating an account and exploring WeVideo before hand did not better prepare me for this assignment. Looking at tutorials, over examples, and reading personal experiences from others, is truly helpful above anything else. I would love for my students to create their own Digital Stories in our unit on Contemporary Postmodernism; in that unit, students can be more creative with their writing, and I believe we assign a project on creating a memoir in the same unit. WeVideo would be a great tools for my students to use. I would advise they create accounts to explore beforehand, but also, review tutorials on the tools as well. So students could see beforehand a finished product, I would make sure they have access to one of my examples, and I would even make time to walk them through certain steps as well during LiveLesson. We guidance, WeVideo can be a fantastic tool to create some unique works and bring stories to life. I will definitely use this tool again. </span></span></div>
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<br />Anonymoushttp://www.blogger.com/profile/17048714431043184431noreply@blogger.com0tag:blogger.com,1999:blog-3882735950658749590.post-47300733387808999252017-03-31T17:04:00.001-07:002017-04-01T17:29:35.696-07:00Mobile Devices in the Classroom Interview <div class="MsoNormal">
<span style="color: #073763;">I conducted the interview with an educator name Chrissy Carfagno, who teaches Health Ed and Physical Fitness at CCA (Commonwealth Charter Academy); since Chrissy and I are close friends, I decided to call her to ask her questions about using mobile devices during her LiveLessons. During our conversations, Chrissy disclosed to me how she uses mobile device in our virtual setting, taking into account the difficulties it arises since she can’t technically see students using their devices; it’s all optional…<i>for now </i>she claims. Generally speaking, Chrissy claims<i> she </i>uses mobiles devices mainly to record videos of herself working out. Now, she does show physical fitness moves during her LiveLessons, and they are recorded, but our workspace is limited. We literally work in a cubicle. So, sometimes when she goes to the gym (she’s an avid gym goer), she likes to record herself doing a yoga pose or workout move involving the biceps, and share them with her students; even completing tutorials on full on workout routines. Chrissy also encourage her students to take videos of themselves working out to share during LiveLesson. She advise students, if they have smartphones, to use their StopWatch and/or Timer application when tracking their workout sessions, since they have to be documented for some assignments. Chrissy also recommends downloading Workout trackers (from Google Play Store for example) to keep track of progress, both educationally and personally, throughout the year; she shares a couple of free app ideas with her students. Lastly, Chrissy uses her mobile device to stay in contact with students. She, like most teachers at CCA, have a Google Voice number, and students call her or send her text messages when they need assistance. </span><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiitixZAuMVR9GZdgihUHFcdklDO5B9EtWEaqSxgZgKnhxvBgTCgsi_cjRXUr80mhf5AI7P0eKNPskL96PNSbM0JVL30_GfblnQI4gIB1OTN40cCHBUnsuxeKWgdi7xZedde8rkzf2Jfg/s1600/workout.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiitixZAuMVR9GZdgihUHFcdklDO5B9EtWEaqSxgZgKnhxvBgTCgsi_cjRXUr80mhf5AI7P0eKNPskL96PNSbM0JVL30_GfblnQI4gIB1OTN40cCHBUnsuxeKWgdi7xZedde8rkzf2Jfg/s400/workout.jpg" width="400" /></a></div>
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Chrissy is well aware of our school’s policy concerning the Protecting Children in the 21<sup>st</sup> Century Act, and remains in compliance with this Acceptable Use Policy at all times. She also knows too that CCA relinquishes the duties of all web based monitoring, including the use of cellular devices, to the Caretakers and designated Learning Coaches as outlined in our school policy. When it comes to parental involvement, Chrissy says she hopes parents remain aware of the activities she encourages with the use of mobile devices, such as the tracking applications, because they too can encourage students to take Heath Ed and Physical Fitness seriously. Parents are also sent the same webmails students are, and on the classroom website, they have their own Parent Corner where they too can review her workout tutorials. Her main challenge is coming up with new ideas to use with mobile devices, that could include all students, even those without access to a phone. “There are many students at CCA who, because of their beliefs or values, either don’t have <i>smartphones</i> or cell phones altogether,” she says. Chrissy claims, “luckily the policies in place at CCA gives teachers so much freedom to use and advocate for many tools/applications out there in the cyber world.” I agree! <o:p></o:p></div>
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<span style="color: #073763;">From this interview, I learned to be more open minded in terms of mobile devices in my learning environment. As a virtual teacher, it’s so easy to get comfortable with our laptops and use them for access to everything technological; that’s also because we know all the students too have the same laptops, all of them, with the same programs and hardware as all the educators. I’m now curious about the different and free educational applications students can access through a source like Google Play Store on their phones, to use for our course; I’m sure there are many tools, even games that can relate to the many topics and concepts explored in American Literature from the 14<sup>th</sup> century to the 21<sup>st</sup> century. Chrissy’s feedback was to listen to our students on their opinions and recommendations when it comes to using mobile devices in the learning environment. After all, cell phones are their life, and they know more about technological advancements and the latest tools/applications than we do! She herself through this experience has learned to be patience and have fun; introducing mobile devices into her educational setting as been a gradual process--as introducing anything in our unique environment. Chrissy also learned to explore beyond what "educational websites" recommend, and be open to other options and ideas in terms of using mobile devices creatively. </span><br />
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<span style="color: #073763;">Works Cited </span><br />
<span style="color: #073763;">Kazmucha, A. (2015). Garmin vivofit 2 fitness tracker review [Digital Photo]. iMore. Retrieved from http://www.imore.com/garmin-vivofit-2-fitness-tracker-review </span><br />
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Anonymoushttp://www.blogger.com/profile/17048714431043184431noreply@blogger.com0tag:blogger.com,1999:blog-3882735950658749590.post-22547931033448629072017-03-31T16:53:00.003-07:002017-03-31T16:54:04.149-07:00Discovering Something New<div>
<i style="color: #073763; font-size: x-large;">Directory List</i><span style="color: #073763; font-size: large;">:</span><b style="color: #073763; font-size: x-large;">Kathy Schrock's Guide to Everything...</b></div>
<span style="color: #073763; font-size: large;"><i>Online Tools</i><i> </i></span><br />
<i><br /></i><i><span style="color: #0b5394;">1. Mindmaps</span></i><br />
I chose Kathy Schrock's Guide to Everything directory. Kathy Schrock instructed my last course, EDIM 510, so I'm familiar with this directory, however, I never took the time to really explore everything. I'm actually impressed with how detailed and effective this directory is arranged; I can easily see how helpful this list could be for me both personally and educationally. The first tool I selected was the Mindmaps. Personally, whether I'm planning a trip, outlining steps for a task,or completing homework, I always map out a plan. Instead of using paper all of the time, I wanted to use other tools, other than Google Docs, to map out my work. For starters, once I went to the Mindmaps website, I was immediately prompted to start working; the tools were all available to use, and did not require registration or sign up. While exploring the tool, I decided to start a mindmap on an upcoming trip to New York. I was amazed with how easy it was to create my map. With my mindmap, I changed the color, font, and direction of thoughts. I was able to save my work and export it from the working page.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdXs_dJ5_5PiPj7etAlOKY_l87X7wFotEDdwB6TiAPE03CugnmjjFYnOnHOHc5MRInI04xEAHjpdm_CguNbNxzmbfhkkxojP6P1D1AuhDNvTCkC4U5szzeIetwtmIzNLDO5VO8uT0Fsg/s1600/Mindmap+Example.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="162" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdXs_dJ5_5PiPj7etAlOKY_l87X7wFotEDdwB6TiAPE03CugnmjjFYnOnHOHc5MRInI04xEAHjpdm_CguNbNxzmbfhkkxojP6P1D1AuhDNvTCkC4U5szzeIetwtmIzNLDO5VO8uT0Fsg/s400/Mindmap+Example.PNG" width="400" /></a></div>
I did not have any challenges using this tools, but I would recommend adding text boxes to the mindmap. For example, when I created the Food pathway, I would have liked to add a text box near or under the word Food that would have allowed me to provide a small description before branching out onto another pathway. Also, I would have loved the option to create a picture or drawing as well. I'm a very visual person, so pictures or at least having the option of importing images into my maps, would have been nice. Nonetheless, from an educational standpoint, this tool absolutely has the potential to be viable for teachers and students. Both educators and children can benefit from the idea of using Mindmaps for brainstorming. Teachers brainstorm while lesson planning, and students brainstorm prior to formulating an outline for their papers. Mindmaps is very user friendly, so I think most people would enjoy the tool.<br />
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According to my personal list of the characteristics of an effective Web 2.0 tool, I look for:<br />
<ol style="background: rgb(250, 250, 250); border: 0px; color: #353535; font-family: "pt sans", sans-serif; list-style-position: outside; margin: 1em 0px 0in; outline: 0px; padding: 0px 0px 0px 3em;">
<li style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px;"><span style="background: transparent; border: 0px; font-family: "times new roman" , "times" , serif; margin: 0px; outline: 0px; padding: 0px;"><i>Relevance to the concept/curriculum being taught</i></span></li>
<li style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px;"><span style="background: transparent; border: 0px; font-family: "times new roman" , "times" , serif; margin: 0px; outline: 0px; padding: 0px;"><i>Appropriateness for 11<sup style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px;">th</sup> grade students (16-17 years old)</i></span></li>
<li style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px;"><span style="background: transparent; border: 0px; font-family: "times new roman" , "times" , serif; margin: 0px; outline: 0px; padding: 0px;"><i>Credibility (Copyright date, About Page, domain, etc.)</i></span></li>
<li style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px;"><span style="background: transparent; border: 0px; font-family: "times new roman" , "times" , serif; margin: 0px; outline: 0px; padding: 0px;"><i>Ease of navigation and webpage layout (background and color, any pop-ups?)</i></span></li>
<li style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px;"><span style="background: transparent; border: 0px; font-family: "times new roman" , "times" , serif; margin: 0px; outline: 0px; padding: 0px;"><i>Availability of free accounts</i></span></li>
<li style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px;"><span style="background: transparent; border: 0px; font-family: "times new roman" , "times" , serif; margin: 0px; outline: 0px; padding: 0px;"><i>Opportunities available for students (can they create, collaborate, etc.)</i></span></li>
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Mindmaps is a universal tool that can apply to any topic for any organization. People can use Mindmaps at their business, school, or for personal use, therefore, I find it relevant to any concept/curriculum of any subject matter being taught. I teach 11th graders, and so I would highly recommend they use this tool to gather their thoughts while working on their Research Paper in Unit 7 during the spring semester every year; I would make a note of this on the Classroom Website and Message Board, while providing a hyperlink or shortlink; I truly believe students at the elementary, middle, and high school level could use Mindmaps. Looking at point three, though I believe the tool should be improved, I do find the tool credible. It appears the website has not been updated since 2011, and I could tell due to the limitations of the user. However, there was an About Page on the website and the domain ends in .org, which makes me feel a bit more comfortable using the tool and saving the material to my computer. Lastly, I find the website easy to navigate and I love the fact that it's free. Again, I wish the capabilities of the user was expanded so that could go beyond creating a map and actually collaborate with others, but I still find Mindmaps very useful.<br />
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<i><span style="color: #351c75;">2. ABCya! Paint</span></i><br />
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One of my close friends is a kindergarten teacher, and sometimes she gives me ideas on books to purchase or websites to visit because of my two little ones ages 7 and 2; she mentioned Abcya awhile ago, but I never got around to visiting the website. I explored Abcya!Paint and actually had some fun! At home, I would most definitely have use for this tool because of my two children. Both of them use the computer daily, and instead of watching Youtube videos all the time, I would love for them to take a break and do creative things using technology. So upon my exploration, I noticed Abcya has so much to offer besides the paint tool. If one sign up for Abcya, they can explore over 200 lessons from grade 1 to high school, along with other activates for Pre-K and kindergarten; these lessons range in academic content. I decided to test the Abcya! Paint by making a picture of a sunny day. I used most of the tools available (pencil, pattern brush, spray paint, etc.) to create my image and enjoyed the experience honestly.<br />
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Often time, I grant my students presenter's rights in our virtual classroom, and there they have access to all the tools available; they can use their microphones to speak, upload items in the Share Pod (documents, photos, audio), and draw on the Whiteboard. The tools for the Whiteboard always made drawing so difficult, and thus students felt unmotivated to complete the assignment. I believe this website, though geared more towards a younger audience, has so much potential for educators and students. Educators can use this tool during instruction for illustration purposes, and students can use Abcya!Paint as an independent practice assignment or for homework. If I taught at the middle school level, I would have students use Abcya! Paint for homework or as a project, and then save the image to their computer once completed; students can send their PNG to me in a webmail. Overall, I find this tool very engaging.<br />
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While I think for my students, Abcya! Paint is a bit immature for 11th graders, it still measures up nicely to the other characteristics that I find important in a Web 2.0 tool. Drawing/illustrations are relevant to multiple content areas across grade level, and I've found that students at all ages enjoy drawing; it's relaxing. Abcya! Paint appears to be very credible. The site was revised this year, it has an About Page and mission statement, and it has been featured in: The New York Times, USA Today, and Parents. This tool was free to use, and the ease of navigation was incredible. The fonts were in different sizes, the colors were vibrant, there were no pop-ups, and the website was not cluttered or too busy. Abcya! Paint is an inviting website. What I enjoy most of all about this tool is that it provides students with a platform to be creative and showcase their potential.<br />
<i style="color: #0b5394; font-size: x-large;"><br /></i><i style="color: #0b5394; font-size: x-large;">Untangling the Web</i><span style="color: #0b5394; font-size: large;">: Storyboard That</span><br />
While I could not locate the Web 2.0 tool <i>Storyboard That</i> in <i>Untangling the Web </i>book, I was still determined to explore this tool because as an English teacher, I'm interested in anything related to telling a story. I'm glad I made that decision in the end. I had to make an account to use the website, but it was free. I watched the introduction tutorial video, and then started creating. <i>Storyboard That </i>blew me away. It takes digital storytelling to a whole new level. The user has so much control over the editing process. One could make a movie, comic bit, and of course a book. <i>Storyboard That</i> could be used for businesses or for personal ventures; there seems to be references to filmmakers using this tool displayed on their website. Since I do creative writing as a hobby, I would use <i>Storyboard That</i> just for entertainment purposes, but in the realm of education, the possibilities are extensive. I started my storyboard working on the setting, and from there I select my scene from a plethora of options, and then edit: the colors (of buildings); time of day; weather; degree of which the scene is angled. Almost everything can be edited! Awesome!<br />
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<i>Picture 1</i></div>
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<i> Picture 2</i><br />
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<span style="line-height: 17.12px;">After spending some time changing the scene around, I then moved on to the characters, and again, I was blown away with just how much control I had over my creation; the options seemed endless. The characters start off colorless, and the user can change just about everything about them for their story. There are even choices on what type of character one is looking for...a child, medieval warrior, or a ghost. The only challenge I faced was making a final decision due to the overwhelming selection.</span><o:p></o:p></div>
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<i> Picture 3</i><br />
<i>Storyboard That</i> is most definitely a tool that could benefit the learning environment for both educators and students. For educators, they could use this tool to bring to life or recreate a poem or short story assigned in class. Students can do the same or create their own stories in groups or as a project. I would surmise that this tool would probably be best for middle and high school students due to the level of editing and detail that goes into creating a storyboard; I think elementary students would easily get overwhelmed and confused, thus requiring much assistance. Since the accounts are free, students could make one of their own, and once they were done with their work, they could download the images/presentation, embed their creation into a website, or export to PowerPoint or Google Slides.<br />
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I'm super excited about introducing this tool to my students. <i>Storyboard That</i> is completely relevant to a Language Arts curriculum, but I could also see Social Studies, Science, and even Math classes using this tool to create a story based on a particular topic; that could be a great challenge, having student create a comic bit based on a mathematical topic.<i> Storyboard That</i> appears very credible with their website revised this year, a well detailed About Page (Mission Statement, Background Info. on the company, etc.), and their accolades illustrated on their website for users to review. My account was free, gifting me two storyboards, and though I was overwhelmed with everything I could alter/edit, this tool was easy to use. It looked engaging, the directions were clear, and the storyboard creative process was quite inviting.<br />
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The Mindmaps tool is the only website I would say is less desirable for educational purposes only because it's lack of updates. Mindmaps have a great concept, so I think with some additional features and options presented to the user, it could be better. At the bottom of the page, there is a feedback tab, and I clicked on it to offer my suggestions. I believe with the many tools similar to this one out there on the web, it's important to be competitive and have much to offer users. Setbacks aside, I find Mindmaps a great tool to use.<br />
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<b>Works Cited</b><br />
Abcya. (2017). Retrieved from http://www.abcya.com/abcya_paint.htm<br />
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<span style="background-color: white; color: #353535; font-family: "times new roman" , "times" , serif;">Dembo, S., & Bellow, A. (2013). </span><em style="background: rgb(255, 255, 255); border: 0px; color: #353535; font-family: "times new roman", times, serif; margin: 0px; outline: 0px; padding: 0px;"><span style="background: transparent; border: 1pt none windowtext; margin: 0px; outline: 0px; padding: 0in;">Untangling the Web: 20 tools to power up your teaching</span></em><span style="background-color: white; color: #353535; font-family: "times new roman" , "times" , serif;">. Thousand Oaks, CA: Corwin, a SAGE Company.</span><br />
<span style="background-color: white; color: #353535; font-family: "times new roman" , "times" , serif;"><br /></span><span style="background-color: white; color: #353535; font-family: "times new roman" , "times" , serif;">Mindmaps. (2011). Retrieved from http://drichard.org/mindmaps/# </span><br />
<span style="background-color: white; color: #353535; font-family: "times new roman" , "times" , serif;"><br /></span><span style="background-color: white; color: #353535; font-family: "times new roman" , "times" , serif;">Schrocks, K. (2017). Online tools. Kathy Schlock's Guide to Everything. </span><span style="background-color: white; color: #353535; font-family: "times new roman" , "times" , serif;"> Retrieved from </span><span style="color: #353535; font-family: "times new roman" , "times" , serif;">http://www.schrockguide.net/</span><br />
<span style="background-color: white; color: #353535; font-family: "times new roman" , "times" , serif;"><br /></span><span style="background-color: white; color: #353535; font-family: "times new roman" , "times" , serif;">StoryboardThat. (2017). Retrieved from http://www.storyboardthat.com/ </span>Anonymoushttp://www.blogger.com/profile/17048714431043184431noreply@blogger.com0tag:blogger.com,1999:blog-3882735950658749590.post-600517854460758022017-03-24T20:16:00.000-07:002017-03-24T20:57:12.582-07:00Fill Up Your Toolbox<b>URL Shortening </b><br />
URL Shortening is a great technique. Oftentimes I'm faced with that daunting task of having to copy and paste a long link and/or share that link with another person via email/text message. I really like the idea of links having their own <i>shortcuts</i> while still taking user to the original site. I decided to use Bit.ly to create a shortlink for my EDIM 514 blog, and my classroom website. I must say, signing up for the account and creating these shortlinks were very easy. I never used a tool such as Bit.ly before, so I was very please with the website being so user friendly; here are the shortlinks I created:<br />
http://bit.ly/2nO5i5G (Blog) and http://bit.ly/2ng3PT9 (Classroom Website). The fact that Bit.ly provides a bookmarklet feature, that makes it easier to shorten a url with a single click, is quite rewarding. I could see using Bit.ly in the future when it comes to sharing shortlinks with my students, parents, and colleagues. There were many times when I had to send these long links to my students through webmails, and during the copying and pasting transfer (pasting the link into the search bar on their part), the results were missed due to parts of the url being lost. Hopefully, I'll get use to this tool fairly quickly.<br />
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<b>QR Codes</b><br />
I will confess as being one of those individuals who would see these images all around downtown Philadelphia, on books, in advertisements, etc. and have no idea how to interpret them beyond the squared image; I later learned that you needed an QR code app to read these images, and I never took the initiative to download this app and decipher these QR codes. I've watched someone use their mobile device to read one of these QR codes, and I saw firsthand that it can lead to more than just a website--it appeared to expose some hidden message. Using the Delivr.com tool was simply and fun; I couldn't believe how easy it was to create these QR code images. I created my QR code for the website Purdue.Owl. As an English 11 teacher, my students are assigned so many papers to write throughout the year that requires MLA formatting. Every time I go over the directions for the paper, I mention using Purdue.Owl as a reference for help with in-text citations and the Works Cited page; I know most of the time, students either forget how to access the link, or type the url/copy and paste the url in the search engine incorrectly. I would hope the QR code would easier for students to access and recognize on our classroom website or message board; that would be a great idea. For me QR codes are innovative and different; I enjoyed creating one for this assignment.<br />
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<b>Bookmarklets</b><br />
This week's assignment was the first time I ever heard of bookmarklets. I was the individual who would either have 17 tabs open for months so I did not lose my place, or bookmark hundreds of them to review later. I reviewed some of the sites available to venture through for this assignment, and I really enjoyed Quietube the most. Now, I don't stream videos in my virtual classroom because the students will only get picture with no sound, therefore, I download the video using either Keepvid or Savefrom.net prior to class. Nonetheless, I can see the advantage of using Quietube to stream Youtube videos when trying to avoid commercials, advertisements, and comments on the page that could be inappropriate. Because I enjoyed the tool so much, I did add Quietube to my bookmark toolbar to use for personal use. Even if I might not use this tool for educational purposes, I can encourage my students to use it to view content found on Youtube or other sites, so that they could enjoy the videos without distractions.Anonymoushttp://www.blogger.com/profile/17048714431043184431noreply@blogger.com0tag:blogger.com,1999:blog-3882735950658749590.post-64688560324914043452017-03-19T20:37:00.001-07:002017-04-18T15:44:08.790-07:00Dig Deeper Into the Mainstays<div class="MsoNormal">
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Edmodo is a web-based
platform that allow educators the ability to connect and collaborate with
students, parents, and other educators; the website is safe and easy to use for
educational purpose. It was founded in 2008 by Nic Borg, Jeff O’Hara, and Crystal
Hutter, and currently has over 77,000,000 members. Educators and students use
Edmodo to: collaborate with each other; share content; access and post homework
and grades; retrieve and post school news. Beneficial aspects of Edmodo
includes unlimited storage and the use of a digital classroom. The fact that
Google Apps and Microsoft OneNote and Office are interconnected to Edmodo,
makes the transferring and accessing of information very simple. Edmodo offers
a free account for any member. Members have access to multiple systems through Edmodo
depending on their profession or intentions such as Edmodo Blog, Community
(build networks with others), Edmodo for Teachers, Organizations, and
Administrators. <o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsflUO1INcTEQTSE9U578GzgOtJrSnIPC0M9H2qcNFc9f-3KMTsrvylvmqEhe9Zw-dtWUp5msbqhJsrTGuEL-Dd8f__yYcevvChSHCbFja34f6l_3ebScWUI24NZnAE9bsAqHJGfJ_nU8/s1600/Edmodo.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsflUO1INcTEQTSE9U578GzgOtJrSnIPC0M9H2qcNFc9f-3KMTsrvylvmqEhe9Zw-dtWUp5msbqhJsrTGuEL-Dd8f__yYcevvChSHCbFja34f6l_3ebScWUI24NZnAE9bsAqHJGfJ_nU8/s400/Edmodo.png" width="400" /></a></div>
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Edmodo can be used to
create a virtual classroom for students. Students can access certain resources
digitally, review lessons posted by teachers, submit assignments (quizzes,
polls, etc.), and retrieve homework assignments. Edmodo enhances the learning
experience by transforming the perspective on education from the more
traditional routine. This website can help shape students into successful 21<sup>st</sup>
century learners. Students are forced to use technology to expand their role in
education by actively taking control over their learning environment through communicating,
sharing, and collaborating; Edmodo for students’ mimics the idea and format
behind Facebook. Those who use Edmodo for their course stay engaged due to
the community created through the site; students also have tools such as the
Backpack Items which allows them to add links and files to access anywhere, and
a Planner to keep track of due dates and other academic information. <o:p></o:p><br />
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Before I could explored the website, I had to create an account; I created the account via Google. It was very easy. I remember the process asked me to <i>"tell more about myself,"</i> and I answered questions about why I joined, I entered in my school, and I was asked to connect with other friends<br />
(I like this includes colleagues or others educators I know). After that process, I chose to <i>"invite my students later"</i> in order to take some time to explore the website. I clicked around the first page and on the icons at the top. They include: <i>Home</i>; <i>Progress</i> (monitor students); <i>Library</i>; <i>Spotlight </i>(Edmodo Spotlight provides resources for educators); <i>Notifications</i>. Something I did find cool about the Library is the option to upload material from Google Drive and OneNote. Every year, I save all my material to Google Drive, so it'll be so easy to simply retrieve the document from this platform, rather than going through my personal drive etc. I would love to also use the Edmodo Planner available also, where teachers can add tasks and events to the calendar for everyone to see. Moreover, my favorite aspect about this website is how it mimics the format of Facebook. I find it very inviting because it looks so familiar, so hopefully it'll motivate students to respond and interact with each other about their education.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIvNuWBOfKEYrURKNwe7lGiuUGJ8_yA4GKmyLEYd1xGX1e4-uned6NuvKY3ZKv6sKg2aw1jfMrCza_MeF_ftUBdz7dKrAE2dXaZdoi9kb59hsFqlYFe9BUlqqmx4kXVuU3pEHsd9SxThM/s1600/Edmodo+3.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="263" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIvNuWBOfKEYrURKNwe7lGiuUGJ8_yA4GKmyLEYd1xGX1e4-uned6NuvKY3ZKv6sKg2aw1jfMrCza_MeF_ftUBdz7dKrAE2dXaZdoi9kb59hsFqlYFe9BUlqqmx4kXVuU3pEHsd9SxThM/s400/Edmodo+3.PNG" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnFIT_rS2MF9fHh2Ars6LDi1JjIKIajLsOkkPHFJTGszmf77QucI4RZFvfrqat9qBR9Sg1MwdEsw7zgwP1Y41NAssR0t-UADTOV12CNIkvexCwHrLVzxsghfzWJlzcCbMApSlyUBaBWLs/s1600/Edmodo+1.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnFIT_rS2MF9fHh2Ars6LDi1JjIKIajLsOkkPHFJTGszmf77QucI4RZFvfrqat9qBR9Sg1MwdEsw7zgwP1Y41NAssR0t-UADTOV12CNIkvexCwHrLVzxsghfzWJlzcCbMApSlyUBaBWLs/s400/Edmodo+1.PNG" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaWfEfjbgm4f0LtIO2EuAhJnzgJBEDftkPwL70yDWrDtSucvpXgN-HNtQZkNQ3Dj60geExVKVxXojZJ02rmVz2Qi4s7yp9eVTjnhbr0ItER-SxpKdwNs7OkEOWhn5eHUYgIajCRoQ_lyE/s1600/Edmodo+2.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="116" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaWfEfjbgm4f0LtIO2EuAhJnzgJBEDftkPwL70yDWrDtSucvpXgN-HNtQZkNQ3Dj60geExVKVxXojZJ02rmVz2Qi4s7yp9eVTjnhbr0ItER-SxpKdwNs7OkEOWhn5eHUYgIajCRoQ_lyE/s400/Edmodo+2.PNG" width="400" /></a></div>
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Educators love Edmodo because they have a lot of control over the learning environment. Mona Bradwell, an educator at Kensington High School, used Edmodo for educational purposes only. She loves Edmodo because it's easier to communicate with her students and send them material if their absent from school. I spoke with other educators and then reported having the same experience; a communication platform outside of the physical walls of a school has build a strong rapport among educators and students. There was only on teacher who used Edmodo for personal use, a biology teacher name Michelle Riech at my school CCA. She claims to use the Planner tool in Edmodo for personal use since she uses the website so often during the day. </div>
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<i><b>Creative</b></i></div>
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WeVideo is an online
video creation program/website for video editing. The company started in 2007
with the mission to provide “an online creative toolbox for children…both in
school and at home.” WeVideo started in Europe with education, but in the
recent years focused on “video creation and expanding the technology to the U.S
and global markets.” By the end of 2013, over 5,000 schools in the USA alone
were using WeVideo; their users were totaling over 2 million globally. The
beauty of WeVideo is the ease of creating and editing videos; everything is
auto-saved. WeVideo offers a free account option, and it can be used for:
personal, business, or educational purposes; WeVideo also has a Blog. Another
benefit of WeVideo is the task of collaboration—one could collaborate with
others to create a video. The tools available within the website, from theme
selection to editing mode, are all excellent features on the website. <b><o:p></o:p></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEMEw4YHqVqsbyUj589Tx3QPY4xIu5aFOzOPxNHZTpUpy_Fxw5_CfHGAnsRCau_0EIS4wm9xC1Iqyu3AvmamUxEiYXtVM8fa1x5S3PAy8JFuqJ8m6Jjtc8DGuwJQcavyehQMqAzPhuVEo/s1600/WeVideo.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="287" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEMEw4YHqVqsbyUj589Tx3QPY4xIu5aFOzOPxNHZTpUpy_Fxw5_CfHGAnsRCau_0EIS4wm9xC1Iqyu3AvmamUxEiYXtVM8fa1x5S3PAy8JFuqJ8m6Jjtc8DGuwJQcavyehQMqAzPhuVEo/s400/WeVideo.png" width="400" /></a></div>
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WeVideo encourages
students to be creative by constructing different projects, collaborate by
building and editing videos together, and overall critical thinkers. One of the most exciting editing modes in WeVideo is the Storyboard board; this
mode takes storytelling to an entire new level. WeVideo enhances students learning too by providing the opportunity for group work. Project Based Learning is a probability through small group work. These types of projects will help students become more equipped in the professional world due to the type of skills utilized to create and edit; also practicing effective collaboration is needed in the professional world as well. Another way WeVideo enhances learning is by being readily accessible from mobile devices. Students can work on their videos using their smartphones, tablets, and Chromebooks. </div>
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WeVideo also took minimal effort to create an account. I created an account using Google, and looked through the website; I did not create a video. I was sent to my <i>Dashboard</i>, where I clicked back and forth between that, the <i>Media</i>, and the <i>Video </i>icons at the top; I was trying to figure out which one to click on if I wanted to create a video. Naturally, I clicked on <i>Video</i>, and ended up accidentally creating a folder. I soon realized through the <i>Dashboard</i>, if you clicked on <i>Create New</i>, the video timeline popped up. I immediately noticed some icons at the top: Media, Graphics, Transitions, Audio, and Text. The tracks at the bottom of the screen reminded me of the software I used when I use to create videos in my Digital Storytelling course. WeVideo does not look intimidating, which is nice, so I might consider using the tool later. I like for tools to be as simplistic as possible, while offering some cool features as well. When creating videos or podcasts in the past, either the tool I was using was too basic and it's editing features needed much improvement, or they were too overwhelming because they tried to offer the user too many options; this was often an issue for tools when the format was not as polished as WeVideo. I find the navigational functions on this website nicely outlined.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUCmSZh9v2gVxF5-Ull_kWBWRE7TXvFuFyUs7pD34rK-NSxEjxfruxmTSzDy98cthJK4tJFdGI_FGhyphenhyphenko5aIjst9S8j3197BtyVhxZeFGBbcyct-GIFImfcE4Mpmf97rJB5lQ4oiPfzr8/s1600/WeVideo+2.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="175" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUCmSZh9v2gVxF5-Ull_kWBWRE7TXvFuFyUs7pD34rK-NSxEjxfruxmTSzDy98cthJK4tJFdGI_FGhyphenhyphenko5aIjst9S8j3197BtyVhxZeFGBbcyct-GIFImfcE4Mpmf97rJB5lQ4oiPfzr8/s200/WeVideo+2.PNG" width="200" /></a></div>
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<b>WeVideo: Dashboard</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0XhO5W8vuUL_OC7NjC5VzWQtrdQh0J3ZiWnysIUHgwM7rFp010q-xis0ogPgPRccwORmHw1PR1cuaNpBaXoMipTtXb5juGEDUY1PYpuoCt8FFlhuGrfc_jHwheyZRZ-T_qshWngFlpCA/s1600/Wevideo+track.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="98" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0XhO5W8vuUL_OC7NjC5VzWQtrdQh0J3ZiWnysIUHgwM7rFp010q-xis0ogPgPRccwORmHw1PR1cuaNpBaXoMipTtXb5juGEDUY1PYpuoCt8FFlhuGrfc_jHwheyZRZ-T_qshWngFlpCA/s200/Wevideo+track.PNG" width="200" /></a></div>
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<b> WeVideo: Track</b><br />
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Now I have heard of WeVideo a couple of years ago, but has never visited the website prior to this assignment. It appears rather obvious how one could use WeVideo both personally and educationally. I spoke to one teacher at my school, Jackey Taggart (11th grade English Teacher), who has used WeVideo a couple of times for both purposes. She claims to use WeVideo as a storyboard of memories using family photos, and then she shares her work with other relatives who live farther away. When it comes to her students, she uses this tool to teach and showcase Digital Storytelling; she assigns students the task of creating their own videos in her AP class. </div>
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<i><b>Curation </b></i></div>
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Symbaloo is one of those Web 2.0 tools that I learned about
this summer, briefly, during a Professional Development session, but never
explored on my own later. Symbaloo is a fun free social bookmarking tool. It
allows one to be organized by simply storing their digital resources in one
location. Users can categorize their resources, share, and access them from any
mobile device for their convenience. Symbaloo was founded by Tim Has in 2007,
and quickly gained favor with educators everywhere. For educators, they can
create and personalize lesson plans using Symbaloo as well; there is a Symbaloo specifically for educators.<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRiybCN1LwCku9da0I4L9SkmPKIO2YrBIXGnmY0qoMMGxqmtt4fag7NrDvhjxKRHeqlZ7Sbx_EFfLCak-TnQC5-kCoGQzSbia68ofiEOi_xvI_sMFoniYdTGMjymItEwKb8Qfy9oVTJmw/s1600/symbaloo.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="237" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRiybCN1LwCku9da0I4L9SkmPKIO2YrBIXGnmY0qoMMGxqmtt4fag7NrDvhjxKRHeqlZ7Sbx_EFfLCak-TnQC5-kCoGQzSbia68ofiEOi_xvI_sMFoniYdTGMjymItEwKb8Qfy9oVTJmw/s400/symbaloo.png" width="400" /></a></div>
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Again, creating an account was simple with this tool too. I used my Google Account from work. I remembered after I created the account, I was confused about all the of different icons in front of me, and I did not know where to start; some icons were already on my screen like: Google; Amazon; Hotels.com; Facebook. All the websites listed seem to be those I visited in the past week. Pretty cool. Usually when I visit a website for the first time, I ignore their tips or how-to videos (like everyone else), but this time, I decided to take a minute to be apart of the Interactive Symbaloo Tour--<i>they did promise it'll take just 1 minute</i>. It asked me to type in a website, and I typed in a random one. I chose a picture for the site, and added it to a tile on the page. If you click on the plus sign at the top, you can add a webmix (a collage of different sites) or create your own; if I ever get free time, I would really like to create one for my job and for home purposes. Before I was going to exit the site, I accidentally clicked on and added an Online webmix, and then suddenly all these icons popped up; the Online tab was added at the top of the screen. I actually thought that was nice!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUCjgWRbypygfplKj-KfRvHQfTsRKTIrUo0mi6sslW-5xJuetm-V7VW2QDnrIOz8VvKGIxjIt-Fu-RUx16vB4N6TRrT0Mmj1Ek72XKwmF5g0C7JlwR8wP9g26Mh8NgVT3PAbxmQsRsG0M/s1600/symbaloo+1.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="201" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUCjgWRbypygfplKj-KfRvHQfTsRKTIrUo0mi6sslW-5xJuetm-V7VW2QDnrIOz8VvKGIxjIt-Fu-RUx16vB4N6TRrT0Mmj1Ek72XKwmF5g0C7JlwR8wP9g26Mh8NgVT3PAbxmQsRsG0M/s400/symbaloo+1.PNG" width="400" /></a></div>
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<b>My initial screen on Symbaloo</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp8Q3SVvjhcyKkhzcVc1eIJx0X2IKvOGYuedy-2n2nuD-5gm2zQj7CjcicNDD7NSlG3h5xkTkuQN2MlFqiGhFiZ5mjXzO1SlkU7KnuiaIvhYU2zgdGVIECVAjvzOYzItjnFvF26Ctc1fY/s1600/symballo+2.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="272" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp8Q3SVvjhcyKkhzcVc1eIJx0X2IKvOGYuedy-2n2nuD-5gm2zQj7CjcicNDD7NSlG3h5xkTkuQN2MlFqiGhFiZ5mjXzO1SlkU7KnuiaIvhYU2zgdGVIECVAjvzOYzItjnFvF26Ctc1fY/s400/symballo+2.PNG" width="400" /></a></div>
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<b>Random website I chose:WhattoExpect</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjPhx9djYBg-6duyix82Y4RHWBjuAoEDuzs-idGGKSTGyJBEBng3qGDcaZlwdb2W9_ZBNEQoIMG9J4HnVXdcNtzJeP0jBv1s4JlAsXsTaFYhAywEMxdwydz-LFFqyzz4xIYrjhp6XDAfA/s1600/symbaloo+3.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjPhx9djYBg-6duyix82Y4RHWBjuAoEDuzs-idGGKSTGyJBEBng3qGDcaZlwdb2W9_ZBNEQoIMG9J4HnVXdcNtzJeP0jBv1s4JlAsXsTaFYhAywEMxdwydz-LFFqyzz4xIYrjhp6XDAfA/s400/symbaloo+3.PNG" width="400" /></a></div>
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<b>Online webmix</b></div>
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This tools enhances the learning experience for students by providing them with a space to readily access important resources in one space. Students can either use a Symbaloo already created by their teacher using a link, or they can create one for themselves based on websites needed for the course. They can place their Symbaloo as the background to their laptop, and most importantly, they can access the board from any mobile device. I know of a couple of teachers who use Symbaloo everyday--two of them are High School English teachers. One teacher, Jennifer Hiles who teach kindergarten, loves using her Symbaloo throughout the entire day. Jennifer updates her board everyday, and her students can view it whenever they want; she also has a personal Symbaloo that contains websites she regularly visits for bills, email accounts, and social media. Everyone I spoke to are strong advocates for Symbaloo because of it's simplicity and ease of use. <o:p></o:p><br />
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Completing this assignment has been a great experience for me. Aside from visiting the websites, interviewing educators, and viewing tutorials, there is still much to learn about each tool. I learn best by actually using tools/applications, so my next step is setting up a free account with each tool and finding a way to utilize them for my students next year; I found a purpose for each Web 2.0 tool considering the grade and content I teach. I look forward to exploring more tools in this course. </div>
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Works Cited</div>
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Edmodo. (2017). Retrieved from https://www.edmodo.com/ </div>
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SymbalooEDU. (2017). Retrieved from http://www.symbalooedu.com/ </div>
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WeVideo. (2017). Retrieved from https://www.wevideo.com/<br />
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Photos</div>
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Byrne, R. (2015). 11 helpful hints for combining google drive with symbaloo. <i>Free Technology for Teachers </i>[Digital Photo]. Retrieved from http://www.freetech4teachers.com/2015/06/11-helpful-hints-for-combining-google.html#.WM9PtTvys2w<br />
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Millin, S. (2011). Edmodo. <i>Sandy Millin </i>[Digital Photo]. Retrieved from https://sandymillin.wordpress.com/2011/06/29/edmodo/<br />
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WeVideo Internet Editing Software. (2013). <i>Videomaker</i> [Digital Photo]. Retrieved from https://www.videomaker.com/article/c5/15873-wevideo-internet-editing-software<br />
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Anonymoushttp://www.blogger.com/profile/17048714431043184431noreply@blogger.com0tag:blogger.com,1999:blog-3882735950658749590.post-59316214313281321572017-03-17T20:52:00.004-07:002017-03-17T20:52:36.385-07:00Using New Technologies I chose to interview one of the greatest educators I know, my mother Mona Bradwell. After 18 years of teaching, she has learned to adapt to the evolution of education in terms of relating to millennials, editing and revising curriculum to suit the needs of her students, and embracing the changes in the world of technology. Mrs. Bradwell teaches at Kensington High School in Philadelphia, PA, and due to the demographics surrounding the school's location, it became evident to my mother that the bulk of her students face many hardships that would follows them to school everyday.<br />
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When asked about how she decided which tool to use with her students, she replied:" I look at their needs first." Mrs. Bradwell explained she has students who are with child, the only workers in the household, in foster homes, and many who can't speak English. Due to this, she uses the tool Voicethread so that her students can watch her presentations wherever , at anytime; they can move at their own pace. She also stated for ESL and ELL students, she writes out a transcript, use Google Translator to the translate the words, and then she records the presentation in Spanish. Mrs. Bradwell was clear that though her school has policies in place for online use, there are filters on the school computers, and each website used must be on an approved list by the School District of Philadelphia. Overall, she claims not face any real obstacles. If she want to use a Web 2.0 tool, shes does not have to run the tool or application by the principal or Department Chair. Lastly, when asked about what she'd advise other educators, Mrs. Bradwell said she advise teachers who intend to use Voicethread to plan everything; "have a back-up plan for your presentation if an issue arrive--losing accessing to the internet for example, and to use a central website like Google Classrooms to to post the links to Voicethread presentations in order to make them readily accessible for all students."<br />
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Mrs. Bradwell had a lot to say in our interview and I respect that very much. Though parts of the interview covered the gist of what she was saying, I was amazed with her tenacity on the search of finding more and more tools to help her students. I learned about the benefits of perseverance during this interview.<br />
<br />Anonymoushttp://www.blogger.com/profile/17048714431043184431noreply@blogger.com0tag:blogger.com,1999:blog-3882735950658749590.post-58184375169334455032017-03-10T20:20:00.001-08:002017-03-10T20:20:06.388-08:00Rationale for Creative Commons License <a href="http://creativecommons.org/licenses/by-nc/4.0/" rel="license"><img alt="Creative Commons License" src="https://i.creativecommons.org/l/by-nc/4.0/88x31.png" style="border-width: 0;" /></a><br />
<span property="dct:title" xmlns:dct="http://purl.org/dc/terms/">EDIM 514</span> by <span property="cc:attributionName" xmlns:cc="http://creativecommons.org/ns#">Bianca Maselko</span> is licensed under a <a href="http://creativecommons.org/licenses/by-nc/4.0/" rel="license">Creative Commons Attribution-NonCommercial 4.0 International License</a>.<br />
Based on a work at <a href="http://biancabradwell.blogspot.com/" rel="dct:source" xmlns:dct="http://purl.org/dc/terms/">http://biancabradwell.blogspot.com/</a>.<br />
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Before deciding on which Creative Commons License I intend to use for my work on this blog, I read over the "Licensing Portal for Educators" (2010) several times, as well as Doug Johnson's (2009) "Creative Commons and Why It Should Be More Commonly Understood." I eventually settled on the Attribution Non-Commercial license after first reading all six of the Creative Commons conditions and appreciating the Non-Commerical's description. I'm completely comfortable with educators, students, and just about anyone copying, distributing, displaying, and performing my work, however, I could not admit to being 100 percent comfortable with someone using my work and earning money as a result. My work would still serve the ultimate purpose, and that's to be useful and inspirational for other people; I hope my ideas and creations give educators and students a new profound perspective on a plethora of topics.<br />
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Making a contribution to the online educational world has been a goal of mine. Personally, I have learned so much as a teacher by reviewing other educators' work featured on many websites; I've used Prezi presentations, audio recordings found on Youtube, and Podcasts published by other educators, so I truly appreciate the idea of behind Creative Commons when it comes to sharing and innovation. Johnson said " teachers should assign a Creative Commons license to material that they are willing to share with other educators," and because I'm interested in sharing with other educators, I believe assigning a Creative Common license to certain material is wise and necessary in today's world. While, again, I'm fully supportive of others using my works for their own purpose, I think to earn money based on another person's idea or creation is to enter a whole new realm of intention.<br />
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Works Cited<br />
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Johnson, D. (2009). "Creative commons and why it should be more commonly understood." <i>Doug Johnson</i>. Retrieved from http://www.doug-johnson.com/dougwri/creativecommons.html<br />
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Licensing Portal for Educators. (2010). <i>Creative Commons</i>. Retrieved from https://wiki.creativecommons.org/wiki/Licensing_Portal_for_Educators<br />
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<br />Anonymoushttp://www.blogger.com/profile/17048714431043184431noreply@blogger.com0