With the increasing frequency of online access for our students, teachers along with parents must ensure students are prepared to deal with online safety concerns. They must provide practical guidance to the students and monitor their use of online access to help ensure their protection. Practical teacher suggestions would include planning and testing websites before having students go on line.  By posting links on a class webpage or Edmodo, students would spend less time surfing which would decrease the odds of inappropriate content exposure.  When using YouTube videos, I prefer to embed the videos in class webpages or Edmodo to prevent students from surfing YouTube or seeing the ads once there.  Also when publishing to a school webpage, personal information should not be included such a photos and full names. Parent permission to have students publish online should be considered. Discussions with children should take place as to how they respond if they feel uncomfortable with something they are seeing online, or if there are posts or messages they are uncomfortable with.

The webpage from iSafe offers practical tips for parents and students. I appreciated reading their thoughts on the “4 R’s”:  Recognizing the techniques that online predators use, Refuse requests when asked for personal information; Respond assertively if you ever feel uncomfortable online and if warranted contact the police or trusted adult; Report any contact that seems suspicious or dangerous. Other practical suggestions include making one’s profile generic and not to open attachments from strangers, which may contain viruses.

This link contains a video with excellent and practical tips on Internet safety for parents and teachers: Net Smart. It points out that there is more to consider than what is seen on a computer in that online has been expanded to many devices.  Kids are not just consuming but creating and posting which increases vulnerabilities.  Cautions are given about friending unknown people, sharing passwords, talking about or sharing inappropriate comments.  Excellent suggestions were provided when dealing with cyber-bullying as well.  I watched a few good YouTube videos on this topic, and one of those will be included at the bottom of this blog.

Finally, additional practical advice for parents and teachers comes from Common Sense Media at this site: Internet-safety-tips-middle-school-kids. This article talks about having rules about time and place for internet access, discussing safety precautions openly with children, and have limits on time spent online. The article suggests reminding children that if they wouldn’t do it in real life, they shouldn’t do it online. 

Through the process of completing this assignment, I discovered that there is much on this topic, and most was helpful.  We cannot be too careful to protect our children while using the Internet.  While the Internet can be a vastly helpful resource, danger lurks from sometimes unexpected places. 

 

 Screencasting has wonderful potential for use in our classrooms.   As pointed out in our text, it is like a step up from podcasting, because you have voice with the opportunity to show as well (Richardson, 2010). Any content visible on a computer screen can be narrated, and with the mouse as the pointer, the designer can take the viewer on a “tour” of sorts on the webpage or multiple pages, highlighting whatever is considered noteworthy. 

 I envision students creating their own webpages and sharing with others via screencasting as they point out aspects of their webpage. I believe it would provide greater engagement and purpose to the learning.  Students enjoy recording their voices, and adding that to their projects with the intent to share would create greater motivation to create an excellent product. Other student products, such as PowerPoints can be explained or narrated as well as a “show and tell.”

This would be an excellent tool for recording student tutorials on any topic that needs further explanation. The completed screencasts could then be linked on Edmodo or a class webpage for student access.  Additionally I believe screencasting would be of great use in creating “flipped” classroom resources for student viewing outside the classroom. Screencast.com contains a library for storage for the screencasts created, however if they are uploaded to a teacher’s webpage they can be accessed that way. As we use Web tools with students, and have them creating projects using these tools, screencasts to step them through the basics or confusing parts of the web tool would be very beneficial.  

My screencast produced in conjunction with this Module (see below) is an example of this as I step students through some basics on getting started with Edmodo. Finally, I believe screencasting will be useful in designing and delivering professional development within our school.   Training teachers on various web tools would an example.  Also, our frequently used systems change, and a screencast with voice annotations would be most beneficial to point out and explain those changes.  This would be a refreshing change as opposed to having teachers figuring things out on their own.

A down side might be the limited video time with the free account, and embedding the videos from Screencast.com does not work easily or consistently from my experience.  I agree that it would be a good idea to have files or links handy (minimized) before beginning for quick access, and that a storyboard be created prior to the recording and used to keep it moving along as planned.  All in all, I believe that it is will be a useful tool, and I will be incorporating it into my instruction. 

URL Link to Screencast:
http://www.screencast.com/t/oPaRqslXbaA5

 Of the tools we reviewed, I have found Edmodo to be most beneficial for both my instruction and professional learning.  While this is only my third year using Edmodo I must say that it has been a tremendous addition to my classroom as well as my professional learning.  I have found it easy to use for my students, and I love the additional communication between myself and my students that it has created.  Students may ask questions or post comments about something learned in class, or I may do the same. My responses to student questions can be viewed by all and they each have an opportunity to post a reaction or reflection.  A collaborative dialog results, and the learning is more engaging.

In addition to the back and forth dialog there are other features that have been very beneficial in my instruction.  One that quickly comes to mind is the calendar function.  An event, such as a test, quiz or project due date can be posted and shared with all relevant classes.  Calendar items can easily be changed or removed as well.  With a quick glance, I can look back or ahead for those dates established at any time. The library is another helpful feature that allows me to store anything digital for quick access– from handouts, to PowerPoints to Webpages that can then be shared with students or other teachers. Folders can be created to organize these.  Students have their own file storage called their “backpacks,” and as I share important files, they can then organize them in their backpacks to pull from at any time as needed.

Edmodo quizzes are easy to make and are graded for you, although they will need to be entered into our own gradebook program.  The polling feature is quick, easy, and the teacher can obtain a quick read on the students’ feelings on a topic or their level of comfort with the material.  I have used free apps and purchased some as well. One I purchased is the virtual dissection of a frog, and the kids have enjoyed that on my ActivBoard.

 From a professional development point of view, Edmodo offers communities related to my content and areas of interest, such as science, technology, Discovery Education, and professional development.  Within each of these communities helpful information and resources are posted.  I have found that teachers have been quick to share their ideas and resources.

My recommendations on Edmodo would be to first begin with one class and then add classes as your comfort level increases.  Each class would have a separate code to join the group that you will need to provide. I also recommend sending a letter home to parents explaining that you will be using Edmodo and invite them to participate (their code for joining is on the child’s page). Another recommendation that is strongly suggested is that you communicate Edmodo protocol or rules for use along with important digital citizenship information before beginning with a group of students. 

Another very useful classroom tool is Google Drive (earlier called Docs).  Documents, spreadsheets or presentations are accessible anywhere there is web access, and there is no software purchase requirements, unlike the expensive Microsoft Window Office Suite.  The features in Google Drive are easy to use, and they are improving in terms of the variety of features available.  The products (documents, spreadsheets or presentations) are accessible to all members to edit and share with one another, and collaboration capability is a huge selling point.

One idea for use in my science classroom is to have groups of students collaborate using Google Drive on a document to develop a problem statement on a topic of concern, develop a team hypotheses and list steps on how they might test their hypothesis.    A second idea is to develop a spreadsheet at the start of the year they enter information I might need about them, such as parent names and email addresses. This could be accessed by all as they work together throughout the year, and a benefit to me to contact parents as needed.   Finally, the Google Drive presentation tool may be used for collaboration on group project creations, using words, images or both, and inserting video.

 Here is a quick presentation I created on Google Drive:

Within the last several years I have begun incorporating short YouTube videos into my instruction.  For example, I often add one or more videos to my ActivBoard flipcharts, PowerPoints and Prezi using hyperlinks or I embed them. I have discovered that the YouTube videos provide excellent explanations on the various topics, and the students respond well to the change “of venue,” so to speak.   I believe the audio/visual stimulation helps to hold their attention as well.  

 In certain projects my students have created video projects and uploaded them to YouTube to share.  They are unable to access YouTube at school, so this must be done at home.  I have therefore not required they use YouTube, but they have often chosen to do that.  Also, I’ve produced a few videos and uploaded to YouTube as well.  For example, this is one that is used to kick-off an Ecology WebQuest: 
https://www.youtube.com/watch?v=KBJ-qgoI3NQ

 There are hundreds or perhaps thousands of YouTube videos produced that can assist us professionally, from how to differentiate instruction, to how to incorporate whatever type of technology desired into instruction. I have watched video tutorials on confusing topics to prepare lessons in order to become more knowledgeable myself, and in the process have found better ways of explaining those topics. I have found that the possibilities are endless.  As I work to “flip” my instruction in science more and more when feasible, I believe YouTube will be a tremendous asset.  For example, my eight grade students will be out of school all next week due to the holiday, teacher workday and our annual 8th grade Georgia Trip.  I assigned them two YouTube videos created by another teacher to watch during their time away, and in conjunction with the videos they will be completing a notetaking organizer. I posted the video links and organizer on Edmodo for quick student access.  Once they return we will be able to move on more quickly into some hands-on type activities in the classroom.

For the purpose of this assignment, I searched for videos to use with the content that my 7th grade Life Science students will be studying next week on photosynthesis and respiration.  I found some excellent videos that I believe will work well.  A few go into greater depth than what is required at a middle school level, but I believe they will effectively extend the learning of my advanced students. Here are their links:

 On Photosynthesis: 

https://www.youtube.com/watch?v=2xNwZCk2CHY

 https://www.youtube.com/watch?v=pdgkuT12e14

 https://www.youtube.com/watch?v=WHMLq3bqGwk

 I particularly liked this one:

 How Cells Get Energy (Respiration & Photosynthesis):

 https://www.youtube.com/watch?v=i8c5JcnFaJ0

 Finally on this same topic I found a cute song I may incorporate: 

The Photosynthesis Song:

 https://www.youtube.com/watch?v=C1_uez5WX1o

 
Also, as a part of this week’s assignment I found an excellent “how to” video.  It had to do with podcasting which we have been researching in our current module for this course as well.  Here is the link:

 How to make a podcast in GarageBand:

 https://www.youtube.com/watch?v=GqAwTcH_EAE


Finally, I realize I need to lose some unwanted pounds, so I found another topic of interest:

 12 Tips How to Lose Weight Naturally and Fast

 https://www.youtube.com/watch?v=bymcXkwhVqM


This was an excellent video that focused primarily on food choices, however admittedly I felt my enthusiasm slip away a bit when he began his discussion on exercise.  I do
not currently have the time to incorporate all he suggests.  But, overall it is a good
motivator.

In closing, I believe YouTube is a tool with fantastic possibilities for use in the classroom. Care must be taken for safety as was pointed out, and we much ensure that the safety settings are in place to prevent inappropriate content.  Parents must monitor its use as well as students incorporate videos into their projects at home.  While students are not able to access YouTube while at school, teachers can use it in instruction, selecting and incorporating content that is appropriate as discussed earlier.

 Please see the embedded video on podcasting using GarageBand below:

 Podcasting is another web publishing tool that can be incorporated into instruction, and its ease of use and effectiveness with students makes it an appealing choice. Richardson (2010) describes it simply as the creation and distribution of “amateur radio,” providing an interesting perspective.  Students can become radio broadcasters, announcers or recording artists to a degree. 

Web tools, which are easily accessible and free, make podcasting readily available in the classroom, computer labs or at home. All students need is their computer, tablet or iPad with a built-in or separate microphone.  Some tools, like a favorite of mine, Audacity, allows editing, while others, such as PodOmatic experienced this week, simply allow you to delete and repeat if desired.

I have found that there are some excellent uses for podcasting in the classroom.  Students love sharing their work. This makes any project more authentic and engaging as students create with a purpose to share with others in the school, community or world.  With podcasting, students can provide an explanation of their projects that have perhaps been posted on the web as well.

Teachers can have students first write to support written literacy skill development, and then record their work to share with others to develop oral literacy and communication skills. Students may also make a recording about an activity they've tried at school and post those on Edmodo, or the class webpage.  In my Science Lab, students could narrate the lab procedures or explain the outcome of an experiment.  I typically have students complete written lab reports, but I believe podcasting would be an effective extension.  I have not yet done this, but now feel encouraged to give it a try.  My students are currently annotating their charts and graphs, but a verbal annotation might provide added incentive and engagement to the process.  Recently my Physical Science students had posted a picture and brief explanation of an experiment they conducted on sound levels in the cafeteria using our probing devices (measuring and comparing decibels for each grade level).  An adjoining podcast would have made it more engaging, not only for my students but for others looking at their project online.

Particularly appealing is the portability of the podcasts.  Most students and teachers have mp3 capability on their phones now or iPods and can play them anywhere.  For example, as a student heads out of town on vacation, a podcast from school may be listened to in the car or on the plane or on the beach! For students who are English Language Learners (ELL) podcasts may be used that can be replayed to assist with their reading or understanding, and replayed as necessary.  The same is true with special education students as instruction is differentiated to meet their needs.

Finally, additional applications might be student feedback in podcast form to classmates or to me, posted on our Edmodo page or class webpage. Students could use podcasting in their “each-one-teach-one” activities we do in which students act as teachers with their peers to review content we are studying.  Podcasting might be one of a multiple of options or choices available to the students as instruction is differentiated.  The possibilities are about as endless as the creative minds of students and teachers take them.

 Here are a few additional resources I located as I researched podcasting:

http://audacity.pbworks.com/w/page/9933850/FrontPage


 http://www.educatorstechnology.com/2013/05/5-great-video-tutorials-on-how-to.html?utm_source=feedburner


http://www.youtube.com/watch?v=5nW0WyJ8_ZM

An excerpt from above provided in a podcast:

The web 2.0 tool evaluated in this blog is Prezi at http://prezi.com/, and I believe it is “must have” for any teacher’s tool box.  What makes Prezi a “must have”? In sharing information with students, Prezi is in my opinion, the best way to hold their attention and engagement in a discussion on content. It provides a “non-linier” (verses a slide-by-slide format in PowerPoint) communication style that creatively moves around the screen in paths created by the teacher or students. 

My PowerPoints had become “ho-hum”, and bored even me.  So, I have been transitioning to Prezi over the past year, with positive outcomes and student feedback.  They have become enjoyable to develop, and appear to hold student interest to a great extent.  My students have learned to make Prezis as well, have found them fairly easy to create.

There are a number of advantages to the using Prezi.  Beyond the creative, non-linier format already mentioned, Prezi is a free web-based tool that can easily be shared with others, accessed and edited as long as there is internet access.  Accounts are free, which provides students who perhaps are unable to afford the MS Office Suite (with PowerPoint included) with another option.  It has intuitive features, for example, frames may easily be inserted or relocated and Prezi re-sequences the order. Frames may be inserted anywhere on the page, and there are options in design around the frames.  There are templates available, and is easy to create presentations with a little practice. Enlarged images of choice may be used instead of templates and frames may be added wherever the creator decides.  Real-time, help tools on the screen assist as needed and tutorials available.  Students easily insert their images and video. Fonts, colors and style choices add an additional creative flair.

An additional feature that is especially appreciated is that students can work collaboratively on any given presentation. The collaboration sidebar and use of avatars enables students to co-create and co-edit.

While I am clearly a believer in the use of this tool, it is not without its challenges.  As easy as it has become now with experience, I recall the days when I was new to Prezi.  It is not as simple as PowerPoint to create, and this may be a problem when facilitating project completion with students when there is not much time available.  I would suggest that the teacher use it first to create their own before teaching the students.  Perhaps the teacher could create a short Prezi to teach one concept or replace some PowerPoint slides.  I recall starting small like this, and becoming better at it with practice, as with anything else.   Templates make it very easy, but once the teacher becomes comfortable, any image can have frames inserted on it, and the content can quickly become more engaging and fun to make! 

One other challenge -- PowerPoints do not easily upload into Prezi, and I actually do not even try that.  I continue to use the PowerPoint presentations that are my better ones.  I find myself using Prezi more frequently now when creating new content, and encourage my students to use it too. 

 Here is a Prezi I completed this past summer and perhaps it will spark so additional interest: http://prezi.com/ch1mp6s1or9d/utm_campaign=share&utm_medium=copy&rc=ex0share.  I have found that many of my students already know Prezi, and those that do not, seem to figure it out quickly.  Finally, there are a few helpful links here:



 http://tech-teach-kz.wikispaces.com/Prezi

 http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-zooming-slideshows-30886.html

 http://prezi.com/prezi-for-education/