W4_Reading

As online education becomes more prevalent in high schools, it is important to understand why and how the current state of education in traditional schools affects our enrollment and position in the sphere of education. In the descriptive report, “Levers for Change,” Edmunds and McColskey (2007) take an in-depth look at what the southeast states are doing to improve education at the high school level. The study involves 6 “levers:”

· Standards and assessments

· Course requirements

· Student support and access to courses

· Model schools and practices

· Local capacity-building

· Partnerships and public involvement

Though my focus is on Florida, the following states are also involved: Alabama, Georgia, Mississippi, North Carolina, and South Carolina.

Barbour (2007) investigates Web-based content for high school students through the perceptions of teachers and content developers. The article focuses on the principles and effectiveness of asynchronous course design for high school content. While the teachers also employed synchronous instruction via Elluminate, this article focuses on the asynchronous dimension of the virtual learning environment. In his findings, Barbour offers seven guidelines:

· Preparing to develop

· Simple navigation, but diverse content presentation

· Summarize and personalize

· Clear instructions and expectations

· The use of text and visuals

· Smart use of multimedia and interactive elements

· Who to target

Murphy and Rodriguez-Manzanares (2009) quickly caught my eye with the title of their article, “Sage without a Stage.” An entertainer and teacher (some would argue that they are one in the same), this really rang true in my current teaching environment. I miss my “stage.” Though my audience is still the same (high school students), the interaction and drama that unfolds is altogether different. This study focuses on several teachers who had a minimum of 11 years of experience teaching in a traditional classroom, and who now teach in a virtual environment. Several components are discussed:

· Technology

· Learning outcomes

· Traits of the “E-teachers”

· Shift from “source of knowledge” to “facilitator”

· Different rules (traditional vs. online)

· Community

· Division of labour

As you can see, Murphy and Rodriguez-Manzanares (2009) caught my attention on several occasions. This is my third article by these authors, and they were found at different times. The last article for this post discusses how teachers perceive high school students’ motivation in online courses. Suggestions are given to help increase student motivation:

· Communication, Interaction, and Social Presence

· Intrinsic and Extrinsic Motivators

· Learner Centered Designs

Barbour, M. (2007). Principles of effective Web-based content for secondary school students: teacher and developer perceptions. Journal of Distance Education, 21(3), 93-114. Retrieved October 10, 2010, from ERIC database.

Edmunds, J., & McColskey, W. (2007). Levers for change: southeast State initiatives to improve high schools. Greensboro, NC: Regional Educational Laboratory Southeast. Retrieved October 10, 2010, from ERIC database.

Murphy, E., & Manzanares, M. (2009). Sage without a stage: expanding the object of teaching in a Web-based, high school curriculum. International Review of Research in Open and Distance Learning, 10(3), 1-19. Retrieved October 10, 2010, from ERIC database.

Murphy, E., & Manzanares, M. (2009). Teachers’ perspectives on motivation in high school distance education. Journal of Distance Education. 23(3), 1-24. Retrieved October 10, 2010, from ERIC database.

PE6_Flash

I STILL never figured out why I couldn't adjust the layers. However, I can change the opaqueness of the pumpkin. So, that will have to do for now. I was able to animate a little, and even used a shape tween - woohoo!

I still have a long way to go before I am comfortable with this software, but I'll get there. I'm too dogged to let go without mastering Flash. :)

FV_Option3_AR_Pitch

PE5_Flash

Well, I finally feel like I've actually accomplished something. I love that Lynda.com offers certificates for completing these tutorials. (I'm so easy to please. haha!) :)

I still haven't yet figured out what I was doing wrong all week with my animation project. I will be working on it again all day tomorrow in hopes of actually presenting an animation or video of some sort for my final post.

I am extremely grateful for this assignment as it was a true eye-opener to the complexities of Flash. During the next month, I plan to go through the tutorial again much more slowly. I want to take my time and utilize all of the features of each section of the tutorial. Generally, I have learned new software by just jumping in and playing around until I became familiar with all of the components. In this case, however, I need to learn the software more rapidly.

I believe that mastering Flash will greatly enhance my current teaching practice, since most of my communication is accomplished in an online format. I would love to create animations for my students that enhance the concepts. I would also like to create personal animations for my students to recognize achievement, birthdays, etc. I also want to go through the Photoshop tutorial so that I can become proficient in its use as well for incorporation into Flash.

PE4_Flash

Ok...I have moved past frustration and into anger with this program. I am working on my first animation, and am having difficulty working with the different layers. I am using all of the tools and processes I learned throughout the tutorials from Lynda.com, but it is not working. Aaarrrggggggghhhhhhhhhh!

I can't get the facial features to operate on separate layers even with the distribute layers feature. Break apart isn't working. Modifying isn't working...I have been working on this for days (hence the slow post). I didn't want to post anything until I figured out how to work this blasted program. Though foul language shall not appear on this post nor be spoken out loud, the thoughts are definitely there!

I will continue to work on my Halloween animation, and pray that I learn how to do it by Sunday. I am unaccustomed to not picking things like this up quickly. I learned Roxio in a much shorter time frame.

This has been too much to digest too quickly. Obviously, I thought I knew things that I apparently didn't know.

Again, aaaarrrrrrrrrrggggggggggggggghhhhhhhhhhhhhhhhhhh!

PE3_Flash

Image from Flash

Ok...I must admit...I am completely overwhelmed right now with Flash. It doesn't help matters that I perused the blogs of my peers and wish I had studied Photoshop first. :)

The image is the result of practicing tracing bitmaps. There is SO MUCH information and I have VERY limited experience with Adobe software. However, I will rise to the challenge, and will now learn Flash AND Photoshop!

W3_Reading

How Online Learning is Revolutionizing K-12 Education and Benefitting Students

Teaching Online Made Me a Better Teacher

Florida's Online Option

Learning from Mistakes with School-Based Technology

Lips, D. (2010). How online learning is revolutionizing K-12 education and benefiting students. Washington, DC: Heritage Foundation. Retrieved October 10, 2010, from ERIC database.

Ohlson, M. (2007). Learning from mistakes with school-based technology. Tech & Learning. Retrieved October 15, 2010 from http://www.techlearning.com/article/7642

Roblyer, M., Porter, M., Bielefeldt, T., and Donaldson, M. (2009). “Teaching online made me a better teacher”: studying the impact of virtual course experiences on teachers’ face-to-face practice. Journal of Computing in Teacher Education, 25(4), 121-126. Retrieved October 10, 2010, from ERIC database.

Tucker, B. (2009). Florida’s online option. Education Next, 9(3), 12-18. Retrieved October 10, 2010, from ERIC database.

PE2_Flash

My first creation in Flash. I have now learned basic tools, shapes, color, gradient, and object properties. I am going to have to do quite a bit of "play" time to get used to navigating all of the possibilities. What shall I create next?

PE1_Flash

Image from Lynda.com

Wow...now I see what the instructors mean by the steep learning curve for Flash. This is going to take a while, especially if I want to be proficient with Flash by month 6. I'm am really excited that I will be able to use Flash in my online teaching environment once I learn the platform and tools. I spent an hour yesterday practicing with the tools after going through 30 minutes of lessons. I have begun a journey to earn my certificate for Flash.

Tomorrow, I hope to have something to show for my efforts. As of today, I am feeling more comfortable with the file types, toolbars, and workspaces. I was very interested in learning about the differences between bitmap and vector graphics. Being a math teacher, the vector graphics made perfect since. It also sparked an idea that I could use this as a real-life application of vectors for my students. NICE!

Flash Essentials training is 7 hours long. I hope to put a large dent in that number tomorrow.

BP12_OMM_Animoto

Images from Animoto, edited in iMovie

BP11_Comment to Jamie

Image from Edmodo

Fellow classmate, Jamie Steele, has discovered a collaborative organizational tool that may be very useful for my action research project.

Please follow this link to my comments on Jamie's blog.

BP10_Comment to Marty

Image from Zoho

Fellow classmate and Virtual Tech teammate, Marty Denson, has discovered a fantastic Web 2.0 tool, Zoho, that has been instrumental in the collaboration efforts of my Algebra II team at Florida Virtual School.

Please follow this link to my comments on Marty's blog.

BP9_Animoto

Create your own video slideshow at animoto.com.

Animoto is an online quick movie generator. Users may choose from the images and videos from Animoto's library, or upload images from their own computer or from other websites such as Flickr or istockphoto.com or gettyimages.com. Students today often have a short attention span, so the 30-second videos are perfect for getting out a quick message in a more engaging an entertaining way. I have begun using Animoto videos as a motivational tool sent through email. I also use it to give a quick intro to the concepts that they will be learning in each chapter (though, I've only made one of these so far - Conic Sections). For any of you math teachers out there, I will be glad to share it. :)

Another way that I intend to use Animoto is to break down some of the barriers between my students and myself. I would like to have my students create a short video bio that includes at least one personal photo so that I can get a better idea of who my students are. Of course, this would be strictly voluntary. I am open to suggestions on how to encourage my students to create these for me. Then, I may post the videos to a Wiki or other site that I hope to create as a resource for my students. (I will need to check for privacy issues before continuing on this path.) Then, they will also be able to connect a name to a face and, perhaps, feel a larger sense of belonging rather than the feeling of isolation and anonymity that virtual/online learning seems to foster. This may also be helpful with the collaboration project that students must complete each semester.

W2_Reading

This week, I decided to focus on high school mathematics and technology, without concentrating on the virtual aspect. Since my action research project involves bridging the gap between traditional and virtual schools, knowledge of current practices in traditional schools is vital. I found several articles highlighting the need for authentic learning in mathematics, using technology as an impetus to enhance learning.

Bellamy and Mativo (2010) discussed how technology teachers are in a unique position to reinforce what is taught in other subjects. They emphasize taking students beyond pen and paper, rote-memorization, and mathematical process, into a world of hands-on, real-life experiences. Bringing in real-world professionals was also suggested. An example was given with respect to the Pythagorean Theorem.

Litowitz (2009) also focuses on how technology teachers are instrumental in the acquisition of mathematical knowledge. This article does a nice job of describing 5 of the NCTM Standards:

• Number and Operations
• Algebra
• Geometry
• Measurement
• Data Analysis & Probability

After each description, Litowitz offers several examples of how these concepts can be taught in a technology classroom. The following quote sums the main idea of the article:

"Standard 3, 'Students will develop and understanding of the relationships among technologies and the connections between technology and other fields of study,' further explains that technological progress promotes the advancement of science and mathematics, and that the opposite is also true" (Litowitz, 2009, p. 22).

Easing away from the focus on technology teachers and their impact on mathematic education, I find myself intrigued by Vance's (2010) article about creating high school teams of teachers to help deliver 21st Century academic skills to our students. The article provided excellent examples of how teaming can work in a typical high school where "the atmosphere or culture is often divisive rather than collaborative" (Vance, 2010, p. 20). Some examples included:

• Social studies with math, reading, and writing (Modeling in three dimensions)
• Computer Applications teachers, remediation teachers, and the librarian (Literacy and research strategies)
• Science with English and reading teachers, and the librarian (Students choose a particular element from the periodic table and personify its attributes in a job application/resume assignment)

The article suggested that we can use these teams to promote collaboration among educators which will lessen the isolation that high school teachers often feel. Further, it show stud

ents the connections between subjects and provides an opportunity for deeper learning.

Finally, I ran across an article by Fahlberg, Fahlberg-Stojanovska, and MacNeil (2007) that is applicable to traditional and virtual classrooms. The article discusses whiteboard math movies (mathcasts): what they are, why they are useful and how to create them. These movies are produced to Flash and used to provide a resource for students that is available 24/7. The movies can be made available from any computer and, potentially, from handheld devices.

Bellamy, J., & Mativo, J. (2010). A different angle for teaching math. Technology Teacher, 69(7), 26-28. Retrieved October 7, 2010, from Academic Search Premier database.

Fahlberg, T., Fahlberg-Stojanovska, L., & MacNeil, G. (2007). Whiteboard math movies. Teaching Mathematics & its Applications, 26(1), 17-22. doi:10.1093/teamat/hrl012.

Litowitz, L. (2009). Addressing mathematics literacy through technology, innovation, design, and engineering. Technology Teacher, 69(1), 19-22. Retrieved October 7, 2010, from Academic Search Premier database.

Vance, A. (2010). Interdisciplinary high school teams for 21st century academic skills. Delta Kappa Gamma Bulletin, 76(3), 20-22. Retrieved October 7, 2010, from Academic Search Premier database.

BP8_OMM_Dabbleboard

Dabbleboard commercial with scenes from GoAnimate; edited in iMovie

I purchase a three-month subscription to GoAnimate to help with the production of this commercial. GoAnimate is another Web 2.0 tool that can be used to energize and motivate students.

(Although, I will say that I became very frustrated with its rendering process over the last few days. I'm hoping it's just a temporary glitch in the system.)

BP7_Comment to Anne

Image from Glogter.com

Fellow math teacher, Anne, has created a wonderful Glog (from Glogster) designed to help students with the order of operations.

Follow this link to my comments on Anne's blog.

BP6_Comment to Laurie

Image from Creative Commons

As the process of my action research project unfolds, it is important for me to stay connected with other math teachers and learn from their experiences and research. I am thrilled to see another math teacher amongst my Full Sail cohort.

Follow this link to my comment on Laurie's blog.

BP5_Dabbleboard

Dabbleboard is an interactive whiteboard that students may use to collaborate on projects and share ideas. Teachers may also use it to collaborate if face-to-face collaboration isn't an option.

The software allows the user to draw freehand images and text. It also has a feature that recognizes several shapes and seeks to "clean up" your presentation. This feature is quite useful when creating concept maps, as it recognizes circles, squares, diamonds, triangles, and lines. Users may change font size and color. Users may also move, resize, and copy/paste any information on the screen. Dabbleboard allows the use of multiple pages, and users are able to save their whiteboards online or to their computer.

The synchronous chat window (instant messaging) can be turned on and off, and provides a medium that is familiar to students. In my experience, students tend to prefer chat to phone or audio sessions. So, this works well.

Users may also upload images and documents from their computer or from the Web. This week, I have added a Dabbleboard to link to my announcement page to help students complete the mandatory collaboration activity. Typically, students attend the weekly Collaboration Station to meet their collaboration requirement. However, there are some students who are unable to attend these sessions for various reasons. If a student cannot attend, the teachers get together to find another student so that they can pair up to complete this assignment. However, it was difficult for the students to collaborate through email and phone alone. It has also been more difficult for the students to prove collaboration. Now, students may click on the new link, and see many of the same slides that are available in the Collaboration Station Elluminate sessions. I have two students "test driving" it for me this week.

Feel free to watch the one minute presentation I created that demonstrates this Web 2.0 tool.

Images from Dabbleboard.com. Recorded with Jing, and edited in iMovie.

BP4_Prezi

For this blog, I decided to play around with a Web 2.0 tool I found during the MLR course, Prezi. Prezi is basically PowerPoint on steroids. :)

In learning the basics, I decided to make a Prezi about one of the topics in my Algebra II course, Arithmetic Sequence. Students have a difficult time differentiating what IS and what is NOT an arithmetic sequence. So, I created a two and a half minute presentation to help them discover the concept rather than simply giving a definition.

To make this happen in a more fun and productive way, I also used the Web 2.0 tool, Jing, to record the Prezi Presentation. Finally, I opened the clip in iMovie to add music from the iMovie library.

Created in Prezi, recorded with Jing, music from iMovie

Now that I have created an introduction to the material, I plan to use another Web 2.0 tool that I use often in my virtual classroom, Elluminate. With Elluminate, I will take this another step further and teach how to use arithmetic sequences. Elluminate has a synchronous, interactive whiteboard that I use to display the content. This is very similar to the whiteboard, blackboard, or Smartboard in a traditional teacher's classroom. However, in my case, the students also have the ability to write on the board (if I give them permission to do so). Elluminate also features a chat box for instant messages and an audio feature in which students may hear and speak with me live if they have speakers and a microphone. I also record these sessions and store them in the "Resources" section of my announcement page so that students may use them whenever it is convenient. Here is an example of an Elluminate session:

Image included with permission from Elluminate and Florida Virtual School

If anyone is interested in learning more about any of these tools, please let me know. I will be glad to assist.

W1_Reading

Online/virtual education has been a hot topic in recent years as access to technology increases and schools try to meet the requirements of No Child Left Behind. Virtual/online learning is especially prevalent in rural and remote communities where schools are often challenged to provide certain courses because of low student enrollment or a difficulty recruiting teachers with the necessary subject matter expertise. Distance learning also appears to be a worldwide trend. Below are the first four articles that I will be considering for use in my AR project:

Instant Messaging in a context of virtual schooling: balancing the affordances and challenges

Gaga for Google in the Twenty-First Century Advanced Placement Language Classroom

The Inequivalence of an Online and Classroom Based General Psychology Course

HIGH SCHOOL STUDENTS IN THE NEW LEARNING ENVIRONMENT: A PROFILE OF DISTANCE E-LEARNERS

If you would like to see a larger image for each of these, please let me know in the comments section, and I will accommodate your request within 48 hours. Thank you.

Adams, D. (2008). Gaga for Google in the twenty-first century advanced placement language classroom. Clearing House, 82(2), 96-100. Retrieved October 1, 2010, from Academic Search Premier database.

Edmonds, C. (2006). The inequivalence of an online and classroom based general psychology course. Journal of Instructional Psychology, 33(1), 15-19. Retrieved October 1, 2010, from Academic Search Premier database.

Kirby, D. and Sharpe, D. (2010). High school students in the new learning environment: a profile of distance e-learners. The Turkish Online Journal of Educational Technology, 9(1), 83-88. Retrieved October 1, 2010, from ERIC database.

Murphy, E., & Manzanares, M. (2008). Instant Messaging in a context of virtual schooling: balancing the affordances and challenges. Educational Media International, 45(1), 47-58. doi:10.1080/09523980701847180.

BP3_Diigo Group

Below is a screenshot of my Action Research Diigo Group page.

I have asked to join the Ripples' group. I have also invited my critical friends as well as Professor Hanaway, and am eagerly awaiting their reply. In addition, I added a couple of bookmarks of interesting articles that relate to my action research project.

BP2_iGoogle Screen Shots

As I begin to organize my iGoogle account, I am amazed at the number and types of gadgets that can be included on the individual tabs. Throughout the course, I will be modifying this page, adding and deleting gadgets to produce a more efficient site. Thus far, I have:

iGoogle Home Page

FSO Tab

AR/CBL Tab

ETC Tab

I look forward to refining this web page as I progress through my AR Project and my courses at Full Sail. This is already more appealing than keeping a Favorites folder or worse, a binder with printed pages of information. I am excited about this new way to organize.