The talking llama on the main page explains it best.  But in a nutshell, the website allows you to upload an image, create a mouth on the picture, then get your picture to talk.

Below is an example I did VERY QUICKLY for a keyboarding teacher’s resource in a PBL.

Here’s a 2nd Blabberize I found on the website by user tnye3:

I can see great potential for students to use for sequential information–timelines, lifecycles, and steps for a procedure.

What do you see?

Yes!!!

I love going back to school. I have so much fun looking through my “First Days of School” Folder.  Every year, I  try to find the perfect blend of teambuilding, teaching  procedures, and content. One activity that is always a must is finding out how my students learn best.

The route I take to discover their learning styles may change.

There are a variety of methods available.  This year, I used a quick online questionnaire for students to submit at Edutopia.

Students answered 24 questions and received a breakdown in percentages in the Learning Style Categories.  After learning a bit about their own learning preferences, students designed their “name” to showcase their styles and added the names to the graph. A “Shout-Out” needs to happen here to my friend and colleague, Julie Chambers, for sharing her graphing idea!

I like the visual representation of how the Team learns.  As a teacher, I now have a wealth of information at my disposal.

I wonder what this means to my students?  I’ve posted a Discussion Question at our class network, Patriot Place.  My goal is for students to become cognizant of how knowing their learning style preferences can help them academically.

I’m not sure how they will respond, but it’s a starting point.

What are you doing to discover the learning preferences of your students?

How could I not be happy? I woke up to my mother leaving me a voice message singing me happy birthday… Sending me beautiful pictures of me as a child.

My sister e-mailed me the happy birthday song and two friends from college I haven’t heard from in ages sent me e-mails. I love technology!

My daughter convinced my friend to take her shopping for a present for me, but failed to mention she had no money–until they got to the store. (Smart girl–got me a present!)

And best of all, my friends and family met me for pizza before we played volleyball. Yes, we lost, but it was fun!

What I’m trying to say is birthdays can be great! Make sure to smile and enjoy your day. I did!

Sometimes I do something in class…

 Then I think, “that was stupid…”

The Before

I believe in science notebooking. I will always believe in science notebooking. Students need a place to articulate their thoughts. A place to create, to think, to reflect, to change, to grow… In science, notebooking is an excellent way to journal understanding of scientific principles.

In my class, we use a composition notebook.

These notebooks can house a plethora of jewels. You can see the beauty of a well thought out inquiry. Observations can be described, drawn, and labeled. Borders and colors can help form a blueprint to understanding. Ah, the simplicity in thoughts.

Lines of learning can be drawn. As the teacher, I can participate in the journey. I can scribble a comment or two along the way to guide, focus, or reroute thinking.

The science notebook… an intimate dialogue between the student and I or the student and themselves. Unfortunately, it takes time to comment in EVERY notebook.

The Between

In the not too distant past, I wanted students to look at the role of decomposers in an ecosystem. We looked at the top, middle and bottom layers of the pile of leaves. As any good science teacher would do, I had students describe their observations in their notebooks. They were to draw detailed pictures of each layer. To get a better look, we used Proscopes, a hand-held microscope, to magnify the surfaces of the leaves.

So, as I walked around my room, my students were watching, snapping photos (see below), drawing in their notebooks, snapping more pictures… snap… draw… snap… draw…

Click.

“What am I doing???”

Look at this fantabulous photograph? I see leaves in various forms of decomposition. There is a little white something growing in the middle. In the time it would take my students to DRAW one of these layers, they could have captured a MULTITUDE of layers using the digital photographs, and had the time to reflect and learn.

Actually, the students had the photographs. These were stored away on the classroom computers. I had just given them busy work to draw it in their science notebooks.

“…that was stupid…”

The Now

Today, I have initiated the shift. I’ve turned to a more digital form of notebooking. Conversations are stored in a Discussion forum in a private social network. We still have the inquiry, the reflection, and the learning. Now, I can provide feedback whenever I can get to a computer and an internet connection. Links can be included to guide students. Photos can be uploaded.

With the click of a button, students can shift their way of thinking.

Conversations can still be between me and the student. But, there is oh so much more! What about a wider audience?  Now, our reflections can impact others. There are the other students in the classroom, the parents, the community members… And sometimes, the world!

My class is beginning the marriage between digital and manual notebooking. There will be times where the need will exist to physically write and reflect on paper. Other times, a virtual medium will be more appropriate.

Where should we write?

Where it helps us to learn!

Where will your students write?

Artwork Thanks:

Godsey, J. ” .97 comp notebook from walmart.” jgodsey’s photostream. 04 JUNE 2008. Flickr. 26 Nov 2008 <http://www.flickr.com/photos/jgodsey/2551404001/sizes/s/>.

Hartz, William. “Email Checkin’.” williamhartz’s photostream. 07NOV2007. Flickr. 25 Nov 2008 <http://www.flickr.com/photos/whartz/1914209727/sizes/s/>.

However, we have others that aren’t quite ready. A few teachers wonder how blogging is relevant to their job. Several teachers wanted to blog, but a lack of knowledge over how to do it is a concern. Many have expressed concerns about time. Where would they find the time to read a blog? (Let alone comment or post.) A few of these people see blogging as a waste of time. Tony Karrar writes about Web 2.0 tools when he says:

Do people have enough time to use these tools? If so, does that mean that they are somehow not the people who are already “too busy” at their jobs? Are the only people who will use the tools exactly those people who the organization views as time wasters, tinkering about, etc.

So, if there are are roadblocks to blogging, should other teachers join the blogosphere? My answer, “Yes!” My reasons, see below.

Top Ten Reasons Why I Blog:

1. A blog is a website that is so easy to manage, even I can publish it.
2. Blogging enables me to learn skills many of my students use informally.
3. Reading and writing blogs improves my communication skills.
4. Being able to blog enhances my classroom instruction.
5. A blog can be used as a tool to showcase other Web 2.0 features we can use to instruct.
6. A blog can help me connect and learn with other educators.
7. I can be sitting in my bed, in my jammies, and still collaborate with someone in Australia.
8. Using a blog can save time by being a place to disseminate information.
9. A blog gives me an opportunity to discuss and reflect on topics important to me.
10. Most importantly, blogging is addictive and fun!

Why do you blog? Or, if you’re not blogging, which of these would make you consider blogging?

Artwork Thanks:

Hawkins, Jessica. ” Week in the Life: Monday Relaxation.” jessica.hawkins11’s photostream . 29 SEP 2008. Flickr. 21 Nov 2008 <http://www.flickr.com/photos/jmhawkins11/2899870367/>.

And I realized, the majority of my readers are probably just like me. We are the “newbies” in the world of blogging. Even a few weeks ago, I would get butterflies before leaving a comment. To be honest, I wasn’t even sure how.

Fortunately, I discovered how powerful the comment can be. Blogging is a collaborative effort. It isn’t just the blogger’s initial thoughts that are important, but how the blogosphere interacts with the content. This discourse is what makes a blog addictive to read and to follow.

Luckily, to comment, is pretty simple task.

At the bottom of a post, you’ll see a list of tags.

At the end, it may say something like: 1 Comment, 5 Comments, or maybe No Comments. Click where it says “Comments” . A screen will pop up that will ask you for your name and e-mail. Type those in and you’re ready to go!

Now that I’ve started to read and make comments on other blogs, I see there are others that are thinking about the same things I do. At Drape’s Takes, he calls to all of us to learn the art of blogging by immersion. We may be nervous and have butterflies in our bellies, but by jumping in, we’re on our way!

So, whether it’s on Thinkin’ Thoughts or another blog, please join a conversation and enjoy the commeradie that may emerge. Click the Comment!

"SMS: Text Messaging Gets Redesigned" by Pieter Ouwerkerk

Cell Phones in Schools!!!

Now, THAT is one touchy subject! A few weeks ago, I came across a discussion led by Jeanette Westfall, a co-principal at a local high school. She initiated a lively debate over whether students should be allowed to use cell phones in class. Their discourse got me thinking.

The biggest argument I see about the use of cell phones centers on texting. Critics state that students who have cell phones in classes tend to text their friends ALL the time. In addition to time wasted, their informal writing styles, typical of texting and e-mail, is sneaking into assignments for school. Therefore, opponents argue, cell phones should not be allowed in schools.

So, I got to thinking back to when I was in middle school. There was no worries as to whether I was texting. I didn’t have a cell phone. I did not need one. I had the power of the “NOTE”.

"Passing Notes" by Paris Lemon

In fact, I passed so many notes in the 7th grade that I had a box FULL of them–all folded in the latest craze. And, amazingly enough, teachers didn’t ban the use of paper to prevent us from writing yet ANOTHER note to our BFFs.

Paper is a tool. And, we used this tool for “legitimate” class time purposes. Our teachers taught us how to use paper appropriately. I learned, both directly and indirectly, what and when note writing would be OK. And believe it or not, by the time I left high school, my note writing decreased to when it was a necessity.

Texting is 21st Century Note Passing. The way I see it, a cell phone is just another tool. A FANTASTIC TOOL that is sorely underutilized. We haven’t had the opportunity to teach how to use a cell phone appropriately.

Cell phones are not allowed at the school where I teach. I must admit, however, as a science teacher, I’ve had the students bring out their illicit contraband on more than one occasion. We’ve shot pictures as we’ve gone on a field trip to a local urban conservation area. We’ve used the calculators and stopwatches for data collection. We’ve actually called people.

There are so many uses for a cell phone in a classroom. If you’re ever in the mood, visit Liz Kolb’s website on From Toy to Tool, Cell Phones in Learning. She provides even more ideas on how to use a cell phone to instruct.

For now, let’s focus on text messaging. It is a huge issue in education. I have two points. First, students will continue to text. It is powerfully engaging, it is easy to do, and it allows us to stay connected to those we care about. I say, that as teachers in the twenty-first century, we would be remiss to ignore the technology in the palms of our students’ hands.

So, students will text. The goal of texting is to say something and to say it fast. Shortcuts have been developed. In fact, whole thoughts are summarized into bite size pieces to be sent with the push of a button.

There is power in the ability to summarize. In fact, Marzano and associates have looked at multiple studies on the use of summarization. They have found that teaching students to summarize is one of the most effective classroom instructional practices that work.

What does this mean? Use texting in class. There’s an actual summarization technique called Text Message. (formally News Blast.) In Text message, students are to summarize what they’ve learned in 25 words or less. Students can send the message to me via an actual text message, by e-mail, or written on paper. If students want to use text lingo, I think that’s great. There are text translator’s on the internet to help me decipher, if needed. What’s great, students are getting to text, and summarizing content they need to learn for my class.

Now, the second point I want to make about text messaging. Texting IS an informal written language. As critics have said, this informal language is creeping into assignments and other written work where texting isn’t appropriate.

Since cell phones have not typically been utilized in classroom situations, there has been no one to formally address how and when to use texting. As teachers, we need to be deliberate in our instruction on how to code switch. By this, I mean, to teach students the difference between the informal and formal textual languages.

An example would be to show students it is perfectly OK to use text lingo when writing to a friend or taking notes for a class. (How many of us used some form of short hand or abbreviations in college). That writing style is very different than writing to a boss or for a term paper. When writing for an actual assignment or job situation, a more formal writing style would be preferred.

Cell phones are in our classrooms. Students are texting. What do you think should be done?

hw shd cell fons B uzd n schls?

Artwork Thanks:

Lemon, Paris. “Passing Notes.” parislemon’s photostream. 16 SEP 2007. Flickr. 8 Nov 2008 <http://farm2.static.flickr.com/1430/1389778233_a7faedb980_m.jpg>.

Ouwerkerk, Pieter. “SMS: Text Messaging Gets Redesigned.” pouwerkerk’s photostream. 03 JULY 2007. Flickr. 8 Nov 2008 <http://farm2.static.flickr.com/1266/706401207_b8ff020a72_m.jpg>.

For several months, I’ve stood on the edge of a giant pool of informational sharing…

Watching… waiting… wondering…

Who writes? Why do they write? How do they come up with what to write? And most important, who would want to listen to me!?!

Now, I’m good at thinking. I think thoughts all the time. What exactly is Web 2.0? How can I get my students to think more thoughts about what they are learning? If our district advocates a constructivist approach to learning, how can I enhance the rigor and authenticity of learning through technology?

Amazingly enough, as I peered into the blogosphere, I saw others with the same questions. There were teachers and students…family and friends…coworkers and neighbors… All thinkin’ the same thoughts. All sharing their nuggets of knowledge. But not me. I was still on the edge, holding on, scared of the leap into the unknown.

I needed a push. Mine came from my friend and collegue, Sean Nash. First came the nudge. The e-mail to all the instructional coaches in our district inviting everyone to visit my blog. This blog. The one that didn’t have a single post.

Next came the shove. An invitation to the same group to become a better blogger in 30 Days. This is based on a blog he reads (Oh, the webs we weave!). Now, in order to be a better blogger, I needed to be blogger in the first place!

So, Get Set…

I have officially hurtled myself off the precipice into an entire new world–swirling tummy and all.

Now, I officially invite all other nascent bloggers to join me. Take the step and write your first post. Join me as we discover what technology can do for us and for our students.

Artwork thanks:

Melancon, Adam. “Might as well jump…2bw” Adam Melancon’s Photostream. 07 August 2008. Flickr. 3 Nov 2008.http://www.flickr.com/photos/melancon/2742142387/

E’ole. “Splash” Eole’s photostream. 29 April 2007. Flickr. 3 Nov 2008.http://www.flickr.com/photos/eole/477332444/

Riverava. “Start1″ Riverava’s photostream. 7 Dec 2008. Flickr. 3 Nov 2008. http://www.flickr.com/photos/tiszaiva/2092349343/