PUTTING “THE CLOUD” TO WORK IN YOUR CLASSROOM ©Baywood Publishing Company O’Connor, E. A. , A survival guide from an early adopter: how Web 2.0 and the right attitude can enable learning and expansive course design. Journal of Educational Technology Systems. 2011.
Using the cloud in teaching
Nov 21, 2014
An overview of some useful product (and product types) that can help teachers work with collaborative tools that they can access from multiple locations. Provides images and overviews. Although this list is not comprehensive, there are many links to applications that are in use and that can serve as examples for ways these very open-ended tools can be used.
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PUTTING “THE CLOUD” TO WORK IN YOUR CLASSROOM
©Baywood Publishing Company O’Connor, E. A. , A survival guide from an early adopter: how Web 2.0 and the right attitude can enable learning and expansive course design.
Journal of Educational Technology Systems. 2011.
AGENDA Assumptions / definitions Overview of teacher-useful applications:
eBookmarking Shared documents Websites / wikis / blogsSelf video taping – YouTube Highlights of “others”
A publication provided with tips and caution Links to tutorials & animations; make your own
Dream with and about technology – it’s a whole new
world out there
WHAT I ASSUME YOU KNOW, AND BELIEVE
Learning is best when knowledge is constructed
Learning is messy
(Piaget)
Helping is good (Vygotsky)
There are many
intelligences
Definition: What’s “the cloud”?
http://en.wikipedia.org/wiki/Cloud_computing
Cloud computing is the delivery of computing as a service rather than a product, whereby shared resources, software, and information are provided to computers and other devices as a utility (like the electricity grid) over a network (typically the Internet).
“The cloud” to IT (tech)
departments
Internet based
Free, for basic
With settable
permissions
Easy-to-use, sort of
Interactive, often
Available to other users, as an option
Open to text, image, video, often
Definition: “The cloud” in this presentation communication
tools that are . . .
ADVANTAGES OF “THE CLOUD,” IN GENERAL
Accessible from any computer with internet Permissions can be set to give access from All
None Free for the basic features – often without
advertising too; additional $$$ for advanced Shareable – with colleagues, students, parents Makes your work more efficient . . . and fun!!! DISADVANTAGE: you gotta’ learn it; IT CHANGES
MANY EMERGING TECHNOLOGIES
E-bookmarking
Video saving (YouTube)
Doc sharing (Google docs)
Websites / wikis
Posters (Glogster)
MindMapping
Why e-bookmarking?
Among the participants, who uses this? And why?
e-bookmarking: www.diigo.com Capture, store, catalog, & share web
links & e-resources Save articles from e-library & collections Share research & good websites quickly
& easily
www.diigo.com – one example of essentially-free e-bookmarking
http://www.diigo.com/user/eoconnor1
Sign up for the software easy creation of bookmarks
EVEN FASTER IF PUT ON YOUR
BROWSERhttp://www.diigo.com/user/eoconnor1
Easy to track, short, & share
Tags can help to keep track of the content of the bookmarks
Share good resources with others
http://www.diigo.com/user/eoconnor1
GOOGLE DOC: SHARING A DOCUMENT, SPREADSHEET, POWERPOINT (PRESENTATION)
Keep notes for yourself on different computers – at home & at school
Share with colleagues and students Track the revisions Check progress & participation
Make attractive materials using internet Helpful when funding is limited Similar to Microsoft, but less
An example within a Google Site that is public https://sites.google.com/site/teachingscience2011/
GOOGLE DOCS: GENERATE MANY DIFFERENT TYPES OF SHARED RESOURCES
GOOGLE DOCS: OPTIMIZE FOR YOUR NEEDS, FOR EXAMPLE
OR SIMPLY HAVE A DOC AT HOME &
AT WORK
SHARE A DEVELOPMENT DOC W/ TEAM MEMBERS
GOOGLE DOCS: CREATE A SHARED PRESENTATION OR IMAGE PROJECTOR HTTPS://SITES.GOOGLE.COM/SITE/MOSESLOKINAN/PAST-EVENTS
Click to open
Using the new type of websites; quickly developed
Communications – w/ students, parents,
community
You can review who is
submitting work
Establish levels of
permissions
Determine who can see & who can
edit the website -
interactivity
Ensure that all are
participating – accountabilit
y & assessment
Nothing new here; but very
useful
Many ways to make websites – FREE or with advertising
Determine who can see
what
And who can do what
https://sites.google.com/site/teachingscience2011/
Keep track of major page changes – layout & the like
https://sites.google.com/site/teachingscience2011/
Or follow comments that have been added to pages
https://sites.google.com/site/teachingscience2011/
Upload yourself – YouTube & others
Control the interface, and the comments
Us teachers like YouTube SO MUCH we annoy others But why not
use the visual too?
This student made a video to go along with a project on
mining
A video on a project
A teaching exemplar
An unlisted video on a research project
All are viewable except the first one
Pointers on learning
Make it public i.e, let ALL see homework
Keep images / names separate - use common
sense
Keep it simple Or live with the template
You can enhance as you grow
Apply outside the box Spreadsheet calendar
Website for a school project
Ask a kid They want to helpCreate a learning
community
Pointers on learning
Try
Try
Try
AND KEEP TRACK OF ALL YOUR SIGN-ONS & PASSWORDS
Many tutorials and animations are available through: http://www.interactivelearningsolutions.net/te/MAT-science.html
A link to an ESC internal document on learning web 2.0 technologies that will be published in the Journal of Educational Technology Systems
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