Cloud Computing in the Classroom

                                                Image labeled for reuse, click here for source

     In a video entitled, Howard Gardner on Digital Media in education, my favourite definition of the cloud described cloud as what it is not. Cloud computing is not hardware and it is not software. The idea is that if you have to install or connect something to your computer for a program (other than your connection to the internet and your internet browser), then it is not part of a cloud. Of course somewhere, in some location there needs to be powerful hardware and software (most likely on a supercomputer), to make this cloud possible. The idea is that the average user will not have to worry about the hardware, software or networking.


     I think the first use of such a service that arrives to many educators minds is that of the access of data like textbooks for our students. The idea that a student could access a textbook from anywhere without having an actual hard copy or digital copy has many visible benefits. One could see a future in which all education materials, textbooks, novels, etc. could be accessed by any of ones students from anywhere in the world. This is exciting to think about. Instead of purchasing all the materials separately schools could be charged for use of the cloud service where such information could be accessed. This leaves me to wonder if there really will be any saving in cost. I am sure the publishers of the individual texts or resources will still charge cloud services for their resources. This would cause cloud services to offer service fees to maintain profit, not to mention the cost that goes into maintaining wherever all the information is stored (the information has to be stored somewhere). Nonetheless, I feel that the true value in cloud services is not necessarily the cost-effectiveness. The true value, to me, is in the accessibility. 


     It is exciting to think of the different research resources and programs that could potentially be offered to any student anywhere. Aviary is a great example of a powerful program that can be accessed by anyone from their computer. One has the benefits of services like Garage Band or Audacity without having to download and install the service. Eventually, if not already, I am sure that a movie editor will be provided on a cloud service. Any student with a computer and internet connection would be able to access such programs. That is a fantastic thought, students will not be restricted to locations to use a vast compilation of resources.


     I definitely see the use for cloud services in the classroom. I am excited to see what the capabilities of the cloud will be released in the future.

A Use for Audio Files in the Classroom

     I find that one of the most challenging aspects of using technology in the classroom, is using technology effectively. There are many different tools which we have, which are wonderful, that can be wasted if used without a purpose. With the use of audio files I could think of many different ways in which you could implement such technology in the classroom. By using sound editing programs like audacity, aviary, or even a simple microphone based application provided on many computers, students have the ability to create and exercise principles of design. This can be rewarding, but also time consuming. A simple and practical use for such programs would be student reflections.

     Students could use audio files in order to respond to projects, reading, concepts, experiences, etc. within the classroom. For example a high school student could record and edit his/her comments on the themes found within a chapter of a novel being studied in class. Students who normally would not be verbal in class,could express themselves through such means. Such reflections would have to be planned and thought out with structure, following the teacher's given criteria. Students could edit out and add comments. This would be a simple, but yet effective ways to use audio files within the classroom.

Newsgroups in the Classroom?

     It seems to me that USENET and newsgroups helped pioneer the concept of free sharing of ideas and concepts on the web. I in no way claim to be an expert on this mode of sharing information with others. The idea that anyone can publish their ideas for others' viewing. Unfortunately, there now are millions (excuse my hyperbole) of other ways that we can now congregate in some sort of internet forum, in which we can share ideas. Specific to a classroom, there are many ways in which we can share ideas or in which ideas can be found. In other words, there are other vehicles we can choose to drive on the information superhighway.

 Picture taken from this Flickr account, labeled for reuse.

 
     In pondering on the uses of newsgroups in the classroom, I tried to understand what the strength of using such a medium for the benefits of a classroom. I believe that the true strength of a newsgroup is that of public file sharing within the classroom. Another benefit is that other interested parties, not of your classroom can potentially join your group in such activities.

     In my limited experience with newsgroups, for me, I found that searching for information relevant to a K-12 classroom was difficult. I do not think that this is a good source for students to search for specific information; search engines will suffice. While a classroom could set up a newsgroup and post topics in hopes that others would stumble upon it to offer their wisdom, I find this unlikely. I am not sure about varying levels of censorship within specific newsgroups, but it may not be prudent to direct students to free, uncensored sharing on the internet. If I were to use a newsgroup, it would be to a specific group.
 

Photo found on this Flickr account, labeled for reuse.

     The question right now in my mind is, "What do newsgroups provide that other services, like Facebook, Google+, or even a teacher moderated blog, do not? I am not quite sure on the answer to that question. More than likely I overlooked details that could give me a better insight to that question. As it stands right now I don't see a need for newsgroups in the classroom. Depending on the project or idea being implemented within the classroom, I believe there are other substitutes that are more familiar to our students within the classroom. Newsgroups just may be outdated in the classroom.

Link for Usenet

 

Digital Story Telling in the Classroom

     Can you imagine a student devoting time, hard work and creativity into a project, and then being able to share their work with friends and relatives from all over the world? I love the idea of implementing digital storytelling in the classroom.

     For me, one of the most appealing features of digital story telling is how many facets of learning it covers for the student. Such a project can develop: creativity, critical thinking, an understanding of principles of design, an understanding of presentation and writing skills, and many more skills. It is furthermore impressive to me that these principles and skills can be taught to the children in a way that will better excite many students to become involved. To me this is a perfect example of implementing technology within the classroom in a meaningful way.

     I believe that when a student puts effort into projects, like a digital story, they develop a greater sense of pride and ownership in their work (especially if they are using newly developed skills). To me that is a marvellous way to inspire students to learn. The ability that we have now in publishing media files on the internet is a way to share students' work within the classroom. The ability to share projects to the web is not only a way to inspire students to work harder, but it is a way to help students develop more pride in their work. It is a way to help students believe that they have something of worth to share with others.  This to me is enough to justify such project in the classroom.

    When I am teaching, I know that I will try to have such projects within my own classroom.

Here is a link of  an example I made using a movie editor to explain a scientific principle (click to see).

Reaction to John Thompson's article "Is Educaton 1.0 Ready for 2.0 Students?"

     In addressing the question posed by Thompson in his given article, a whole slough of questions and thoughts came to mind. I find it difficult sorting through what topics and issues to address. For instance there is a difference between applications and implications of using the Web 2.0 premise in an elementary school, as compared to using in University. For me the fundamental question that arises "What is the purpose of education?", is it to provide persons with the skill sets to be able to take functional roles within society? If that is the case what is the blossoming role for the Web 2.0 in society? Will it grow into a way to effectively conduct and manage businesses/the workplace? These questions (some maybe more relevant than others) and more filtered through my mind while reading this document. There are a couple questions which I will ask.

     

     How high is the value of face to face interaction between teachers, students, and peers? Is the medium of using the web to read and write through the web going to enrich those relationships or take away from it? I think that there is no denying that Web 2.0 should be implemented into the classroom at some levels. It is clear that through each rising generation that our youth become more and more entrenched into the digital world. I find it interesting how we as educators (or future educators) always see and discuss the need to conform and teach to the changes within the rising generation. Is there a risk to complying to much to this idea? For example, I have heard many times that the attention spans of children are getting shorter and that we need to plan appropriately for them. Do we need to plan appropriately, or do we need to help them develop longer attention spans? What is the appropriate response to the trends within the rising generation? Similarly we need to find an appropriate response to the change in how students today exchange information. The challenge for the teacher is to find appropriate uses for exchange of information outside of the 1.0 medium. 

     

     So what is the most appropriate use of this exchange of information? I do not think it wise to completely make obsolete the face to face interaction between the teacher and student. I believe regular that face to face interaction creates a bond between the teacher and student that cannot be replaced (I realize that this is not necessarily what this article is suggesting). In a classroom I do not think it unreasonable to have students share information and even hand in occasional assignments through the medium of Web 2.0. However I do think that assignments should also be handed in by hand. There are any other wonderful possibilities and capabilities  of the thought of on-line exchange of information. Through programs like Google Docs and Google Calenders Student agendas and newsletters could eventually be made obsolete, once all students and homes assuredly had on-line capabilities. I feel that it is important for us to find a balance between using technology too much as a medium of exchange or, too little. 

     

     I could go on for much longer, but to wrap it up I want to address the conclusion of Thompson's article. He refers to keeping up with the times and being willing to experiment with different business models. We must find the best way to run our education system. We need to look to the future and prepare our students for a future where much information will be exchanged through digital means. We need to make sure that when they leave the "educational business model" that the want be shocked when they enter into the business models of the world. We need to make sure that they have both the digital and personal skills it takes to be successful.

Read Thompson's article here

     

Web Awareness Concept Map

Search the Internet-Assignment 4

Title of Activity: Solids, Liquids, and Gasses

Reference Section:

Science Kids (c) (unknown publishing date). Science Kids. Retrieved Oct. 13, 2010, from

http://www.sciencekids.co.nz/gamesactivities/gases.html and

http://www.sciencekids.co.nz/gamesactivities/reversiblechanges.html

Grade Level: 5

Subject: Science

Brief Description of Activity:

Students will go two different links of a website, in which they will have to: first, distinguish objects as being a solid, a liquid, or a gas; second the students will distinguish whether certain solvents will dissolve and also whether some change are reversible or irreversible.  The students will complete the questions on the web page.  The websites students will visit are http://www.sciencekids.co.nz/gamesactivities/gases.html and  http://www.sciencekids.co.nz/gamesactivities/reversiblechanges.html.  If the student completes this they may search the main website for other chemistry games/experiments.

General Learner Outcome:

• Describe the properties and interactions of various household liquids and solids, and interpret their interactions.

Specific Learner Outcomes:

1. Recognize and identify examples of the following kinds of mixtures:

      ·  a solid and a liquid; e.g., sugar and water

      ·  two or more liquids; e.g., milk and tea.

2. Apply and evaluate a variety of techniques for separating different materials.

3. Distinguish substances that will dissolve in a liquid from those that will not, and

demonstrate a way of recovering a material from solution.

4. Distinguish reversible from irreversible changes of materials

ICT Outcomes:

C.6.2.1   select and use technology to assist in problem solving

F.3.2.2   work collaboratively to share limited resources

P.5.2.3   navigate the internet with appropriate software

Rationale for Computer Integration:

Integration of computers in the classroom has utility when teaching students within the subject of science. It can be messy and time consuming to always perform science experiments when teaching students about science inquiry. Using internet applications allows for the ideas and motions of the experiment to be explored without set up or clean up times. This gives students the opportunity to work at their own pace, make their own choices, and even gives them the grace to change their choices without heavy time restrictions or repercussions (if they make incorrect choices).