EDCI 336

Google Apps for Education and Twine

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Google Apps for Education

Classroom: A place for teachers to put up assignments and communicate with all of their students about upcoming events and due dates

Docs: A word processing platform. Users are able to share the doc, and collaborate on assignments together

Slides: A presentation platform, where users can create visual presentations for free. They can also share the presentation to collaborate with other contributors.

Sheets: A platform to make spreadsheets where users can share and collaborate together.

Google read and write: Plug-in that reads the text on the page user is currently viewing.

Helps struggling readers and language learners. This could be used as a tool for teachers with many language learners in their class!

 

Twine

Twine is an online, free resource that allows users to write interactive, nonlinear stories. It can be used in many different classes as a creative way to assess student understanding. By having students create a choose your own adventure style story, teacher can assess how well they understand the material, and having them change and add to their twine story.

It can also be used by teachers to create interactive quizzes, or as a fun way to learn new material.

Users can embed video, image and sound to set the mood of the story, and make it more interesting. The story is saved in the browser. Twine works best with chrome and firefox.

Some ideas for use in the classroom:

Biology: Create a key for students to use in identifying plants and animals

History: Create a choose your own adventure story using historical event from class

Math: Have students create a quiz to share with classmates.

English: Creative writing, guided interviews

Image from: http://twinery.org/

 

Check out this example quiz made by Sam!

https://studentweb.uvic.ca/~samgav/mathfun.html?fbclid=IwAR3l18b4rO2GWoYdK6LmhtcAxlTh1Sscg7FkyU6Cc6DZ_zD7_jZ7Njx0p6I

By uploading the video onto the network using Cyberduck, I also completed the network literacy competency!

Geocaching

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Geocaching

Geocaching is an real-world outdoor recreational activity where participants use a Global Positioning System (GPS) device to hide and seek “Geocaches” that are cleverly placed all over the world. Here is a short video to help explain:

https://www.geocaching.com/blog/2018/10/geocaching-hq-highlight-the-visitors-center/

When Geocaching started in early 2000, there were only 75 geocaches, now there are over 3 million official Geocaches spread across 190 countries. All Geocaches can be found on Geocaching.com, and there is an associated app that you can download on your mobile device to hide and find caches.

Geocaches come in all different sizes, and are hidden as different difficulty levels. There are 14 types of official caches:

The most common types are the Traditional cache, the Multi-cache, and the Mystery Cache. Within the Traditional cache, there are three specific types based on size: the Micro cache, Standard Cache, and a Macro cache.

The steps of Geocaching are as follows: 1) pick a cache at Geocaching.com, 2)navigate to the coordinates with your phone or GPS device, and 3) once at your coordinates, use the clue or solve the puzzle to find your cache! But there are some rules and etiquette to keep in mind while you’re Geocaching.

  1. Every cache must contain a log book, if you find a cache, you must sign the logbook
  2. Most caches have a series of items in them, often associated with a theme, if you want to take an item, you must trade for it, and leave something behind (TSLS)
  3. Geocachers are usually quite environmentally conscience, so it makes sense that one major rule is that if you see any trash while you’re out, you have to pack it out with you. Better known as “Cache In, Trash Out” (CITO).
  4. Finally, after you have found that cache, log in to Geocaching.com and rate the cache, you can also comment on any damage or general comments you have.

Applications:

Geocaching is a tool that can be used by teachers cross-curricularly. It uses ESRI geographic information system software as a free license resource for education. Students and teachers can download the app for free, but because it shares GPS information, it might be best to use handheld GPS devices with students. Most obviously, it can be used as a way to have students practice following GPS, but Geocaching can be used across the disciplines.

  1. Art: Teachers can have students create their own cache, build it in a creative container, decorate it, and include a small treasure made in class. Students will need to follow the guidelines of what needs to be included in a Geocache, decide where to hide it, and create a clue for other people to use.
  2. Science: One specific type of cache is called a lab cache. To solve the cache, the finder must perform an experiment. Science teachers can either find a preexisting lab cache with their students, create one together as a class project, or create one for their students, building on a skill or concept they learned in class. With regular caches, teachers can have students record biodiversity at the cache site, or track how many different species they saw on the way.
  3. History: Teachers can use Geocaching as a way to discover more about historical sites around the city. They can send students to a cache and have them learn about the significance of the site, or they can first study the site, and then explore it through geocaching.
  4. English Language Arts: Teachers could have students write poems to describe the location of the cache. Students can also create themed caches relating to their novel study, working in groups to make the container, log book, and content represent an element of their novel. They can write a clue that would be theme appropriate, hide it, and have the class find it. Once found, the group could present about the cache they created.
  5. Physical Education: Geocaching would be a great way to get a class outside on a nature walk, ensuring students were engaged and motivated to get to the cache!
  6. Mathematics: Teachers can have students in groups find different caches. They can then plot the sites on graph, and find the distance between each one.

The list above is only the beginning, as the possibilities for using Geocaching in the classroom are endless.

Post by Georgia Clyde and Emily M Oliveira

Open Access – Open Research

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Open Pedagogy is an access-oriented commitment to learner-driven education and as a process of designing architectures and using tools for learning that enable students to shape the public knowledge commons of which they are a part.

Public Domain

Education:

There are many platforms that offer courses that are free, to provide information to curious learners. For example:

(ET)MOOC – Massive Open Online Course Educational Technology & Media:

ETMOOC is a place that provides all information for a course online, free to anyone – but feedback was only delivered to paying students, enrolled in the course. The resources were available online for people to study – the greater good – to better the world!

Coursera,Edx and Udacity:

Free online courses available to anyone. You can watch videos, read textbook and take quizzes online. There is no feedback provided.

Resources:

Open source resources are things like textbooks, that are free to use. Here are a couple of places to access open resources:

ERAC

open.bccampus.ca : open textbooks

 

Research:

space – a place where universities publish papers and research, one version before the final version, available free for everyone.

Most University have one: dspace.library.uvic.ca

Story – Jack Andraka

He was a young boy who lost his uncle to pancreatic cancer. He was interested in how to detect pancreatic cancer earlier, and did research by getting access to papers by emailing professors for and getting their pre-published drafts. He ended up figuring out a way to detect cancer for a $3.00 test. This is the importance of open access research – he really had to fight for information.

Copyrights

With all of these open sources, it is important to remember and respect copyrights. Many sources (textbooks, images, journal articles, etc.) are protected by copyright, and you can’t use it. Be aware of copyright laws!

Fair Dealing – protects users. In copyright infringements there are a few loop holes that allow users to use material without getting into legal trouble.

Copyright Matters: A book to help teachers understand copyrights.

 

Creative Commons

Creative Commons is the in between space full copyright protection and open source material. It is a space that allows authors and artists to share their work, in a

Allows users to choose an agreement licence that they choose:

You can allow or disallow adaptations and commercial uses. It is a non-profit organization that gives people a platform to share their work for public use.

Instructions to attribute sources:

Include: Title, author, source, and license

Link to the author or source!

Tip: Go to google, advanced image search settings, filter by usage rights!!!

pexels-photo-257540

Dog, https://www.pexels.com/photo/portrait-of-a-dog-257540/ license CC0

Curating

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Curation: a field of endeavour involved with assembling, managing and presenting some type of collection.

In today’s world, where sifting through piles of information can be tedious and overwhelming, RSS – Rich Site Summary and Really Simple Syndication – create feeds that can help users keep track of many different sites. Some examples we used in class were:

Diigo

diigo

Diigo is a book marking site, that allows users to keep track of sites in one, easy to use platform. You can highlight parts of a site, or bookmark the whole thing, keep your sites private or share with individuals or groups.

Feedly

Feedly-As-Google-Reader-Replacement

Feedly compiles news feeds from many different sources using RSS. In our course, it is used to pull in blogs that have the same categories and tags.

 

Hootsuite

Screen shot 2018-10-19 at 12.21.16 PM

Hootsuite is social media management platform that supports social network integrations for Twitter, Facebook, Instagram, LinkedIn, etc. It allows you to push out the same message onto multiple platforms!

 

 

PSII

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Today, we visited the Pacific School of Innovation and Inquiry.

PSII

It was such a cool experience to not only hear first hand the process of opening a school, but to see an “ideal education model” in practice. Throughout the first few months of the PPD Program, and over arching theme has been that the system is broken, but we are slowly trying to fix it. It seems as though PSII is on the right track for what education SHOULD be, in a perfect world.

I had the opportunity to sit with a student as he walked me through his inquiry project. It was amazing to hear how many “subjects” he was covering by exploring something he truly WANTED to explore. BINGO. Relevant, interesting, engaging.

So, why aren’t we all doing this?

Because – it’s not so simple.

  1. To have an inquiry based school, the school needs to stay small. There is a maximum size cap in order to maintain the integrity of student driven learning.
  2. Students need to be intrinsically motivated. This model isn’t for everyone.
  3. It takes time to change the “system”

It was an honour to be welcomed into such an innovative learning environment. Although I may never open my own school, its possible to weave these practices into my own class.

Kahoot!

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For those of you who have not had the PLEASURE of trying Kahoot, I highly recommend it. Kahoot is and interactive quiz website that is highly engaging and entertaining, at all levels. Teachers can use it to either create their own quizzes, or browse through thousands of pre-made quizzes on various topics. The students play along using there cellphones.

They can create anonymous user names, or play with their own names, which can take the pressure off of anxious students. It is fast-paced and holds your attention – if you stop paying attention, you’ll miss the question and lose points.

Kahoot is easily adaptable for any age, level or class – even for professional development workshops – because it is easy to create quizzes for any topic.

With Kahoot, the options are endless!

kahoot.jpg

Privacy and Safety Seminar

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Jesse Miller came to class today to discuss technology in the classroom.

                                                WHO IS JESSE MILLER?!?!

Screen shot 2018-10-02 at 3.56.09 PM

He shared a lot of great info on teens and cell phones, social media in the class, and our own protection for our professional lives.

 

Teens and Cell Phones

I think that it is second nature for humans to play a game of “us and them”. We, mature adults, are better than young, ignorant teens. Obvious. Right?

WRONG.

Jesse made me realize that I am as much a culprit of cell-phone addiction that any teen. I myself will be “multitasking” constantly seeing what is happening on my cellphone.

Teens can be doing any number of things on their phones, but rather than shaming them, or scolding them, we need to set firm boundaries and expectation, and take a second to understand where they are coming from. Set an accountability clause for your classroom. For example,”you can have a cellphone, but you are responsible for being respectful and getting all the material”.

As a teacher, we have the right to confiscate student phones, but not look through them. We also have to be prepared to answer to parents when they are upset their child’s phone has been taken.

Social Media in the Classroom

Social Media can be a great tool in the classroom. Teachers use it as a platform to communicate upcoming events, or share class material. But, it is important to keep a few things in mind when using social media.

  1. Be clear with administration of your intent, and get approval before doing it.
  2. Don’t use your personal email address or accounts. Always use the professional email provided by your workplace.
  3. Be careful that accounts aren’t linked, and that students aren’t accessing your personal life.

Protecting Ourselves

Things to remember, “Items posted online can and will be used against you”.. a joke, I know. But its something to think about. As teachers, everything that is accessible to the public can be viewed by students, and probably will be.

Not only should we think about our own digital footprints, but also about Digital Consent. Our own digital consent is often overlooked, but it is important to be sensitive of our students (and/or parents) consenting before adding them to a group, taking their photograph, sharing their phone numbers, etc.

Lastly, we need to educate ourselves on the school districts policies: social media, cell phone, and technology. If in doubt, its important to clarify with administration to ensure that we are following the right rules.

Butternut Squash Soup

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The next recipe that I want to share with you is a pretty easy soup, that with very few modifications can be vegetarian/vegan. Butternut Squash Soup is a fall classic! It makes you feel warm from the inside out! Creamy, satisfying, yet still miraculously HEALTHY!

mde

Butternut Squash Soup

    1. Chop one onion, and half of a large sweet potato (about one cup), and saute over medium heat for 3-4 minutesdav

 

  1. Add 2 cups of chopped butternut squash, 2 cloves of garlic and about an inch of ginger root. Cook together for another 3-4 minutes.nfd

**** Here come the modifications! *******

3. Add 4 cups of your preferred “stock”. I used chicken, but if you are vegetarian or vegan, substitute with your favourite. Bring to a boil and simmer for 15-20 minutes, until all the veggies are soft.

4. Remove from heat and puree. Stir in 1/3 cup of coconut milk and serve!

dav

Voila! Quick, easy, delicious. I adapted this recipe from one I found at:

https://tastythin.com/butternut-squash-bisque-whole30-paleo/

Stay tuned for more! Next week, THANKSGIVING ADDITION!!!!!

About Me

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My name is Emily Mayne Oliveira, and I am writing this letter to introduce myself as your practicum student. I am currently a University of Victoria student in the Secondary PDP Program. I graduated from Thompson Rivers University in 2013 with a Bachelor of Science in Biology and in 2014 with a Teaching English as a Second or Other Language Certificate.

 

For the past four years I have been living and teaching in Brazil. During that time, I encountered many different learning and teaching styles, and as a result, I identified a need for a different way to learn English, aside from the traditional schools that dominated the city. Realizing that many people had a fear of learning English, I wanted to start children young, with the opportunity to learn English in a natural, fun way. Our lessons were filled with play, poems, songs, art and cooking. I felt that on my personal journey of language learning, that the more pressure I felt to produce language, the less successful I was, and therefore aimed at creating a low-pressure, home-like environment. We saw the children thrive, and acquire useful language, receiving feedback from parents about their children helping them on their vacation to Disneyland, or singing songs at home that they had learned in English class. I firmly believe that when students feel relaxed, and are having fun, that they will learn.

 

During my time in Brazil, I gained an immense amount of compassion for language learners. Living in a new place, people are constantly learning much more than just language, and often feel overwhelmed and insecure. I believe that this compassion will be a great advantage in my teaching, not only for language learners, but for Canadian students as well. I hope to not only bring compassion to your class, but also explore and develop techniques to help language learners to excel in class, too.

To see more, check out my video

Ed Camp

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On September 25, I participated in my first ever Ed Camp.

WHAT IS ED CAMP?!?!?

Ed Camp is an unconference. It is an opportunity to join together with like-minded people and discuss topics that interest you. Upon arriving at an EdCamp, attendees write down ideas for what they want to discuss that day. Then they vote on which of those ideas interest them most. The day is driven by camp-goers, there is no key-note speakers or facilitators in the room.

After spending one session with my colleagues discussing Indigenous Education, I felt like I truly understood “the point”. It was a low risk atmosphere to learn from my classmates and share my knowledge. The conversation was spontaneous, and gave us the opportunity to hear what amazing insights each one has.

 

 

for more info, check out:

http://edcampuvic.ca/