Embedding a video

Video -Planet Earth.My attempt at embedding a video.

screencast and jing

My first try at using screencasting. If I am not mistaken you should be able to click on the url, if not please copy and paste.
If there is anyone who is good at this please advise...I like this tool...interested!
http://screencast.com/t/AYScDhCjB


Jayanthi

Week 3 reflections of the New blogger

The more I learn about  the web tools, I have  realized that there are many more out there to be explored. I was reading through `Science in plain English` and I liked the video about search engines. Often students spend a lot of time doing improper searching. I am definitely going to guide them through searches as indicated in the video.

 Just listing below a few of the tools in the order of my understanding and preference.

Voice thread. Created one and I have identified where I would use it for my students. There is a component called `Theory of knowledge` for my IB Physics students which requires a lot of discussion. I am going to choose a topic, create a voice thread and invite my students to it. I am sure my students would love talking about the topic and debating at their own leisure rather than during the class hours. The short video clips in the `Voice thread` article explain precisely every feature of the Voice thread. I liked the Videodoodling feature a lot. It would be fun to have all the controls such as play and pause while running a video and being able to give a voice over simultaneously. One of the features that interests me is the comment moderator. The person who has created the thread can control whether the comments of others need to be there for everyone to hear. This naturally will be useful to edit any offensive or irrelevant comment.

Digital storytelling. Like the idea of telling stories digitally. I have to figure out a lot about it but really am interested in it. I am impressed by the following features mentioned in the article on digital story telling

• Digital stories are inherently easy to replicate and share.
• Digital stories are not constrained to text, but can make use of imagery, audio, video, and social affordances available in the medium.
• Digital storytelling can foster innovation and creativity as there are unlimited genres & forms available for expression.

File conversions.

Both  are good to use. I have used Zamzar to download you tube videos.

KickYouTube: This website helps you download YouTube videos.  When you find a YouTube video that you want to download, just insert the word "Kick" before YouTube in the URL (change www.youtube.com/adfasdf to www.kickyoutube.com/asfasf).  This will take you to a new website.  Select your file format and click download.

 ZamZar: This website service converts file format types for you. The steps are very simple. You can either enter a URL or upload a file.  Zamzar will e-mail you the converted file.  

I have also browsed  through Jing and Screencasting. I have to spend a while understanding its features and decide the best way I could use it in my classes.

TEDx was interesting but I am still not sure how I am going to use it for my class.

I would really appreciate views and advice from those of you who have used one or more of these tools in your school.

Its a flat world after all!

I couldn`t help but comment on this.I am an Indian and I had mixed feelings when I read `Its a flat world after all`. I am aware there is a very positive technological revolution going on here in India. I feel sorry to say that this revolution is combating with the population here. The urban technocrats are zooming ahead in the Information technology sector, the rich is growing richer due to very handsome pay packets in the corporate sector,the computer is seeping into urban and rural humble homes but many of the local schools and  teachers do not want to change from the age old traditional teaching practices. It is going to take a while for the real change to happen. There are wealthy schools that have the state of the art technology for their students and such students get the `best` of today`s technological education.Yes, there is `computer education` introduced in schools but I am not sure whether it is only because it is there or whether the educators and the students really want to make the most of it.I work in an American school now and I do have access to all the modern facilities yet I think I am still quite naive in my understanding of technology.I could blame it on my cultural and traditional upbringing that I am still not comfortable with putting my views frankly out in print. There is definitely a phenomenal growth in the last decade.Working standards have been raised and India has become upwardly mobile as far as the living conditions are concerned. However on the one hand we have a globally and economically growing India and on the other hand we have people who are struggling to keep up with the technological growth. I am really confused. I love my country nevertheless but shouldn`t growth be gradual so that all can participate and we do not leave anyone behind?

Glogster - Interesting!

Glogster

I just created an account and poster on eduglog. I am definitely learning a lot with of course a million questions about each as I move from one webtool to another. I spent a few hours today reading about glogster. There is so much that one can do to network with kids and I repent that I had not thought of it earlier.

Glogster is definitively a good webtool for educators as well as students to make learning interesting in the 21^st century.

Glogster taps the creative potential of students as it is a powerful tool for self expression and  powerful learning . (I am often amazed by the creative potential of today`s youngsters that I get to see whenever there is a classroom project. So using glogster is only going to make this experience more rewarding).Glogster helps to keep the student engaged in the course content in a fun way. Teachers are able to monitor student`s work continuously. I cannot agree less to the fact about Glogster  as mentioned in the introductory article that it is definitely a valuable teaching tool that integrates diverse core subjects including math, science, history, art, photography, music and more for individual learner portfolios, unique alternative assessments, and differentiated instructional activities.

It allows for more student interaction with the confidentiality maintained. It is definitely useful in differentiating instruction. Glogs will help the ESL students to explore other areas of their talent other than language and in the process learn. The teacher can have this sort of `web-conversation` with students thus making learning less tedious and interesting.

Media Analysis - Excellent tool

Just loved the videos on Mediaanalysis.  This reminds me of the video on `Parallel Universe` that my students watched in  the Astrophysics class. It was about the existence of parallel universes and how in the future there is a possibility of inter universe travel through worm holes. It seemed more like science fiction. My students were fascinated but I could not get them into a discussion since they felt it was rather impossible. The videos on media analysis have taught me a different approach to showing videos. It would be worthwhile to show a video and elicit as many questions from real to the bizarre and and then let students explore the possibilities of whether it is real by extensive independent research or by doing experiments. The third video in particular would be a good analysis video for the older Physics students. They could debate about, angle of elevation, friction, projectile motion and energy conservation. There is a lot of material in that small clip. It could be the opening lesson for the above topics. I agree especially with the following sentence in the article. As classroom applications these viral videos present a great opportunity to teach specific media literacy skills in the science classroom.  In addition, many of these videos provide a great starting point to have students generate questions about scientific phenomena.

Science and Literacy - A Reflection

Science and Literacy.

With the advent of technology and its ever evolving growth, reading as a hobby or general reading has become uncommon. Students of today like to read about matters that affect them in their daily life. Science learning therefore, has to be more focused and specific.

Let us understand the connections between Science and Literacy under the three approaches that also broadly highlight the responsibilities of a science educator.

1. Performance expectations for literacy in the Science Classroom.

The science teacher would have the following responsibilities..

·        To motivate the students to think and reflect on their learning.

·        Encourage students to take risks, ask them to explore, promote scientific thinking and make them realize that the process of arriving at a solution to a problem is more important than the result by itself.

·        Improve language skills. No matter how much we say that language does not play a crucial role in science learning we all know that good communication is the key to reinforce good learning and retention of the learning.

·        Specify the expectations clearly to the students not by just telling them to perform better. Define`better` for them.

·        Motivate and guide students in all areas of literacy including reading, writing, listening and speaking.

·        Differentiate instruction in the classroom wherever necessary.

From my personal experience I can say that differentiating instruction works. Differentiating instruction while teaching non-english spearkers does not mean lowering expectations. The performance expectations remain the same but the means to achieve it changes. The tools and techniques used to achieve the goals is varied. The same applies when differentiating instructions for a group of gifted students.

While reading comprehensions accurate interpretation and conclusions have to be made. If possible cite real world connections that maybe connected to the students` personal interests.

Such a connection will be retained in the students` memory and so will the science concept.

·        Help students reach a good level of writing by allowing them to communicate by writing down what they have learnt.

2.      Explicit teaching strategies.

·        Inquiry based learning is a must for good science learning. Students should be encouraged to ask questions what, how, why, when…

·        They should be taught the methods for reading and learning. Like…

a)      Underline main ideas.

b)      Highlight important areas in the text.

c)      Write short questions in places where the text is not understood.

d)      Write down thoughts as reading progresses.

e)      Find definitions of unfamiliar words and use them in a new sentence.

f)       Make drawings and illustrations to understand concepts and then use them to frame sentences to communicate the understanding.

3.      Metacognition

The ability for students to become aware of their thinking processes while doing literacy activity in the classroom.

·        Bring the story telling to the classroom. Encourage students to write essays, connect with other disciplines through drama, poems, art and essays.

I still remember that while teaching about `Atoms` to an eighth grade group the class had written poems, enacted a play, written stories and thoroughly enjoyed it. Science learning becomes fun when such methods are used for students to learn and retain concepts. Story telling is always a good method to make students explore and also gives them a freedom to imagine.

As educators we may not be able to employ all of the approaches together but we should do so in steps. Infuse a little of each of these into the curriculum and make a strong and positive link between science and literacy.

Using Web Tools to Support Learning

Using  Web Tools to support learning (Science 2.0)

Every time one of my students requested me to join facebook I politely refused thinking that this is going to eat away on my time. After connecting with people (at the moment on a small scale though) via this webtools course I have realized the importance of social networking. Using web tools to support learning by Eric Brunsell and Martin Horejsi is a very informative piece of writing about the evolution of Social networking. Very true that in this digital age social networking has evolved beyond its simple computer communication to an exponential expanding supply of sources and information. It opens up countless ways to share and collaborate. As a science teacher I am looking forward to the wealth of information and resources I am going to get from this form of communication not to say giving me an opportunity to share my knowledge and know how. Obviously as an educator I will be passing on this knowledge to my students thus making them the beneficiary of science education from teachers from around the world. I have to say too that science teaching is not going to be the same anymore. I am a member of the discussion forum of the IB diploma program and I used to be contented and very pleased with the way I used to borrow and share resources with other like minded teachers. Twitter, Classroom 2.0 and LearnCentral and other social networks seem to go beyond just a few people but a means to connect to innumerable teachers globally. These networks enable you to participate in ongoing discussions and exchange ideas. The amount of information available is definitely overwhelming but you have the right to choose the resource or material that would be useful to you. Social networking is here to stay. It has enriched science education in more ways than one.

Progress of the New blogger

I think I am actually enjoying this social networking. Strange to think that I have been using Skype, yahoo and msn messenger to connect with my brother in the USA but not once did I think of it as a social networking tool. It was mainly a necessity to connect with family and we did so efficiently. The Teacher web that we used in school mainly helped us post our  work, syllabi, weekly plans, assignments and any other material on the web but did not really have this sort of a one on one interaction with students. It had a link to my email id that students and parents  could use to communicate with me. Blogging seems more personal and the views and opinions and answers can be immediate. I am also getting used to tweeting on Twitter but at the moment I am more comfortable with blogging. I am looking forward to `talk` to my students via blogs.

Evaluating Technology Use in the classroom

 Technology is evolving continuously. How would you explain Technology use in the classroom?

 Should technology be used just because it is there?

 Should..

• Students type on a Word document instead of using pen on paper?
• The teacher use powerpoint presentations using an LCD projector to teach a lesson?
• Students use laptops in class and research their projects with the guidelines given by the teacher?

The question is should we use technology such as computers, laptops, LCD projectors just because they are available in our schools? Does technology replace the lecture form of teaching? How do we use technology effectively in the classrooms? Should technology replace teachers?

Most of the times it is difficult for the teacher to monitor the laptop screens of each student.It is difficult to assess the kind of learning that is taking place. The means of technology used in the classrooms should allow for an intense teaching learning process. Technology should be used to reinforce the lesson rather than replace the teaching process entirely. Technology has pushed reading books to a backseat. Students prefer to browse the internet for information rather than look up an encyclopedia. Reading books are often ebooks than a physical book.

Technology does allow students to create and share their knowledge with an audience they would never would have had access to without technology. It has opened a whole new world (literally) of opportunities and communication.

Technology allows students to be in touch globally, watch and learn about the progress in various walks of life. In the process it has also helped them become very competitive because they become aware of their contribution in today`s global scene.

Use of technology such as data logging devices and the various sensors in science experiments help the students to get very precise data that they could analyze and arrive at near appropriate conclusions.

Virtual happenings and animations help to reinforce concepts well in a class. In science and mathematics involving three dimensions, the computer animations make the understanding absolutely clear. You tube and other videos  make the whole journey of learning very fulfilling. I have used them often in the astronomy class and it was very enriching.

I still remember that I could not imagine how a volume of revolution would look like in calculus until I watched an animation of the same while teaching the topic to my students. Virtual labs should be used in place of physical labs in experiments that involve safety or ethical issues and in labs that require very precise answers.

The technology used should be more interactive. The teacher should be able to walk around the classroom and the learning should be simultaneous than restricted to projections by an LCD projector. The assessment then will be  subjective.

I find technology immensely useful in the science classrooms. However as I have said earlier technology should supplement the learning process but should not replace the communication between the student and the teacher. The learning process should remain human and not be totally mechanized.

Educators should undergo frequent professional development routines and be in sync with the technology developments. It is only then that they will be able to use it effectively in a classroom.

Reflections-New Challenge for the 21st century Science education leaders

The children of today are growing up to be global citizens. They are the natives in the world of technology. I would call myself an immigrant in that world. When I see my students with the modern day gadgets and the speed with which they operate them I am thoroughly amazed. It is for these students that we have to impart science and technology education to bring out their potential and to give them the confidence to compete globally. We have to educate our students to face problems of the kind we are not even aware of today. Technology is on an exponential rise. Our students should be able to go out into such a world equipped with technological knowhow to face the challenges that are to come.The internet has become an integral part of our lives. For me this very online course is a fine example of the extent of technological advance. I am doing this course from one end of the world (India).

The most important requirements for effective science education is believed to be creativity and innovation skills, critical thinking, problem solving and finally communication and collaborative skills. However we live in an Information age, science leaders should therefore realize the need for change. Most or all of the above skills have to be inculcated in young learners at a very early stage in order to groom them to be scientific thinkers of the future. Leaders should encourage science educators` commitment to improve by recommending appropriate tools in technology and modern equipments in the science classroom.

Studies show clearly that computers and modern day gadgets are replacing human memory and basic computational skills. Jobs requiring higher level of abstract problem solving skills are more in number. So if scientific knowledge is going to be taught by making students memorize and reproduce their scientific knowledge thus gained, they are being prepared for jobs that are fewer in number.

I would like to reflect on the findings of the National Academic Study:

Adaptability: Programs to provide opportunities to work individually and in groups, Trained to use tools and equipment that is suitable to analyze and interpret observation after designing and conducting an observation. This will help students to be all round learners. They will find their own space while working individually and this will improve their scientific thinking. As a mandatory internal assessment requirement our science class has a special criteria on design in the lab work. The students are assessed in various aspects. Individual design, choice of variables, relevant experimental setup and data interpretation. They  develop critical thinking skills as they work and working in a group also allows them to be look into the academic and social needs of the members in their group. In an international setup especially, science education should be very culturally sensitive.

Complex Communication and Social skills:This is a very important aspect of science learning. Here they are encouraged to design and conduct scientific investigations in a group. They have to communicate their scientific procedures and explanations as well as defend a scientific argument. They have to use technology to improve the investigation and communication. Social skills are very important in today`s global scene. Science and technology is unified and there is continuous exchange of the same from one country to another. To train students to effectively communicate and put forth one`s innovations is therefore vital and an important component of science education.

Non routine problem solving: Science programs should train students to identify questions that can be answered through scientific investigation, develop descriptions, explanations, predictions and models using evidence. They should be able to think critically and logically to make the relationship between evidence and explanations. They should be able to recognize and analyze alternative explanations and predictions. Rote learning should not be encouraged. Students should be trained to think laterally and develop alternate problem solving methods.

Self management and Self development: Students should design and conduct scientific investigations using appropriate tools and techniques to gather, analyze, and interpret data. They should be capable of self assessment. Critically appreciate their own work and make improvements. Science educators should be up to date in the knowledge of equipments and devices that could ensure precise observations in the lab classroom. Students should be taught the use of devices and encouraged to use them without a compromise on any of the other skills such as computational and traditional problem solving skills.

System thinking. Students should think critically and logically establish the relation between evidence and explanation. The purpose in any science education should not be for merely obtaining results. Interpretation of data, error propagation and conclusion with limitations and possible suggestions should be emphasized upon. Science educators have a major responsibility to promote a scientific learning that will make global citizens.

Make sure all students meet the standards for scientific inquiry and technological design. Build on the opportunities that already exist in school programs and teaching practices. Use of data logging devices should be encouraged to obtain a very precise set of observations. Computational skills using graphing calculators should be given importance. Introduce literacy and numeracy workshop for educators so that they could impart their skills to the students as a part of their learning outcome. Educators should understand that the human brain retains information when a concept moves from simple to complex. This instructional sequence in science learning should be the focus.

To summarize I would write the following from the text abstract recommended for the Web tools class this week. Contemporary justification for a vision of improved science education resides in themes such as education and the economy, basic skills for the workforce and thinking for a living. Leadership in Science education extends from science teachers to various people in key positions. Not all of them can be involved in curriculum writing and assessment but all of us have our roles and responsibilities and the extent to which we fulfill those responsibilities will finally make a difference for students as they live and work in the 21^st century.

Introduction

I am a teacher of Physics and Mathematics at the High school of the American International School, Chennai, India. My responsibilities are teaching IB Physics, AP Physics and IB Mathematics (SL). I have also introduced an Electronics course that focuses on hands on technical skills in the field of electronics.My school and University education is from Mumbai, India. I taught Physics in a college in Mumbai before I moved to the city of Chennai. in 1997 and I am associated with my current school since 2003.My husband is a Marine engineer in the Merchant Navy and we do not have children. Our family is well settled in India. I have traveled widely and in the process visited the USA a few times.I am excited about this course since I am new to social networking. I am surprised that I have started blogging and I am sure I will use it effectively to communicate with my students. I really need to learn a lot about these methods.

new to blogging

I am just trying to figure out how blogging works. Hoping to learn a lot of webtools in my course this summer.

New to blogging

I have just created a blog account.Looks like a good tool to communicate