A Little of This and A Little of That

I have been experiencing an information overload over the last three weeks. I liteally feel like I have been doing eight to twelve hours of reading for my classes and literally I have. That doesn't even include class work or assignments. So for my blog post this week, I am going to comment on a little of this and a little of that.

Podcasts

In past teaching experiences, I get very frustrated trying to make concise lectures and discussions with my students. I have so many great ideas flooding through my brain, that I have a difficult time staying organized. One tool that will help me better organize my thoughts and provide instruction to my students will most definitely be Podcasts. I plan on maintaining a wiki or blog for my library or classroom and I will have a direct link to my podcasts. For our class, the Podbean has worked quite well. I opened an iTunes account and subscribed to the podcast. I then download the podcast and listen to it as I travel to UB on Tueday nights. I also began downloading the NPR education weekly podcast and other talks given by Wil Richardson. I taught myself how to open an iTunes accoutn, download music, organize my music and podcasts, and how to put them on my iPod and take them off. I could do none of that before taking this class. It was a frustrating task at first and the directions to do this were not great. But, I sought out tutrials on the Web and looked up info in Richardson, and now I can do it all by myself. Yayy!!

Video Publishing

I watched a couple extra webinars a few weeks ago after finding the first one I watched to be so informative. I found a website that has pre-made avatars that allows you to make your own short videos, with limited editing and work. The program does most of the work for you, but it does not allow you full movement of the avatars and it takes an awful long time to download. It was made especially for history classes and as a history teacher I was immediately hooked. This would be a great way for students of middle and high school age to teach information to the rest of their classes. Teaching another person a concept or skill is the best way to learn the skill your self. Several techniques in the class have used this model and made me personally more knowledgeable about computer applications.

Screencasting

I am very excited to learn more about this new technology. I observed it being used at the webinars a couple weeks back and I loved how it blended voice narration with actually showing instruction on the computer. I have found and bookmarked lots of great sites for tips on the most effective way to screencast and where to locate a freee download. The webiste is user friendly and helps you learn to screen cast with simple and straight forward directions. I have read the directions and hunted all over the site for useful information. I hope to make my first screen cast, as practice, before Fall 2010 classes begin.

Like many students in our class, I feel bombarded with computer applications, web technology, and emerging digital resources. At the same time, I feel eager and excited to experience them all. I wish I could really sink my teeth into more of these tools and strategies, but I have a great start thanks to this class. The day I can respectfully resign from my waitressing job because I have been hired to work as a school librarian will be amazing! I'll be getting paid for being an information junkie, but I'll have the time, talent, resources, and need for using all these great tools instead fo just learning about them.

Copy-right police or just copy it 'right' and no police

Our class discussion this week revisits the issue of who should be advocating for copyright compliance in your school. It really is an important topic and I am glad our prof brought this discussion back to the forefront. In Simpson this week, she focuses her attention specifically on copyright permissions. I know I may feel this issue has been really drawn out, but, professionals do not seem to get the hint despite their co-workers and co-teachers best efforts to make them aware and informed about copyright issue. My first suggestion to understanding copyright is 'use common sense" and "don't be lazy about asking questions and seeking answers". Fair use guidelines can be a tricky topic, but if you follow the rules of fair use in Chapter three you will be a-okay. As a librarian, I hope to extensively collaborate with other teachers to get out the word on copyright laws and fair use practices. Teachers have a daunting task of making sure all their students are academically and personally successful. To achieve this goal, one must be organized and plan ahead. If you do your teaching homework, get organized, and plan ahead you will be in good shape. If you have never been to creative, or lack creativity, this is really important. Seek help to solve your creativity issues and do not forget to solicit suggestions from students. How would you do that? Well, if you have your heart set on using or showing copyrighted materials, send out your requests six to twelve months ahead of time and then be persistent. If you hear no response, it is time for a change of plans. If you want to avoid copyright hassles, make up your own graphics, artwork, music, etc. to enrich your class. There are hundreds of sites that will assist you in making any kind of video, poster, music, movie etc. that you could desire. If this isn't your cup of tea, head to Google and start searching for programs to help you ignite a creative spark. You may find a hidden talent you never knew you had. I really believe we should be models of honesty and integrity to our students inside and outside the classroom.

Here's my opinion on how educators and copyright permission (from our class discussion)

"I think teachers should take charge of this themselves. Maybe a group of teachers could create a sample 'copyright permission' form, sort of like a graphic organizer, that prompts the teacher to fill in certain important items: company & address, name and date of work, reason for request, financial gain or no financial gain, reason use would be most useful, and the teacher could bring this to an office staffer who sends out these requests and helps keep them organized. Possible outcomes; the teacher will feel strongly about using this and will take the necessary steps to get permission, they will create an original song/art for their own use, or they will do nothing, but will know they are being deceptive. This reminds of a web seminar from a couple weeks, when the male presenter pretty much said, look if you're not an organized person who will plan way ahead of schedule, get creative and take ownership or your work and create something yourself. "

I do not want to be a clone for the copyright police. If educators and administrators could just copy and use the things the right way, there would be no need for police. I could handle being copyright consultant,it just sounds more helpful and friendly.

You can't judge an E Reader by its cover.

with all the buzz about E Readers, I cannot resist putting in my two sense. I think E Readers are a wave of the future. Don't get me wrong, when I see a book by Nicholas Sparks or Jodi Piccoult at a yard sale, I scoop it right up, if it's under a dollar. Books are for sure the best bargains I find at yard sales and church rummage sales. However, when I travel, packing all those extra bulky books takes up alot of room. But, I love being able to swap my books with friends when I am done. So, do I support E readers? It depends. For me as an avid reader, I love the idea. I was given a Kindle by my loving fiancaille for Christmas. It is amazing. I can download hundreds of free books at http://www.gutenberg.org/wiki/Main_Page . The new Kindle now supports PDF and TXT files and I can send personal documuents to my Kindle by either downloading them to my PC and using a USB cord to transfer or my using the Kindle's own wireless Whispernet and send it to my own personal Kindle's web address. The features are endless. My Kindle rocks! Do I suport them in schools or any E readers for that matter?........

YES! I think we need to strongly consider design before deciding if E Readers will work for all students. For example let's look at what Kiplinger's Magazine calls 'The Big Three'

Kindle

259
Books available – 400,000
Newspapers – 69, Magazines – 40, Blogs 7,000
Memory – 1,500 Books
Wireless Download – Yes
Battery Life – 7 days with wireless on: 14 without
Screen size 6’: Full size 8.0 X 5.3 X 0.4 inches


Nook
259
Books available – 1 million
Newspapers – 20, Magazines – 20, Blogs ???
Memory – 1,500 Books
Wireless Download – Yes
Battery Life – 2 days with wireless on: 10 without
Screen size 6’: Full size 7.7 X 4.9 X 0.5 inches

Reader
$299
Books available – 200,000
Newspapers & Magazines - ? , Blogs - dozens
Memory – 350 books
Wireless Download – No
Battery Life – 2 weeks without wireless
Screen size 6’: Full size 6.9 X 4.8 X 0.4 inches


If you visit each E Reader site, you can see all thier features. Although I understand the other E Readers have been developed as assistive technology for exceptional students, I think these E Readers may be a good supplement or replacement to textbooks, school books, and popular books for specific age groups. The process to acqurie and implement E Readers would be long, but I feel , worthwhile. I would chose the Kindle.

Other important features of the Kindle:
-Send personal PDF files to Kindle from home PC or MAC
-Read in sunlight with no glare
-Download magazines before they hit store shelve
-Manual flip screen to view in landscape or horizontal mode
-Travel the globe and download books anywhere
-Automatic library back-up
-Charge with USB or plug in to electrical outlet
-Full Image zoom
-Wireless access to Wikipedia
-Limited web browsing
-Free Kindle App or IPhone or PC
-Text to Speech with voice control options
-More options in the near future

Check out this link to see for yourself.
I think the initial steep price tag of the Kindle would be replaced with a high quality and effective E Reader.

To Copy or Not to Copy

I must admit that copyright laws trul intrigue me. Last week for another one of my LIS classes I had to do a book trailer. It took forever, but i was very happy with the product. After I took part in the web conferences, I had a bit more guidance regarding certain copyright issues. Our prof. wanted us to post our videos on YouTube, but I declined to posts mine. During the book trailer, I inserted copyrighted music by the 10,000 Maniacs. It looked and sounded great, but the sounds were not original. Since I was only showing to my LIS class and a couple students at a local school, I chose to use the music, but not to publish it. My intent was to get people excited about the book and the focus of the book trailer was the book, NOT the music. I think I effectivley avoided a copyright violoation. Based on the readings in Simpson and the information in some of the other readings, I feel much more informed about copyright law. I see copyright law similar to intent, in legal terms. Educators do not have free reing to violate copyright law and I feel like this is an area of concern I could really help address in my future school.

I also had another instance in a school last week dealing with copyrigh laws. I am homeschooling a studetn in social studies and I wanted to make a couple copies from the pages of a graphic novel. I wanted to share them with my homeschool student becasue eh does not go to the physical school he does not have access to the library. Before I made my copies, I noticed (for the first time) that the copy machine had simple guidelines for students and teachers in regards to copying materails affixed to the top of the machine. The school library staff actually said they would prohibit copies being made if teachers or students used the machine for repeated violations. When I asked the staff about it they said they police it the best they can. I was impressed.

Again, I do not want to be the copyright police in my school, but it was nice to see a small staff working together to enforce the rules.

Movie Makers for ANYONE

I am surely one of the most avid movie watchers among my my personal or professional acquaintances. I remember being mesmerized by the animations and sound of Disney's The Little Mermaid and Beauty and the Beast. I was awestruck when I went to see James Cameron's Titanic on my 18th Birthday. Who wasn't, right? This year the animation techniques on the big screen kicked it up yet another notch. A big notch with Transformers II: Revenge of the Fallen and again with James Cameron's Avatar. I thought the Harry Potter series was pretty impressive, but I have been continually astounded. I am new to learning about computer apps ( or apps we LIS folk call them) and I have no interest in downloading them to my non-touch phone. Not until however, I found out a friend of mine from high school developed an app. He actually developed several apps for the Apple IPhone. Pretty impressive I think. What I then began to think about was how can I use apps to make a movie or movies for my students? I am a social studies teacher (licensed, but not working full-time) and an aspiring librarian, and I have a good feeling that certain computer animation applications can really be life changing for me and my students. For my LIS 565 class, I attended an Online Conference at the K12 Online 2009 Educators' site. . Part of this online conference included dynamic ways to introduce your students to movie making. These movies can part of class projects, portfolios, teacher instruction, book trailers, anything that may help the students connect with a certain topic or concept. In Joyce Valenza's presentation "The Wizard of Apps", I learned about two great sites: www.xtranormal.com and Voice Thread . Both sites are free and offer unique ways to produce movies and pod casts using different production techniques. For someone like me who is not yet able to create an animated movie, these sites provide tutorials, templates, troubleshooting, and examples as to how to create a movie or podcast. As an educator, I know the best way to engage a student, help them learn, and assess their skills is to have them teach another person what they have learn. AHA! Why not have them put their skills and knowledge to use and have them teach the whole class what they have learned by creating a short movie? At the xtranormal site, they offer you a wide variety of formats and character options that would allow you to story tell or teach about anything! I actually used this site to make a book trailer about the book, "The Shack" by William Paul Young. If these sites can take the technical work out of the project for me, think of how we can use these tools in our classrooms and libraries. Sometimes teaching skills about library, technology, and information can really eat into instructional time. A format like this would allow students a greater degree of flexibility for managing their time and talent. I will continue to explore these incredible applications to make my future classroom and dynamic learning environment.

New KNOWlegde about Computer Apps + Love of Couponing = Free Pizza

This class has proved to me to be very self-serving outside the realm of library and information studies. I consider myself a novice on copyright issues, I can effectively create and write a blog, I can write a paper without everseeing and physicially meeting my co-writers, I can download lessons to my IPOD, I can use a Wiki, I will soon be certified to instruct other teachers on Internet safety, and I created a Wiki for a student I am homeschooling. This has surely been my most productive class of the season in terms of learning tools to manage, use, and manipulate information. Before this class, my first encounter with blogging was a coupon site I visit daily (actually several times daily, I"m addicted and I admit it!). I used the same blogging software as my favorite coupon blogger and got ideas as to how to set up my own blog. From this blog site, I've also been lead to many great freebies - shampoos, make-up, children's books, candles, air fresheners, indoor paint, lightbulbs, oreas...you name it. I'm a queen of great bargains. So mix up my computer app class skills and my passion for couponing and I get free pizza. I signed up at www.houseparty.com. I applied to host three parties and I won one! Here's the link to Liz's Rock N Roll Pizza Party . At the house party site I upload photos, blog, send e-invites, answer surveys, and use a pre-made web page to get my family and friends excited about coming over for free pizza and prizes. The kicker is that they tend to select active Web 2.0 users who will be good advertisement for their product according to a survey all potential party hosts must fill out. All the Web 2.0 apps they asked about I use for this class!! Not only am I finding practical application for this class and its many resource tools, but it is helping me win free stuff. Yayy for computers, LIS programs and free pizza!! And I'll be sure not to steal any illegal copyrighted music or pics and put them on my party site thanks to Carol Simpson and Copyright for Schools.

Wacka Wacka Wacka!! Is a Wacka like a Wiki?

Figuratively speaking no, the two are completely unrelated. Though I wouldn’t be surprised if someone knew what wacka wacka wacka meant and was totally clueless about the wiki, or vice versa. I remember being a little girl and watching all the children’s programming that was done on the local Buffalo new station. I also remember the shows on PBS including Sesame Street. From Jim Henson’s Muppets, to Tom Jolls on WKBW in Buffalo, to Romper Room I loved learning cool new things and being entertained by these shows. I was especially fascinated by Sesame Street and the outrageous and colorful characters made by Jim Henson on his popular The Muppet Show. These ‘old-fashioned’ shows still give me a charge. What saddens me though is that most of the children I meet while I substitute at all school levels do not know what wacka wacka wacka means. Jokes that I made it high school were often followed with this punchline. Now, if I make a joke and follow it with this phrase I get blank stares and the occasionally grumble that sounds something like: “is she making a joke?” , or “is that a real word?”, or most recently, “is a wacka like a wiki?” Surely with all the important subjects that must be taught in school today, educating students about 1970s and 1980s sitcoms is surely of negligible important. None the less, I know what a wacka and a wiki are, so why doesn’t everyone else?
As an adult, and a teacher, I have forgiven all those who do not know what Muppets are those who are unfamiliar with Wikis. My focus has shifted too Muppets to wikis. I remember them in their early developmental stages when I was an undergraduate at teaching college. wikis had a bad rap for being inaccurate, poorly organized, and unreliable. Several years after they have had time to grow and flourish, with much needed help, many people’s initial apprehension to using wikis has developed into an eager curiosity. In Will Richardson’s book Blogs, wikis, Podcasts, and other Powerful Tools for the Classroom, he explains this phenomenon with detail and clarity.
I willingly admit that I am one who was once skeptical, but is now curious and eager to learn more. This book made connections for me and explained how useful Wikis can be adapted for classroom use. Although there are potential downfalls with any kind of Online instruction, especially in schools where content is filtered, I think wikis can do much more good than bad. Our Wiki for this class is private and requires an invitation for membership into the class. I think if a teacher could develop a secure site such as this, students would really benefit, Without the confines of paper printing, notebook organizing, or limited instruction or discussion time, a wiki can truly transform a good classroom into a fantastic, interconnected, and challenging one.
In chapter 4 of Wil Richardson’s book, he uses dynamic examples and straight forward explanations to convince the reader of how use class wikis are. Although a strong leader and information manager is necessary to ensure the success of a wiki, his logic is that this will positively impact your teaching and your students. He feels a wiki can encourage better communication, more sharing of ideas and resources, more timely delivery of information and instruction, and provide a place for students and instructors to express and exchange ideas that were not discussed in class. With students so actively exploring an enjoying multimedia outlets, he views a class wiki as a way of making a class more complete. I wholeheartedly agree with ideas. Although I do not have the skills yet to produce a Wiki, I do have the skills to locate reliable information and to create a physical outline of how I would like my wiki to look. I no longer think wikis are all bad. I am excited and intrigued by them.