Friday, October 10, 2014

Why Would I Use a Classroom Camera?


A document camera is one of the easiest and quickest ways to integrate technology into your classroom. There are very few special skills needed to use this piece of equipment. 

A classroom document camera can be connected to a DLP/LCD projector through a computer or connected directly to a DLP/ LCD projector. This one piece of classroom technology can be used to actively engage students in the learning process. Visual learners will benefit from the use of a classroom document camera by seeing small items, text, demonstrations in a much bigger way. Hands-on learners can also benefit from the use of a document camera by allowing them to be the ones placing objects or items under the document camera and explaining what they are showing. 



Another benefit of using a document camera is the decrease in copying expense. Schools are always looking at ways to maximize the financial resources that are available. A classroom document camera can drastically reduce the amount of copying a teacher has to do. Instead of copying 30 quizzes for a class, place 1 copy of the quiz under a document camera and either have students answer the questions on a sheet of paper or use clickers such as the Classroom Performance System (CPS) to have students answer the quiz questions. 

Many teachers refer to all classroom document cameras as "Elmos" but there are several companies that make document cameras including Elmo, Epson, and Lumens.

How can I use a document camera in my classroom?

Preschool - Primary Grades Classroom Document Camera Ideas
o    Show and Tell
o    Science Experiments
o    Zoom in on small items to see the details
o    "Big Books" - Big books are expensive. You can turn any book into a big book by placing it under the document camera
o    Math manipulatives
o    Place a timer under the document camera to help with time management.
o    Picture schedule. Place a picture schedule under the document camera. Turn the classroom document camera and projector on when it's time to transition to the next activity and show the students what the next activity will be. "We just finished centers (show picture of "centers" on the schedule), now it's time for math (show schedule picture that represents "math")
o    Demonstrating letter formation
o    ABC tiles - let students come up and rearrange the tiles to create words
o    Maps
o    Photos and images
o    Worksheets - students can view you filling out the information instead of just listening
o    Save images for later use. A classroom document camera connected to a computer can act as a scanner. Teachers can place items under the document camera and use them in class that day and "save" the image for future use.
o    Save an image of what you did in class on the document camera to place on classroom websites. Parents can "see" what their children are learning throughout the day.
o    Saved images can also be incorporated into PowerPoint Presentations and Windows Movie Maker to use in activities such as end of year programs, classroom review and back to school nights.

§  Intermediate/Middle School Classroom Document Camera Ideas

o    Place a timer under the document camera to help with time management.
o    Displaying student work
o    Model note taking skills by using an actual piece of notebook paper.
o    Model sentence and paragraph structure, punctuation and grammar editing
o    Worksheets such as study guides or daily assignments. Fill out the worksheet with the students.
o    Complete graphic organizers as a whole class
o    Project a test for grading; students follow with their eyes and not just their ears
o    Daily Oral Language - can be saved from year to year without writing it on the board each day
o    Math Manipulatives such as compass, ruler, thermometer, base ten blocks, etc
o    Demonstrate how to use a calculator
o    Show students how to set up math problems using notebook paper
o    Math workbook pages
o    Displaying and creating graphs
o    Science experiments
o    Dissections
o    Zoom in on small items to see the details
o    Maps
o    Small items. Use the "zoom" feature to see the small details
o    Valuable items you may not want to put in the hands of students
o    Overhead transparencies (you may need to put a white sheet of paper behind it)
o    Pictures of historical places and events from a book or photo
o    Art pictures or projects
o    Let the student be the "teacher"
o    Save images for later use. A classroom document camera connected to a computer can act as a scanner. Teachers can place items under the document camera and use them in class that day and "save" the image for future use.
o    Save an image of what you did in class on the document camera to place on classroom websites. Parents can "see" what their children are learning throughout the day.
o    Saved images can also be incorporated into PowerPoint Presentations and Windows Movie Maker



§  High School Classroom Document Camera Ideas

o    Place a timer under the document camera to help with time management.
o    Bell ringers or exit slips (activities for the students to do as they are coming into class or right before they leave)
o    Model writing skills, editing, revising
o    Worksheets such as study guides or daily assignments. Can be filled out as a classroom activity.
o    Complete graphic organizers as a whole class
o    Display textbooks
o    Reference books
o    Math manipulatives such as rulers, compass, algebra tiles, geometric figures
o    Model how to use a calculator
o    Graph paper
o    Model setting up and steps for solving math problems
o    Science experiments
o    Dissections
o    Microscope
o    Science worksheets
o    Science manipulatives
o    Model chemistry problems, solving physics formulas
o    Zoom in on small items to see the details
o    Social Studies maps
o    Resource material you may only have one of or do not want to put in the hands of students
o    Historical items
o    Art projects
o    Displaying student work
o    Save images for later use. A classroom document camera connected to a computer can act as a scanner. Teachers can place items under the document camera and use them in class that day and "save" the image for future use.
o    Save an image of what you did in class on the document camera to place on classroom websites. Parents can "see" what their children are learning throughout the day.

§  Saved images can also be incorporated into PowerPoint Presentations and Windows Movie Maker.


 (http://www.edtechnetwork.com/document_cameras.html)

Thursday, October 9, 2014

Fifty Ways of Using Technology in Teaching


Each of the activities below can be used by teachers for their classes, but imagine how much more powerful they might be if students worked on these as class projects, under a teacher's direction. There are substantial opportunities for classroom creativity, student ownership, and integrating technology into the curriculum.




Word Processing (with graphics and draw tools)
1.
Compose a story/news article/book review and illustrate it with clip art or graphics
2.
Expand vocabulary within any written work using the thesaurus in your word processing application
3.
Create a resume for any famous person in history
4.
Compare and contrast any two (or more) things using a Venn diagram
5.
Plan steps or activities with a concept web or map—or use special software designed for this purpose
6.
Devise a character comparison chart in table format
7.
Use a table to generate timelines for projects or to record historical events
8.
Design a postcard highlighting your school, local community, or Ohio (for the bicentennial!)
9.
Publish a class or grade "newspaper" or student-produced newsletter or flyer


Spreadsheets and Databases
10.
Document progress for a unit or an activity in your class
11.
Take a survey and chart the results
12.
Collect information about define the differences graphically—the heights of the tallest roller coasters
13.
Make a "real world" budget to learn about income, purchasing, and consumer science
14.
Do a "reality check" for a "dream car" or "dream house" by calculating payments with varied interest rates
15.
Strategize for a fund-raiser by working with supply, demand, and price
16.
Build a class "contact list" for homework help and information sharing
17.
Keep an updated inventory of class materials and resources
18.
Measure and record data to show cumulative results—"Hands Across the Class" or a "Dance-a-Thon"


Internet
19.
Go on an Internet Scavenger Hunt
20.
Explore places you could never visit through streaming video
21.
Investigate any situation through a WebQuest—created by someone else or you can create your own
22.
Track data—the weather over time, or in different places, or changes in the Stock Market
23.
Start the day or week with "Current Events," even in a content area, from major news sources
24.
Watch or join an adventure online
25.
Contribute to a research team—student data contributions and tracking are used for many projects
26.
Research what happened the day you were born
27.
Play a role in an online simulation—there is even a United Nations simulation for Middle School
28.
Test your knowledge with daily quizzes—the National Geography Bee posts new questions daily
29.
Become a "Jason Project" member
30.
Follow the Iditarod





Email
31.
Ask an expert or an author for his or her opinion or insight on a topic you are studying
32.
Become an "e-pal" to someone anywhere in the world
33.
Contact your Congressional Representative, Senators, or state officials with your concerns or questions
34.
Share your expertise or opinion, or post a question on a message board
35.
Initiate a friendly competition in reading or physical fitness activities with another class or school and share results


Presentation Software
36.
Pull group work together in a class presentation with each group having a few slides in a presentation
37.
Compile information into a common format—"Math Formulas We Use" created by and for students
38.
Record "class info and rules" for new student orientation
39.
Make a digital "memory book" for the year


Digital Camera
40.
Capture the moment—class presentations, field trips, or activities!
41.
Provide supporting "evidence" in a project or report


Digital Video
42.
Document processes for use and review—lab equipment and procedures
43.
Record a class project or event, such as a field trip or guest speaker, for further learning activities
44.
Create a "newscast" of some event—current or historical—students presenting the information


Web Page
45.
Design a web page or site to direct students’ learning activities in a class or for a project
46.
Upload a page with results of students’ work—art, maps, or even digital presentations
47.
Share the results of student investigations by posting results on the Web
48.
Use web page creation software to create a portfolio on a CD-ROM


Videoconferencing
49.
Converse and collaborate with another class on a project
50.

Take a course, in real time, from an instructor and with other students at various locations.



(Taken from http://www.classroomtech.org/integration/50ways.htm)

Tuesday, May 7, 2013

Global Resources in ESP: Current Developments in English for Academic, Specific, and Occupational Purposes

Posted on 7 May 2013 by Kevin Knight

At the TESOL convention in Dallas in March 2013, the academic session of the ESP IS created by the current chair, Yinghuei Chen, was titled “Developments in ESP Pedagogy Around the Globe.” As a member of the audience and a last minute speaker in that session, I had the pleasure of learning about how ESP is seen and taught in various EFL contexts. Moreover, in the IATEFL-TESOL intersection on ESP orchestrated by the immediate past chair of the ESP IS, Najma Janjua, where I was also able to participate as a speaker, I learned more about how ESPers around the world were doing ESP.

I had a similar adventure reading the following publication featuring the articles of IATEFL ESP SIG members: Krzanowski, M. (Ed.) (2008). Current developments in English for academic, specific, and occupational purposes. Reading, UK: Garnett.

As a bit of background, when I was chair of the ESP IS, I was able to work with Mark Krzanowski, who was Coordinator of the ESP SIG at the time, to launch a speaker exchange between the two ESP groups that was sponsored by the British Council. The speaker exchange has continued, thanks to the ongoing financial support of the British Council, and in 2013, Prithvi Shrestha, who is co-coordinator of the ESP SIG, came to Dallas, and Kristin Ekkens, who is chair-elect of the ESP IS, went to Liverpool.

Among the locations of the authors of the articles are Austria, Bangladesh, Cuba, Croatia, Italy, Kenya, Malaysia, Montenegro, Nigeria, Pakistan, Russia, Taiwan, Turkey, the United Arab Emirates, the United Kingdom, and the United States. As Mark writes, the publication “is a collection of papers which reflect the diversity and multiplicity of strands that international EAP and ESP practitioners of the 21st century are engaged in across all continents” (p. 2).

In the publication, EAP (English for academic purposes) refers to university settings but not academic subdisciplines. ESP (English for specific purposes) includes training in the academic subdisciplines, such as medicine, and in business contexts, such as English for aviation. EOP (English for occupational purposes) falls under ESP or stands alone.

The articles consist of academic research followed by an activity that is relevant to the context of the author. The book does not follow the format of TESOL’s English for specific purposes (2002) edited by Thomas Orr, which looks at programs in educational and workplace contexts. Therefore, one has the sense that the authors of the articles are not only teachers/trainers but also researchers and that the activities presented are grounded in research.

From a principled ESP perspective, which holds that ESP programs should be designed to meet the immediate needs of adult learners for English as a communication tool in academic or occupational settings, the book does not provide sufficient guidance in acquiring stakeholder agreement in creating and implementing programs. However, for ESPers who are interested in how ESP is perceived and taught around the world, this is an important text because it is provides authentic activities supported by research.

If you want to get a sense of how ESP is conceptualized around the world, check out the book! It could also help you better understand the contexts and academic professionalism of IATEFLers and to brainstorm activities supported by research.

If you want to get a sense of how ESP is conceptualized around the world, check out the book! It could also help you better understand the contexts and academic professionalism of IATEFLers and to brainstorm activities for your own students.

************
All the best,
Kevin
About Kevin Knight

Kevin Knight (doctoral candidate in Linguistics, MBA, MPIA) is Chair of the ESP IS (2011-2012) and will become Immediate Past Chair (2012-2013). He teaches English for specific purposes (ESP), business, and organizational leadership in the Department of International Communication (International Business Career Program) and the Career Education Center of Kanda University of International Studies in Japan. He has over 25 years of experience during which he has worked for private, public, and academic sector institutions including Sony and the Japan Patent Office. His doctoral research is on leadership communication and development.**

http://blog.tesol.org/global-resources-in-esp-current-developments-in-english-for-academic-specific-and-occupational-purposes/?utm_source=rss&utm_medium=rss&utm_campaign=global-resources-in-esp-current-developments-in-english-for-academic-specific-and-occupational-purposes&utm_medium=twitter&utm_source=twitterfeed

How to Use Wikipedia as a Teaching Tool: Adrianne Wadewitz


By LIZ LOSH May 6, 2013

Wikipedia is often not thought of as a platform for pedagogy, since so many teachers explicitly tell their students to steer clear of the site as a source of information. However, as a site for learner-driven inquiry and informal education, it is without question the chief reference point for many discussions from matters of general knowledge to areas of arcane expertise.

Adrianne Wadewitz would like to provide more explicit instruction about not only reading Wikipedia but also writing Wikipedia in the classroom context. She has helped write a helpful brochure from the Wikimedia Foundation on “How to Use Wikipedia as a Teaching Tool” to provide more opportunities for classrooms to engage with the popular collectively authored online reference work. Wadewitz has authored the bulk of several large Wikipedia entries based on credibility that she earned contributing her labor to smaller edits over the years and advises others to learn the craft of collaborative editing before tackling major writing projects.

Wadewitz has provided workshops about effective Wikipedia interventions at more than a dozen institutions in recent years. She sat down for an interview shortly after leading the Global Women Wikipedia Write-In at UCLA, which she described as an important event as a model for everyday civic engagement as “a type of writing into history and into the current record what we value in our world.” (More information about the event is here at The Chronicle of Higher Education.

When asked to identify the most common mistakes instructors make when assigning students to contribute to Wikipedia, Wadewitz argued that “the biggest one is not understanding that the encyclopedia is made up of editors.” While an “old-fashioned” reference work like Britannica can be approached naively as “just entries that you go to and read” without serious consequences, “the essence of Wikipedia is the community,” which means respecting “its efforts” and understanding how “a global group of editors” might “work collaboratively” and “to think about it ahead of time.”

Wadewitz described a wide range of successful prompts for teachers and instructors. She characterized the most common assignment given to students as “to research a topic and write an article – for example in a neuroscience class.” Such assignments might replace a conventional research paper. However, although many of the norms about writing and editing already in place in a traditional classroom setting are transferable to Wikipedia, significant adaptations are usually necessary, and instructors need to allot enough time for the task as a capstone assignment meriting sustained attention.

Such assignments aren’t limited to college students, according to Wadewitz. “We’ve had high school teachers do Wikipedia projects. The ones I’ve seen are in the sciences, such as researching a particular insect or bird.” These assignments benefit from the fact that there is a “strong structure” existing for such entries, and students can “go out and take pictures” and collect information about habitat, diet, or reproduction from other sources. Such assignments model “how you learn biology” and can “make them little scientists.” Furthermore, learning about the scientific literature describing a particular animal is often manageable for students as young as the 10th grade and generally requires less expertise than a topic like DNA biochemistry.

Wadewitz also described assignments that ask students to “read an article and figure out what is missing,” since the “most common error” in Wikipedia articles is “that they are incomplete.” She recommended going to the talk page of the article to find out if editors have already identified potential shortcomings for future work.

In addition to figuring out what kind of information should be in the article, Wadewitz argued that “copyediting typos” and “fixing spelling mistakes” was hardly a trivial matter. For example, although sentence level work might sound insignificant, “making all the pronouns in an article gender-neutral” might be “a very important change to make.” Furthermore, as Wadewitz pointed out, “there is nothing like copyediting to make you a better writer, and there is nothing like practice to improve writing.” She describes how “even 10-13 year olds will write every day on Wikipedia” and make substantive contributions about movies and videogames.

Wadewitz observed that “multimedia is one of the places where people can contribute the most by Wikipedia.” Because all images must either be covered by a Creative Commons share-alike license or be in the public domain, it can be difficult to locate usable primary sources “in the world of the web.” This requires helpful editors to create images, maps, or diagrams, such as those of the human body. Such content “would need to be created by users and donated,” which can be tricky when such illustrating know-how is not common. Similarly, “recordings of music under copyright unless people donate them.” (Rights regarding composition and rights regarding performance can make musical licensing very tricky, of course). In particular, she noted how useful it can be to have “videos illustrating dance steps,” because “a little video clip that someone has donated makes the dance moves much clearer.” Compared to commercial reference works, Wadewitz said Wikipedia was “poor on the multimedia side since it can’t license content” in the way profit-earning sites can.

When asked to identify common mistakes made on the side of instructors, she pointed out that “not taking enough time to design an assignment” could be a fatal error committed by novices, particularly those who are excited by the potential for participatory learning. Diving right in and learning by trial and error “works for a lot of technology,” but “with Wikipedia you are engaging with a lot of people on the other end,” so you need to articulate feasible learning goals that respect existing community practices.

Although a brief Wikipedia article might seem to be easier than “a twenty-page research paper” to compose, it is actually “extremely difficult for students to write an article” in its entirety, even if the instructor generates “a timeline for students and tells them exactly what is expected of them,” since “there are many skills to learn, much preparation required, and everybody’s learning.” She warned that students know more about composing in familiar genres such as the academic essay and often don’t recognize conventions in Wikipedia articles.

(With my own Wikipedia assignment for UC San Diego first-year students, I only ask students to create an article appropriate to Wikipedia rather than have them edit “live” on the site. I find that just locating appropriate Wikipedia articles to link to can be challenging, even with a classroom practice lesson on working with hyperlinks as a warm-up. As an alternative, instructors can have writers practice in a Wikipedia sandbox site where their novice status is less likely to raise the ire of more experienced editors).

Wikipedia and Women

In arranging these recent “Wikistorming” events on different campuses, Wadewitz specifically has been advocating for Wikipedia edits that target feminist concerns. As she explained, “the point of doing feminist outreach is you need to find not only women but also feminists. Right now only 10 percent of editors are women, but just because we recruit more women doesn’t mean we recruit more feminists.” In considering who gets “written out of history” she wants to encourage active questioning of “the structures of knowledge.” She reminded readers that feminists can be male or female as they offer “new perspectives” rather than merely “replicate the structures of the past.” Specialized databases behind paywalls may make this information available to scholars, but the common knowledge that drives many Wikipedia searches isn’t well served if information isn’t free.

Such activism poses a potential problem for Wikipedia’s dictum about “no original research,” but Wadewitz argues that Wikipedia templates and conventions are capacious enough to cite new kinds of sources and to incorporate new information to build a better global reference work than existing print sources. She admitted, however, that “every edit is political,” because “you can’t put in every piece of information and you can’t use every source.” For example, her entry on the female rock climber Lynne Hill included a section about gender politics, and she arranged Hill’s story about being discriminated against with a whole section devoted to the topic, “because I study gender and think about it in this way.” Her entries on Mary Wollstonecraft and Jane Austen “would have looked different” if generated by another scholar, but she asserted that her approach was actually more consistent with the Wikipedia philosophy governing men’s entries by going beyond biography to address the contributions made by these women’s work as writers. In a recent blog post she described the work being done and yet to be done to address the gender gap in more detail.

Many people have only become recently aware of these issues because of the recent Op-Ed piece in The New York Times that blasted the site for taking notable female authors out of the listings for “America Novelists” to consign them to “American Women Novelists” and making the “American Novelists” page effectively all male. Wadewitz emphasized the fact that “Wikipedians were actually being reasonable” by deliberating about the issue and reaching a gender neutral solution with almost unanimous agreement, although she does not regret the fact that the snafu “generated immense press interest in the problem of gender on Wikipedia.”

You can see photo documentation from one of Wadewitz’s Wikistorming events here.

Banner image credit: Europeana Fashion http://www.flickr.com/photos/europeana-fashion/8580516618/in/photostream/

Secondary image credits: Adrianne Wadewitz and AJ Strout. The second of the two images includes, from left to right, Ari Schlesinger, Hana Wuerker, Susie Ferrell, and Sophy Cohen taking part in a Wikipedia editing session led by Adrianne Wadewitz.