Google Earth

A. I had used Google Earth before, so I was pretty excited to learn about the capabilities it has.  I learned with google earth I can explore the moon, look at underwater terrain, watch the sunset in any location, and view overlays of important information on any area.  You can also create overlays of your own.  Another neat feature is that you can look back in time to earlier pictures to see how the area has changed.  And it seems like there are many, many more possibilities that are not apparent when just exploring the program for the first time. 

B.  I looked at ideas for using google earth with elementary and middle school students.  The ideas for middle schoolers involved a lot of creating layers to help students explore historical places, poets, presidents, battlegrounds, and even human migration.  There was also a great idea about using placemarks to track where and how laws are made, and the historical feature to track how humans are changing the environment.  There was also a great idea about creating 3D shapes and comparing them to real-life buildings.  For elementary, the uses were more simple-- identifying states and countries, for instance.  They also suggested having them placemark places that are important to them personally, having them use the weather layer to track rainfall over a period of time, exploring distances between places, and creating a map using the line tool to track American explorers. 

C.  I looked at the Google Earth for Educators page.  One thing I really liked was being able to see an example of student work.  This gave me a much better idea of what students can accomplish.  I also discovered World Wide Panoramas, which allows you to stand in all kinds of places all over the world and look around you.  There are categories like family, history, paths, food, and a lot, lot more.  I loved it!  I also learned that you can create virtual tours, which could be a very useful assignment in school. 

My general feeling is that if I became a little more familiar with Google Earth, it could be a really great tool, with lots of applications I haven't even thought about!

Mlearning Article # 10 iPad

“The iPad for Teachers and Administrators”

This article is on the different apps available to help teachers and administrators. The iPad is a good way to cut down on paper and keep organized. You are less likely to misplace a note or forget to schedule an appointment when using an iPad. Administrators and teachers need an app that accepts PDFs, allows for handwritten notes and typed text, has a filing system, and has an audio component. Here are some examples of apps that could be useful:

DOCas: a document reader and handwritten note taker that also handles PDF files.

IEP Checklist: an app that reinforces Individualized Education Program info and lets you put in student information.

Look For: This app allows a principal to organize, identify, clarify, and provide real-time feedback to teachers about instructional practice.

GradeBook Pro: Can be used to track grades and attendance, and it uses student photos.

TeacherPal: Another app for attendance, grades, and student photos. It also has a section for student behavior.

Teacher Assistant Pro: Tracks behaviors and achievements

Planbook: Allows you to write lessons, add assignments, and attach links to lessons. Links with Dropbox.

GoDocs: Allows you to read, edit, and download Google Docs offline.

Sticky Notes: Never run out of sticky notes!

Goodreader: Lets you sync your folders via Dropbox, SugarSync, iDisk, etc. You can manage files, text search, and more.

I found this list of apps very helpful, although some of them were specialized for special education teachers. It is a nice place to start, although I am sure there are hundreds of useful apps available for teachers. It read a little bit like an advertisement for these apps and the iPad, although I think the author was genuinely excited about the apps she had been using. I also have to agree that an iPad could quickly become indispensable to a teacher, and replace day books, sticky notes, etc., and in this case there is no question of an e-reader working in place of a tablet. A Kindle or Nook will not be as useful.

Mlearning Article #9 iPad

“In World of Education Apps, Tech Owes Teachers Some Media Literacy”

This article was written by an education editor for the Huffington Post who attended a Digital Media and Learning Conference. One question that came up was, “How does a teacher make sense of which education apps are best suited for the classroom when everything just looks like Angry Birds?” Many educational apps are designed to appeal to students, but app creators need to show educators the most effective ways to use them. Then teachers will be able to talk intelligently to kids, administrators, and parents about their use in the classroom. A lot of software is created, but then there are no helps for teachers to find out how to use them well. It was suggested that educational app developers should consult with a panel of teachers who understand content standards and the subject matter. Most teachers understand that there must be quality content in an app, not just novelty and fun. Many are ingeniously creating all kinds of lessons using things like “Myth Busters” and rap songs. However, new technology takes time to learn and set up, and has the potential for technical failure. It would make it easier for teachers if there were some sort of media literacy provided.

I really appreciated this article. I feel like many of the educational apps I have looked at are either confusing (“How does this cover standards? How would I use this?”), or just not worth the class time it would take to use them. It would be great if educational app developers simply listed the standards that their app covered, and ways to use them in a classroom. Being required to consult with teachers before releasing the app would also be a great idea, and it would cut out a lot of the “gimmicky” products out there. I am somewhat confused about the use of games/apps in the classroom. Yes, letting the kids play Oregon Trail will teach them about westward expansion and the dangers settlers faced. Still, are you really going to let them play the game for hours in class when that material could be easily covered in one class period with a video, a collaborative project, and a few reflective sentences? Does it really engage their critical thinking skills? If app developers could address some of these concerns I think it would be very helpful.

Mlearning Article #8 iPad

“iPad or Netbook?”

Some schools are wondering which is the better choice for them-- iPads or netbooks? There is some confusion over the difference between these devices. Netbooks are lighter, cheaper, less powerful versions of laptops. They use the same applications as laptops, and they have internet access. However, it is difficult to work with audio and video on them. The iPad is different in form, encouraging users to hold it close to them rather than putting it on a surface. This is an important difference, causing people to think of more like their phone-- like an extension of their body rather than a separate device. This could mean that students will look after their iPads and be more careful with them than they would a netbook. Also, with an iPad eye contact is more easily maintained because of the lack of an upright screen. IPads run on an operating system which is specially designed for them, rather trying to run a desktop OS. Netbooks are still reliant on huge software developers, while iPads run apps that were made for mobile devices. These apps take into account factors such as location, battery drain, and screen size. They are creative and quickly developing, while netbooks are somewhat static in comparison. Another thing to take into account is how tactile iPads are. Using your finger rather than a mouse or keyboard can make using the iPad an engaging, direct, and flexible experience. Netbooks offer a more mobile version of what a desktop already does, while the iPad offers new methods of learning. It is a transformation of technology similar to the switch from command line input to a mouse.

I felt like this article read somewhat like an advertisement for Apple, although all of the things he said about the iPad are applicable to almost all tablet devices. I think most of these concepts are applicable to the Kindle Fire or the Samsung Galaxy, for example. I like the idea of a tablet because I feel like it is less of a wall between students and teachers. For one thing, it is easier to see what they are doing! I also like the tactile aspect of the iPads, which I think is particularly important for young learners. I agree with the author that iPads are a better choice for schools than netbooks, but I don't think he was fair about the downsides of iPads. One thing I found myself struggling with when using one in class is trying to get it to a good angle where I can see the screen and type at the same time. Also, I find typing on it slower and more difficult than on a keyboard because of the smaller keys and lack of physical buttons. Using your finger tip can be difficult when trying to draw or do other things that require some finesse. I think a mouse or stylus is better in those situations. I think these things will be worked out in time, but for now I see several downsides to iPads that are somewhat of a concern in a school setting.

Mlearning Article #7 iPad

“Schools Abandon Textbooks to Go All iPad”

This article is about schools that are giving each of their students an iPad. More than 600 school districts have bought iPads for all of their students, and it is not just in wealthy areas. One school in the Boston area paid $500,000 for the new iPads, and did it within its existing budget. They paid for the iPads by getting rid of computer labs, putting other construction projects on hold, and deciding not to buy new textbooks. They are not even buying e-textbooks, since they end up costing more in the long run. Some teachers were initially skeptical about the change-- they were afraid that students would spend all their time playing games and texting. However, they found that it was not too hard to keep them focused, and if they became too much of a distraction they made sure they were turned off (as simple as turning them over). The program is in its first year, but so far kids seem to be doing as well or better than before. The school is not committed to iPads forever, but are willing to explore new technologies as they become available.

I found this article really interesting, particularly the students' reactions to the iPads. Students seemed to like the iPads, and were excited about constant internet access, having everything in a centralized location, musical capabilities, applications in literature, better organization, note taking, and more. It seems like the students are taking full advantage of all the possibilities of an iPad, and not just using them as instructed by teachers in the classroom. My question is, what does the school do if a student loses or breaks an iPad? Also, do they keep the same iPad from year to year? Through the summer and school breaks? Having everything in a centralized location is wonderful, but I can also see there being some issues. Files may be lost if an iPad is damaged, and if students are not allowed to keep them over the holidays they may not have access to everything they need. Also, some parents may not want their child to have access to the internet 24/7, and this may cause some problems at home. If a child is not allowed to use the internet in their bedroom (only in the common area), they may have to do homework in the common area, which may affect their concentration. Giving iPads to every student sounds like a wonderful idea, but I would be interested in hearing how some of the more practical issues are resolved.

Mlearning Article #6 Kindle

“The Kindle Fire will Enable the Next Generation of 1:1 Education Apps”

This article is about the potential of the Kindle Fire in an educational setting. The author of this article has never been a fan of the Kindle in educational settings because of the lack of color and interactivity. The Kindle Fire, however, is a full Android tablet, is only $199, and has a 7” screen (a good size for backpacks, children, and adults). The screen is a little small for touch typing, but a great size for mobile internet access. The price is also great for schools, where children will be handling them (the author mentions that a 7 year old holding a $500 iPad is a scary sight). The Silk browser is always connected to Amazon's EC2 cloud, making connections ultra fast. Applications can be delivered right to the Kindle Fire in ways that won't work with other browsers, because of limitations in internet speed. The Silk browser will allow schools to hand out hundreds of Kindles without drastically increasing their bandwidth. There are some great possibilities, like data aggregation and analysis of assessments available in real time, or collaborative apps. These things are not on the market yet, but the Silk browser could possibly do things that are not even practical on a desktop browser.

I had some trouble understanding the technical aspect of this article, particularly about cloud computing infrastructure. Even after watching the video I was a little confused, but the possible applications of the Silk browser in schools seems interesting. If schools take advantage of the possibilities, I could see the Kindle Fire becoming the go-to tablet for schools. However, I wonder if the kind of content the author envisions will actually come about. I think educators are a little slow to catch on to possibilities, and there doesn't seem to be as much educational content as there could be, even for older devices. If Amazon markets especially to schools (and the Fire becomes the dominant tablet in schools), then I think educators might be motivated to create content for the Kindle Fire.

Mlearning Article #5 Kindle

“Will the Kindle Change Education?”

This article is about the impact of Kindles on education. The author of this article believes that e-book readers like the Kindle are pushing textbooks closer to extinction. One social studies teacher, Chris Edwards, says he sees in not only as an update of the book, but of the library. Kindles are light, use very little power (because the utilize e-ink instead of back lighting), and can hold an entire library (1,500 plus books). With e-readers, schools can get as many copies of a book as they need, immediately. This enables teachers to provide more options for students who are usually uninterested in reading, and more titles for the ones who read constantly. It also allows teachers to use new teaching strategies. Students can be asked to read, take notes, make clippings, and make connections among those clippings. There would be less photocopying, backpacks would be lighter, and there is the possibility that it would save schools money in the long run. The text-to-speech option on Kindles also has a variety of possibilities. It could help students who have vision problems, language barriers, or lack of reading fluency. Audio books are proven to help reading fluency, especially in kids who are more aural learners. However, there are some downsides. There are some questions as to the Kindle's durability in a classroom setting. Also, there is no output jack to connect to an overhead projector (although this would not be a problem if every student had their own Kindle). Also, Amazon does not allow transfer of content from one user to another. This is problematic when managing devices. Finally, the Kindle format does not allow users to create their own materials by themselves. At the time this article was written, Kindles cost $299, which is prohibitive for most schools (I looked it up-- they are now $79).

I struggled somewhat with this article, in that it seemed very dated. The author mentioned a “rumored” upcoming tablet by Apple, and wondered if the e-readers would prove too one-dimensional in comparison. I think at the time this article was written, very few schools used e-readers-- they were considered a cutting edge technology which may or may not endure. I think a few years on we can say that e-readers (and the Kindle in particular) are here to stay, at least for a while. Tablets have proved to be more useful in a school setting, but with the Kindle Fire and the Nook Tablet being priced around $200, they are giving the iPad ($500) a run for its money. More and more schools and college students do seem to be using them to rent or buy textbooks because of the lower cost, and the tablet apps are proving to be a very useful and engaging resource in classrooms. I think the author was right: e-readers and tablets are pushing textbooks (and other printed books) towards extinction. However, I think printed books will be with us for a good long while. There is something wonderful and useful about a book that I don't think e-books have been able to replicate-- at least not yet!

Mlearning Article #4 Kindle

“Amazon Tries Taking the Kindle to School, Again, with Textbook Rentals”

This is a short article on Kindle trying to break into the textbook rental market. Kindle has dominated e-book sales, but has only recently tried the e-textbook rental market. They now are going to rent or sell textbooks at a much lower price than their print prices, and rentals will be priced according to the amount of time they are kept (with a 30 day minimum). Renters will be able to see the notes they made in their books even after they return them. Amazon is a little behind the curve, with companies like Chegg and Barnes and Noble already offering textbook rentals. Amazon has not made much headway in the college market.

I found this article interesting after having read, “Why We Won't Purchase Any More Kindles at the Unquiet Library.” The impression I got from that article is that Kindle has underestimated the school/ library market and failed to meet their needs. The author of this article seemed surprised that they had yet to try textbook rentals, with the success of so many other start-up textbook rental companies. I find it strange that when selling something like books, Amazon could fail to immediately target such a huge portion of book sales each year- school books! Libraries and schools aside, how could they overlook the large amount of money spent by college students alone?

Mlearning Article #3 Nook

“Evaluating the Nook Tablet for an Elementary School”

This article weighed the pros and cons of buying Nook tablets for an elementary school. At first, the author was skeptical about the advantages over paper books, since the e-books can be nearly as expensive as a paper-bound copy, and with the $199 cost of the tablet, savings could take a long time to make up for the purchase of the tablet. One reason that he gave for purchasing the tablets was durability. E-books don't wear out, so they will last long after the tablet has become outdated or broken. Another reason is web access, which allows students to access games, video, and learning activities. The tablets could replace the school's netbooks, which would help to justify the cost. The last reason he gave for purchasing them was that Nook books can be accessed through iPads, iPhones, Android phones, Android tablets, PCs, and Macs. This means that even if the school decides to switch to another tablet in the future, the books will still be useable. The downside to the Nook tablet is that apps will not be able to be used on another platform. The author concluded that the Nook tablets would be a good investment for schools, but suggests that the Kindle Fire might be a better investment since it uses an Android operating system (which appears to be around for the long run).

I really appreciated this article. I know quite a bit about Kindles, but not much about Nooks. I am not sure if e-books really are similarly priced to paper copies, as that has not been my experience when looking at e-books for Kindle. I think it may depend on the type of book, sales, etc. I had to agree with the author that the tablets will likely be used just as much (if not more) for their apps and web access as for reading. If e-books really are similarly priced to paper copies, I can see how e-readers (with no internet access) might not be a good option for some schools. However, with the apps and internet access, I think they would be an invaluable addition to any elementary school. I also wondered if the Kindle Fire might not be a better option, although I am not sure how much they cost (especially if books on Amazon are cheaper than Nook books).

Mlearning Article #2 Nook

“Gilbert School Embracing E-reader Technology with Nook Club”

This article is about the pilot Nook Club at Sonoma Ranch Elementary School. They allowed 6^th graders to take the devices home and read on them for 2 weeks, in order to encourage reading in general. They hope to give all of their 6^th graders a chance to use them and read one e-book by the end of the year. Schools across the country are experimenting with e-readers, with some schools going as far as giving every student an e-reader to use in place of textbooks. There is a growing trend toward e-books, and Sonoma Ranch hopes to be leaders in blending the use of paper and e-books in schools. In the long run, it could save schools money (e-books are typically cheaper and can be shared among several devices), and delivery is instantaneous (as opposed to the standard 5 week wait for paper books).

I can really see the benefit of using e-readers in a library and classroom setting. It's a great way to integrate reading into all subjects, and to interest students in reading outside of the classroom. I think the idea of sending the students home with the e-readers is a great idea, because it motivates them to read on their own time. Students at the school did not seem to think they would stop reading paper books, although I think that is the fear of many librarians. Nor did the school decide to give up paper books altogether. It is simply one strategy for getting more books to more kids, in an engaging way, and for less money!

Mlearning Article #1 Nook

“Why We Won't Purchase More Kindles at the Unquiet Library”

This article was about some of the drawbacks of using Kindles (as opposed to Nooks) in a library setting. The author is a librarian herself, setting up a reading program that utilizes e-readers. The library currently uses a fleet of ten Kindles, but was recently contacted by Amazon asking them to remove information from their website on how to register 6 Kindles per account in order to share digital content. Amazon now requires a separate email for each device, which means that managing e-book content will have to be done separately on each Kindle. The only library management tool offered is a subscription to Overdrive, which is financially unfeasible for most schools and libraries, as well as being unsuitable for younger readers. As a result, this particular library has decided to use Nook Simple Touch instead.

I had a mixed response to this article. On the one hand, I felt that I understood Amazon's policy; they are simply trying to enforce licensing agreements, which is incredibly difficult with any digital content. Sometimes extreme measures are required. The author of the article acknowledges this, but felt that Amazon was not being responsive to the needs of institutional consumers. Ideally, Amazon should have come up with a management system for libraries before enforcing the 1 account:1 device policy. With a management system in place, I am sure libraries would be happy to comply with copyright laws, as they do with printed content. Sadly, I think Amazon will lose quite a few potential customers until they are able to come up with a feasible way for schools and libraries to manage their Kindle devices.

Maps

One thing I did not know about Google maps is that you can search for ANYTHING using the search bar.  I thought you could only search for specific locations, but it turns out you can search for things like "ATMs Knoxville," or "Mexican food Seymour."  I also did not know about the hybrid satellite/map view.  I found that really helpful because sometimes it is hard to understand how the map relates to the landscape. 

I also learned some really interesting educational uses for maps.  You can look at mining in the Appalachian mountains, or see photos connected with specific locations, like the Louvre.  You can use a Google maps Mashup to learn about recent earthquakes in the world.  You can use street view to walk down a street in Thailand or China or South Africa.  You can use it to study tsunamis.  There are literally hundreds of ways to use google maps, most of which I had never thought of!  One thing I found really useful was google earth outreach showcase, which links lots of individualized maps related to different social causes/ nonprofit organizations, etc.  These would be great for a social studies class!

Picasa

This is a picture of Thailand I found on google image search and then cropped using Picasa. 

I really liked using Picasa!  I found it really easy to use.  I can't remember how many times I've seen stuff people have created on the internet and thought, "I wonder how they did that," or "that must have taken them a long time!"  I do not take many pictures, and the extent of my photo editing is.... well, I don't edit photos.   I think with a program like Picasa I could really begin to be more interested in doing more with photos.  It's really easy, and not nearly as time consuming as I had imagined. 

The first thing I really liked was the collage option.   It automatically used all of the photos in the folder I was in, but it was easy to add/delete the photos that were included.  You can change the angle and placement of each photo, change the borders on individual photos, and change the background color (or even use another photo as the background).  You could also change the page format of the collage, depending on how you planned to display it.  It could be a 4 x 6 photo, a square CD cover, or a widescreen monitor.  You can also add "shadows" to make it look 3D and choose whether to add captions or not.  Another nice thing is that you can immediately set it as your desktop background, or just save it.  And I really like the "shuffle picture" and "scramble collage" buttons.  It was an easy way to try different arrangements without having to move each picture.  There are also arrangement options like scattered, mosaic, and grid for different looks. 

The second thing I really liked in Picasa was the movie maker.  Again, it used all of the photos in a particular folder and arranged them randomly to start with.   It was really easy to delete/add/rearrange pictures.  There were lots of options for different transitions, just like power point or other presentation software.  You can add captions easily.  Another really neat thing was that there is the option to upload your movie directly to youtube.  This was so easy to use!

I think both of these would be useful in an educational setting.  You could make a collage of students, or have them make a collage for the class.  The movie making feature is great for presentations, and would be a great way for kids to tell stories. 

Sites

https://sites.google.com/site/thailand2211/

I decided to do mine on Thailand because it's something I know a lot about, and I'm enthusiastic about.  Enjoy!

Game-based Learning

The first game I looked at was "The Great Flu,"  which is a micro game.  I thought this game was really interesting, although the set-up was a little confusing at first (there was no in-game tutorial).  It would be best for junior high/highschool students, probably for a biology class, or possible for a social studies or history class.  The game requires you to make a series of choices about how to control a pandemic outbreak of different viruses.  You first choose a virus-- they vary in symptoms, intensity, etc.  You then have to make choices about whether to improve healthcare, isolate individuals, research, etc. in order to control the virus.  Different regions have different needs.  As you go through the game, "news bulletins"  will come up telling you about different events that you must respond to quickly.  The game ends in widespread death or control of the outbreak.  As I explored this game, I really just wanted to stop blogging and play it- which I think is a great sign of how interesting it is! 

The next game I looked at was FloodSim, which had a similar idea to "The Great Flu."  You are required to make a series of decisions over the course of three years about flood policy in the UK.  You have to think about flood defenses, where to build houses, and how to warn your citizens.  My first question when I looked at this game was:  flooding is a serious issue in the UK?  I was not aware of that.   I know in Thailand it is a huge issue (my house was underwater for 2 weeks this year, and I think 40% of Thailand was covered in a once-in-a-lifetime flood this year), but I tend not to think about it as much in western countries.  The game appeared to be based on real-life facts-- such as which areas of the UK are most at risk for flooding, and which areas would have the most damage done if it did flood.  I think this is a great tool for the classroom, again in a history/social studies class, or a science class studying erosion.  I also really wanted to play this game-- it sounds really interesting.

The thing I liked about both of these games was that they could be finished in a fairly short period of time.  Also, they would be a fun option for a homework assignment instead of a traditional report.  I would like to know if there is some way of finding out who has really played the games.  You could also have students record some of their choices and their results to compare with their classmates and discuss the effects of government policy, environmental issues, etc.

Searching

 I first looked at basic searching to get some tips on how to get the best results.  The first advice it gave is to keep searches simple.  They then suggested adding relevant words one by one to try and narrow your search (if you didn't get what you wanted first time around).  They suggested using words that the website you are looking for would use: like using "headache" instead of "head hurts" because "headache" is more likely to send you to an informational website.  They then suggested using only important words rather than a full sentence because a full sentence may narrow your results too much.  Something I didn't know is than certain types of searches (like weather or math problems) will show you results directly below the search box.  Advanced searching uses the same basic principles, but it allows you not only to look for certain phrases, but also to exclude certain things, and to narrow your results by very specific parameters (which I will talk about under advanced image searching in the next paragraph). 

One of the options for searching I looked at was the advanced search for images.  This is a very specific way to search for images that will narrow down the field a lot.  You can search by "all these words,"  "this exact word or phrase," "any of these words," or "none of these words."  You can then narrow your search by size, shape (aspect ratio), colors, type, region, and domain.  You can adjust the safety settings and images with certain usage rights.  You can also search for an image by uploading an image and looking for a similar image-- I had no idea you could do that!  It's a little scary, but I can see it being very useful.  A student could, for example, take a picture of a leaf and search for pictures of similar leaves in order to identify their specimen.  

The next thing I looked at was Google Custom Search.  I found this really interesting, and really useful for a classroom.  You can list what websites you want the search bar to look at, so that your students are able to find relevant information quickly, without wasting time on sites that are not very helpful, off-topic, or just plain incorrect websites.  This would require a little bit of research and work in advance on the teacher's part, but it really would be worth it.  It's also extremely easy to set up and use, and it's free!

iPad Apps

The first app I looked at was Air Sketch.  I loved this app!  It allows students to choose paint, chalk, or glitter, and even a smudge option.  You can choose the size of your lines.  You can insert all kinds of "stamps" which look like simple clip art (and even what size to make them).  You can put in text and choose your font, size, and color.  I think this app would be great not just for younger kids (like many of the drawing apps I've seen), but even for older kids.  I think you could really make some intricate drawings with this app.  This could be used for kids making posters or illustrations, or even diagrams.  And of course, this would be great in an art class!  I think you could even use it as a type of whiteboard where kids could write their answers and hold them up, then erease them for the next question.

Another app I looked at and really liked was Leaf Snap. This app asks you to take a leaf, place it on a white back ground, and take a picture.  It will then identify the leaf for you!  Once you have confirmed the identity of the leaf, you can put it in your collection.  These collections are connected online, so you can see local species and other collections.  You can also browse a database of species if you are trying to identify an unknown species.  I think this would be a great way to get kids involved in some hands-on biology.   It would be a great way to help them learn what scientist do and what it takes to put together a database like this.  It could also be used in a lesson on classification to give kids some practice.

The last app I looked at was History Maps.  I loved these map!  I was never very enthusiastic about history as a student, but just the visual of these maps was really fascinating.  You can look at maps like "The present distribution of Europeans, Negroes, Chinese, and Japanese (1911)," or "The spread of colonization."  This is a great app for any and all history classes.  It's a great way to talk about how people understood their world at the time.   Also, some of these maps are not in textbooks, so it is a great supplement.  There seem to be hundreds and hundreds of them,  so I am sure you can find almost anything you need.  Another handy feature is that you can sort them by category or era, so that they are easier to find.

Almost every app I looked at had exciting possibilities, so what I really learned from this blog is:  look before you plan!  You never know what might be out there to help you out and make things more interesting for your students.  

Drawing

I had never used Drawing before, and I was glad to find out that it is included in Google Drive.  I really like the idea of being able to do basic drawing type things online, with multiple editors.  I think all of these programs become immediately more useful when you are able to interact and collaborate online in real time.  To me, this means that students can work on a project together, from their homes.  They can also work in a classroom setting with each other.

Drawing lets you insert text, pictures, word art, and clip art.  You can also do basic line drawings, arrows, shapes, and links.  Students could make a poster with Drawing, or a diagram to explain a concept.  Younger students could draw in response to a reading in class.  It is also simple to print out your finished work and bring in a hard copy to class.

Delicious, Google Reader, Library Thing

I found using Delicious a really interesting experience.  I loved the idea of being able to access my bookmarks from anywhere, for starters.  As I used the website, it was really, really helpful. I was able to see how many people had bookmarked a particular site, which is always telling about the quality of the content.  It seems like a very efficient way to find the best information in the shortest amount of time. 

I really liked the idea of Google Reader.  I have about a hundred websites I am always forgetting to check, or so it seems!  I liked that only new content from sites I have subscribed to comes up in Reader, so I am not getting the same old stuff over and over again.  It even marks them as read, just like the email in my inbox.  I thought this was a very useful site, and I will definitely be using it.  Instead of cluttering my bookmarks bar with a bunch of sites, I can just bookmark Google Reader and check the sites from there.  It's a lot easier- plus there is no going to a website only to find there is nothing new.  This would be great for teachers, because you can set up alerts on websites with content relevant to your class, so you don't miss out on anything useful.  It may be a bit of information overload, but it's easy enough to skip things that don't interest you.

Library Thing was incredibly easy to use.  Adding books was really easy-- just search for author, title, etc, and a whole list of results showed up.  Choose one and it shows right up in your library.  I also found the discussion topics useful.  It looks like a great place to ask questions and connect with other people who have the same books.  I think it could be really useful in a classroom just to keep track of the books you have available to students.  You can even put in comments and notes to yourself, and the date the book was last read.  The books are also easy to sort by author or alphabetically.   

Forms and self-grading quizzes

I found Forms a pretty easy program to use, although it was slightly more confusing that some of the other programs we have used.  I found it really easy to create the quiz and email it to people, but I found it difficult to make the quiz self-grading.  I am afraid I don't have enough of an understanding of spreadsheets to make all of the formulas work! After asking Dr. Krug, I was able to figure it out, and it certainly is useful.  I will just have to write down the formulas so I don't forget. 

I looked at a middle school lesson plan on human dimensions.  It required students to collect data on human dimensions and enter the information into a form in order to complete the data set quickly.  The lesson plan was interesting in that it did not require students to create a form, but it asked them to analyze and manipulate the data collected in the form.  I thought this was a great collaborative way to collect the information quickly, but it also didn't use up a lot of class time on students trying to figure out how to make a form.

Gmail, Calendar, and iGoogle

One thing I was really surprised to learn about Gmail is that there is video/audio chat capability!  I am not sure how well it works in comparison to Skype, but I will definitely be checking it out as soon as possible.  As someone who uses Skype on a daily basis, I would love to have an alternative (and perhaps a better alternative) when Skype is having technical difficulties.  I also did not know how to set up a vacation response to emails, and was glad to find out it is so easy.  These days we take our internet with us everywhere, and I know people may get irritated if you don't respond, even if they know you are away.  I like the thought of being able to put up a "do not disturb" sign.

I had not used Google Calendars before, but I found it really easy to use.  I loved that I could import calendars from other programs, or even add a friend's calendar.  I think this would be really useful for keeping track of family events.  I also immediately imported a calendar of Thai holidays, which is great!  I also loved the task list.  You could put multiple tasks, sort them in different ways, and tag them with due dates.  You can also print out your list.

I had never used iGoogle before either, but it seems like a very useful option.  Too bad it will be gone soon! I went through a wizard that asked me about a few of my interests and preferences, and there it all was.   Weather, news, recent YouTube videos, and even a recipe of the day.   It seemed easy to add new tabs as well.  All I did was push "new tab" and then search for the relevant item.  Deleting and adding gadgets was equally as easy, and picking different themes was also fun.  I found quite a few for Thailand right away.

Spreadsheets

I learned a few things while working with spreadsheets, because I have really never used Microsoft Excel.  I learned how to put a formula into a cell.  I learned how to turn the data I input into a chart (as easy as highlighting the relevant cells and selecting "insert chart").  As far as the differences with Excel, I relied largely on my partner Stephanie, who had used it pretty extensively for a class a few years back.  She said she did not remember Excel having a geographic chart.  We thought that was a really neat option, but were not quite sure how it would be used.  Stephanie also said she did not remember Excel previewing the charts for you.  In that regard, Spreadsheets seems a little more user-friendly.  Excel may have more professional templates, but there were quite a few available in Spreadsheets.  We got the feeling that these might be ones that have been created by other Google users, but we weren't sure.  We did find a grade report template right away that looked great!  I am not sure if Excel has them, but I thought the buttons for currency (and the option to put numbers into different currencies) and percentages were very useful.

We looked at an elementary science lesson plan that dealt with consumer product testing.  It required students to use Google Docs to document procedures, Google forms to collect data, Spreadsheets to turn their data into information, and Presentations to share their results.  It was a 7th grade lessons, but it could be simplified for 5th or 6th grade.  The teacher led the exercise in Spreadsheets, but it was still fairly complex for their age level. I loved how it used multiple tools to achieve a final, organized result.

I also looked at a middle school science lesson plan on collaborative lab experiments.  This lesson plan required students to collect data and record it in a spreadsheet.  With the resulting information they could compare, contrast, analyze and synthesize to determine their conclusions.  It also required them to produce multiple charts to explain their information.  I thought this was great because the entire lesson was student-led, with very little instruction from the teacher. 

I thought these lessons were both great, and they showed very different ways in which Spreadsheets can be used.

Browsers

I looked at Safari, Firefox, Chrome, and a little bit at Seamonkey and Sunrise.  Safari and Firefox both have an address bar and a search bar,  while Seamonkey and Chrome have a combined address/search bar.  The difference between Safari and Firefox is that in Safari you cannot type a search into the address bar.  It will just bring up an error message.  Chrome has independent tabs (I heard somewhere that this is called "sandboxing," but don't quote me on it!), which means that if one tab crashes, it will not crash the whole browser.  I think Chrome uses very little memory on the computer while you are using it, so it doesn't slow things down.  My experience with Firefox has been that it uses a lot of memory on the computer, and can really slow things down if it has been open for a while.  However, I think Firefox has some built-in privacy/filtering options, which can be very useful.

I found Seamonkey just generally unattractive and kind of bulky compared to the other browsers.  I think that most browsers are kind of going for a minimalistic look these days.  I didn't get to play with it for long, so I am not sure about its benefits, but I know if I had downloaded it I would not have been happy about its looks!  One plus was that it had a print button right in the toolbar.

I also took a quick look at Sunrise, and one thing I really like was how favorites showed up in a sidebar with large icons-- it was very visually pleasing, and easy to use!  I loved that there was a screen capture button in the toolbar, and it was easy to save to the desktop.  After looking at Sunrise, I really think I will download it and give it a try.

Google Presentations

I found Google Presentations to be fairly similar to Power Point.  I haven't used Power Point in a few years, but the basic set up and capabilities seem the same.  Some differences are that Presentations is online only (which could definitely be a downside), and it has a built in chat (just like all google docs).  It also allows for collaborative real-time editing, which could be really useful in a classroom.  One thing I really liked was that you can search for an image through the google browser, select anything that shows up, and insert it into your presentation.  It was so easy!  Much easier that copying a url or downloading an image to your computer before you can use it.  However, Power Point might have more features than Google Presentations, because Presentations is freeware.  It covers all of the basics, but Power Point may come with extra features such as more themes which might make it attractive for someone who uses it regularly.  Like the word processor, I have a hard time finding the downside to Google Presentations!

I looked at a middle school lesson plan for science-- a consumer product testing experiment.  Students were required to design a survey using Google Forms, and then use Spreadsheets to show and process their data.   At the end of their experiment, they were required to present their experiment and findings to the class by using Presentations.  The lesson required them not only to input words and information, but also to pay attention to color and layout.  Students were also required to use charts, percentages, and other visuals in their presentations.  I thought this was a great lesson because it showed the students how they can use Presentations to quickly and effectively get across the information they are trying to communicate.

Keyboarding

We tried speedtypingonline.com, typingweb.com, and artypist.com.  Speedtypingonline only had speed tests, so it was not great for first time learners.  What it did do was give you a quantitative idea of where you are at- speed, accuracy, etc. all given in percentages.  Typingweb had a lot more tutorials, so it was better for young kids and first time learners.  It also gave feedback on how you are progressing, which I think is very helpful.  Artypist had something I REALLY liked-  games!  These were a much more fun way to practice typing, and it gave you a score to compare to your friends at the end.  However, the words that came up seemed random, not designed to advance learners along the way to being better typists.  I think this site would be best used at the end of typing practice time for a reward.

Google Docs and lesson plans

After trying Google Docs, I have to say I see very few downsides.  It is great for collaboration- multiple people can work on the same document at once.  This would be especially great when used in conjunction with a video chat or in a classroom for brainstorming.  It is easy to publish online, and make available to students immediately.  It is also easy to convert into multiple formats (word, pdf, etc).  The basic functions are almost identical to what you would see in Microsoft Word (which is what I usually use).  You can insert tables, pictures, urls, etc quickly and easily.  Some negatives are that you must have internet access, and there might be some security issues with everything being online.  Word also has some advanced options (like a huge variety of templates), which would make it a better option for office environments.

Using the collaborative editing was simple and efficient.  It was easy to share, and each user was shown as a different color, which made things clear.  Like I said before, I think this would best be used in a classroom (or in any environment with many users in one room), or else when connected by video chat.  

I looked at a Language Arts lesson plan in which students were required to use google docs to create madlibs, word searches, or discussion questions related to a reader's workshop.    The lesson required the students to figure out different methods on their own of how to create those things, which I thought was a great idea.  It allows them to explore the technology on their own, and maybe come up with some innovative idea we may not have thought of.

I also read a lesson plan on erosion that requires students to create a multimedia project using Google Presentation, Google Site, Smart NoteBook, or PhotoStory.  I thought the project was wonderful in that it not only required students to research about erosion, but it also had them focus on the layout and presentation of their project- fonts, pictures, graphics, formatting, etc.

Mac OS

I have been a computer user for as long as I can remember-  I can remember playing games on it as a young child.  I have always used windows, because macs were not available in Thailand until recently.  They were not covered by warranty overseas, and any problems would have to wait until I could return to America to be fixed.  I have used macs in office and school situations, but I have little experience with them overall.  One new thing I found interesting was how to add things to the dock.  I love that it is as easy as dragging and dropping from finder!  I also didn't know how to zoom with my mouse-- apparently all you have to do is hold down the control key and scroll up or down.  I also had no idea there was such a thing as a smart folder.  I was pretty excited to try it out, and it worked like a charm.

beyond-school.org

After reading beyond-school.org, I had to admit-- blogging looks like it can be fun.  MAYBE.  I loved Clay Burrell's thoughts on students' work, all done with humor and obvious pride.  Seeing the creativity of their work reminded me of all the things I love about teaching.  I think this would be a fantastic blog for me to read regularly, if only to make me remember why I want to be a teacher.  As I spend long hours on my graduate work, this becomes especially important.

This is a test!