#21stedchat

What was interesting about this twitter chat, was that it was supposed to be cancelled due to “unforeseen circumstances.” However, many users decided to create a #fake21stedchat which I thought was extremely interesting.

Some of the questions asked:

Q1: Should professional development or technology come first in bringing technology into the classroom?

I thought this question was very thought provoking, especially because of the educational technology class that I am currently taking.  One user answered that it is similar to the “chicken and the egg” problem. Others said that professional development and technology need to be merged together, not one should be before the other.

Q2: Share the better with tech lesson that you’re most proud of from this year.

Q3: What tech tools are on your list to try as the school year progresses?

I followed the following people from this twitter chat:

@craigyen: He is a fifth grade teacher from the San Francisco Bay Area. He is a “fanboy” of #flipclass and #edtech

@brendahauff: She is a technology teacher and apple enthusiast. She is from Wichita, KS. 

@tamradollar: She is a literacy instructional coach who is obsessed with data driven instruction and student self-advocacy.

@Nathan_stevens: An educational engineer and Assistant Director of METRC at North Carolina State University. He is from Raleigh, NC.

 @txlibrarianbabs: An elementary school librarian from Texas.       
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Blog #7, #msmathchat

Tonight I participated in #msmathchat, a twitter chat aimed for middle school math teachers. Although I found this chat very interesting and educational, there were parts of it that made me frustrated and bored.

The moderator did not seem to do a good job moderating the twitter chat. We were on the same question for about 20 minutes, and the second question wasn’t eve relative to the chat. The third question did not even get asked until about 9:40.

The moderator began the chat with asking participants an ice breaker question of what their favorite tv show is, in addition to the usual questions of where they are from and what they teacher.

The first question asked was “What is your favorite way to review for a test or quiz?”

Many responded by adding review tests, flash cards, interactive white boards, jeopardy, and group tests. One person even mentioned they used an interactive games called “Balloon Pop” and sent a link to their blog that explains it. I made sure to post it to my diigo page to keep for reference.

The second question was extremely irrelevant, and I wasn’t sure if the moderator was trying to be funny or serious… The moderator asked what to get another person for Christmas. I’m assuming that other person is another moderator who didn’t participate tonight.

The third and last question was “What kind of reassessments (if any) do you do for students who don’t have mastery?” This one I found interesting; it’s something I never thought about before.

Participants answered by mentioning that they give students the opportunity to retake a quiz, correct their answers on the test, and/or complete a post reflection write up and explain in detail one problem that they got wrong.

Overall, I thought this twitter chat was informative, but also hard to follow, because the questions would not change until 20 minutes later, which kept it hard to stay focused on what others had to say.

The five people that I followed:

@JustinAion: He is a math teacher, father, husband, and technology addict from Greensburg, PA. He was also the moderator of tonight’s chat.

@Radical_Robin: She is a 7th & 8th grade math teacher, mom and wife from New Jersey.

@jreulbach: She is a 6th & 7th grade middle school math teacher who also coaches cheerleading who wants students to love math. 

@marymary415 : She teaches 7th & 8th grade math from Virginia.

@BridgetDunbar : She teaches math and special education from Dameron, MD.

Blog #6, #flipchat

Tonight I participated in #flipchat, a chat about flipped classrooms. The one thing I found very exciting to begin the chat was the way the moderator had people introduce themselves was by their name, where they are from, what grade they teach/subject, and what their favorite pop song is. It was very interesting to see what teachers had to say about their favorite pop song. It was definitely a great way to start a conversation between everyone participating.

The questions the moderator asked were:

Q1: First, define “creativity.” What does it mean for you personally, and what does it mean for the Ss in your #flipclass?

Q2: How do we consciously build creativity into a system designed to discourage it from Ts and Ss? #flipclass

Q3: What role does creativity play in your planning? How has this changed since you started #flipclass? (or has it?)

Q4: What project or lesson has best sparked creativity in Ss?

Q5: What’s the role of collaboration in creativity, both for you and your Ss? Is collaborative creativity different than solo? #flipclass

Q6: How do you combat the idea in Ss of “I’m not creative–I can’t draw/write/sing/act”? How do you expand their concept? #flipclass

Exit ticket: What’s one way you will encourage your Ss to be creative in class tomorrow? #flipclass

 

The questions were very thought provoking and definitely great questions to discuss, but I found myself finding trouble following along. First, it took me a while to understand what Ss and Ts stand for, which I realized almost 3/4 left of the chat that they meant teachers and students. Also, because there were so many people participating, it was hard to follow along and see what everyone was answering.

I found this twitter chat pretty interesting, however, sometimes I thought I was participating in a PLN chat or edtech chat. I thought by participating in this chat, I would get a better understanding of a flipped classroom. Instead, I found most of the participants talking about different ways to incorporate technology, like BYOD, which I later realized meant Bring Your Own Device, which I found very interesting. Because of this, I found myself making the best of the twitter chat and reading the positive and negative feedback people have to say about technology. In addition, I learned the different obstacles teachers must go through with technology and students.

The one topic I found most interesting was the argument teachers were making between cheating vs. collaboration. Many teachers expressed that collaboration is key, and although many people think students are cheating, they are really benefitting themselves by working with other students and incorporating technology to learn, not just independently. Students learn more working with one another rather than working independently and struggling. The only negative thing I found about collaboration was the controller personalities and the slacking personalities. Teachers find it hard to balance between the two, and I find that this is something teachers will continue to struggle with, even with technology in the classroom.

The five people I followed from this chat:

Cherly Morris (@guster4lovers): She was the moderator of this chat. She is a high school English teacher who incorporates flipped classrooms, an EduBlogger, International traveler, co-founder of Flipped Learning Jrnl. She is from the Bay Area, Marin, California.

Andrew Thomasson (@thomasson_engl): He is a high school English Language teacher/learner, co-creator of Flipped Learning Journal and co-moderator of #flipclass and #nced chats. He is from Western North Carolina.

Stacy Lovdahl (@braveneutrino): She is a middle school science teacher who is passionate about edtech who just recently flipped her class this year. She blogs and is attempting to get her masters. She is from North Carolina.

Jason Bretzmann (@jbretzmann): He is the co-author of Flipping 2.0. He is a dad, teacher, consultant, and National Presenter. He is from Wisconsin.

Kate Baker (@ktBkr4): She is a high school English teacher with a masters in education. She has flipped her classroom, is a blogger, GAFE & BYOD fanatic. She reads, is a swim coach, mom, and a therapy dog handler. She is from New Jersey.

Participants also provided blogs that I took the time to read, which I found pretty interesting about flipping classrooms:

http://www.alicekeeler.com/teachertech/2012/12/13/take-the-hassle-out-of-students-turning-in-assignments/

http://www.sophia.org/school-of-thought/embrace-messy-and-other-tips-for-flipping-your-cla?utm_source=twitter&utm_medium=organic&utm_content=10.28.2013&utm_campaign=miniblogs

#4thchat Blog #5

Tonight I participated in #4thchat, which included 4th grade teachers from all over the country, and even Canada.

Tonight’s chat was combined with #elemsci so the main topic of discussion was how to incorporate science in 4th grade and to make it more interesting.

Questions included:

Q1: How do you incorporate seasonal science?

Q2: What projects do you like to include in the fall?

Q3: How do you encourage inquiry in your lessons?

Q4: Share some of your favorite Fall Science Resources

I found this twitter chat extremely interesting, especially because I am a middle level education major. Even though I am taking a language arts class and mathematics/science class, I learned more information to make science more interesting through this twitter chat than I did in my education class. Many teachers were sharing various websites that they use for resources, which I checked out and look forward to sharing as a teacher.

Teachers mentioned that they like to take their students on nature walks to nearby parks and use their iPads to take pictures to reflect on in class at a later time. Also, another teacher integrated mathematics with pumpkins in the fall last year to estimate the amount of seeds that are contained in one pumpkin, and I have already thought of more activities to use with pumpkins in science class!

This twitter chat was very fast paced, something I enjoyed being a part of because it forced me to stay focused. The chat included many topics about science that are very important to know as a future middle school teacher. The only problem that I came across was the confusion that everyone was having at one point, because someone answered A3 instead of A2, which resulted in people posting “where is Q3, did I miss it?” etc. I found it extremely annoying, but the problem was easily solved, very quickly.

The people that I followed:

Bill Krakower (@wkrakower): He was the co-moderator to #4thchat. He is a teacher in New Jersey, Ed Tech Presenter, and co-moderator to #satchat and #njed as well He is a member of #edcampnj and co-director of NJASCD. 

Paula Naugle (@plnaugle): She is a 4th grade teacher and also a moderator to #4thchat, but not tonight’s. She is a poart of DEN Star, SimpleK12 Ambassador, EdcampNOLA organizer, tech integrator specialist, and an innovative educator of 30+ years of experience from NOLA.

Megan Carey Schuchma (@HahnclanMegan): She is a 4th grade teacher from Saint Paul.

Sarah Baker (@Baker2S): 4th grade teacher who enjoys reading and technology. She is from Bradenton, FL.

Mr. Kresl (@MrKreslTeaches): Full time teacher who is a Bluestem Committee member, reader.

Blog #4, #paedchat

Last night I participated in the chat #paedchat. It was really interesting! The topic of discussion of the night was effective instruction for non-fiction. Honestly, I was a little nervous participating in this chat, because the moderator was a superintendent of North Penn school district, which is relatively near by.

Some of the questions included:

Why do many students struggle with comprehension of non-fiction text more than fiction text?

To what degree does your curriculum explicitly address non-fiction text skills and strategies?

Since it was raised, how will the PA core/common core emphasis on non-fiction shift instructional strategies?

How can we address student deficit in academic vocabulary or background knowledge related to non-fiction text?

How do we help teachers overcome their lack of confidence in instructing non-fiction text?

How are non-fiction text and informational or persuasive writing connected?

 

I thought this chat was going to talk solely on the language arts curriculum, but it also discussed other subjects, which I found extremely interesting. Many of the participants answered that it is hard to teach non-fiction text because it is harder for students to relate to the text, as well as understanding the non-student friendly academic vocabulary.

It was very interesting to see what math teachers had to say. Many mentioned that math teachers should walk students through solving the word problems by analyzing the text.

Many teachers of other subjects mentioned that it is important to share ideas between teachers in the school and work together to use the same vocabulary domain, so it is easier for students to connect ideas between subjects and curriculums.

 

Overall, I found this twitter chat very beneficial for me as a future teacher. It definitely helped me understand what to expect as a teacher and gave me ideas to help students learn reading and vocabulary skills in mathematics, not just English. Unlike the last twitter chat I participated in, the moderators did a great job moving from one topic to another, and there were a lot more people involved in a conversation than just a select few.

The five people that I followed from last night’s chat were:

@josephdevinekv: He was one of the two moderators in this chat. He is a Middle School Assistant Principal who used twitter to grow as a leader and a learner.

@dianeholben: She was the second moderator of the chat, she asked majority of the questions to change topics. She is an assistant superintendent of North Penn school district from Allentown, PA. She is an advocate for equal learning opportunities, data and research junkie.

@SMStout: She is from Lower Merion, PA who is an assistant principal at a middle school. She graduated from Penn State and is a lifelong learning.

@BillBlackRI: He is a teacher from Providence, RI. He participated in a lot of the conversation, making good point to a lot of the questions. I found it extremely interesting how he connected with teachers from PA, even though he is from another state!

@MissBamberger is a 4th grade teacher from Lancaster, PA. She uses the SMARTboard, is a constant learner, tech lover, grad student, and a believer in Public Education. She is a moderator/confonder to #elemsci and a contributor to #4thchat

Blog #3, #alg1chat

Last night I participated in #alg1chat, algebra 1 chat. When I entered the chat, I introduced myself as a middle level & mathematics education major. However, unlike the last chat I participated in, not many people seemed conversational. I must say, this chat was not one of my favorites.

The moderator was not really “moderating”. She asked one question in the beginning of the chat, but then didn’t ask another until 9:30… a half hour into the chat. Because of this, not many people were communicating. It was the same people each time, and it started to get really boring. I didn’t interact in this chat as much because of it.

The topic of the night was about math standards.  The question asked by the moderator was “What CC standard would you like to look into more tonight?” . I thought the topic was pretty interesting, but the moderator didn’t ask another question after that, which kept the chat moving very slow.

Because the chat was moving so slow, I decided to ask a question of my own, in regards to the smartboard, since that was what we were learning in EDU350 at the moment. Unfortunately, no one responded with the exception of one person. The one person who responded to my question mentioned that she never used it before, so she couldn’t be much help.

The only good thing I take from this chat was the advice that the moderator gave me: “Jump into everything you can find in the math twitter blogosphere, join chats and read blogs.”

The five people that I followed tonight were:

  • Kathryn Freed: @kathrynfreed; graduated from Central College and is a High School math teacher from Iowa. She was the moderator of the twitter chat.
  • Chris Rime: @chrisrime; High school math teacher from Washington State who also has a wordpress account!
  • Sean Saffell: @seansaffell; Math & Science teacher and staff development coach at Marysville Schools
  • Brandy Romer: LHSmrsromer: didn’t have any bio information, but wants to make her math classroom more student centered, this twitter chat was also her first time participating in a chat!
  • Lucy Freitas: @lucyefreitas: Math teacher who finds it difficult to explain math vocabulary, she wanted to learn how to improve this during the chat.
  • Ben Mahas: @greenemiddle: Algebra teacher from Ohio! He mentioned how he explains the distributive property by telling a story about the Little Red Riding Hood. I found this extremely interesting. He tells a story of the Little Red Riding Hood going to her grandparents houses (they are divorced). Little Red is the number on the outside, who is distributing goodies to grandma and grandpa.

I hope to have better luck with the next twitter chat. Although I thought this twitter chat was beneficial for me as a future math teacher, I hope the next chat I participate in is more interactive!

 

 

#Web20Tools, Learning via Twitter

Being the person who is always on social media, I never thought I could learn so much. Especially through twitter. Better believe that I was amazed, yet again,  in the amount of things you can learn on social media. I’m not talking about what’s for lunch, either.

Tonight I participated in my first Twitter #chat, where I communicated with teachers, technology specialists, and administrators from all  over the country in #Web20Tools from 6-7 PM EST. I’m still relatively new to the term Web2.0, so I thought participating in a chat revolved around the tools used in Web2.0 would be beneficial. Those who participated in discussed what tools they liked, why they used them, and how to get around blocked sites in schools.

When I first logged into my Twitter account tonight and searched #Web20Tools, I started to get extremely nervous. I introduced myself as Nicole Huber, Middle Level Education Major. So many people replied to my tweet and welcomed me with open arms, or tweets, if you say.

Throughout the conversation, I already received notification that I have new followers! As a result, I followed them back and learned more about the background of those who I had conversations with:

Sean Junkins: Sean was the moderator of this chat. Sean is an International Technology Specialist, Apple Distinguished Educator, and a Google Certified teacher. He is from Myrtle Beach, SC. His first question that he tweeted to those participating was: “How do you keep up with all the Web 2.0 tools that are out there?” You can check out his website, seansdesk.com or follow him @sjunkins

Michelle R. Green: Michelle is an educator with a passion for learning technologies, community #INeLearn #maltrocks and is also a mom. Michelle is from Evansville, IN; Henderson, KY. Michelle gave me some great links to some web 2.0 tools! You can visit her website at michellergreen.com and follow her @mrg_3

Lisa Lund is from Olathe, KS. Lisa is a technology integration coordinator. Lisa also gave me great links for web 2.0 tools that she uses as well! Check out her website at tinyurl.com/techbylund and follow her @@TechIntegratio1

Erin Formella is a high school social studies teacher. She teaches US History, World History, and Psychology. She is from Hudson, WI. Erin tweeted at me and told me how she enjoys using livebinder like I do! She mentioned that she is using livebinder as a way to post interviews her students write/do about 9/11. I thought this was extremely thought-provoking and inspiring. Thank you Erin, you already have me writing ideas down for what I can do with my future students! You can follow Erin @@NillaVanilla555

Brad Currie is also another person that I followed after the chat tonight. Brad is a school administrator from Chester, NJ, and is the cofounder of #satchat. You can follow him @bcurrie5 and check out his website bradcurrie.net

I learned so much after participating in this chat. When selecting tools, age does matter. Web 2.0 tools offer creativity and are key to 1:1 success. FYI: if a tool you would like to use is blocked by your school district, talk to the administrators. Some school districts offer teacher overrides, while most administrators will approve tools after you explain the opportunities offered and show why those tools are essential for learning. But how do you know students are learning by Web 2.0? Simple: use a rubric or teacher observation for students to follow. Also, end your class time by allotting 5-10 minutes to share and celebrate students work using these specific tools!

Even though I’m only required to participate in these chats for 30 minutes, I found myself sitting in front of my computer intrigued by the amount of knowledge I was learning. Here are some suggestions of Web 2.0 tools to use:

  • Twitter
  • ReadWriteThink.org
  • webinars
  • voicethread
  • audioboo
  • Prezi
  • glogster
  • Smorepages
  • educlipper
  • google drive

I’ve already checked some of these tools out, and you better believe that I’ll be making use of most of them.

Lisa Lund, as I mentioned above, also gave me a link for some tools to use: http://bit.ly/VXwkQD

Michelle R. Green also posted a link to her favorite Web 2.0 resources: http://bit.ly/SI42e0

After looking at both these sites, I couldn’t help but bookmark them onto my computer. They are so useful and are great ways to integrate technology in the classroom, without using a smartphone or iPad!

I want to thank everyone who participated in #web20Tools for giving me such great information to work with!