Kerpoof!!

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HELLO FRIENDS!!! HAPPY CHINESE NEW YEAR!! I AM PRETTY SURE EVERYONE IS STILL IN THE MOOD OF CELEBRATION AND HOLIDAYS..ANYWAY LET’S START BLOGGING WHILE EATING MANDARIN ORANGES!! HAHA!!

The reason I feel this will suit my needs because I always love to use stories in my classes either English or Science. It is always fun to use stories to teach the kids and of course I too enjoy the lessons with stories.

Functions of the tool:

This software has variety of functions and activity that we as educators can create to suit our needs. As mentioned earlier it, we can use this tool to tell story, use for spelling activities, make movies that can be used in set induction rather than downloading it from the net. This ICT tool also can be used to check spelling of the pupils. This software also provides lot of lesson plans that can also guide us in our lessons. Students can now save their pictures, cards, stories and drawings locally (on their computers).  On each canvas is a JPEG icon that will allow any picture to be saved to the computer locally.   Kerpoof also introduced info bubbles.  In the Make a Picture object library, students can drag out a picture onto the canvas.  Now there is a new question mark button that shows up on an object.  When students click on the question mark, a little bubble of information pops up.  Students will gain all kinds of information from these little fact bubbles.  They can learn everything from: who wrote Treasure Island, to learning the national animal of Australia.

Doodle Pad – This is a drawing tool that is very easy to use and can be fun for all ages from Pre-K to adult!
Make a Drawing – This is a drawing tool that is very similar to Doodle Pad, but it is more complex and offers additional options, such as mixing colors.

Make a Picture – This is a creative drawing tool that allows the user to choose a cartoon style background and then choose from provided graphics to create original pictures or posters. Text can be added. It is also possible to import your own drawings from “Make a Drawing” or “Doodle Pad” into your picture.

Make a Story – This is a creative drawing tool that allows the user to choose a cartoon style background and then choose from provided graphics to create original drawings. Text can be added to make the story complete. It is also possible to import your own drawings from “Make a Drawing” or “Doodle Pad” into your story. ***This is very similar to “Make a Picture” except that it allows for additional pages to be added so your picture can look more like a story than a poster.

Make a Card – This tool allows the user to choose from many “genres” of greeting cards and add graphics and text. Printed cards can be folder to look like a greeting card. (Ex. Invitations, Mother’s Day, Father’s Day, Birthday, etc…)

Make a Movie – This is an extraordinary tool that allows the user to create original animated movies! The user chooses from different movie genres (Ex. Fairy Tale, Scary Tale, etc…) and then chooses from available backgrounds and characters. The finished product is an animated cartoon! This is a fabulous tool for showing the relationship between writing, language and math as all of the parts come together to create the original cartoons!

The limitations of the tools:

The only limitation that I feel this tool has is we need internet connection to use the software.

When this tool can be used?:

Kerpoof is the creativity tool that can bring your students stories to life. Use Kerpoof as part of your publishing center. Students can use Kerpoofto illustrate their stories, or to create a real movie out of their own writing. Kerpoof would also make a fun writing prompt center in the classroom. This site also provides students with basic movie making skills and would make a nice precursor to an iMovie lesson. Students could plan out their movies on Kerpoof before they begin filming and editing with iMovie.  Kerpoof can also be used to teach character education, have students create stories or movies that show emotion and solve problems. Teach the life cycle of a butterfly during science using Kerpoof’s butterfly pavilion scene.  User Kerpoof to create life cycle scenes.   Students will create a unique login so that they can revisit their stories and movies. Allow students to visit each other’s work during reading time.  The site would be best utilized in a computer lab one to one setting. The stories and movies will take too long to just set up as a center in your classroom. If you don’t have access to a computer lab for this activity but have a projector, create an ongoing story or movie as a whole class.

The user friendliness from the teacher point of view:

To begin using Kerpoof, make sure you are connected to the internet and that your browser is open. (Ex. Safari, Firefox, Internet Explorer). Kerpoof is organized into sections that appear as icons on a wheel. You can scroll through the available sections by clicking on the “right arrow” bubble or “left arrow” bubble to rotate the wheel. Double click on any icon to choose a section.
It is NOT necessary to sign up for an account in order to use Kerpoof. However, if you wish to use the advanced features, view available lesson plans, and create student accounts under a master teacher account, then it IS NECESSARY to sign up for a free account
*The original Kerpoof website was so popular that it was recently purchased by Disney!
*Students can collect “Kerpoof Koins” as they use the program and then later use the collected coins to “purchase” additional graphics, backgrounds, and icons.
*Students can create and print without signing up for an account. However, if they want to collect Kerpoof Koins or save their work, they need a free personal account or a free student account.

The tool is suitable for which standard?:

I feel that this tool is suitable for pre school kids and lower primary pupils as this software is colourful and very attractive. It suits the need of kids to learn in a fun way.

Above all, let’s…….

Tips: Be sure to visit the teacher area of Kerpoof for some outstanding lessons and ideas for using Kerpoof in the classroom. You can also print out coloring sheets from the teacher area. Be sure to check out Kerpoof’s lesson plans, called “Programming Wizards” designed to teach students about how computers work and how to build, design, and test a program.  Very cool.

Ebook

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Until recently, classrooms had remained virtually unchanged for nearly a hundred years – desks were arranged in neat rows facing a chalkboard at the front of the room, students took notes on paper, and read from printed textbooks.

Things started to change with the advent of whiteboards and projection equipment and, even more recently, individual computers. The trend is continuing, and the next casualty of the technological revolution appears to be the printed textbook.

Here are some ideas for using eBooks in teaching:

  • Place eBooks or links to eBooks on a course site
  • Set up classroom computers with required and enhancement eBooks
  • Provide students the option to obtain/purchase eBooks for class text
  • Display passages from eBooks during class discussions (digital big book)
  • Have students create an original eBook or library from student work
  • Create a digital portfolio as an eBook
  • Teach students active reading strategies such as using literature circles
  • I have also edited my ebook to be more interactive and purposeful.

Firstly, I have included dialogue box to make more interactive…

Before…

After…

Then i have included some questions to stimulate pupils’ thinking while eading the ebook.

Before:

After:

I have also leave some blanks to pupils fill in while reading. this enhnces their connecting skills with pictures and also guessing skills.

Before:

After:

Then I have also added Q&A slide to make the ebook more interactive.

I feel the background of my original ebook is colourful enough. The fonts are also clear and visible. The sounds and audio file include makes it more interactive and fun…

Overall, I feel I have improvised the ebook and I am happy that I have learned on how to prepare an interactive ebook.. Thanks to Ms.Ng and friends who helped a lot during discussion with brilliant ideas…

e-learning to m-learning..

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            Mlearning? What is Mlearning? That was question that made me ponder.

What the difference between e-learning and m-learning? I have found that generally, words appended with the letter “e,” such as “e-commerce” or “e-marketplace,” connote any Internet-enabled or facilitated interaction between people. E-learning is no exception. E-learning is a subset of technology-based training and encompasses all learning activities conducted on the Internet. It can be “live” learning, meaning students communicate with peers and instructors in real-time or it can be completely self-paced, learning.

             Fusing mobile technology and e-learning is a no-brainer. A key benefit of m-learning is its potential for increasing productivity by making learning available anywhere, anytime. Because mobile devices have the power to make learning even more widely available and accessible, mobile devices are a natural extension of e-learning. Imagine the power of learning that is truly “just-in-time,” where you could actually access training at the precise place and time on the job that you need it.

             Creating podcast was a fantastic experience. It was fun to listen to my voice accompanied by background music from my favourite movie (I have edited it such way). I believe that creating podcast are not just for fun. I can use for so many purposes like recording a song with my voice, telling a story, and recording an authentic situation. All these can be use as resources in my lessons once I become a teacher.

 I believe that kids nowadays are mostly digital natives (A digital native is a person for whom digital technologies already existed when they were born, and hence has grown up with digital technology such as computers, the Internet, mobile phones and MP3s.) and they will never get bored of such stuffs.

 I hope whatever I am learning develops me a person coping this technological world and also mould me into a good teacher.

COP-Part B

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According to Etienne Wenger, Richard McDermott, and William M. Snyder to create COP we need to create the appropriate environment to allow COP. An environment which is dynamic and the community should be able to accept changes internally and externally. Means, that the teachers and students must change be able to change themselves and also the others including the school environment.  Therefore, I will definitely change the environment of the school to work towards the domain set and allow the community or the school to practice it. My aim is to set up an environment that makes students and teachers always access the net with a safe and healthy environment. I will have to set an aim to make sure the teachers and students are able to practice it. For them to practice it, I will definitely make them realise on how important is actually to work collaboratively and cooperatively to cultivate COP.

Community-building is not just about creating or defining a new work for teachers to do collaboratively. It is also about changing a school’s professional culture. The effectiveness of a community facilitator depends upon the individual’s skills in this role and upon the authority they have or are granted to lead school change. Once legitimized as a leader of change in the school, skilled facilitators can establish new norms of teaching—reflection on teacher with colleagues and co-designing interventions to better meet student needs. Community facilitators create a focus, rationale, and vehicle for teachers to depart from private classroom practice.

I need to consider the programme then you need to think about what would be the appropriate activities that define your community of practice. I would also need to consider whether students are getting a chance to do meaningful activities and whether the classroom works as a community to support this learning.

Student activities class is a natural and logicalplace for community or school service projects.Through participation in a service learning program,students learn that the purpose of their education isto have a positive impact on the people and the worldaround them.  Students will be given the opportunityto address important issues and then to seek solutionsto problems that may never be addressed in thetraditional classroom.  Both community and schoolservice projects helps to develop problem solvingskills, social cooperation and to practice the valuesof courtesy, respect, kindness and giving. 

School classrooms are certainly like communities of practice in having asymmetrical relations of power between participants. The power relationships in a classroom formally at least have binary structure, teacher-pupil, which lacks the complexity of the different positions and trajectories withinclassic communities of practice. This is not to say that in a school classroom the teacher has a monopoly on power, matters are more complex then this in the moment to moment interactions in classrooms (Boylan 2001; 2004, Linehan and McCarthy 2001).

As always we have learned in this course, I feel that ICT lessons are very useful to achive the aim. We can also have each club pick a service project. They can clean up trash in the community, help the neighbors with cleaning there yard and making the community look good. It is a day of service and I think that our youth need to learn that it is okay to help others without anything in it for them.

The sustained life and evolution of school communities was due to a deep commitment to integrity, and did not depend on marketing gimmicks of any sort. Evolution occurred slowly, in interaction with a complex environment. Pivotal in that growth was the caliber of leaders at the helm. i feel teachers as community leader was unerringly attentive to new resources, new topics, new members, and new ways of hosting the community’s conversations. The openness of these leaders to new thinking brought a gradual but steady evolution to the conversations, the means of being together, and to the practice itself. I hope I will able to make all in the school to work towards the aim and thus successfully build COP.

COP-Part A

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Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.
Above was the definition I found online when I actually wanted to understand better on what is aactually COP. There are three main domain of COP and they are the domain, the community and the practice. I will relate to my experience in this PKEY3101 class and how actually I had practised COP.
I also found that  Schools and districts are organizations in their own right, and they too face increasing knowledge challenges. The first applications of communities of practice have been in teacher training and in providing isolated administrators with access to colleagues. There is a wave of interest in these peer-to-peer professional-development activities. But in the education sector, learning is not only a means to an end: it the end product. The perspective of communities of practice is therefore also relevant at this level. In business, focusing on communities of practice adds a layer of complexity to the organization, but it does not fundamentally change what the business is about. In schools, changing the learning theory is a much deeper transformation. This will inevitably take longer. The perspective of communities of practice affects educational practices along three dimensions:
  • Internally: How to organize educational experiences that ground school learning in practice through participation in communities around subject matters?
  • Externally: How to connect the experience of students to actual practice through peripheral forms of participation in broader communities beyond the walls of the school?
  • Over the lifetime of students: How to serve the lifelong learning needs of students by organizing communities of practice focused on topics of continuing interest to students beyond the initial schooling period? http://www.ewenger.com/theory/communities_of_practice_intro.html

Based on the reading, I understand that in the class things like creating the eportfolio (windows live), and also having lots of group work during presentations and also to create the video kit itself.  One most obvious thing that I find is the aim for the whole course itself. We are actually trained to be an educator that actually acquires the 21st century skills and thus can become a teacher who are well-equipped with ICT. With this domain I feel that in our community (73 of us) actually had been working hard towards the aim and thus putting it into practice when everytime we attend the class and complete the tasks.

Creating eportfolio is also where we had applied COP and this network system had keep oor community(cohort 4) and the lecturer and tutors engaged anywhere and anytime. I feel that a community of practice is different from a network in the sense that it is “about” something; it is not just a set of relationships. It has an identity as a community, and thus shapes the identities of its members. A community of practice exists because it produces a shared practice as members engage in a collective process of learning. Here, we as a community is actually putting into practice to become digital citiznship and also teachers who are knowledgeable in ICT.

Our everyday lives have a rhythm: waking up and preparing for work, commuting, checking e-mail, attending meetings, commuting home, engaging with kids’ activities, enjoying quiet time. Although there are different rhythms for different people, most of our lives do have a rhythm, which contributes to its sense of familiarity. There are many rhythms in a community—the syncopation of familiar and exciting events, the frequency of private interactions, the ebb and flow of people from the sidelines into active participation, and the pace of the community’s overall evolution.

I think that working in groups is a combination of whole-community and small-group gatherings creates a balance between the thrill of exposure to many different ideas and the comfort of more intimate relationships. I feel that a mix of idea-sharing forums and tool-building projects fosters both casual connections and directed community action. There is no right beat for all communities, and the beat is likely to change as the community evolves. But finding the right rhythm at each stage is key to a community’s development.

I feel that COP is what we need to practice!

 

 

Eportfolio-Article

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Hi guys! this article explains more on using eportfolios in education.
A Systems Approach
A study of the current literature on portfolios in education leads to a new taxonomy that balances the needs of the institution for an assessment management system with the needs of learners for a reflective portfolio that supports deep learning. This new conceptual framework includes an electronic portfolio system that uses three different solutions/tools that electronically talk to each other (Barrett & Wilkerson, 2004):
1. A digital archive of learners’ work
2. A learner-centered electronic portfolio “using the learner’s authentic voice”
3. A central database to collect teacher-generated assessment data based on tasks and rubrics
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In many ways, an integrated system with these three distinct components acts as a work flow management system to support both formative (facilitating student feedback) and summative assessment (collecting and aggregating evaluation data). The power of a multi-faceted portfolio system lies in the fact that it provides the means for schools and districts to report on student progress, competency, and achievement while encouraging individual students to become engaged in a process that empowers them to take control of their own learning; and develop the self-awareness to articulate their own strengths, weaknesses, achievements, disappointments, learning experiences, passions, and hopes for the future. Student experience and deep learning remains equally important to the accountability expectations of No Child Left Behind. For this initiative to be truly successful, students must take ownership of their learning and be engaged in their own success. In this type of integrated system, a student engages in learning experiences, embedded in the curriculum, that encourage them to produce work that can be stored in the digital archive (or working portfolio). These artifacts can be used as evidence of learning in two ways: in a formalized assessment system and in the learner’s own portfolio. This process is interactive and reflective, connecting the artifacts with the learner’s reflection that provides a rationale for using the artifact as evidence of learning. The artifacts become meaningful to the student as evidence of their own understanding and growth. At the same time, the teacher will evaluate the artifact, with the accompanying reflection, and decide if the artifact meets the guidelines of the performance task as outlined in the associated rubric. The student can then receive feedback on their work, so that they know how to improve. In addition, assessment data can be aggregated for reporting purposes. These two use cases can best be described as “portfolio as test” and “portfolio as story”. Paying equal attention to both approaches will result in a more balanced assessment system that supports deep learning. The use of technology can be a motivating factor for portfolios, especially if we can make the process engaging for the learners, and give them an opportunity to express their own voice and leave their own mark in their portfolios. As schools implement electronic portfolios, it will be important to do more than replicate their paper-based predecessors or adopt a data-base-type portfolio system that only allows students to fill in blanks on a web-based form. Where is the individuality, creativity, and ownership? To truly engage learners, I encourage schools to incorporate emerging technologies that motivate and engage adolescent students, including digital storytelling, multimedia artifacts, podcasting and blogging (maintaining a reflective online journal). We have seen how much students are motivated to use online social networking sites, such as MySpace and FaceBook. The TaskStream electronic portfolio has been described by students participating in the REFLECT Initiative as an “academic MySpace.” If only we could capture that level of motivation while furthering the goals of deep learning in formative electronic learning portfolios, then we may realize the real promise of using technology to both improve and showcase student achievement.