Elements of Digital Storytelling ED 677

Storytelling and story have been a part of the human experience before even Homo sapiens were the dominant species. Stories were found in the caves of Cro-Magnon in the form of cave paintings. Histories have been passed down through time by many cultures through stories. Professor Brian Sturm UNC Chapel Hill (2007), in his lecture Storytelling Theory and Practice says that stories are a way to think about information and how to organize it. He continues by saying that information can be organized using characters and a sequence of events that are all tied together to convey emotion and develop community. The information is the thread and the story is the fabric. The story then makes the information accessible. Stories are everywhere and part of everything we do. Stories connect us to each other and can build connections between teacher and student. As I sat through in-service the past couple of days I found storytelling deeply ingrained in our sessions. On Friday morning we were even asked to create a digital story using iPads and the iMovie app for creating a movie trailer on Bristol Bay School District’s vision now and in the future. Our story grows, changes, and continually has to be retold as administration and teachers come and go. There we were beginning our morning another day of in-service and off we went to create a digital story, coincidence I think not.

To me the essential definition of digital storytelling is a story that is told through the use of technology. In a lecture by Carolyn Handler Miller called Digital Storytelling: Something Old, Something New she compares digital storytelling with traditional stories and defines digital storytelling as follows:

           In this lecture, I’m going to be examining the roots of today’s interactive narratives,        tracing them back to ancient times, and discussing what we can learn from these early forms of human expression that we can apply to contemporary forms of interactive storytelling. I call this new form of writing digital storytelling. By that I mean stories that use interactive digital media to tell new kinds of narratives – ones that are highly involving and immersive, and over which the user has some amount of control.  These narratives are supported by various digital platforms, such as the Internet, video game consoles, mobile devices, and so on — at least eleven different technologies and platforms in all. I even include such things as “smart toys” and virtual reality in this category.

A story is a constructed work that depicts characters caught up in a series of dramatic events, depicting these events from their inception to their conclusion. Stories can be conveyed through printed or spoken words, by actors on a stage, or by moving images on a screen, but they always contain a plot and characters, have a structure, and involve conflict of one kind or another. Stories are not necessarily works of fiction. They can also be about true events and real people. For the purposes of this lecture, I am defining “narrative” as the telling of a story. Thus, “narrative” and “story” are virtually interchangeable.

In a digital story there are seven elements:

  • point of view this will define your story
  • a dramatic question this will be the hook to capture the attention of your audience
  • emotional content provides the connection to your audience and can be felt through images, tone, music…
  • voice in a digital story it is more than likely your own voice recorded in the story
  • soundtrack the music and sounds that contribute to your story
  • economy the use of only the elements necessary or less is more
  • pacing that provides the rhythm or timing of the story                                                          (Barrett 2011, Strum 2007, Miller 2008).

In its simplest form a story has a beginning, middle, and an end. Many of these features are common to both traditional and digital storytelling.

The things that make digital storytelling unique were highlighted by Jenkins (2010) he says storytelling is changing stories with the ability of creating digital stories and their availability. The multimedia world is changing the experience of storytelling with the world web interconnection enriching the experience of storytelling. Storytelling is now available over every available media platform. Traditional stories that were built around a sequence of events is now built around characters in the online story. The online story is a new space for storytelling changes the orality and linear perspective of the story. There is now an open space for even more independent film makers to create and have the exposure they need. Even social media is providing a platform for digital storytelling as individuals with smartphones share their experiences in real time. You can now share the things you like to do or collections to the public. There is a new audience for learning and teaching connecting communities. Even political events that once were held secret in countries like Iran, Syria, China are being exposed to the world. In one of the videos in Jenkins series this was compared to Harry putting together Dumbledore’s army to stop he who shall not be named. Another uniqueness to digital storytelling still in the experimental stage is the participatory or as Jenkins calls it the collective storytelling. Even we are experimenting with it in our class. I really never thought about collective storytelling and it took me a bit by surprise. When I first thought of a digital story it was something that was broadcast and watched not changed. The digital story today then ever before is more interactive and many can contribute to it or even edit it.


Barrett, H. (2011, June 3). Digital Storytelling. Dr. Helen Barrett’s Electronic Portfolios.  Retrieved February 11, 2013, from http://electronicportfolios.org/digistory/

Handler-Miller, C. (2008, June). Digital Storytelling: Something Old, Something New         ELMCIP. ELMCIP | Electronic Literature as a Model of Creativity and Innovation in Practice. Retrieved February 7, 2013, from http ://elmcip.net/critical-writing/digital-storytelling-something-old-something-new

Jenkins, H. (2010, August 23). How new media are transforming storytelling in four minutes [Web log message]. Retrieved Aug 20, 2011 from http://henryjenkins.org/2010/08/how_new_media_is_transforming.html

Strum, B. (2007). Storytelling Theory and Practice [Video File]. Retrieved Feb 2, 2013
from http://www.youtube.com/watch?v=UFC-URW6wkU

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Three Podcast and a Reflection

Reflection: Recording the podcast was the easiest part of this assignment. I found it difficult to synthesize the chapters into  a couple of minutes. I think my podcast may be just a tad long. I found so many great quotes in the chapters that what I did was use the quotes to explain my thoughts and the chapters. Once I got that done I recorded the podcast using audacity. This is only the second time I have made a podcast and there is definitely more I would like to learn about making them. I didn’t want to spend a lot of time trying to figure out how to add music or other effects. I think in the future it would be a good thing to learn. I should probably incorporate podcast into my teaching. I could easily use podcast for tutorials; that was what my first podcast did. I could also see coming up with student projects. That would be good because then my students could teach me. The next problem I came across was getting the podcast into my blog. Luckily we have a great instructor and when I asked he told me to use soundcloud. At first I couldn’t get on soundcloud because I used my high school email and never got the confirmation email. So this evening I tried again using my university email and that worked so now my podcast are up and I believe I am now caught up.

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ITLP – Individual Technology Learning Plan for the Love of Science and Art Blog

Here is a link to the blog I created over the summer For the Love of Science and Art

This is the blog for the PLN I began over the summer of 2012 with SERRC and AK Teacher’s Network.


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Podcast transcripts – Podcasts to follow just finished transcripts to late to record.

To start this series of podcasts I will be speaking about the book The World is Open: How Web Technology is Revolutionizing Education. Podcast 1 will discuss chapter 3 E-Demand Around the Globe.

Bonk says “Why write a chapter on the demand for e-learning when my friend Jay Cross points out that formal courses are dead? Instead, one should look at informal courses, which comprise 70 to 80 percent of our learning” As these courses are dying and e-learning is blossoming there is a need to facilitate this learning.  To quote Bonk again “Clearly, Cross and others leading this death march realize that e-learning is one of the key instigators or mass burial”

Since the time of Plato technology has been changing how we learn. From writing to ships carrying lessons of Norwegian instructors, the printing press, telegraph, phonograph, radio, television, satellite, computers, and the internet education continues to evolve. In 1885, John Heyl Vincent said “the day is coming when work done by correspondence will be greater in amount than done in the classroom of our academic colleges.”  Bonk says today courses are not only available by correspondence but “via real-time Web conferencing tools, radio CDs and DVDs, television, online chat, mobile phones,” and more. I even recently had a student tell me she would not need to take her book on a sport trip because she would have her phone and could access our classes materials via Moodle on her mobile phone. Will the need for me to be in my classroom soon be unnecessary, I think perhaps.

The NotSchool.net is an alternative online school for at risk none traditional students. Bonk quotes Ivan Illich’s  book Deschooling Society  “we have come to realize that for most men the right to learn is curtailed by the obligation to attend school…Universal education through schooling is not feasible.” Illich said that “educational webs” would “heighten the opportunity for each one to transform each moment of his living into one of learning sharing, and caring.” This could not be more true today with life- long learners and social networking allowing all to share their experience across the Web. Illich thought there was three purposes for an educational system. 1. to offer unlimited resources 2. sharing of knowledge and expertise with those that want to learn and  3. allow anyone who wants to share or present an idea to do so. The NotSchool program was started in the Ultralab by Professor Stephen Heppell in the UK who was making Illich’s vision a reality. In America the Indiana University High School an experiment in the 90s today enrolls about 4,000 students taking many classes for their diplomas. A student can sail the seas and still not fall behind in high school. Assignments can be upload at different ports after being completed on the open seas. Bonk highlights Bridey who was a student who did just that while her sister Caitlin blogged her accounts of the trip and shared it for activities and discussions in geography at a school back home. Bonk quotes Bridey who said of her experience:

Studying while sailing gave me the chance to explore the world outside my comfort zone, while I             remained a student. I am proud that I learned how to organize my time and be in charge of my         education. My teachers at IU encouraged me to contact them when needed and they bent a lot          of their rules to talk to me outside their office hours to fit better with when I was in port.

She added:

I am also proud that I did something most of my friends thought was outrageous. My friends     said that they would never want to be stuck on a boat with their parents, without their friends            and social life changed drastically. My sisters and I became closer and a really great evening was          sitting on the tramp on the front of the boat watching the sun going down over the ocean,   hoping to see the elusive “green flash” as the sun dips below the horizon.

It seems that today the world of learning is becoming limitless as many have imagined it could.


Podcast 2:

In chapter 4 It’s a Free Software World After All Bonk talks about how free and open software are changing education. In many countries including our own education is free or at least used to be free. Brian J. Ford states that though education was free more and more people are not able to get an education do to the costs. The internet is changing this allowing many to obtain a free education.

Ford says:

The internet gives us a new form of anti-commerce. What’s always mattered in the past has      been the mighty dollar, the buck. How you can take your product… and make money out of it.     Suddenly, the Internet offers people something for nothing. A generation ago, if you wanted a            great thing, it would cost you 500 pounds. If you wanted a small watered down version, it might     cost you 100. If you wanted the kid’s trial version, it might cost you 50 pounds. Now, if you want         Photoshop, it will cost you 500 pounds. But if you wanted Photoshop LE, it will cost you zilch.      Nothing. That has never happened before and its turned, it’s reversed, the way in which                commerce has always progressed for the last two centuries.

Today companies like Google and Yahoo are free and do not sell products yet they make billions of dollars. These companies give away free emails and online storage they like social networking sites and You Tube allow people free services on the internet to share stories, knowledge, and their lives. Bonk quotes Chris Anderson “Altruism has always existed, but the Web gives it a platform where the actions of individuals can have a global impact. In a sense, zero-cost distribution has turned sharing into an industry.” This is true even for education it to can be free. Finding free educational resources on the web is easy on the Web. There are many open source tools now for education that include wikis, podcasting, blogs, and YouTube videos.

There are two free resources that are dominating the Web free software movement and open source movement. The open source movement allows many to collaborate on the Web with wikis and learning management systems like Moodle. It was so important that software and the Web be free that a group called the Free Software Foundation (FSF) was formed. Bonk quotes one of the creators of the group “it is an ethical imperative for software to be free.”  FSF is dedicated to making sure that there are no restrictions on software. That it can be copied, redistributed, changed by allowing the source code to be shared with anyone. FSF has a “General Public License” it provides four basic freedoms:

Freedom 0. The freedom to run the program as you wish.

Freedom 1. The freedom to study the source code and change it to do what you wish.

Freedom 2. The freedom to make copies and distribute them to others.

Freedom 3. The freedom to publish modified versions.

These freedoms were meant so that computer programmers and users would have a culture of sharing. Richard Stallman one of FSF founders wants people to understand this is not free commerce, but philosophical freedoms that allows people to learn, share, create, and improve on software and the Web. Through these movements we now have Linux and Mozilla. In

In education there are many benefits to free and open source software. We now have Wikipedia, Moodle, and other education resources available. As an educator we know how important free educational resources are. Universities may be able to afford Blackboard or other extremely expensive and inflexible learning management systems but the open software Moodle allows high school teachers like myself to benefit from the Moodle Philosophy as Bonk quotes:

Once you are thinking about all these issues, it helps to focus on the experience that would be best for learning from the learner’s point of view, rather than just publishing and assessing the information you think they need to know. It can also help you realize how each participant in a course can be a teacher as well as a learner. Your job as a “teacher” can change from being “the source of knowledge” to being an influencer and role model of class culture, connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class.

As we progress towards creating a world of free learning and learners who are accountable for their own learning while teachers become the facilitators sharing and exchange is essential. In comes Creative Commons created by Larry Lessig in 2001 allows for the sharing of free use resources that include images, audio, video, text, education, and geodata. Bonk states, “Copyright designations found at Creative Commons help protect public and private universities as well as individuals from for profit entities that may rip off their intellectual capital.” It has opened up more educational resources for the world to share. There is now a We-All-Learn model in education that has been provided by the free software and open source movements, and as an educator I hope it continues on for a long time to come.

Podcast 3:

MIT in Every Home Chapter 5 in this chapter Bonk explores the movement of open courseware (OCW). Anyone with access to the Web can now find entire courses open and free to take and use.  OCW allows instructors to put up lecture notes, syllabus, tests, and other course materials free for anyone to use. MIT was one of the first institutions to commit to having all their courses online and free to use. All of MIT’s curriculum 1,890 courses are now free to all learners around the world. Since reading this chapter I have started researching some of these courses. When I have more time I will continue my research and add MIT to my PLN. I have to teach physics next year and I now know how I will learn physics so that I can teach it to my students.

MIT has begun a web of spinoffs even in Pakistan. In Pakistan students were using MIT courses as self -motivated learners. It has allowed access by students in Pakistan of supplement materials that they could otherwise have never afforded. Students from Pakistan, India, Nigeria, and Venezuela have all downloaded OCW resources and brought them into their classes to be shared and used to benefit others in the class. Universities in many other countries are now putting content on the Web and others are translating the MIT courses into their languages. Bonk states, “Yes, MIT did indeed start a revolution. It is one that we can join casually from afar and without anyone taking notice, or one in which we can directly take part. Which will you choose?’

In Taiwan the Opensource Opencourseware Prototype System (OOPS) project was created. Lucifer Chu had translated the Lord of the Rings into Chinese and made a lot of money doing it. He took that money to help start the translation of MIT courses to Chinese. Now OOPS has many volunteer translators working on translating those courses to traditional and simplified Chinese. Chu embodies the WE-ALL-LEARN motto helping the Chinese people to have access to a free online education. Not only is OOPS helping people learn but it provided a humanitarian response in the wake of the 2008 earthquake in the China by researching health related documents on surviving catastrophe, and translating them for the people. Bonk quotes Lucifer, “We couldn’t really go in the place where it was hit most severely. So, as a group of volunteers who shared knowledge, we tried to do what we do best.”

There are now over 100 universities uploading their content and allowing free use as OCW. These universities include Johns Hopkins Bloomberg School of Public Health, Utah State University, Tufts University. Japan has jumped in with Japan OpenCourseWare Consortium with seventeen member institutions with more than 1,000 courses online. Bonk provides testimonials of OCW posted by Tufts University from  “Colombian nephrologist, a tuberculosis and HIV researcher from El Salvador, a Spanish instructor of law and diplomacy, a physiology professor from Iraq, and Brazilian faculty member interested infectious disease… technology professor from Turkey” all praise Tufts.  One states “With the tremendous changes that we are seeing in medicine, we need to have a network to discuss and share experiences.” Another instructor from Turkey praises Tufts social responsibility and care, “I think OCW and online learning are key for the world’s peace.”

Even Yale University now has OCW in topics that include physics, psychology, religious studies, and political science. Here’s another resource for me to learn physics there may be hope for me and my students yet. There is still a lot to be done, but this is a beginning and learning is available to many even though you can’t get a credential you can get the knowledge you need to get into a good university. The movement is starting in secondary education as well. Eventually more will become aware of OCW and the potential for free education to all. As a teacher it is becoming more and more important to teach our students how to learn and to provide them with the resources to do it on their own. Students need to know that as Bonk says “Open access is one of the key ingredients now helping people to learn… We are all learners for life. Open access to information will make technology-enabled knowledge sharing ubiquitous and help us all to learn.”

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The beginning of my Personal Learning Network its Organization and Reflection

My personal learning network (PLN) is pretty extensive. I began my PLN as a life-long learner and through this class and others it has evolved. I never realized when I was in high school how much I would grow to love learning and education. When I was in college I never thought I would ever become a teacher either, yet here I am. I decided while in high school that my major would be environmental science because I knew the plans for development of the land that I loved so dearly. The plans went through now all the places I went horseback riding and hiking in New York are developments and there are more people than I care to deal with. That was the reason I left New York and now after many years I am in Alaska. I never veered from my chosen field of study though I did take a long path getting to my desired goal. I started college right out of high school, but ended up dropping out having children then finally going back to get an AA in environmental science from Manatee Community College, BS in limnology and MS in biology from the University of Central Florida. Now years later I am attending the University of Alaska Fairbanks pursuing my M.Ed. So a large part of my PLN is college courses. Throughout my college career (some say I am a professional student)I have also joined many ecological, ornithological, and limnological societies. I have attended many ecology conferences both as an attendee and presenter. I am an avid reader so have read countless journal papers and written a few.

More recently as a teacher my PLN also includes professional development and meetings like Alaska Society for Technology Education (ASTE).  It was through my professional development and ASTE where I was first introduced to DIIGO. My Twitter account was a social account not really educational so I was interested in using it as an educational tool. I have since turned my Twitter account into a big part of my PLN following many techy and educational users.  I have also started to use Linkedin a little more though I think I could use it much more. I did find an old college friend whose contact I lost which was great. She like me has a BS in limnology and MS in biology, but then like me became a teacher. She now works as an education specialist at the University of Kansas, but I digress.

I have not really utilized Google Reader and find it difficult to set up and figure out. I had to go through tutorials to set it up. The difficult part was trying to figure out where I can access the RSS. The reader appears on some pages but on other website pages it says there are no feeds detected. I am still trying to figure out how to detect feeds on all websites. I also want to link the RSS to my Facebook page and Google +. I recently joined a Google + group with DEN Educators of Alaska (Discovery Education Network). Of course the RSS is easy to find on Google +. This is one of my newest PLN.

I of course continue to take college courses in education and have used my classroom and students for research on inquiry-based science learning. I am a scientist and researcher first and though I don’t study birds anymore I still continue to research. It was my love of learning and nature and the desire to share that and the hope that I could inspire a student or two to become life-long learners that lead me from the field to the classroom. I found that as a classroom teacher things like chemistry, physiology and anatomy now come pretty easy to me because of the tricks that I have learned to help my students be able to understand those hard topics. I guess one of the best my PLN is teaching because nothing helps you learn better than teaching it to someone else.

My PLN began to grow over the summer as I was part of cohort 2 in the AK Teachers Network with SERRC. I realized when I was there that Ryan Stanley was a huge part of my PLN because I was following him on just about every social network I was part of then I added him to Diigo also. I met other teachers and added Tom our instructor to my PLN. Through our class this semester my Twitter account has grown and I have joined several teacher sites and started to add more webinars to my PLN. As a life-long learner having a PLN is great and I hope that it continues to grow. I know that I have not put everyone or all the associations I am now part of in my graphic, but I added who and what I could think of and will definitely use it to help me keep contacts and URLs in one place so I can continue to learn as I so love to do.
Personal Learning Network GraphicFollowing Educators on TwitterONID 431 Tags in Diigo

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Google Survey Doc Results and Reflection

My Google survey has been sent out and ten people responded to my questions. I received feedback on the first survey from Skip and Ilana and modified the form right away then sent it out again to our cohort, students, parents, and colleagues from my school. My intended audience was actually students and their parents. I can see using this form in the future for all of my classes. I think once I have the survey fine tuned it could really provide me with valuable information to help my students navigate the technology I use in my classroom. I am striving for a 21st Century blended or even perhaps flipped classroom.

The form itself was relatively easy to set up though there are features that I will still need to explore like branched questions. Our District has been utilizing Google Survey quite frequently this year so I should get proficient with using them. We have our RTI (response to intervention) forms on Google now. I did find the analysis a little more frustrating than setting the form itself up. I found the summary view of the graphs, but it was difficult to do anything with them. I really am not sure how everyone got their graphs into the blogs. I ended up using Jing to take screenshots of the graphs as I could not figure out how to export them. I do like that you can easily send the survey out to people and that the survey does the quick summary for you though. The information I gained from this survey is not very useful though. Only ten people responded of those about four or five were students. The sample size is much to small and some were not my intended audience, but responded for our class.

My first question was to ask how often my students or their parents use technology. I expected to find that my students used technology daily. I also thought that many parents would also use technology often if not daily. The analysis showed that all ten people who responded use technology daily some of these responses were from students, but I don’t know if any parents responded.


I was also interested in knowing how comfortable my students are with using technology. Again I predicted that most of my students would be quite comfortable with using technology as they all have a school laptop because we are in the one to one program. Many if not all have either smartphones, tablets, or e-readers as well.  For this question I used the scale response from 1 being uncomfortable to 5 comfortable enough to teach it. All that responded were very comfortable with using technology. I asked this question because I do use technology in my classroom on a daily basis and I want to be sure my students are comfortable with it.technology_comfort_2012-12-02_0013

My next question was to see how my students and their parents used technology.  I asked this to determine how my students were using technology. I hoped to find that my students used technology for research and homework. I knew that they would also probably use it for social media. I also was interested in knowing if my students and parents used technology for social media as well since I am thinking about establishing a Facebook page for my classes. I would invite parents so they know what projects and assignments students are working on. I would also invite students to join the group to remind them if an assignment is due the next day or if they need homework help.


My next question was more interest based. Our District like most has a school website. I was wondering as I wrote my survey how many students or parents visit the website. Only five out of the ten who responded to the survey visit the website daily. I can understand that I don’t even visit the website daily. I only visit the website if I need a link or form and most of my links are book marked. Parents and students would visit more often I would think to get announcements and school lunch menu. This is a small sample and I don’t even know if any parents did respond to it though so I don’t believe this information is very useful at this point.


I asked this question with my students in mind. Every one of my students has a school email though many do not use it. It would be very helpful if they did use it. I send students notices from Moodle and if they don’t check their email they will not know if I grade or even assign them an activity on Moodle. I will definitely keep this question on the survey for future use. The students that did complete the survey do use email that is where they found the survey to complete it. I would hope that in the future all students will check their email. It will be necessary for them so they can complete assignments like this one and also know what is going on with assignments in Moodle.


This  question on my survey was a checklist. This is an important question as it will help me determine what Web 2.0 tools my students are familiar with. I do not want my students to have a cognitive overload trying to learn the science concepts and new technology tools at the same time. It is important that I know how much guidance I will need to give them in using the tools. I want their learning to be focused on the material not the transport method. The results here tell me that there are many Web 2.o tools that the people and students who completed the survey are unfamiliar with. Everyone knows how to Skype though and they can learn the other tools with time. I believe just having students see some of these names may get them interested to find out what is out there in the virtual world, maybe.


This question was intended for parents and students. Every parent and student can check grades and attendance themselves on PowerSchool. I find that the high school students will check their grades on a daily basis. Many parents now also check PowerSchool, but many more need to.  Seven of the respondents said that they do check their grades and assignments on PowerSchool. I hope that in the future I can get many of the parents to complete this survey. If the parents do complete the survey then maybe they will realize if they don’t check PowerSchool that they need to. PowerSchool is a very important resource for parents and students alike.


This next couple of questions is intended for my students and parents. I have all of my classes set up on Moodle except my middle school class. It is extremely important that my students know how to use Moodle and check it often. I also want parents to know that there is an online resource always available to their children. Every year for the past three or four years I have developed my Moodle courses more and more. My goal is to eventually eliminate paper assignments all together. I expect students to find their assignments and upload complete assignments to Moodle. The only assignments that will not be on Moodle is their science notebook. Even science notebook due dates will at some point be on Moodle also. The five yes responses are probably my students and they are getting more and more used to using Moodle in my classroom. When I asked how often Moodle is checked students often checked other. Their responses included a few times a week to when I told them to. At least they check it when I ask them to.


Web_use_2012-12-02_0021I asked this question to determine if my students have or use blogs and other web resources. I think it is important to help students have a positive web presences. In my first draft of the survey I asked about web presences, but Skip suggested that I change it. I  also wanted to know if my students would be familiar with blogs because I am planning on having some of them blog. It would be great if students began thinking about having a positive web presence and even begin their personal learning network while they are in high school. My results show that most do not have a blog though they do have a Facebook page.

I asked this question to find out how many parents and students might be interested in a class Facebook page or group. I have also been asking parents this question by email and in person. I have only gotten two negative responses from any of these survey methods. Most parents and students have been very positive about having a Facebook Science Group. Parents said it would be easier for them to find out what their student was doing in class and know when assignments were due. They were most interested in the project descriptions so they would know what their child was working on. Students said they were on Facebook anyway and it would be easier than going to Moodle all the time. They also thought it would be good if they could ask me questions when not at school. One person replied that they would just want to like it and not have to friend anyone. That would work perfectly for a group anyway and I do not friend current students so that is what I would want them to do anyway. Again only a few people responded to this survey so more research may have to be conducted.


This question was another interest question. I was interested in knowing if any of my students did more than just games with their apps. Most folks have productivity apps and probably one student said games.


This survey was a good learning experience. I will still need to work on it. I may want to create a couple of surveys out of this one. It would probably be best to have a survey just for students and a separate survey for parents. I have already had to make another survey for school for one of the committees I am on so it worked out well there. I also need to learn more about the summary results. I have used excel many times and know how it works so as one person said on their reflection it might take using both sources to analyze some data. There are some great features about this product though including the collaboration and ease of sending it out to people. Though I did send this survey to over fifty people and only got ten responses so I may have to work on that. It would be easier getting students to complete the survey though because all I would have to do is make it a mandatory assignment. I did not do that for this survey though it was voluntary and I told my students they were helping me with my homework.

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Mobile Learning in K-12 education (1st Draft)-updated

Tony Vincent said, “For the rest of their lives, our students will always have a computer with them. We need to teach with that in mind” (Nalder 2012).

In the book The World is Open the author points out that taking a child into Best Buy or Radio Shack often equated to fun are actually places of learning. With this in mind I surveyed some of my students on their thoughts on BYOD. Of course I had to tell them that meant “bring your own device.”  At the time some of them were already using their own devices as scientific calculators. Most of them said that was a great idea because they always have them and don’t tend to forget to bring them with them where ever they go. One student commented that he thought it would lead to cheating, but we pointed out to him it would not be cheating to research something on the internet with a smartphone or iPod if they were being requested to. The other students also pointed out that they all had their laptops with them already so the potential for internet research and/or cheating was already there. In my view I believe that we should embrace mobile technology in the classroom.

One of  the main reasons that k-12 education needs to go mobile is that students do have them at all times.  There are many other reasons k-12 education should go mobile along with the times. Mobile devices are cheaper and include many tools in one. One being the scientific calculator my students were using. Others include writing, dictionaries, eBooks, atlases, encyclopedias, and calendars.  Mobile technology is  faster; you just have to turn it on and navigation is easy. Even my four year old granddaughter can navigate the iPad easily. Mobile technology also allows students to take responsibility for their own learning (Nalder 2012). Education is becoming more and more mobile. Armitage (2012) states that the movement of students and educators is to meet online. She quotes Michael Jones, chief technology advocate for Google, “a mobile phone could become a university.”  In Slide to Learn they share a statement by Apple, “Students and teachers already use mobile technology in almost every aspect of their daily lives. Now schools can tap into that enormous opportunity for learning by providing continuous access to educational materials, along with easy ways for learners to connect, collaborate, and share.”

The classroom needs to keep pace with 21st Century mobility. Employers of the future will be looking for a workforce that can problem solve, multitask, and handle complex tasks.  If we as educators don’t provide the opportunity that students will need to use their mobile devices. This will allow a flow of learning that can be collected, organized, and presented through these technologies and educational apps (Nalder 2012).  With any new technology or even curriculum pre-planning and training will be necessary for any program to work. Our school is just now getting about 30 to 50 iPad 3 for teachers and the elementary classrooms. Our school has been in the One to One Initiative for about six years. I know we rolled that out slowly and probably did not get the training needed but it has been successful. I am glad that I have been working on educating myself through the ONID program and hope that I can help with the successful implementation of the iPads throughout the school.

Armitage, C. (2012, October 13). Unis to face high degree of change in mobile era. The Sydney Morning Herald. Retrieved October 2, 2012, from http://www.smh.com.au/national/tertiary-education/unis-to-face-high-degree-of-change-in-mobile-era-20121012-27iae.html

Bonk, C. J. (2009). The world is open how web technology is revolutionizing education [Electronic Google Play]. San Francisco, CA: Jossey-Bass.

Nalder, J., Vincent, T., Maccoll, K., Lemma, M., & Duncan, L. (2012). Slide to Learn: Beginners guide to the iPod touch, iPhone and iPlad in Education. Slide to Learn: Beginners Guide to the IPod Touch, IPhone and IPlad in Education. Retrieved October 2, 2012, from http://www.slidetolearn.info/

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