Farewell, IDE 611.

Sigh. This is the final week of IDE 611. I felt it only seems fitting that my final blog post be a concise reflection/opinion of content learned this semester.

In the end, I learned a tremendous amount about available and specific technologies, apps, resources and tools that can be implemented into a classroom across varying disciplines. Do I feel that one specific tool is superior to other. No. Do I feel that one specific tool should be used daily. No. I truly feel that the key to success for technology implementation in a classroom is to treat all of the resources we talked about this semester as [overflowing!] tools in your trusty teacher toolbox. Implement these technologies in meaningful ways to have a positive impact on learners. Vary the technologies used as you would switch up any other "traditional" lesson delivery tactic for your classroom of diversified learners. Don't stop pushing yourself  to take more professional development centered around new and emerging technologies even after 10, 15, or 30 years of teaching experience. And, lastly, be brave enough to use something new and resilient enough when that "new" technology is a lesson/classroom failure. Technology can empower a classroom, learners and teachers. It's not the savior to American school systems - but it sure can help higher order thinking and lesson objectives come to fruition for a learner.

Cheers to my peers,


Sara

Gaming in the Classroom

This week we are discussing game based learning in the classroom. I was already familiar with the topic as I read a peer's (quite awesome) blog on this topic throughout the semester. This week as part of our professor's introduction to the topic she posted this article: The School Where Learning is a Game. I'll be honest the article both intrigued me and made me simultaneously uncomfortable. As with every topic, resource, app, or tool we have discussed this semester, I feel like we need to approach gaming in the classroom in moderation. And, well, I don't think there is much moderation going on at this specific school. But, then again, I am assuming here and we all know where that can lead someone. I am sure a tour of the school could leave me astonished and no longer uncomfortable. But, maybe not. Who knows. There are some incredibly valid and amazing educational games that truly lead to student success. However, I do believe they should be used in moderation as with any resource or tool (and I am referencing both technology resources/tools and non-technology resources/tools). Daily lessons & instruction need diversity! Add gaming to our overflowing teacher toolbox and use when you feel it will meet the lesson's objective or help a specific student reach our ultimate goal - learning success. The real problem at hand is the handful (maybe more?!) of educators who do not embrace any of these tools in our overflowing toolbox...

That's a (quick & concise) wrap for this week!

Sara

FaceTiming/Video Calling

This week we are discussing technology and face-to-face instruction. Specifically, my discussion group talked about FaceTime/Video calling and it's place in the classroom (which I think absolutely has creative, real possibilities!). Part of this week's curriculum involved watching this video:

I have to admit this video really annoyed me. Seriously. For starters, on a very superficial and, well, snotty level: where in America do you have an entire classroom of students (and "entire classroom" is apparently only 10 ten students?) on task, eager to learn, and ready to do everything the teacher tells them or their "technology" tells them to do. Easy peasy classroom management. All students smiling. Every person is neat. No mess - and I mean that internally and externally. Um. Nowhere. The utopia that this video presents really gets under my skin. [By the way, where is the diversity in this video?] Of course, I realize the video is simply trying to make people "think" in very general terms but it only makes this teacher [like me] annoyed. There are enough people pointing their fingers at teachers and their "cushy" jobs - so things like this annoy me. I seriously question the author's teaching/education street cred. Grumpy. Maybe? But, it just annoyed me and I needed to get it off my chest. So, there. I did it.  And, well, there is always the annoyance that in real life budgets currently cannot support all of these technological bells and whistles. We never will never be able to unless major revisions to school funding are made.

Even with the above, please know I am a huge supporter of technology - especially in the classroom. I have thoroughly loved learning about all of the endless resources and tools this semester (and hearing my peers amazing ideas/experiences). However, I do not think technology is the end all be all for students and teachers nor will it fix all of the problems at hand in our school systems. It certainly will not make a school utopia like this video portrays. Rather, I am of the team that technology is a important and vital tool for a teacher's tool belt. If used appropriately with planning, support, and effective implementation  - technology can play a huge, effective, loving role in our classrooms. But, do I ever think it will lead exactly to classrooms like this video depicts? No.

I think I sound grumpy. Sorry. I'm not. Please know, I just approach this whole topic with a lens of a teacher who has participated in combat. Realism. I've taught in some pretty rough schools. For starters, I was hired for an urban, alternative education position fresh out of undergrad (Side note: silly, naive me didn't think to ask which school they were going to house me at and they didn't privy me of this hidden fact! Always ask what is meant by a "satellite campus!"). And, well, I have war stories. This is where I truly got my "teaching degree." I loved it and also hated it and I'm not just talking about the situations I dealt with with students. Support, budgets, colleagues, etc. Anyway, all I am trying to say is that technology is awesome and it really can support some amazing lessons for educators but...at this point, I do not think having a completely technology based school/classroom (as this video depicts) will lead to a educational utopia for teachers and students. I think it is very naiive to think it will. 

Again, sorry if this is a negative post. It's not meant to be. I really do think highly of technology and it indubitably has a role in a classroom but it in my opinion it shouldn't be the answer/solution to everything. We should be balancing all of the tools and practices a teacher can implement for successful lesson delivery and student success. 

I promise I'm not grumpy,

Sara :)

Back to Glogster

As I previously mentioned my new topic for the remainder of the semester is Glogster. I posted all about Glogster two weeks ago. If you missed that post, you can find it here. Today, I felt it may be beneficial for you to see more examples of actual Glogs. I think in order to truly appreciate and understand what Glogster is - one needs to see examples. Lots of examples. So, please enjoy this resource: Glogpedia.

On a side note, today is election day! There are so many amazing election day resources online for teachers (or Americans!), no matter what your content area (you can incorporate the election into any content area!), online! Many of them Web 2.0 resources (woot! a throw back to my first blog topic this semester). Blogs, news sites, candidate sites, twitter, FB, instagram, live results. The endless list and amount of sites is cray-cray (using "cray-cray" is likely to casual for this grad school blog but I'm on a voting high!). So, yah, get out there and vote...and use some of these amazing sources to teach 21st century skills in your classroom! I have chosen not to list any specific sites because there are simply to many and I don't want to start a political discussion, debate or worse. No propaganda. ;) Just turn to Google my friends - or post you favorite site or way you incorporate the election coupled with technology in your classroom on a comment below.

Go Vote,
Sara :)

Talk to Your Children

As I have previously mentioned, I have three small children. As most parents, you have dreams and aspirations for your children. Some parents want their children to be doctors, lawyers - successful. Others hope their children are academically or athletically gifted - or both. But, I can honestly say that ultimately my biggest aspiration for my children is for them to be kind, loving and empathetic to every single person that come in contact with. I think I define the word "empathy" a million times a day to my four-year-old and two-year-old. My husband and I try to teach and model empathy & kindness daily. We sing the Daniel Tiger (a PBS Kids television show; my children adore Daniel Tiger) "Think about How Someone Else is Feeling" song like we breath air. Unfortunately, I wasn't able to locate that gem of a song on YouTube for your listening enjoyment. [Sorry. You are missing out if you haven't heard it.] Ultimately, I do not think I would feel more shame as a parent if one of my children became a "mean girl/guy" and was an aggressor of online harassment. #truth

So, why am I rambling about this? This week we are discussing cyber-security and online harassment. I am passionate about this topic first as a parent and second as a teacher (and, really a combination of both since I taught "Parenting" classes at the high school level before staying at home with our children). I was reminded again how cruel students can be to other students while watching the Frontline episode "Growing Up Online" that our professor posted as part of this week's discussion. I witnessed this cruelty as a teacher so the Frontline episode wasn't particularly surprising for me - but it still never ceases to horrify me how mean students can be to other students. Reminders like this are good for parents and teachers. It's easy for adults to tell students/their children to "just let it roll off your back" or "in ten years this won't matter" --- but IT does matter for young children and telling them that doesn't help. They can't rationalize through it. This is their life now.

Parents and teachers must remind themselves to teach their children/students about online harassment, cybersecurity and beyond daily. I will happily debate anyone who argues that schools shouldn't get involved with cyberbullying/harassment. I've heard the arguments against getting involved and there are holes in them like swiss cheese. There is positively NO way that what happens online will not/cannot spill over into the classroom. None. Nada. Zero. We have a job to do - teach children. That involves making sure students are in an environment that allows them to learn AND teaching them 21st century skills. Hello? --- Like about cyber security and online harassment. I understand it is not our mission as educators to teach children how to be overall "good people" but we are required to teach them 21st century skills. And, this topic is a 21st century skill. End. Of. Story.

When I was in high school I was the president of  our school's "Stop The Violence" club (don't snicker or cyber harass me! ::sarcasm::). It was a club that started mainly due to the 1999 Columbine school shooting. We held peace rallies and other curriculum for the student body. Sure, some kids laughed it off, but the majority embraced the concepts. In my opinion, the only way to combat and teach students about cyber security and online harassment is through parent education, student education, peer-to-peer activities, and having students and teachers create a culture in their school that makes these things uncool or important. Talk. Talk. Talk. Keep communication lines open and active.

Here are some valuable resources if you want to start making this a daily objective in your classroom:
http://www.onlineschools.org/student-bullying-guide/
http://cyberbullying.org/
https://www.facebook.com/help/safety
https://www.facebook.com/help/116326365118751
http://www.ncpc.org/topics
http://www.stopcyberbullying.org/index2.html
http://www.affordablecollegesonline.org/college-resource-center/cyberbullying-awareness/
https://staysafeonline.org/stay-safe-online/for-parents/cyberbullying-and-harassment

Of course, you can find a million more!

Okay, that's my soapbox. Now, excuse me, while I go lecture my daughters about empathy for the hundredth time today. ;) And, don't worry as they age they will hear all about cyber security, too!

Peace,
Sara

Glog It!

For the remainder of the semester my new information tecnology topic is: Glogster!

As their YouTube station explains, "Glogster is a cloud-based platform for digital storytelling and interactive learning. It allows users to mix all kinds of media on a one virtual canvas to create multimedia posters, and access a library of engaging educational content created by students and educators worldwide. Glogster encourages interactive, collaborative education and digital literacy."

Their YouTube video is pretty super at showing you what Glogster is:

And, well, this really shows you Glogster...in 90 seconds!

So, simply put, Glogster is a cool, fun, fresh, groovy, interactive poster that you OR your students can create on any topic of your choosing! The only caveat, it's not free. Boo. You can get a free seven day trial though -  but that's really not helping anyone. You can get a one user account for $29.99. You can purchase a 30 users account for $39.00. Or, 125 users for $95.00.  Of course, if your school or department has funding they could pony up for the cost. Or, perhaps, you could share the cost of the 30 user account with a colleague and have 15 user accounts per teacher. There is no rule that you couldn't have groups of two from each of your class sections use the same user accounts, right? Anyway, frugal teachers could finesse the cost, if needed. In the end, the cost of these accounts are much cheaper than traditional, old school poster supplies: poster board, markers, printing costs, etc.! Sell that to your administrators?


DOWNLOAD THE IPAD APP: https://itunes.apple.com/us/app/glogs

Find us at: https://www.glogster.com
Twitter: https://www.twitter.com/glogster
Facebook: https://www.facebook.com/glogster
Pinterest: https://www.pinterest.com/glogster

Happy Glogging!

Sara :)

Assistive Technology & Accessibility

This week we are discussing assistive technology, accessibility and universal design. One of our discussion questions for class asked if the websites we used (personally or as educators) were accessible for ALL individuals. Sadly, this is concept/idea that I have never gave much thought (for example, is this website designed to allow for screen readers, videos closed captioned, can you only navigate the site with a mouse, etc. etc.). And, well, I think we ALL should stop and think about the inequality of the internet/websites for persons with disabilities. 

We all know about the ADA (Americans with Disability Act) is unquestionably valuable. In fact, section 508 of the ADA requires all federal websites to be accessible for persons with disabilities. However, we all know that the Internet's resources go far beyond federal websites for our society (and our classrooms!). While answering my discussion question on Blackboard this week, I came across this press release/litigation case. And, upon further web clicking, I came across this Wall Street Journal article. There have been many other lawsuits for similar problems (equal access to websites). If you are so inclined, you can find noteworthy cases at the bottom of this webpage (Netflix, Hotels.com, Amazon and beyond are on there!). 

There are real obstacles for persons with disabilities having fair and equal access to ALL of the Internet (or even simple technologies in public areas that you or I take for granted in our daily lives). It's easy to get assume technology is a easy fix or always a  for persons with disabilities --- but it appeared very quickly after some fast research that in the end Internet use actually leads to huge roadblocks, frustration and inequality for persons with disabilities. 

This is all food for thought. I truly appreciate that this topic was brought up this week! I think having accessibility audits for all websites would help this growing problem. But, of course, much more needs to be done and I am not an expert or special education resource. 

Lastly, I also did a little bit of digging on the Internet for assistive technologies designed specifically to be used in a Family Consumer Science Career and Technical classroom/lab (my area of specialty). And, well, I was a little disappointed as I only found two:

• talking food thermometers (to be used in cooking labs)
• Byteswitch: first and only adaptive sewing machine. The Byteswitch control allows the machine to be controlled by the mouth or hand. (http://www.abledata.com/product/byteswitch-sewing-machine).

Lastly, as resource to my fellow teachers, I found this website: http://techmatrix.org/. This is a searchable database of over 400 assistive and educational technology tools and resources. Absolutely a website you should stash away in your filing cabinet (though it doesnt allow for searches for subject areas like music, art, or career and technical courses. boo!). This article also lists multiple awesome Web 2.0 (yay!) apps to support diverse learners in the classroom.

That's a wrap!

Sara

1999

This week we are discussing mobile learning or M-learning. For this topic we read Lei & Zhao's academic paper entitled One-to-one computing: What Does It Bring to Our Schools (2008, Journal of Educational Computing Research).  One particularly interesting idea within this paper was the idea of "oversold and underused." Lei & Zhao explained,

                        One criticism of sizable expenditures for computers in schools is that computers
                        are often “oversold but underused” (Cuban, 2001). In other words, computers are
                        purchased and put in classrooms but are not sufficiently utilized by teachers
                        and students. In a one-to-one computing environment, does this criticism apply?
                        When every student has a computer, will it still be “oversold and underused?”

This idea of "oversold and underused" made me flashback to my junior year of high school. Though this is not a story about one-to-one computing or mobile learning, it is about this concept of "oversold and underused" in a school system. I was a junior in high school back in 1999. I was taking Mr. Urbanek's [picture a tall, skinny middle aged man with long blonde hair. he was seriously stuck in 1970. he seriously brought a deer head in to school and let it decompose in a garbage can in his office all year. yah. no joke. he was a weird bird.] biology class. As a culminating end-of-the-year project we had to create a portfolio of , well, to be honest, I don't remember what the portfolio was on. I do remember we had to use sources from newspapers, encyclopedias, journals, magazines, etc. and NO MORE than two from the internet. My parents had just invested in Encarta for home use (for those who are unfamiliar with Encarta it was basically an encyclopedia on a cd-rom). For Mr. Urbanek's project, I used Encarta for many of my sources. It was, after all, an encyclopedia. When I got my project back I got a big, fat F. The reason: too many internet sources. I was upset. Encarta was NOT the internet but he didn't want to hear it. In his mind, anything from a computer was "the internet". In the end, I set-up a meeting with the principal and sold my case. My mom, too. They were pushing technology and "computer labs" so much during this time. However, there was a teacher failing a student on a project because she used this "technology." The principal forced Mr. Urbanek to change my grade. He was seriously upset at the meeting and changed it with disgust and extreme reservation.

So, when this concept of "oversold and underused" was brought up this week it really resonated with me and this experience in high school (when technology was really being pushed in schools for the first time - besides Math Blaster and Oregon Trail, that is.). Technology in education is important. It's a skill set that every 21st century learner needs. Do I believe it should be at the forefront of every lesson - no. Do I think is the missing puzzle piece to improve the malfunctions of America's schools - no. Can it replace a teacher - absolutely not. I do, however, feel it is a valuable tool for educators and learners. Add it to our already brightly decorated and efficient teacher toolboxes. The problems lie currently with some educators using this said technology inappropriately (as a babysitter) or simply not being trained to use it effectively within their lessons (and, of course, classroom management skill sets need to be on point for effectiveness!). And, in some cases, they are simply too scared or grumpy to use/ try it. More professional development is needed for educators when it comes to implementing technology so it is worthwhile for the students and teacher. Looking back, poor Mr. Urbanek likely didn't understand the difference between the internet and a CD-rom/computer based encyclopedia. I know there are educators just as confused or technology illiterate in our present day schools. This needs fixed. We can't allow technology to be oversold and underused. It's simply not fair to our 21st century learners. And, frankly, to our teachers, too.

That's a wrap.
Sara

To Incorporate or Not?

This week we are discussing the use of social media in the classroom. Of course - surprise, surprise - social media also happens to be yet another popular Web 2.0 application. When I taught I used Facebook for the co-curricular club I advised Family, Career and Community Leaders of America (FCCLA). By using the Facebook platform, I was able to post reminders and information to club members about club meetings, fundraisers, competitions and field trips. It beat the old school afternoon announcements or bulletin boards. Students actually got the information! Score. I never delved into the world of social media in my classroom beyond this. I did have issues with parents wanting to "friend" me on Facebook and that was a slippery slope that was rather stressful (I was "friends" with some "parents" before I even started teaching their children but to the outsider it could have appeared differently). I agree "friending" parents blurs the lines. And, well, don't get me started on teachers "friending" students with their personal sites. I really appreciate the suggestion this week of creating a professional Facebook page and including it in one's parent letter at the beginning of the school year. No more parents searching for you on social media sites. And, well, if they do, no pressure to approve their invites with your personal accounts.

Though I may be the minority on this topic, I feel that social media is a Web 2.0 application that can simply be left out of the classroom. First, please understand that I am speaking purely about classroom use of popular, public social media sites (you know, Facebook, Twitter and all that jazz!). Of course social media has a place in the "business" realm of education (i.e. private school use to publicize and promote, school district twitter accounts, etc.). As I read one of this week's articles for class, I continually found myself agreeing with Gail Lecht's arguments for why it shouldn't be used in the classroom. Or, perhaps, used very sparingly. Though teaching students how to be media-literate is very important, I think we can manage to do this without having to incorporate Facebook or Instagram in our classrooms or lessons. Call me old school or a worry-wart, but I simply am not willing to take on that liability as a teacher. All it take is for one poor student choice, one mistake in your lesson delivery/implementation or one student who knows a little bit more than you about that social media site and you will be in a closed door, sweaty meeting at the central office faster than the speed of light! Besides, there are amazing educational social media platforms for teachers to use that are much safer for our student's privacy & digital footprints. I even struggle with using Facebook or Twitter for communication only. Even if I protect the account, it is/was possible for some weirdo to know that my club is/was meeting here or there at 2:30pm. So, um, yah, I am incredibly sheepish of social media in the classroom. If I am going to use it, I'd prefer to use sites designed only for schools/classrooms with regulated safety certifications ---- not common social media sites for Grandma Betty and the average Joe, too.

Which brings me to my favorite part: social networking sites made for teachers! Enjoy, you social media, Web 2.0 addicts:


https://www.classdojo.com/
https://redcritterteacher.com/home
https://www.edmodo.com/
https://www.nearpod.com/
Top Social Networks for Students & Teachers

Peace,
Sara

Podcasting

This week our topic of research and discussion is on personal broadcasting. Which, of course, is yet another Web 2.0 application that educators can use in the classroom. Wowza - Web 2.0 applications just keep coming, folks! Of course, you can make your own podcasts as an educator using platforms like this or that or this. And, let's not forget about the opportunity for your very own, bright, amazing, students to create their very own podcasts, too! You can also find some credible podcasts wrapped up with a bow for you or your students to enjoy all over the internet, too. I just spent the entire day lost in podcast land. Seriously. Click on any Ted Talks podcast and you will be lost with your headphones on for hours (for non-apple users, you can also locate them on YouTube).  [Side note: If you are a fan of Ted Talks, they have this amazing lesson plan resource for educators. Oh, and this, too.]

When I was teaching [you know, before my unpaid sabbatical to raise three adorable little kids], I never thought to use podcasts in the classroom. However, after this week, and quite frankly after getting lost in podcast land this afternoon, I can see how valuable they are/could be in the classroom AND out of the classroom. Podcasts have their disadvantages, sure (i.e. if using pure audio podcasts you are only targeting auditory learners, if you don't go beyond the podcast their is no interaction - just boring, classic listening). But, they also have tremendous advantages: remediation, for use when a student is absent, cost is typically free, possibility for expansion activities and they can simply spice up the instructional period.

So, once again, Web 2.0 can transform the way we can teach or learn. You never know, you may have this lil' guy in your classroom waiting to be challenged and unleashed:

Other helpful podcasting in the classroom resources:
51 Education Podcasts For the 21st Century Teacher
Best Education Podcasts
Teacher's Guide to Podcasting
How To Make a Successful Podcast
The Podcast Consumer

Web 2.0 - Blogs!

This week we are discussing Web 2.0 - which also happens to be the topic of my assigned information technology for this blog [cha-ching!]. So, I have decided to make this post entirely about blogging ---- a popular Web 2.0 application in the classroom.

If you are new to blogging or simply aren't exactly sure how to incorporate blogging into the classroom, please check out these handy dandy links. No need to reinvent the wheel here, folks. The internet is chalked full of "blogging in the classroom" ideas and information! Obviously, you can complete searches that are content specific to your teaching specialization.hbo

• Blogging in the 21st Century
• Read Write Think - Teaching with Blogs
• Ultimate Guide to the Use of Blogs in the Classroom
• How to Blog with Young Students

Now, for the fun stuff! Below are links to blogging sites/applications that really work for teachers:

• Audio Boom - audio blogging site.
• Blogger - blogging platform.
• EduBlogs - blogging platform designed for teachers (so cool!).
• iPadio - broadcast from your phone to the internet live.
• Podomatic - a podcast publication tool.
• Tumblr - simplified blogging platform.
• Vocaroo - very barebones website but allows you to record your voice so you can email it or post it online.
• Voice Thread - if you visit the website, watch the video of Micheal Fort
• Wikispaces - free for educators! 
• Word Press - blogging platform.

Of course, this list is just to get you started. There are many , many more blog applications for teachers to use. 

When I taught in Virginia I use to keep a class blog for my preschool parents. With the parents prior written permission, I would post daily with photos from our day in preschool, our daily objectives and any other administrative information. The blog was password protected so only invited readers could access it. The parents loved it and it served as a superb communication tool. So, take a minute to think about it: How could you use blogging in your classroom?

Cheers to Blogging,

Sara

Share it or Sell it or Stay in your Classroom?

This week in IDE 611 we are discussing "Online Resources for Educators." We are dissecting topics of credibility of online sources, accessibility and wrestling with the question of can technology really enhance teaching and learning. While reading the introduction of the week's topic by Professor Lei, I had some rather passionate feelings/opinions when I clicked on this link/article she posted: Should Teachers Be Allowed to Sell Their Lesson Plans?

Let me back up a few years. I was the lead Family Consumer Science teacher at our high school. We had two new Family Consumer Science teachers join our school/team. I knew what it was like to start as a new teacher and feel like you were drowning. So, after a little subtle hinting from my administration, I forked over my insanely huge lesson plan binders that I bled and sweated over for countless, sleepless years. My teaching bible, if you will. As soon as I handed it over, I pretty much wanted to cry. The next thing I knew these new teachers were relaxing and socializing during the weekends and week nights. Arriving before the morning bell and leaving after the last afternoon bell. Meanwhile, I showed up early and left way too late. They didn't have to spend 20+ hours every weekend lesson planning like I did my first year teaching. They were just photocopying my lessons and materials and using them with ease. My intellectual property was now theirs. My pride and joy. No one ever handed me anything when I started teaching. I recreated the wheel for everything. I was jealous. Sure collaboration is needed necessary between educators. I loved seeing what amazing things my colleagues were doing (within my discipline and outside of it)! And, we should share ideas. Make each other better educators. But, to reference the article I post above, those lessons were mine. The school did not "own" them. I mean, seriously, what teacher actually uses their planning period to actually "plan." Rather, they squeeze in a much needed bathroom break and are slammed with meetings, communicating with parents, professional development meetings, grading (if you are lucky!), making copies, advising co-curriculars/clubs, given an assigned duty, or asked to cover another teacher's class. The list goes on.

So, should I be able to sell my intellectual property? My lesson plans. I believe so. Should I collaborate, open up my filing cabinet and share with my colleagues - absolutely! But, I do believe that it should be my choice what I should do with my intellectual property. The school pays me to educate students --- which is what I do during my contractual time ---- But, everything that needs to be completed so I can teach during my contractual time is done on my time. I don't think I am the exception to this reality. Teachers in our country work hard. Very hard. Don't get me started on the "but they have their summers off" argument (when I taught I spent some of my summers on required professional development conferences and taking students in my co-curricular organization to student competitions for days at a time). Or, the classic "don't work a full day" argument. If you do, well, you may unleash a very scary blogger... I am not trying to be a teacher martyr but, well, it never hurts to express your feelings. It's healthy, right? ;)

So, given the topic for this post, I felt it was only fitting that I share some Web 2.0 lesson planning tools with you, my dear fellow readers. Maybe for you to use -- or to make some extra money with:

• https://sharemylesson.com/
• http://betterlesson.com/
• http://www.teachersnotebook.com/
• https://www.teacherspayteachers.com/
• https://www.lessonplanet.com/
• http://www.educationworld.com/
• http://lessonplanspage.com/

Cheers,
Sara

Who, What & What?

Who Am I?

I am Sara. A mother. A wife. A Family Consumer Science Educator who is currently on "unpaid sabbatical" [sarcasm] to raise our three children. Born in Ohio. Taught seven years in Virginia. Relocated to Syracuse, NY four years ago. A Master's student in the Teaching & Curriculum program at Syracuse University who is on the slow and steady one-course-a-semester plan. I'll graduate when our youngest child is in college [sarcasm, again!].

What is this blog?

This blog serves as another avenue (beyond Blackboard) for further dissection and/or thoughts about topics and coursework from my Technologies for Instructional Settings course (IDE 611) at Syracuse University. Not only will I post odds and ends from class, I will use this blog to inform readers/classmates about a class assigned informational technology. So, for the first half of my semester enrolled in IDE 611, I will be informing readers about [Drum roll, please]: Web 2.0.

What is Web 2.0?

I searched the internet for a fresh, funky video to enthrall my readers that easily defined Web 2.0 --- but I failed. I decided to spare you the elevator music and monotone explanations that plagued my YouTube searches (Seriously, just search Web 2.0 in YouTube!). Instead, I am going to spell it out as directly and concisely as possible.

Before you can truly understand what Web 2.0 is you must first understand what is Web 1.0. Think of Web 1.0 as the first phase of the world wide web. It was a time when users came to the internet to simply find information. This information was simply read and there was no commenting, reviews, feedback, or sharing with the creator or other users. Web 1.0 did nothing for you but give you information. It was a one sided relationship. It gave you information. You read it. Consumed it. End of the simple Web 1.0 story.

Web 2.0 is the next phase of the world wide web. It is what we now access, likely, daily with our smartphones & tablets. It is no longer an one-sided relationship. As the blog author of WittyCookie explains, "Web 2.0 encourages participation, collaboration, and information sharing. Examples of Web 2.0 applications are YouTube, Wiki, Flickr, Facebook, and so on." Web 2.0 is interactive. It is no longer static like Web 1.0. The internet provides a service for users now. Before, with Web 1.0, it was your [crazy, huge circa 90's IBM jalopy!] desktop computer and you. Now, with Web 2.0 you are not only creating or accessing services you are also collaborating, sharing, and manipulating (your own or others) information with other users/people from everywhere, 24-7.

This blog is an example of a Web 2.0 application. The world wide web is providing me a free blog hosting service. I have created this blog and now you, as the reader, have the option to comment, share, post it or even try to recreate your own better version of it. Facebook provides me a social networking site. Wikipedia allows me to read information and now change it (unlike in Web 1.0 where users could not change anything).  Looking through the lens of an educator, when a student uses Web 2.0 they no longer memorize the information - they "make" or "create" using that information. Nothing is static or one-sided.

Though not every post will be about Web 2.0, I do plan to further your understanding of Web 2.0 and give you ample examples of Web 2.0 applications that can be used in the classroom. Stay tuned you poor, unlucky souls who have been assigned to read my blog.

Cheers,
Sara