Blog Post #5

As I already mentioned above, this week I want you to take time to reflect on the PLN you have started building in this course. I would like you to display/describe your PLN through a visual published on your blog. You have the flexibility to decide how you want to do this. Reflect and be creative! Please make sure you describe your thoughts in detail if they are not conveyed through the visual. 

I have learned so much through the MET program in regards to using digital tools to enhance my classroom. However, now I am beginning to see how I can use many of these same tools for my own personal learning network.  I used to see PD as something that I had to endure because someone else decided what I needed to learn to become a better educator.  Now, as this visual shows, I feel like I am in control of what kind of professional development I receive because I am learning how to use my network of digital tools to tap into the information that I want to enhance or satisfy my desires.  I have become the center of my own learning where the technology serves my needs.  In years past, our professional development revolved around a presenters agenda. With today's technology, my professional development can be personalized so that it revolves around me.

Twitter Chats

Create a new blog post about your experience participating in the two 
Twitter chats. Which chats did you participate in? What did you like? How 
were the two chats similar or different? What did you think about the 
content in the Twitter chat? Did you follow anybody new from the Twitter 
chat? What did you find challenging? What could be done to improve the 
experience? 

I participated in two different chats.  One of the chats was about character education and the other was about parental involvement in education.  Like so many other things, when there was quality participation the chat was worth the time.  However, in the character education chat there was way too much down time and very little participation.  In the other chat on parental involvement there was much more of a flow and the discussion proved to be productive.  The only thing that I didn't like was that during the chat it is often difficult to follow the conversation because the topics often tangent to other ideas while someone else is still tweeting about a comment several tweets ago.  

The content of the tweets is dependent on those who are doing the tweeting.  I felt like I didn't get much out of the character education chat because the topic was too broad and didn't peak much interest.  The chat about parental involvement was much better because it seemed to be more focused and the tweets stayed true to the questions that were being asked.  Ironically, I did not realize that I was following a peer at my school who happened to lead the chat on parental involvement.  It was cool to be able to go to school and discuss it with him the next day.  

I think that I prefer following people that I respect and already know in order to develop my personal network.  Most of the people that I follow I found through others who retweeted them, or were recommended by Twitter.  The twitter chats do have a place in professional development, but the time investment when you are not really sure what is going to come out of it can be a disappointment.  Whereas, when I follow those who I choose in my professional learning network I know that I am going to get the quality information that I want without having to invest a specific time/amount of time into a chat.

Blog Post #4- PLN's and New Social Networking Sites

After you complete the required reading and look at the resources I have listed in Black Board this week you should sign up for 1 or 2 new social networking sites I have suggested (or something similar) and try it out. After you spend some time trying out the new tools write a blog reflection. When you try out the new social network(s) I want you to specifically look for resources that would be helpful when working with diverse students. For example, maybe you run across a Pinterest board with lots of resources for working with gifted or ESOL students.  


The two different sites that I have signed up for are edchat and edWeb. Edchat started out as a Twitter conversation but has now evolved into a PBworks wiki.  I like being able to simply use my Twitter account #edchat and follow/join conversations.  It is also nice being able to visit the success stories page and learn what others are doing in their classrooms that was beneficial.  EdWeb.net is a social network that allows teachers to connect with colleagues, collaborate on goals and projects, form our own professional learning communities, mentor one another, or just practice using new technologies.  I am really interested in the specific agenda that includes a game based learning forum that is supposed to bring teachers together with game developers to explore best practices and further the discussion of possibilities within the field.  I have always believed that if there was a way to incorporate gaming into my classroom then I would use it whenever the opportunity presented itself.  I think it is an untapped digital tool that would bridge the gap between so many classes,students, and subjects.  Being able to tap into gaming would be crucial in working with diverse learners.  So many students from various backgrounds, as well as students with different skill sets, all enjoy digital gaming.  Therefore, I would love to find a way to incorporate games like "Call of Duty" with real World War history.  It would be great to have differentiated instruction with a diverse group of learners all being able to report on different battles of world wars as they fight their way through them (with or against each other).

On Twitter I now follow two Game Based Learning accounts, both of which came from my social network on EdWeb.net.  With these accounts I have come across this site (http://www.connectededucation.com/2012/02/ten-reasons-why-game-based-learning-works-in-education/)
which discusses the truth of why game based learning works with all kinds of diverse students.  I am still looking for some great lessons that incorporate some of the most popular gaming systems/games on the market with the curriculum I teach , however I will not give up my goal of making "war history" relevant and fun through gaming.  If it is out there, I know I have a better chance of finding it through my own digital PLN than I ever would through the traditional PD services that I have endured over the last 18 years.  I am already looking forward to a webinar that will be co-hosted by edWeb.net in cooperation with Game Based Learning in April that is about using Minecraft as a game design engine for students.

Blog Post 3: Networked Classrooms

• What are the advantages or disadvantages of a networked classroom?
• How can you slowly transition your classroom to become a networked classroom?
• How could a networked classroom address the diverse needs of all learners (sped, gifted, ESOL, etc.)?

In my experience, as well as in my research, I have to say that the single most important advantage of having a networked classroom is the opportunity to have complete student engagement in important discussions.  Social media like Twitter, YouTube, or Facebook provide an effective way to enhance communication between students in regards providing an opportunity to have every one's opinions heard.  Students who often would not participate in a classroom discussion have an easier time posting or tweeting their thoughts that help to create a more meaningful dialogue than what would be expected in a traditional setting.  Although there are many other advantages mentioned by Richardson and Mancabelli, and I do believe that "none of us is as smart as all of us", I have found that getting total engagement from my students in my government class on topics that I want to check for understanding on means more to me than the collaboration piece of a networked classroom.  However, all the things mentioned demonstrate why we should be striving for having networked classrooms, or at the very least networked lessons on a regular basis.

If there are any disadvantages to a networked classroom, I would say that students using inappropriate etiquette has to top the list.  Too many times students often mistake my being "friendly" as being their "friend".  In addition, many students do not treat others with the same kind of respect in an digital post as they would if comments were made in front of them in a public setting like a classroom.  Also, there are still too many students who simply do not have access to the digital tools.  Even though there may be a majority of students who know how to use a networked classroom to its full potential, all it takes is one or two students who do not have access and it can shut down an entire class.  It is very similar to when you ask students to bring their books to class so you can complete your daily lesson and a handful of students do not have their book so you have to scramble to try and accommodate those kids....very frustrating.

In spite of all the advantages/disadvantages mentioned, there is no doubt that networked classrooms are the way of the 21st century.  I think in many ways we have all already started the transition.  We have slowly gotten rid of gradebooks, over-head projectors, televisions, and film strips while replacing them with smart boards, lab tops, and supplying the internet. Richardson and Mancabelli suggest starting slowly, and encourage teachers to embrace the failures that are sure to occur.  I think this is the best advice to take.  We have to change.  There will be problems.  However, there will be success as well.  Every time I try and change a lesson from what I was doing (having students make a "silent film about the 1920's" and turn it in on a VHS tape) to adapting it to technology today (no film the movie on your iphone and post it on YouTube) it comes with some failures. However, it is always better with each year.  Therefore, I embrace the challenge because I know the benefits will far outweigh the drawbacks. 

 In addition, a networked classroom has the potential to allow all students to learn and create at their own pace while accessing various tools that can enhance those students who need more images, visuals, and examples before completing their work.  Having a networked classroom can actually accomplish the impossible task of differentiated instruction for each student for every lesson.  As students have access to all these tools, they can seek endless assistance online by seeking out the very things they feel like they need to finish an assessment. Instead of waiting to ask the teacher for constant clarification, it will be possible for the students to take charge of their own learning and whenever they "don't get it" they can seek out assistance online (via chat, discussions, etc.) without having to rely on the teacher alone.

Twitter Blog- week 3

To wrap all your learning up this week, I want you to post another reflection to your blog. Please post about your first reflections of learning about and using Twitter. Feel free to mention anything from the reading or resources I have given you this week. You can also share other great resources that you have found. 

I have been on the bandwagon of using Twitter for the past couple of years.  I was never a real strong advocate of Facebook, but for some reason Twitter seemed to meet the needs I have in regards to social media.  After using it solely for social networks, it was easy to see how many other ways this tool could be used as a teacher. However, like so many other tools when they are first uncovered, we were told that we shouldn't use Twitter to engage students because of the fear that something "bad" could happen.  Of course something bad can happen anytime students and teachers interact, yet there were a few news headlines across the nation that seemed to confirm that social media was a bad idea for the 21st century classroom.  As time has passed, I believe the stigma of teachers and students using Twitter has subsided to a degree.  Therefore, I have Twitter accounts that are for direct communication with my players/parents as well as an account that is more humorous and inspirational.  I am now going to start an account for professional development and classroom research/participation.  My accounts are @coachbcissell, @FHCsoftball, and @MrCissell.  Each of them have a different purpose and require a different amount of engagement.

My experience is that when you choose to follow an account that is professional in nature such as @edublogs or @internet4classrooms, you will get lots of ideas but many of them are impersonal.  I prefer to follow people that I know and respect as educators.  They have proven to be more beneficial to me in terms of practical application than professional accounts.  I think this is what the "Twitter Handbook for Teachers" was referring to in regards to creating your own "radio stations".  The more people that I know as professionals/personally who Tweet their ideas allow me to fine tune my station instead of following a larger, generic "station".  For anyone who has ever used Pandora or Spotify Internet radio, the same concept applies to Twitter in that the more you use it and "like" things the more satisfied you will be with your account.  The best advice that I can give to anyone who is new to Twitter is use it anyway you wish.  Like so many other digital tools that are available, they will be of no use to you if you don't find a practical way to implement it into your personal or professional life.  Twitter is one of the few digital tools that can be great for both!

EDET 543 Blog Post #1- Professional Learning Networks

For your blog post this week, I want you to reflect on the reading from the Introduction and Chapters 1 & 2 in the Personal Learning Network book. Back up your reflection by referring to content in the book or linking to additional resources you find

After completing the readings this week in regards to Professional Learning Networks, it is apparent through both the research that has been conducted and my experiences over 18 years that educational pedagogy must change in regards to how we conduct our classrooms as well as how we obtain our own professional development.  Too many schools are still holding onto the believe that the way things have been done in the past is the best way to achieve success today.  The fact that schools must reevaluate their policies in how they view cell phones and other digital technology in regards to the access they allow students to have throughout the school day is irrefutable.  However, what is often overlooked is that professional development may be more antiquated than the philosophy that disallows digital tools in the classroom.  For instance, I have been involved with countless professional development days in the last 18 years where I have left my training feeling as if the presenter had no idea what life in the modern classroom even looks like.  I am sure many of us have left PD training wondering why the presenter feels it necessary to simply read off their power point slides when there are so many other digital methods that could be used to engage educated professionals.  I would have little success in my classroom if I delivered my subject matter in that fashion, however this seems to be the protocol more often than not.

As a result, I completely agree with Richardson and Mancabelli who advocate that teachers need to take ownership of their own professional development by taking advantage of PLN's.  I recently have started utilizing various networks through Twitter.  In one of the few professional development days that was dedicated to technology, we had a teacher share their insights into all the accounts they had discovered on Twitter that are designed for teachers or direct educators to useful digital tools, 21st century digital lessons, and educational discussions. After leaving that training in particular, I was sold on the idea that if I wanted to grow professionally I needed to pursue my own network where I choose to follow those who I find most interesting and those who I find most beneficial to my classroom. Through my MET program I have also been introduced to Blogger and how to use RSS reader, both of which continue to be a great source of professional growth.  As Richardson and Mancabelli alluded to in their text, it is important for all of us in education (not just students) to understand that social media, Twitter, Facebook, and other 2.0 tools are not just for socializing and entertainment.  These tools can be the best opportunity we have to obtain a greater level of education than we have ever been given before...we just have to learn how to incorporate them in a productive fashion.