This document discusses using blogs in the classroom. It begins by defining what a blog is and explaining that blogging allows teachers to easily create webpages to share ideas, classroom information, and student work with others. Several free blog hosting platforms are described that can be used to create class blogs, student blogs, or shared group blogs. Guidelines are provided for setting up blogs and assigning blog content for students. The document concludes by listing additional web 2.0 tools that can be embedded in blogs.
Google: Beyond Search -- Google Apps and MoreMr.Ateach
This document summarizes Google Apps for Education, which provides free hosted solutions for schools including Gmail, Google Docs, Google Calendar, Google Sites, Google Video, Google Voice, Google Books, Google Custom Search, Google Maps, Google Sketchup, and more. It highlights features such as browser-agnostic access, single sign-on for multiple services, real-time collaboration, automatic saving, and publishing documents to wider audiences. Examples are given of how teachers can use the various tools for assignments, communication, planning, and more. Training resources are also listed.
This document introduces several emerging technologies that have the potential to improve teaching and learning in the 21st century, including podcasting, YouTube, wikis, blogs, social bookmarking, and Google Docs. It provides an overview and examples of how each tool can be used, benefits and potential drawbacks, as well as resources for learning more.
The document introduces Web 2.0 tools that can be used to personalize learning for students. It provides a scale for teachers to self-assess their familiarity with Web 2.0 tools, from not understanding what they are to being able to identify more than three and use at least two in instruction. It then lists and provides links to examples of Web 2.0 tools in different categories like presentation, photo/video, mind-mapping, polling, voice recording, and collaboration tools that can be used to go beyond static web pages and enable user-generated content and sharing.
An outline of a presentation about web 2.0 tools for teachers and to use in the classroom.
On the course teachers will already have covered podcasting and blogging before this presentation.
This document provides an overview of objectives and activities for Session I of a digital leadership course. The session focuses on using digital tools like external storage devices, online surveys, graphic organizers, and wikis. Participants will learn how to save files to flash drives, create and distribute surveys using Zoomerang, make graphic organizers in Gliffy, collaborate on documents using wikis, and navigate the course site on Blackboard. The session aims to help educational leaders become confident technology users.
The document discusses different aspects of Web 2.0 including blogs, podcasts, and wikis. It provides definitions and examples of how each can be used for educational purposes. Blogs allow sharing of information and feedback. Podcasts allow recording and sharing of audio files. Wikis enable collaborative editing of content online without programming skills. Overall, the document explores how educators can leverage various Web 2.0 tools to enhance teaching and learning.
This document provides a comprehensive list of online tools and applications that can be used for various educational purposes, organized into categories. It describes tools for creating online presentations, word clouds, timelines, and other media. It also includes tools for sharing and collaborating on documents, conducting surveys, creating animations and ebooks. Further tools are outlined for classroom innovation through flipped learning, organizing materials, and teacher professional development. Overall, the document serves as a useful reference guide to the many free and browser-based digital tools available for enhancing teaching and learning.
This document discusses the use of weblogs or blogs in educational settings. It defines blogs as websites organized with dated entries in reverse chronological order that allow readers to comment. The document outlines several potential uses of blogs in instruction, including for reflective journals, networking, sharing resources, and submitting assignments. It provides examples of free blogging software and references several articles and books about using blogs in and around the classroom.
Educational tools of Web 2.0 like Flickr, Delicious, and Bubbleshare can expand curriculum by supporting a new collaborative learning environment. Web 2.0 represents a shift from static to social web where users can create and share knowledge. Common Web 2.0 tools for classrooms include social bookmarking sites to share research bookmarks, photo sharing sites to post presentations, and wikis or blogs for collaborative document writing and discussion.
The document discusses the use of social networking and Web 2.0 tools in schools. It provides statistics on student use of blogs, social media, and online profiles from various surveys. It also discusses concerns about these tools from administrators and legal issues. Finally, it promotes using social media collaboratively for projects, sharing resources, and engaging students. Specific tools mentioned include wikis, RSS feeds, blogs, YouTube, SlideShare, and Google docs.
This document discusses free tech tools for English teachers to use for collaborating, presenting/demonstrating, communicating, and researching/professional learning. It provides examples like Google Docs, SlideShare, blogs, wikis, Twitter, and LiveBinders. It also lists recommendations for following experts online and curating a professional learning network to stay informed.
The document discusses the current state of new media and online literacy. It notes that more people are using social media and participating in user-generated content like blogs. New media allows for personalization, interaction, content creation and collaboration between users. Stories online can be interactive and involve the reader directly, take many forms beyond just text, and can be both individually authored and collaboratively written. Folksonomies and tagging allow users to organize content in personalized ways and say something about how individuals categorize information.
This document introduces tools for creating, storing, sharing, publishing, and curating digital content online for free. It discusses services like Google and Microsoft for writing and storing files, Flickr and Jolidrive for photo storage, and video platforms. It also covers finding content through sites like Creative Commons, getting social on platforms, and publishing through blogs, WordPress, or Scoop.it. Advanced options discussed include virtual learning environments like Moodle for interactive teaching and forums. The overall message is that there are now many excellent free online resources for digital creativity, learning, and establishing an online presence.
Rafael Scapin presented the top 32 Web 2.0 tools for teachers at Dawson College's 2012 Pedagogical Day. The tools included Google Drive for document creation and editing, Dropbox for file syncing, and CloudMagic for fast search across email and file storage services. Many tools allowed creating presentations, websites, eBooks and infographics as well as capturing and editing videos and screenshots. Tools like Evernote, LiveBinders and Join.me supported note taking, organizing and screen sharing. Polls, discussions and student work could be facilitated using tools like Poll Everywhere, VoiceThread and Gnowledge.
This document discusses the importance of sharing and accountability in professional learning communities. It argues that sharing allows educators to connect with each other and learn from one another. When educators share their work openly online, it fosters collaboration, reflection on teaching practices, and continuous learning and improvement. However, oversharing can also bring risks, so educators must find the right balance of autonomy, connections, and transparency that works for their situation. Overall, creating a culture of trust and open sharing holds educators mutually accountable in a natural way.
This document discusses various Web 2.0 tools that can be used in language classrooms, including blogs, wikis, social bookmarking, speaking tools, writing tools, listening tools, online games, and tools for vocabulary acquisition. It provides examples of specific websites for each tool type, how they can be used, and tips for integrating them into language learning.
This document discusses using emergent technologies in teaching. It contrasts Web 1.0, which was read-only, with Web 2.0, which enables collaboration, communication and sharing through social media platforms. It argues students today are "digital natives" fluent in digital technologies. Effective digital learning engages students through multimedia, social interaction, and immediate gratification. The document provides examples of Web 2.0 tools for collaboration, including social bookmarking, blogging, wikis, photo/video sharing, Google Docs and microblogging on Twitter.
- The document discusses various Web 2.0 tools that can be used for learning like wikis, blogs, media sharing, Google Docs, and social bookmarking.
- It provides examples of how each tool can be used in the classroom for collaboration, organizing resources, and engaging students in project-based learning.
- The presentation also covers potential drawbacks of using these tools and how Web 2.0 supports 21st century learning frameworks.
This document provides an overview of using blogs, wikis, and podcasts in language teaching. It discusses how these tools can engage and motivate digital native students. Blogs allow students to publish their work online and build e-portfolios. Wikis facilitate collaborative writing. Podcasts combine audio with online publishing. The document provides guidance on setting up blogs, wikis and podcasts for educational purposes and examples of their implementation in language classes.
This document discusses various virtual learning environments and technologies that can be used to extend and enrich education, including communicating with students and parents remotely. It describes tools like wikis, blogs, websites, and Padlet that allow for digital collaboration, sharing of media and student work. Specific platforms like Kidblog, Wikispaces, Google Sites, and Weebly are explained and examples are provided of how they can be used for class blogs, wikis, student portfolios and project-based learning. The document advocates utilizing these technologies and virtual spaces to engage students and foster interactive, collaborative learning.
This document discusses using social networking sites and Web 2.0 tools in language classrooms. It defines Web 2.0 as technologies that allow for mass participation and collective intelligence to create value. Common Web 2.0 tools mentioned are blogs, wikis, social bookmarking, photos/videos, and presentations. Blogs in particular are discussed as having benefits for students like access to notes and feedback, and for teachers to easily organize materials. Setting up blogs and using them in class is outlined in steps.
This document discusses using blogs in K-12 classrooms. It defines blogs and compares them to websites, noting that blogs are easier to update and encourage discussion through comments. The document outlines several reasons to use blogs in the classroom, including that they are interactive, engage students in writing and sharing work, and help integrate technology. It provides examples of how teachers can use blogs, such as for writing prompts, project updates, and connecting with other classrooms. The document also discusses blog safety and lists tools for creating classroom blogs.
This document discusses different types of educational blogs (edublogs). It explains that blogs can be used to place lessons online, expand student access to materials, and enhance classroom interaction. Some key types of edublogs mentioned are tutor blogs, which provide class information, class blogs for discussion, learner blogs as a writing portfolio, and reflective teacher blogs. Blogs offer advantages over discussion boards like easier linking and potential for public involvement outside the classroom.
Blogs can be used as an effective educational tool in several ways:
1) Blogs allow students to write, reflect, and collaborate, while also engaging different learning styles.
2) Teachers can use blogs to communicate with students, provide feedback, and monitor student performance.
3) Blogs enable classroom extension beyond physical boundaries by allowing students to work anywhere with internet access.
4) Common ways blogs are used in classrooms include for classroom management, collaboration, discussion, and hosting student portfolios.
Blogs have become a popular way for people to communicate on the internet. They allow for instant publishing and cost little to create. Blogs can take many forms, from personal diaries to forums for discussion. When used in education, blogs provide opportunities for students to reflect on their learning, collaborate with others, and develop stronger writing skills through regular practice. Teachers can create different types of blogs for various classroom purposes, such as sharing resources, documenting lessons, or facilitating student projects. Planning the purpose and features of an educational blog is important for effective implementation in the classroom.
This document provides information and guidance about starting educational blogs. It discusses the author's personal, teacher, and sample student blogs. It provides tips for getting started blogging including choosing a platform, writing posts, adding pages and widgets, enabling comments, and establishing a blogroll. Guidance is given around topics for first blog posts and important considerations for student safety and privacy. Potential learning outcomes for both teachers and students from educational blogging are outlined.
This document outlines a project using blogs and wikis to support student writing. It found that students who wrote essays as blogs were more likely to meet deadlines, act on feedback, and read each other's work. Students liked getting quick feedback and building an online portfolio. The document provides advice on setting up blogs and wikis, including having the framework ready, teaching feedback skills, and using sites that alert teachers to new posts. Benefits included lighter paperwork, quicker assessment, and resources that can be reused. Wikis and blogs could also be used for extension activities, practice essays, and reflective blogs.
This document outlines a project using blogs and wikis to support student writing. It found that students who wrote essays as blogs were more likely to meet deadlines, act on feedback, and read each other's work. Students liked getting quick feedback and building an online portfolio. The document provides advice on setting up blogs and wikis, including having the framework ready, teaching feedback skills, and using sites that alert teachers to new posts. Benefits included lighter paperwork, quicker assessment, and resources that can be reused. Wikis and blogs could also be used for extension activities, practice essays, and reflective blogs.
This document discusses using blogs and wikis for blended learning. It defines blogs and wikis, outlines their benefits for educational purposes, and provides examples of how teachers and students can use them. Specific ideas are given for blog and wiki activities, such as book reviews, photo blogs, and collecting information on course topics. Resources for tutorials and hosting services are also listed. The document encourages readers to set up sample blogs and wikis of their own to experience using these tools.
Teachers have begun using blogs as an educational tool in the classroom to motivate students and provide opportunities for collaboration, discussion, and developing writing skills; blogs are easy for both teachers and students to use, and allow learning to extend beyond the classroom through posts that can be accessed from any internet-connected computer; while blogs provide benefits, teachers must also address risks like privacy and take steps to educate students on acceptable online behavior when using blogs.
The document discusses blogs and wikis and their use in education. It provides information on how to set up blogs and wikis, different types of each, and their benefits for student writing. Blogs allow individual expression while wikis enable collaboration. Examples are given of how teachers can incorporate blogs and wikis into classroom activities to improve students' writing skills.
This document discusses using Google Sites and Blogger for e-learning in social studies. It provides instructions on setting up a Google Site as a class website for sharing resources, and using Blogger for student blogging. Benefits include more timely feedback, an online portfolio of writing, and an audience for students. Challenges include lack of computer access and internet blocking. The document suggests structuring learning around Moodle, Google Sites, Blogger, and Google Docs.
The document introduces several free Web 2.0 tools that can be used for language learning, including Writeboard for collaborative writing, Google Wave for online discussions, Wikispaces for creating wikis, and Wordle for generating word clouds from texts. It also discusses how teachers can evaluate student participation and work done using these tools, with a focus on completion, content, presentation method, and clarity rather than grammar. Teachers are encouraged to visit Classroom 2.0 to learn from other educators about integrating Web 2.0 tools into classroom instruction.
This document discusses blogs and their uses in education. It defines blogs as online diaries that are arranged in chronological order and allow readers to comment. Blogs can be for personal use, special interests, news, business, or politics. For education, teachers can create tutor blogs to share class information and homework. Students can create individual student blogs or contribute to a class blog. Blogs in education, or edublogs, allow extra practice, class summaries, and discussion outside the classroom.
This document discusses blogs and their uses in education. It defines blogs as online diaries that are arranged in chronological order and allow readers to comment. Blogs can be for personal use, special interests, news, business, or politics. For education, teachers can create tutor blogs to share class information and homework. Students can create individual student blogs or contribute to a class blog. Blogs in education, or edublogs, allow for reading practice, links to extra resources, and class discussions outside the classroom.
This document discusses blogs and their uses in education. It defines blogs as online diaries that are arranged in chronological order and allow readers to comment. Blogs can be for personal use, special interests, news, business, or politics. For education, teachers can create tutor blogs to share class information and homework. Students can create individual student blogs or contribute to a class blog. Blogs in education, or edublogs, allow for reading practice, links to other resources, and class discussions outside the classroom.
The document discusses using blogs in elementary classrooms to enhance technology literacy and student writing. It provides examples of how teachers can use blogs to reflect on lessons, communicate with parents, showcase student work, and more. Students can also create individual blogs to complete assignments, express opinions, and develop an online portfolio of their writing. Setting guidelines and modeling good discussion prompts are important for successful classroom blogging.
Enhancing the Practice Standards with Technology Jennifer Gatz
This document provides an overview of tech tools that can be used to enhance the Standards for Mathematical Practice. It discusses how tools like Kahoot, LiveBinder and illustrative mathematics websites can help students develop skills like making sense of problems, constructing arguments, modeling with math, and using tools strategically. While technology is not emphasized in math standards, tools are recommended as a way to connect, collaborate, communicate and create for deeper learning. Examples of apps are provided for each practice, and it is noted that the tools alone do not guarantee proficiency - the tasks and how students think must support the practices. Reflections emphasize having students explain concepts and learning how to learn over just explanations.
This document discusses using 6 word goals to focus efforts. It repeats the date "Tuesday, September 24, 13" multiple times, suggesting setting very short, focused goals for each day to stay on track. The frequent repetition of the date also emphasizes taking action each day toward achieving one's 6 word goals.
Instructional Coaching Technology PD Create It A Jennifer Gatz
The document summarizes an instructional coaches technology professional development session focused on using images and visuals to enhance learning. The session covered topics like finding and creating images, making images interactive using Thinglink, combining images and text using Skitch, and creating and using QR codes. Participants worked on tasks like combining a six word story with an image and creating a QR code for their school website or blog.
This document discusses using audio and podcasting to support student learning. It provides ideas for different types of podcasts students could create, such as weekly announcements, reflecting on assignments, demonstrating knowledge, and reading aloud. The document outlines the process for creating a podcast, including imagining the goal and audience, preparing a script, recording and editing the audio, adding enhancements, and publishing the podcast. QR codes are presented as a way to link podcasts to other materials. Overall, the document promotes using podcasts and audio recording to increase student engagement and learning.
The document discusses a session about creating videos to support student learning. It provides tips and resources for creating videos, including brainstorming, storyboarding, shooting footage, editing, and sharing videos. Images and screenshots are included to demonstrate composition tips, video editing software, image search options, and video hosting platforms.
This document provides an overview of a professional development session focused on digital literacy and using technology tools to enhance teaching and learning. It discusses how visuals are processed more quickly than text and the importance of integrating images into instruction. Various tools are presented for finding, editing and sharing images and other digital content, including Compfight, Skitch, Phonto, Haiku Deck, QR code generators, Comic Life and Educreations. Teachers are guided through tasks to create multimedia content and QR codes to share their work.
This document provides an overview of podcasting and how it can be used in education. It begins by defining a podcast as an audio or video recording that is made available online. It then lists several benefits of podcasting such as allowing students to demonstrate their knowledge, incorporating a variety of skills, and providing an authentic activity. The document provides examples of student podcast ideas and sample teacher podcasts. It outlines the stages of podcast production from preproduction to publishing. It also provides information on tools, editing, adding audio effects, and publishing podcasts. The overall purpose is to encourage the use of podcasting to allow students' voices to be heard.
This document provides an overview of podcasting and how it can be used in education. It begins by defining a podcast as an audio or video recording that is made available online. It then lists several benefits of podcasting such as allowing students to demonstrate their knowledge, incorporating a variety of skills, and providing an authentic activity. The document provides examples of student podcast ideas and sample teacher podcasts. It outlines the stages of podcast production from preproduction to publishing. It also provides information on tools, editing, adding audio effects, and publishing podcasts. The overall purpose is to encourage the use of podcasting to allow students' voices to be heard.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
1. Blogging in the ClassroomJennifer GatzOct. 9th, 2009www.myteacherpages.com/webpages/gatzwww.mrsgatz.blogspot.comDWMS Classblogmeister Blog Spot
2. What is a Blog?A blog (a contraction of the term "weblog")[1] is a type of website, usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video. Entries are commonly displayed in reverse-chronological order. "Blog" can also be used as a verb, meaning to maintain or add content to a blog. -Wikipedia
3. Why blog?In times of change , learners inherit the Earth, while the learned finds themselves beautifully equipped to deal with a world that no longer exists. Eric Hoffer Are you and your students the learned or learners?
4. What is a Blog? - Classroom ResourcesBlogs In Plain English – Common Craft Brain Pop – What’s New in the Blogosphere?
5. Why blog? Blogging allows you to easily create a webpage with your own ideas, projects and classroom information. It’s a great way to share your ideas with fellow teachers, students and an awesome tool for parent communication. Blogs usually contain an RSS feed so that your readers can be automatically updated as articles/posts are added to the blog. Blogging is 21st Century Literacy
6. Why Blog with Your Students?Why Blog with Students? – Teacher TubeProvides an authentic world wide audience for students thoughts and projects!Increased motivation for reading and writing.Authentic way to teach about internet safetyStudents are digital natives- blogging allows them to utilize the things that come naturally to them…widgets, avatars, videos, etc.The list goes on and on!!
7. Blog Content IdeasYou might like to create a reflective, journal-type blog to . . .Reflect on your teaching experiences, what worked and what didn’t in your classroom.Provide teaching tips for other teachers or share activities or lessons that you do in your classroomHeights Technology BlogAdapted from Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms (Will Richardson), pages 40-42
13. Make use of the commenting feature to have students publish messages on topics being used to develop language skills Ex:Hufford’s Hot Hawaiian’sRoom 10 North West Valley SchoolMr. Hancock’s BlogAdapted from Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms (Will Richardson), pages 40-42
14. Blog Content IdeasYou can encourage your students to blog . . .their reactions to thought-provoking questions
15. their reactions to photos and content you post journal entries results of surveys they carry out as part of a class unit their homework their ideas and opinions about topics discussed in class
17. Mr. C’s AP History Blog Adapted from Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms (Will Richardson), pages 40-42
18. Blog ContentYou can also ask your class to create a shared blog to . . .complete project work in small groups, assigning each group a different task showcase products of project-based learning complete a WebQuest Adapted from Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms (Will Richardson), pages 40-42
19. Blog Content IdeasYou can have your students create their own blogs to . . .complete class writing assignments create an ongoing portfolio of samples of their writing or other projects express their opinions on topics you are studying in class write comments, opinions, or questions on daily news items or issues of interest discuss activities they did in class and tell what they think about them Respond to information they’ve read and create ongoing discussions Computer Lab StudentsBlogging It’s Elementary – Resource Lessons for Beginning BloggingAdapted from Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms (Will Richardson), pages 40-42
20. Setting Up Student BlogsThings to think about:Consent forms or district Acceptable Use PolicyBlogging Guidelines Commenting GuidelinesInternet Safety LessonsBlog security and setup – who can post comments, who approves posts and comments, does setup require an email address, etc. Bud the Teacher Wiki – Great Resource for starting student blogs
21. Blog Hosting ChoicesComparing Blogger & EdublogsEduBlogs A free blogging tool for teachers and students. "Create, manage and moderate blogs for all your students with a minimum of fuss." Over 90 themes available, too. "All posts are automatically spell-checked, auto-saved (so you never lose that post you’ve been working on for hours) come with a complete feature rich editor (with optional plain text view), allow for simple uploading of images and other files, are podcast ready and have automatic YouTube, Google Video and more video insertion devices… and that’s just a selection." Blogger.com is as easy or as advanced as you want it to be. Use one of their many nice looking templates or create your own. It supports enclosures (i.e. podcasts), but does not allow you to upload them. Some find the "Next Blog" link placed at the top of every page to be disconcerting, as they have no control over what blog it links to. (I don’t recommend for student Blogs)Blogmeister Another full-featured hosted blogging system designed specifically for students and teachers. You can create a blog with individual student sub-blogs. Free, but you must request a school registration code. You can find class blogs by others on the site, too. WordPress (the hosted version) free with over 60 themes available and statistics provided. (I don’t recommend for student blogs)
22. More Hosting Choices21Classes launch a class homepage and create individual blogs for students. Each student receives 1 MB of space with the free edition. Teachers have access to a central console to manage student accounts and content. ClassChatter - ClassChatter is a safe, secure, and private blogging platform for students and teachers. It can be used to create individual student blogs, group blogs, and assignment blogs. ClassChatter is free of advertising and includes an email-like communication option. GaggleBlogs From the people who provide Gaggle email services for students and teachers, Gaggle blogs provides teacher administered blogs. Words and URLs are scanned and blocked when necessary, and the teacher can control access by specific students. Both free and fee accounts are offered. LearnerBlogSchoolBlog from ePals "now available at no cost to schools, districts, and learners globallyWeebly- Free Teacher or Student Accounts Edmodo– A private social platform for teachers and students to share ideas, files, events and assignments. (looks a lot like facebookbut works kind of like blackboard)
24. Using Class BlogmeisterClass BlogmeisterNing- Get answers to any questions you may haveYahoo Class Blogmeister groupGetting Started w/classblogmeister – Webb-ed Blog
25. Web 2.0 – Fun Tools for BloggingEmbedit.in - Embed anything type of photo or document into your blog!Clustrmaps– Keeps track of where blog visitors are fromSlideshare - Adding a Clustr Map in ClassblogmeisterAnimoto– An easy way to make professional looking videos from picturesSlideshare- Upload and Share your word documents, PowerPoint documentsVoicethread- cool way to share and comment on your images, documents and videosTeacher Tube- Embed videos into your blog Glogster- Create your own online poster
Editor's Notes
Talk about difference between website and blog - RSS Feeds, Chronological Order- Entries listed by Date. Updated frequently.