When trying out a podcast for this Thing, I was surprised that there was no visual component to the podcast. I guess I didn't realize that it's really just an audio Thing...at least the podcasts that I explored. But I did find a couple that I liked, and I came to appreciate that I actually didn't have to watch anything in order to learn from and enjoy the podcast.
I found the LearnOutLoud directory to be the most user-friendly and helpful to me, though it did take me a second to see how the podcasts are described and how to choose which one to listen to. I found entertaining podcasts on this directory, and a variety of subject areas. One set/series of podcasts I found was for the LA Theatre Works Podcast site, which has podcasts of plays by Arthur Miller, performed by well-known actors. As the producers noted, this way of podcasting plays is reminiscent of pre-TV land, when people found entertainment in the form of plays on the radio. Interestingly, the Common Craft Show video about podcasts was talking about how podcasts are so far removed from old technology, but here they are strangely similar.
As for podcasting myself, I'm not sure I'm ready to take that on. But I might be able to think of ways for students to create podcasts for projects they are doing in class. For example, perhaps they could create podcasts for portions of "Romeo and Juliet" while we are reading the play. This would provide a helpful way to review portions of the play, as well as Shakespeare's language, through speaking, listening and creating.
Thursday, April 15, 2010
Tuesday, April 13, 2010
Thing 18
I finally came back to this Thing! And I have decided that I like wikis. They seem useful and I think I should have given them a chance before. I thought the video explaining what a wiki does and how it can be used was quite helpful; I can imagine actually creating a wiki for a situation like the one described in the video. It's like a whole new way to do an evite! I guess I would still wonder how to invite people to join the wiki, but I think I could figure it out once I looked into it further. I added some of my favorites to the ASH sandbox wiki, which I think was a nice, easy way to explore the wikis. I'll have to remember this tool and try to use it again... I'll also have to think of how it could be used in the classroom...
Speaking of how to use things/Things in the classroom, I find that I'm losing track of all the good ideas I had for how I was going to put some of the 23 Things into action. Thankfully, I have my blog to help me remember, but I guess some of them will just have to wait until next year perhaps. I could peruse these applications more thoroughly over the summer, and work them in... All in good time...
Speaking of how to use things/Things in the classroom, I find that I'm losing track of all the good ideas I had for how I was going to put some of the 23 Things into action. Thankfully, I have my blog to help me remember, but I guess some of them will just have to wait until next year perhaps. I could peruse these applications more thoroughly over the summer, and work them in... All in good time...
Tuesday, March 9, 2010
Thing 17: Wikis
The wikis I looked at were mostly geared toward student projects and therefore started with a lesson-plan type of opening page, which sometimes indicated expectations or components of the project for which the wiki was built. I liked this format because it immediately gave me a sense of what the wiki was about and where the information on it came from. My understanding, then, is that you have to join the wiki in order to add content? One of them, the Great Debate 2008 wiki, was intriguing because I saw a connection between it and the multigenre project that the 8th graders are working on. 8th grade students have chosen a global issue related to the environment, and they have been researching it in order to prepare a speech, a paper, a virtual museum and other products that reflect their understanding of the issue. The Great Debate wiki, or something like it, might be a great avenue for them to take their products global and see what kinds of responses they might get. (Actually, multigenre has come to mind a lot when I've been exploring Web 2.0. There must be a way to determine what applications or wikis or mash-ups, etc. would be most useful, efficient, and inspiring for the students to use.)
Anyway, I liked the idea of the Great Debate wiki, and I also found that the Discovery Utopias site related to my students' study of The Giver. While I don't think I would want to spend too much time having students literally create a utopia the way students have for Discovery Utopia, it might be helpful for them to see connections and explore ways that other students have applied their knowledge of the story.
Anyway, I liked the idea of the Great Debate wiki, and I also found that the Discovery Utopias site related to my students' study of The Giver. While I don't think I would want to spend too much time having students literally create a utopia the way students have for Discovery Utopia, it might be helpful for them to see connections and explore ways that other students have applied their knowledge of the story.
Monday, March 8, 2010
Thing 16: Widgets
I didn't think I would appreciate Widgets, but it turns out I think they are an easy way to add personality and interactivity to a blog. I chose to add a picture of a recent weekend up north with a caption explaining the snow family we created. And then I also added a poll about Springtime. These tools appear to be unique ways to get readers engaged in the blog as well as opportunities for them to get to know the blogger a bit more. Readers can see from my blog that, while there are some things I enjoy about winter (i.e. playing in the snow), I am also excited about Spring (hence the poll). I could also post a poll for my students, I suppose, referring to a project in class or an upcoming assignment. Students could provide feedback here while they are using technology and experimenting with blogs. Adding these widgets was also very easy to do, which is always a good thing.
Monday, February 22, 2010
Thing 13: YouTube
It took me a while, but I did find this video that provides a thorough and interesting introduction to To Kill a Mockingbird, which my eighth grade students are in the middle of reading. I created my own Power Point introduction to the novel, which includes a lot of the information that this video shows. But students may respond better to the video, and I could use it to supplement the presentation, not instead of. The images in this video will probably have an impact on students, which I would hope would generate discussion about the way people lived in the 1930's. It is especially important for students these days to realize how much culture and society has changed. I think this video would help.
P.S. I also found a video on YouTube that told me how to post this video in my blog. :)
P.S. I also found a video on YouTube that told me how to post this video in my blog. :)
Thing 12: Glogster = intriguing
When I looked at the Glogster site, the first thing I thought of was the eighth grade memory books. At the end of each school year, eighth graders each put together a unique page that will serve as a souvenir for her classmates as they graduate. Most students have used Word or PowerPoint in the last couple of years. The pages are bound together in a book and each student receives a copy. Glogster seems to provide an excellent way to update the memory books, and I think students would have more fun composing various elements of their page...perhaps even including music or a podcast. However, I don't think Glogster includes a "print this page" component. So, would students not be able to have an actual book at the end of the year? I think they would still want an actual book...
Well, there are many other ways to use Glogster in the classroom. My seventh graders recently used Publisher to create a newspaper page about "Romeo and Juliet," but Glogster might be a great way for them to be more creative and original in what they could include in their newspaper. I'll have to explore some more. Another great way to use this applicaiton might be for summer reading projects. Instead of creating real posters, students could create a Glog to present at the beginning of the school year. The social aspect of this site is that the teacher can create a site, I think, on which all students would post their Glogs. That way, students can easily see what others have created/published. And, as a teacher, I would have an excellent product when everyone is finished...without having to figure out what to do with 35 posterboards left in my classroom.
Well, there are many other ways to use Glogster in the classroom. My seventh graders recently used Publisher to create a newspaper page about "Romeo and Juliet," but Glogster might be a great way for them to be more creative and original in what they could include in their newspaper. I'll have to explore some more. Another great way to use this applicaiton might be for summer reading projects. Instead of creating real posters, students could create a Glog to present at the beginning of the school year. The social aspect of this site is that the teacher can create a site, I think, on which all students would post their Glogs. That way, students can easily see what others have created/published. And, as a teacher, I would have an excellent product when everyone is finished...without having to figure out what to do with 35 posterboards left in my classroom.
Thing 11: Delicious looks appealing, but...
Okay, so I admit that I was reluctant at first to get into Delicious, just like I have been reluctant to get into other sites for 23 Things. But, I powered through and easily found sites related to Language Arts that I had never seen before, such as The Poetry Foundation, and Edsitement/Thinkfinity. In fact, I often have trouble searching for lesson plans and ideas online. Delicious quickly revealed a lot of new sites and ideas that I can peruse. And, of course the beauty of it is that I can keep all these sites in one place so they will be easily accessible. I also like Amina's idea (23 Cosas) about making this list available to students so that they can access sites or resources I have found that will help them, such as the OWL at Purdue or even SpellingCity.
So okay, I'm ready to sign up. I click "Join Now" and it goes to a Yahoo! login page. Here's my question - do I have to use Yahoo! to use Delicious? I'd really prefer to use a user ID that I already have, instead of creating another new one. Can anyone help with this problem?
So okay, I'm ready to sign up. I click "Join Now" and it goes to a Yahoo! login page. Here's my question - do I have to use Yahoo! to use Delicious? I'd really prefer to use a user ID that I already have, instead of creating another new one. Can anyone help with this problem?
Monday, February 15, 2010
Thing 10: Mashups
Mashups are completely new to me. I had no idea what they are or what kinds of applications they might involve. It's interesting to see this example of collaboration on the web. Instead of each application just doing what it does, it's clear that developers are seeing ways to combine the applications to really help users and provide information efficiently. I was impressed by the HousingMaps Mashup, which seems like a fairly simple combination of tools that works well to provide information to prospective home buyers. If I were a realtor, I would certainly want to take advantage of this application; it would help both sellers and buyers. I also found the Windowshop Mashup to be pretty cool because it combines so much inofrmation. You can find previews of all kinds of materials on this site.
I wonder what kind of inspiration for teaching mashups can provide. As a language arts teachers, it might be interesting to have students try to create their own preview of a book they are reading as if it were going to be posted on a site like Windowshop (a Web 2.0 book report kind of a thing). Or, they could brainstorm other applications to combine and write about how a certain combination would work, who it would serve, and how it could be used. This seems like a good way to integrate technology, writing, and students' interests.
I wonder what kind of inspiration for teaching mashups can provide. As a language arts teachers, it might be interesting to have students try to create their own preview of a book they are reading as if it were going to be posted on a site like Windowshop (a Web 2.0 book report kind of a thing). Or, they could brainstorm other applications to combine and write about how a certain combination would work, who it would serve, and how it could be used. This seems like a good way to integrate technology, writing, and students' interests.
Thursday, February 11, 2010
Flickr or Shutterfly?? (is this a dumb question?)
Thing 9 states that Flickr is known as the best photo sharing and viewing site available, and I can see from the magical tour that this statement might very well be true. It's cool that you can share, group, and tag your photos so easily. And the idea of placing them in categories with other people's photos is new to me. It seems easy to search, easy to view, and I'm sure it's easy to download. But...
But...and perhaps this will seem antiquated now, but I've had an account with Shutterfly for years. I know, I know, it's not as sweet as Flickr, and it's an older site...probably geared more toward people who want to make Christmas cards and invitations than to people who want to show off their photogra phy skills. But in the last year, Shutterfly has become easier, and faster, and has offered more choices. Sure, it gets a little time consuming to add captions and more information, but I generally don't feel the need to do that stuff anyway. I actually used my Shutterfly account to create a photobook for my in-laws as a Christmas gift, and there were several templates, backgrounds, fonts, set-ups, etc. to choose from. It was a pretty easy process, and the gift was a big hit. Plus, Shutterfly often has deals on printing photos and I find it to be nice and cheap. Since I have not uploaded any photos to Flickr, I don't really know how much it would cost to print photos, or how easy it is to make photo books. If I was feeling dissatisfied with Shutterfly, I would certainly consider Flickr. I would also consider Picasa though, which some of my friends use.
There are so many ways to publish photos these days, whether it's through Facebook, a personal web site, or a photo sharing site; it seems that the possibilities are endless. I honestly did not realize that Flickr is simply another photo sharing site - albeit the best one - I thought maybe there was more to it that I definitely would not want to miss out on. Instead I find Flickr to be a helpful suggestion to keep in mind for future projects...but by the time I'm ready to use it, will something else be even bigger and better and more user-friendly? Something tells me that just might be the case....
But...and perhaps this will seem antiquated now, but I've had an account with Shutterfly for years. I know, I know, it's not as sweet as Flickr, and it's an older site...probably geared more toward people who want to make Christmas cards and invitations than to people who want to show off their photogra phy skills. But in the last year, Shutterfly has become easier, and faster, and has offered more choices. Sure, it gets a little time consuming to add captions and more information, but I generally don't feel the need to do that stuff anyway. I actually used my Shutterfly account to create a photobook for my in-laws as a Christmas gift, and there were several templates, backgrounds, fonts, set-ups, etc. to choose from. It was a pretty easy process, and the gift was a big hit. Plus, Shutterfly often has deals on printing photos and I find it to be nice and cheap. Since I have not uploaded any photos to Flickr, I don't really know how much it would cost to print photos, or how easy it is to make photo books. If I was feeling dissatisfied with Shutterfly, I would certainly consider Flickr. I would also consider Picasa though, which some of my friends use.
There are so many ways to publish photos these days, whether it's through Facebook, a personal web site, or a photo sharing site; it seems that the possibilities are endless. I honestly did not realize that Flickr is simply another photo sharing site - albeit the best one - I thought maybe there was more to it that I definitely would not want to miss out on. Instead I find Flickr to be a helpful suggestion to keep in mind for future projects...but by the time I'm ready to use it, will something else be even bigger and better and more user-friendly? Something tells me that just might be the case....
Tuesday, February 9, 2010
Thing 8 (finally): better vibes on the net
I like netvibes so much better than Google Reader! I like it because I can customize it and it's laid out in a much more logical format. It makes more sense to me, and it's easier to get to. This time, I see how this tool might be quite useful to me. I realize that there are certain things I would check regularly if they were instantly accessible on my computer screen, and netvibes opens the door for that. While I was not really interested in Google Reader, I feel much more open to netvibes. It is more user-friendly I think, and it really does make life a bit easier because most of the information I would look for is right at my fingertips. I put some news sites on my page, but also my email, weather updates, and the English Companion Ning (which I haven't quite found the time to explore just yet, but at least now it's there when I'm ready). Honestly, having a homepage like this might remind me to check into these sites and forums more often, which would probably be a good idea.
I think there is a lot of potential to use this sort of tool with students. Currently, I have students working on research papers about the Olympic Games, which are starting later this week in Vancouver. Many of the students have not been able to easily find information about their topics. But, if they had a home page like netvibes, they could easily link to sites that would help them, such as the NBC Olympics site, or the Team USA site. These sites are likely to provide updates regularly, which students could then access easily. A similar idea would work for 8th graders who are studying environmental global issues. Plus, students would enjoy making the page their own, just as I did. They could add a couple of sites that they are interested in that do not relate to school. I'm feeling quite satisfied with my Thing 8 experience so far.
I think there is a lot of potential to use this sort of tool with students. Currently, I have students working on research papers about the Olympic Games, which are starting later this week in Vancouver. Many of the students have not been able to easily find information about their topics. But, if they had a home page like netvibes, they could easily link to sites that would help them, such as the NBC Olympics site, or the Team USA site. These sites are likely to provide updates regularly, which students could then access easily. A similar idea would work for 8th graders who are studying environmental global issues. Plus, students would enjoy making the page their own, just as I did. They could add a couple of sites that they are interested in that do not relate to school. I'm feeling quite satisfied with my Thing 8 experience so far.
Wednesday, February 3, 2010
Thing 7
When asked to check out Google Reader and explore ways to bring news to me, instead of having to seek out the news, I examined the opportunities, and I can see how this feature would be helpful to many. But there's just one teeny tiny problem: I don't have a lot of web sites, news sites or blogs (aside from those of my colleagues) that I know of and would like to subscribe to. I guess one of my struggles with Web 2.0 is - similar to my struggle with LinkedIn - that I might rather read a book than check my Google Reader for news feeds and blog updates. Perhaps I am a bit old-fashioned for someone in her twenties? I'm just not the kind of person who wants to be always connected to her computer.
Nevertheless, I do see how Google Reader and the RSS feeds provide easy ways to stay up to date with what's going on in the world. I looked for some blogs that my friends are writing, and considered subscribing to those. Generally though, I will have to keep looking and try to find sites that will be helpful to me, sites that I will appreciate and want to return to. It just might take me a little while to get into it.
Nevertheless, I do see how Google Reader and the RSS feeds provide easy ways to stay up to date with what's going on in the world. I looked for some blogs that my friends are writing, and considered subscribing to those. Generally though, I will have to keep looking and try to find sites that will be helpful to me, sites that I will appreciate and want to return to. It just might take me a little while to get into it.
Monday, February 1, 2010
Thing #6: Nings
So after my decision to avoid Linked In for now, I was impressed with the possibilities offered by Nings. I was glad to find the English Companion Ning (http://englishcompanion.ning.com/) to be quite useful, full of ideas and helpful strategies. Now this is something I can actually use, I thought. So, I joined, and now I'm just waiting for my profile to be approved by the Ning administrator. I'm looking forward to joining the Teaching Shakespeare group and maybe the Teaching Vocabulary group... ooooh, or the Teaching the Research Paper group (my 7th graders are just starting their research papers on the Olympics). I hope I can both contribute to this community and benefit from it.
On first glance, it seems that Nings provide a more focused area for discussion than a regular blog. When I initially got to the English Companion Ning, I immediately saw topics I would be interested in. I felt welcome without even doing anything. I related to the group because of the groups and topics available. I think this provides an example of the value of Web 2.0. It appears I can connect with teachers around the country, and even the world, who are teaching some of the same objectives that I am teaching, and perhaps struggling with some of the same conflicts that I have faced. The opportunity to learn from one another and help one another is evident here.
As for creating a Ning for students, as far as I can tell, I like this idea. I think students would welcome the chance to voice their opinions in a forum like this, and it would be especially helpful if teachers guided the conversation topic. Plus, it might make students aware of the public nature of writing for Web 2.0, and how important it is to present yourself truthfully. I am glad to have been introduced to the Ning and I hope I can think of productive ways to use it.
On first glance, it seems that Nings provide a more focused area for discussion than a regular blog. When I initially got to the English Companion Ning, I immediately saw topics I would be interested in. I felt welcome without even doing anything. I related to the group because of the groups and topics available. I think this provides an example of the value of Web 2.0. It appears I can connect with teachers around the country, and even the world, who are teaching some of the same objectives that I am teaching, and perhaps struggling with some of the same conflicts that I have faced. The opportunity to learn from one another and help one another is evident here.
As for creating a Ning for students, as far as I can tell, I like this idea. I think students would welcome the chance to voice their opinions in a forum like this, and it would be especially helpful if teachers guided the conversation topic. Plus, it might make students aware of the public nature of writing for Web 2.0, and how important it is to present yourself truthfully. I am glad to have been introduced to the Ning and I hope I can think of productive ways to use it.
Thing 5: Linked In
Well, my jury's out on Linked In. For years I have received emails from friends requesting that I join their network on Linked In. And now, Thing #5 insists that this network is an important one for me to join. The problem is: I don't want to. Frankly, there's just a lot going on in my life. And it's not that I don't appreciate the value of Linked In. After watching a short video (http://www.youtube.com/watch?v=IzT3JVUGUzM) about how it works, and the benefits it can bring to someone who needs an advertising agency or assistance with various elements of their business, I get that there is something to be said for a network like this. However, I'm not sure I'll take the time to keep up my end of the bargain. I'm trying to get into Web 2.0 and this blog is a big step for me, as is joining a Ning (http://englishcompanion.ning.com/ - see Thing #6). But Linked In hasn't proved itself to me yet. So, I'm not going to join at this time. Perhaps I will see how my fellow bloggers feel about this Thing; if it's beneficial to them, then I'll reconsider. After all, isn't that what this blog is about - getting feedback and input from others who are wiser than I am? So, I'll wait and see.
Thursday, January 28, 2010
Thing 4: Commenting
While commenting on other blogs and reading comments from others, I've tried to keep in mind the suggestions for making my comments meaningful and providing new ideas to the blogger. This is sometimes hard to do... and in some ways I feel a bit uninformed about what kind of new ideas I would offer. I guess that's all part of this learning process though.
Meanwhile, commenting and observing other blog comments has helped me to see how this type of communication would certainly be helpful for students. Many of my students are accustomed to quick ways of sending comments to each other, particularly through cell phones or social networking sites. But in the context of a blog, they are encouraged to think about new perspectives and develop responses to diverse ideas. Plus, it might help them to learn some form of computer etiquette, in which comments should probably be thoughtful, complete sentences, not just abbreviations and shortcuts. Third, all students should learn the skill of providing constructive criticism, and this skill is often evident in blog comments. Both providing and accepting constructive criticism might help students develop awareness and open their minds.
Meanwhile, commenting and observing other blog comments has helped me to see how this type of communication would certainly be helpful for students. Many of my students are accustomed to quick ways of sending comments to each other, particularly through cell phones or social networking sites. But in the context of a blog, they are encouraged to think about new perspectives and develop responses to diverse ideas. Plus, it might help them to learn some form of computer etiquette, in which comments should probably be thoughtful, complete sentences, not just abbreviations and shortcuts. Third, all students should learn the skill of providing constructive criticism, and this skill is often evident in blog comments. Both providing and accepting constructive criticism might help students develop awareness and open their minds.
Thursday, January 21, 2010
Thing 3
The first blog I read was the first one listed, "What's 'Print'?" I found this one interesting because it relates to the research paper and other assignments that I'm currently planning. I like how it presents a new idea, but then it is also open for comments and a forum to consider the idea.
Next, I read the "dy/Dan" blog about not assigning homework, which was followed by two updates. In the second update, the blogger reverses his previous perspective and admits that he now does assign homework, though not very much of it. Unlike other forms of writing, a blog allows the writer to update and revise his/her opinions. In a way, this indicates that a controversial question, such as whether to assign homework, is not clear-cut at any point, but rather that teachers and other parties go back and forth on such issues based on strategies, students, or schedules.
The next two I read, Teaching Brevity (Students 2.0) and Power Point Reform (NeverEnding Search) show reflection on concepts and strategies. They provide access to new ideas and allow collaboration. They also show application of these ideas, to which the blogger can add details in order to present a complete idea of the concept to readers. This kind of blog is certainly helpful for teachers anywhere.
Lastly, I read "An Open Letter About Cyberbullying" on the learning.now blog. This one provided an example of how blogs can be used to vent frustrations and get a message out to the public without being completely public about it. (For example, if you were not aware of this blog, you would not be aware of the objection the blogger expresses...so it's not quite the same as submitting a Letter to the Editor to a newspaper.) Blogs seem to provide an outlet for this kind of writing as well. And I think I find the aforementioned uses of blogs more helpful and constructive than this one, but since it's from a PBS Teachers site, I'm sure it has more to offer than just complaint letters. Regardless, it's clear from these five examples that blogs can take any number of forms, perspectives, and points-of-view. And of course, perhaps the most unique feature is the form it creates and the comments that are possible. Such conversations simply make us think.
Next, I read the "dy/Dan" blog about not assigning homework, which was followed by two updates. In the second update, the blogger reverses his previous perspective and admits that he now does assign homework, though not very much of it. Unlike other forms of writing, a blog allows the writer to update and revise his/her opinions. In a way, this indicates that a controversial question, such as whether to assign homework, is not clear-cut at any point, but rather that teachers and other parties go back and forth on such issues based on strategies, students, or schedules.
The next two I read, Teaching Brevity (Students 2.0) and Power Point Reform (NeverEnding Search) show reflection on concepts and strategies. They provide access to new ideas and allow collaboration. They also show application of these ideas, to which the blogger can add details in order to present a complete idea of the concept to readers. This kind of blog is certainly helpful for teachers anywhere.
Lastly, I read "An Open Letter About Cyberbullying" on the learning.now blog. This one provided an example of how blogs can be used to vent frustrations and get a message out to the public without being completely public about it. (For example, if you were not aware of this blog, you would not be aware of the objection the blogger expresses...so it's not quite the same as submitting a Letter to the Editor to a newspaper.) Blogs seem to provide an outlet for this kind of writing as well. And I think I find the aforementioned uses of blogs more helpful and constructive than this one, but since it's from a PBS Teachers site, I'm sure it has more to offer than just complaint letters. Regardless, it's clear from these five examples that blogs can take any number of forms, perspectives, and points-of-view. And of course, perhaps the most unique feature is the form it creates and the comments that are possible. Such conversations simply make us think.
Tuesday, January 19, 2010
Thing 2
Watching the "The Machine is Us/ing Us" video did help me understand what Web 2.0 is. I think my original hypothesis in Thing 1 seems kind of correct. I see from the video that Web 2.0 means that the web has become more accessible to the everyday user. It's not just "computer geeks" who can load information or use HTML code or add data to the web. Instead, pretty much anyone can do it; this blog is an example of how easy it is for anyone to have a presence online. Videos, photos, images, logos, articles, information, and opinions are more accessible than ever before, and I like the way that the "The Machine is Us/ing Us" video addresses how Web 2.0 changes not only the way people use the Internet, but also the consequences of using the Internet in these new ways. I think this conversation, about changes in ethics, rhetorics, and privacy, etc. is an important one to have among peers as well as with students. Web 2.0 seems to open limitless possibilities, but it is a freedom to handle with caution and awareness.
Thing 1
I've never had a blog before...though I have a friend who has one and I've read about blogs, and it always seems strange to create a document that it's possible no one is reading. At least with this blog, I know one or two people are definitely going to read it. So it should be interesting to reflect on the 23 Things in this type of space.
As for Web 2.0, it seems to me that there have been two realities of the Internet and Web site. The first reality (1.0) involved finding information online and using email addresses to communicate with others. The second reality (2.0) involves more applications of the Internet, through social networking instead of just emailing, games instead of just research, and tools that teachers can use aside from simply directing students to sites. So, my journey here in the 23 Things is to learn more about these applications and tools so that I can improve my teaching strategies and provide efficient and exciting activities for students. Also, I think 23 Things will help me achieve my 60 hours of the Mobile Tech Program, especially since I can do it on my own time.
As for Web 2.0, it seems to me that there have been two realities of the Internet and Web site. The first reality (1.0) involved finding information online and using email addresses to communicate with others. The second reality (2.0) involves more applications of the Internet, through social networking instead of just emailing, games instead of just research, and tools that teachers can use aside from simply directing students to sites. So, my journey here in the 23 Things is to learn more about these applications and tools so that I can improve my teaching strategies and provide efficient and exciting activities for students. Also, I think 23 Things will help me achieve my 60 hours of the Mobile Tech Program, especially since I can do it on my own time.
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