Do the implications of digital media turn our educational institutions inside out? Can educators learn to stop worrying and love the remix?  Is originality overrated?  What’s the difference between reuse and plagiarism? Is openness our only hope? Where’s the RSS feed? What does “data literacy” look like? Are Web 2.0 companies a teacher’s best friend, or a bunch of creeps converting our work, our relationships and our private data into marketshare? Has the Web 2.0 bubble popped, and if so now what? How do we teach our students, our colleagues and ourselves to be technology strategists? How many copyright violations can be jammed into one presentation?

Brian Lamb’s presentation and discussion will review the opportunities and initiatives resulting from the convergence of open source, free culture, open access and open educational resources.

Presenter: Scott Leslie

The metaphor of “Teacher as DJ” isn’t that new – as Wiley noted (http://opencontent.org/blog/archives/227), ever since the phrase “Rip, Mix, Burn” entered the popular consciousness via Apple’s advertising campaign, it began to be applied to how educators might approach digital educational resources.

But with the ever increasing number of quality free open educational resources, the advent of ‘mashups’ as a widespread model of innovation both artistic and commerical, as well as the new breeds of online media tools and alternative interfaces, the “Educator as DJ” is fast moving from high level metaphor to practical art. This presentation will dig deeper into this metaphor (and indeed into the usefulness of metaphors in approaching our teaching practices) and attempt to demonstrate what the actual practice of the open educator as DJ might look like. So get ready to dance!

Abstract

Title: Build your Audience like a Virus
Purpose: We will share several tools and strategies UEN Professional Development has used to increase connection with current participants encouraging them to come back and also refer others. Learn about the real, measurable impact of various approaches as well as our hopes for the future and speculation about less tangible outcomes.
Objectives: See examples of Web 2.0 tools used to raise awareness of and access to services, as well as how these tools are used to model effective technology use. Learn about a couple text-message (SMS) alert systems that are free or affordable for small organizations, and some of the implementation issues to consider for your organization. Share and discuss your group’s needs and ideas for evaluating the effectiveness of different promotional strategies. Consider generational appropriateness of different strategies.
Applications: In this interactive session, participants will be invited to share their ideas for which tools and/or strategies demonstrated would most effectively address their needs. The tools and strategies can be applied for any small program or individual to raise awareness of their services, target next- generation audiences and more.

Presenter

Victoria Rasmussen

We begin our presentation with an overview of Google Tools and the benefits of using them in your classroom. We will also discuss the pros and cons of using Google Tools. We will discuss methods to increase student access to information, decrease workloads, and create collaborative opportunities. The second part of this presentation will present a hands-on session that will help you work with the tools. We will cover Google Docs, Reader, Sites, and Calendar.

Purpose of presentation

With the current economic times, budgets are feeling the strain, as are teachers and faculty in both K-12 and Higher Education settings. With web 2.0 tools, specifically Google Tools, we are empowered to use the technology to decrease our budgets, create a paperless environment, and introduce collaborative learning environments into our curriculum.

The researchers work to empower teachers to embrace our digital natives and create a world of digital immigrants that are comfortable with the technologies and are given new opportunities to empower their students to reach new heights. Students often feel that they must ‘power-down’ when they enter the classroom. It is our desire and passion to help teachers and faculty feel comfortable with these learners. In order for our students to compete in the current job market, they must be cross-trained in all aspects of life and their curriculum with technology. Those who can meet the demands of the current job market will reach the highest levels of success. When we keep students away from technology, due to fear and lack of training, we take away opportunities that are readily available overseas.

Objectives of the presentation

Part 1 of this presentation works to:
•    empower faculty/teachers to take control of their classrooms
•    introduce collaborative learning environments into your curriculum
•    create collaborative communities of practice among cooperative teachers
•    create a paperless learning environment

Part 1 of this presentation is a theoretical introduction to Google Tools. We will share our classroom sites and other examples of practical uses of the technologies.  Attendees will leave this seminar/session with resources found on Google docs.

Part 2 of this presentation works to:
•    present Google Documents and gives pros and cons as compared to Microsoft Word
•    present Google Spreadsheets and gives pros and cons as compared to Microsoft Excel
•    present Google Presentations and gives pros and cons as compared to Microsoft PowerPoint
•    present blogging as a method of reflection for both students and faculty
•    present Google Reader as a method of managing blogs
•    present Google Calendar as a method of organizing classes and curriculum
•    present Google Sites as a wysiwyg method of creating websites

Part 2 of this presentation is a hands-on seminar that will allow attendees the opportunity to create accounts and begin the process of creating digital resources. Attendees will leave this seminar/session with working models of the aforementioned tools.

Practical applications

Faculty can use the tools to create collaborative opportunities that previously were more difficult to set-up.  Students can collaborate with other students throughout the US and worldwide.  Students are given the opportunity to work in collaborative groups without regard to other team members’ schedules, opening up opportunities and engagement. Faculty can keep all resources digital and can carry their documents from computer to computer. Students and faculty enjoy access to documents from the web which leads to lighter backpacks, lower copy costs, reduces lost homework or hand-outs, and keeps parents informed with access to all curriculum materials.  Lesson plans are stored online and are easily accessible to substitutes and other faculty members. These tools give you immediate access from either the office or home, making grading portable and paperless.

Relationship to the conference theme

Web 2.0 tools increase the accessibility to collaborative opportunities leading to engaged students and a more involved parent support system. Everyone benefits from the use of Google tools. Students can work on projects with students at different locations across the world increasing engagement, collaboration, social connections, and cultural knowledge via new medias to which our students are native.

Information (data or theoretical base) to support what is advocated.

The researchers have integrated these resources into the classroom over a 5-year time period. The benefits of the tools and the pedagogy is well documented and tested with a great number of students, and with personal use in our curriculum.

Presenters

Sandie H Waters

Dr. Sandie Waters is an Assistant Professor in the Elementary Education Department at Utah Valley University, former Adjunct Faculty and Distance Learning Endorsement Coordinator in the Instructional Technology Department at Utah State University, and Program Coordinator of the Intern Program of the Association for Educational Communications and Technology. She has previously taught and conducted research at Indiana University, Bloomington, Utah State University, and Utah Valley University.

Dr Waters’ research focuses on the integration of Web 2.0 technologies into schools and higher education, the impact of Web 2.0 technologies on collaboration and creativity, and socially responsible open education. She has taught Distance Education, Technology Integration, Computers in Education, Foundations of Education, Projects in Instructional Technology, Practicum in Distance Education, Web 2.0 Tools in Education, and Learning Theory. She is currently working on ‘backpack’ technologies and will begin working with schools, principals, tech coordinators, IT specialists, and teachers to empower them to bring 21st Century Technological Tools into Utah’s educational system in Summer 2009. She is currently writing a book regarding Web 2.0 and backpack technologies to be published by an open publisher.

Dr Waters’ personal interests include Karate (1st Degree Black Belt), Life Coaching, bicycling, hiking, blogging , facebooking, texting, IMing, and of course my friends.

Suzy Cox

Her personal interests including spending time with her family, running, reading, and exploring new technologies.

Abstract

Engaging Computer Activities for ESL Learners

Abstract
Term clarification – English learners are referred to in many different ways, depending on the environment.
• ELL – English Language Learner (Now used in public schools)
• ESL – English as a Second Language (Still used in adult education and college settings and in most of this proposal)
• ESOL – English to Speakers of Other Languages (varied applications)

A. Title of presentation – Engaging ESL Learners Using Computer Activities
B. Purpose of presentation – This two-part session is designed to (1) expose ESL educators to the unlimited learning potential offered by carefully selected Websites and computer applications; and (2) involve educators in creating activities that both they and their students can easily adapt or expand to develop all aspects of language performance: reading, writing, speaking, and listening. The resources shared in this session target beginning and intermediate ESL students of all ages (K-12 through adults), but can be adapted to other learners, such as those in adult basic education, GED programs, and remedial college courses.

Educators have always faced the challenge of teaching ESL students in multi-level, multi-cultural, and multi-language environments. Now, more than ever, teachers nationwide are hard-pressed to provide instruction to all students, with the increasing influx of immigrants into their classrooms. Public schools in the U.S. are being forced to provide specific professional development to regular classroom teachers on how to handle ELLs in classrooms with native speakers. Many schools are hiring ELL coaches, who handle heavy loads as they try to assist regular classroom teachers by either giving them suggestions or actually taking students out for specific language instruction during school hours. In addition, thousands of students await entrance to colleges that would love to enroll them in certificate and degree programs were it not for their language limitations. Adult education programs are also being swamped by students anxious to enter the workforce but unable to due to language, computer, and other academic limitations.

One highly successful approach to individualizing instruction among groups of ESL learners is to have students take advantage of all of the activities available for independent and group learning on the Web. Unfortunately, beginning and intermediate learners cannot handle the language used in most sites, even in gaming, and computer tutorials also demand an eighth-grade or higher reading level. However, there are many sites and activities that can significantly help teachers and their ESL students as they strive to acquire language and technology skills. This session will explore those resources.

C: Objectives of the two-part presentation
1. Explore Web 2.0 tools (i.e. blogging, community building, mapping, video sharing and more) presently being used to develop language and computer skills among students with limited English proficiency.
2. Participate in fun activities developed for ESL students using MS Word, Excel, and Power Point.
3. Play serious games that both teach English and allow students to compete with themselves or each other in a game environment.
4. Create three engaging activities using three MS Office applications, which students can also develop and modify to extend their language learning and computer skills.

D: Practical applications – Participants will not only take “home” their own self-created activities, but they will also be given a long list of resources that they can easily access through the Web, with instructions for both students and teachers. Once ESL instructors help ESL students learn through computer technology, they are amazed at how well students begin to teach themselves. Helping beginning and intermediate language learners become independent learners has always been a challenge, especially in multi-level classrooms, and especially through fun and laughter. By leading students into self-supporting and fun learning activities, teachers are freed-up to individualize and differentiate their instruction as needed.

E: Relationship to the conference theme: blogging, competitions, engagement, games, Google tools, media, networking, Web 2.0, and more.

F: Information (data or theoretical base) to support what is advocated:
• “Constructing Meaning With Computers.” TESOL Journal, Vol. 11, No. 3, Autumn 2002
• Quann, S and Satin, D. Learning Computers, Speaking English: Cooperative Activities for Learning English and Basic Word Processing, University of Michigan Press (ISBN: 978-0-472-08683-2), 2000
• “Benefits and Challenges in Using Computers and the Internet with Adult English Learners,” National Center for ESL Literacy Education (NCLE), July 2000
• “Why Integrate ESOL and Computers?.” Focus on Basics, Volume 4, Issue C ::: December 2000
• http://tech.worlded.org/docs/cesol/resources.htm – Long list of books and articles that support the use of computer technology in language instruction at all levels
• “ Improving reading speed and comprehension of ESL students with the computer.” (Practicum Papers): Nova University, 1996.
• “Computer and instructional design in foreign language/ESL instruction.” TESOL Journal, 5(2), 24-29. 1996

Presenter

Leecy Wise

Coordinator, Four Corners Professional Development Resource Center for the Colorado Department of Education/AEFL; Owner/consultant, The Reconnection Company; facilitator/instructor for CCCOnline, CILC, state and national PBS TeacherLine and other groups offering online and hybrid courses for graduate and undergraduate credit; Curriculum Developer and state trainer for ABE, GED, ESL, and literacy programs; Coordinator for McGraw Hill GED Online project; Webmaster for businesses and organizations; Tech Beat editor (monthly tech state newsletter for adult educators); Conference Presenter on a variety of topics relating to the use of technology for learning, cultural influences on learning, and best practices for integrating students into the learning process in the 21st Century. Previous: Tenured ESL/ABE instructor and Faculty DE Trainer for El Paso Community College. Over 40 years of teaching, administration, curriculum development and consulting in the U.S. and abroad. M.A. in Spanish (Linguistics minor) with additional literacy certification and many post-graduate hours in adult education.

Presenters

• Jared Stein http://flexknowlogy.learningfield.org
• Chris Lott http://chrislott.org
• Scott Leslie http://www.edtechpost.ca/wordpress/

Session Wiki

The session wiki stores participant’s blog and other social media accounts, and links to some useful services and examples: http://chrisl.wikispaces.com/ttix

Intro to PLE Slides

The slides used in the first hour of the workshop, which introduce Web 2.0 and PLEs, are available as PPT: Grow your PLE with Web 2.0
The increasing popularity of Web 2.0 social software and tools along with better understanding of the nature of networks has inspired a rethinking of “traditional” e-learning models. Full-fledged conceptualizations of “networked learning” and “e-learning 2.0″ are becoming reality in the form of Personal Learning Environments (PLE). Though difficult to pigeon-hole, PLEs are often embodied by collections of personally-chosen tools and practices that, when woven together, facilitate, grow, and integrate networks of people and information. PLEs may consist of many different tools and connections based on a diversity of learner preferences. And because they are distinct and independent from monolithic learning management systems, PLEs innately foster authenticity in learning and interactions, and allow teachers and students to make education an ongoing part of their daily lives.

Building Your PLE

Focusing on technologies and applications, this workshop helps educators open doorways to this new paradigm. Participants will break into facilitator-led groups to determine their own direction before engaging in the construction of individual PLEs that address:
• Personal content production
• Reading and research
• Weaving the social network
The rhythm of this workshop will be marked by hands-on, group-supported activity interspersed with reflection and discussion—a model of learning and exploration analogous to practices found in Web 2.0 communities.

Mapped PLEs

• Chris’s PLE
• Scott’s PLE
• Jared’s PLE (explanation)
• Other PLEs on Flickr