12 Taxonomies, Templates, and Acronyms for High Impact Technology Integration

  1. Bloom’s Taxonomy (remember, understanding, apply, analyze, evaluate, create) – http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm, http://www.educatorstechnology.com/2013/01/4-awesome-new-blooms-taxonomy-posters.html

  2. Alternatives to Bloom’s Taxonomy –  http://www.teachthought.com/learning/5-alternatives-to-blooms-taxonomy/

  3. SAMR (Substitution, Augmentation, Modification, and Redefinition) –http://blogs.adobe.com/educationleaders/2012/10/applying-the-samr-model-into-education.html

  4. Beware of the Pedagogy Wheel – http://www.edudemic.com/2013/05/new-padagogy-wheel-helps-you-integrate-technology-using-samr-model/

  5. TPACK (Technology – Pedagogy – Content) – http://www.tpack.org/

  6. SCAMPER (Substitute, Combine., Adapt., Modify., Put to another use., Eliminate., Reverse.) – http://www.mindtools.com/pages/article/newCT_02.htm

  7. KIARCH from InGenius by Tina Seelig (Knowledge, Imagination, Attitude, Resources, Habitat, Culture)- http://salhir.wordpress.com/2012/07/01/ingenius-creativity-and-innovation/

  8. 4 PIllars of Innovation Applied to Schools (People, Culture & Climate, Structures & Processes, Leadership) – http://www.innovation.cc/peer-reviewed/pollack_innovative2.pdf

  9. Buck Institute Template for Project-based Learning (Driving Question, Culminating Product/Performance, Entry Event, Formative & Summative Assessments, Resources, Refleciton Methods, PTL Guide, & Calendar) – http://www.bie.org/

  10. 5 Skills of Disruptive Innovation – (Questioning, Observing, Networking, Experimenting, Associating) http://innovatorsdna.com/

  11. Positive Education – PERMA (positive emotion, engagement, positive relationships, meaning, accomplishment) http://www.authentichappiness.sas.upenn.edu/newsletter.aspx?id=1554

  12. 7 Survival Skills from Tony Wagner’s Bridging the Global Achievement Gap (Critical Thinking & Problem Solving, Collaboration Across Networks & Leading by Influence, Agility & Adaptability, Agility & Entrepreneurialism, Effective Oral & Written Communication, Accessing & Analyzing Information, Curiosity & imagination) http://www.tonywagner.com/7-survival-skills , http://www.hosa.org/emag/articles/advisors_corner_oct08_pg2_5.pdf

10 Features & Links to 100+ Uses for Google Hangouts

Beth Hayden at Copyblogger put together an excellent article on 12 Ways to Connect, Create, and Collaborate Using Google Hangouts.  She discusses everything from hosting virtual office hours to creating video interviews to holding meetings.  It is a helpful list for getting us think about the many benefits of leveraging synchronous communication tools like this.  Here are similar articles with a variety of additional potential uses.

  1. 4 Creative Ways People are Using Google Hangouts
  2. 5 Unconventional Uses of Google Hangouts
  3. 9 Creative Uses of Google Hangouts You Didn’t Think Of
  4. 5 Creative Ways Businesses are Using Google Hangouts
  5. How Educators and Schools Can Make the Most of Google Hangouts
  6. Use Google Hangouts for a Virtual Scavenger Hunt
  7. How are Educators Using Google Hangouts?
  8. How to Use Google Hangouts for Your Business
  9. 50 Great Ways Schools Can Use Google Hangouts
  10. Six Practical Uses of Google Hangouts for Online Education

For those of you who have not used Google Hangouts very much, it has a number of features that make it a great option for real-time online communication.

  1. It is free.
  2. You can have a video/audio chat with up to ten people at the same time.
  3. It it part of Google+ and you can schedule and invite people to a Hangout, which then automatically provides email instructions and reminders for all potential participants.
  4. You can enable “Hangouts on Air” and the entire exchange is live streamed through YouTube.  It is also recorded for later viewing, sharing, or downloading.
  5. It has an easy to use screen sharing feature that makes it simple to have one or more people present with a tool of the presenter’s choice.
  6. You can play YouTube videos in the Hangout, watch, and discuss them with others.
  7. You can watch a live streaming YouTube videos together.
  8. There is a text-based chat feature in the room.
  9. One of the add-on apps allows you to view and collectively edit Google Docs with participants.
  10. Another add-on app, Cacoo, allows you to collectively work on a variety of document templates (diagrams, charts, graphic organizers, etc.).

For groups of 10 or fewer, Google Hangouts is easy, reliable and just as effective as many of the other well-known conferencing tools that charge a fee.  Of course, some of these other paid services have far more built-in features, but for most of my purposes, Google Hangouts works well.

Five Technologies / Movements that Will Turn Textbooks into Antiques

Open Source Textbook Initiatives – Historically, textbooks have been the single largest line item on many school budgets when it comes to curriculum. We now see initiatives like Curriki and the California Open Source Textbook Initiative that might challenge this. Imagine a day when that line item is cut or reallocated toward people (curriculum specialists, instructional designers, etc.) and support technologies. With Open Source Textbook Initiatives as well as WikiTexts, we get a text that is continually being updated (not having to pay for a new version / edition every few years?); that can be easily customized to meet the needs of a given course, school, district; that can be used as a whole or in part; and that can be easily distributed in a variety of formats. Oh, and it many cases this option might be free or, if one needs a paper version, the cost of printing.

Electronic Reading Devices – The Kindle, Sony Reader, iPhone, Netbooks, and a variety of emerging devices make it possible to deliver content, even entire textbooks and course readers electronically. These technologies are bridging the paper and electronic world of text and other media. While the book is an amazing technology, it has limitations that can be overcome by these new devices. With an iPhone or similar reader, I can be on a hike in the local forest and have immediate access to all of my texts; not to mention the ability to make use of the GPS capabilities, communication tools, and the ability to record or discuss my experiences (record notes, take and share pictures, watch video tutorials on how to identify poison ivy, email someone, talk to someone live or asynchronously, mark my current location on a map). Rather than walking through the woods with a backpack full of books (not that anyone would do this), I have my textbooks in my pocket (backpack optional, bug spray required…at least here in Wisconsin).

Online Social Networks and Mashup Technologies – I already mentioned wikis, but this deserves a separate category. In the first item, I was thinking more in terms of systematic organized projects. However, online communities and social networks make is easier for educators and course designers to learn about a variety of individual sources, organize them into themes/topics/units/chapters, link to them or embed them in a central course resource location, and bypass the use of a textbook altogether. If I am teaching Geography, I can use Google Earth and Google Maps, embed links to relevant sources right into my course blog/wiki/iGoogle page, create or borrow YouTube videos for mini-lectures, have students contribute their own resources… You get the idea. Before long, I have a customized, powerful, content-rich, multimedia textbook for my class. It really isn’t even a textbook is it? It is a multimediabook. Why would I even consider using a traditional textbook if I have the time and resources to do something like this? Maybe I just answered my own question. How many educators are willing to set aside the time and resources to do this? This does require creativity, the ability to analyze and synthesize information, and good instructional design sense. Take a look at the National Educational Technology Standards for Students and Teachers. These are the very skills that we are expecting of the current and upcoming generations of students, teachers, and administrators in the k-12 world. And they certainly seem to be abilities that we should expect from University professors who carry titles before and after their names that are supposedly connected to mastery or expertise in one or more disciplines.

Custom Texts / Readers – These have been around for years, especially in higher education. A professor creates a collection of articles, book chapters, and essays; and it is sold as an inexpensive text at the University or nearby bookstore. Now let’s add the digital element. Imagine a bookstore that will take a box of articles, books, essays, disks, files on flash drives, images, audio files, and video clips. They will take care of getting all of the necessary copyright permissions, then, based upon the instructions of the teacher or design team, they build an indexed electronic text that could be purchased online and made immediately available to students. If something changes mid-year, even mid-semester, the text can be updated with the new resources with minimal effort or cost. If a student has a learning disability, the content can be easily converted to a form that works best for that student. The instructor could even gain permission from students and include examples of exceptional student work in the next version of the reader. I may be stretching the boundaries of reality a bit, but imagine this. Imagine that people put their readers on the web for others to purchase…a ready-made option for the lazy (or busy) instructor. And those student examples that were included? What if the students received a small source of revenue out of the deal? Now that would be a brand new motivation for students to perform well on an assignment.

Hybrid Organic Textbooks (HOT) – We already have a decade of textbook companies building electronic versions of their books, rich with web-based resources, multimedia resources, pools of quiz questions, even full learning activities. In fact, some of these web-enhanced textbooks have become so full-featured that the textbook and web-based resources become the entire course (something that I lament…the last thing that we need is to further confuse the words “textbook” and “curriculum”. I’ll save that for another post). However, there is potential here. Imagine if textbook companies embraced the best of grass roots social media while also providing a core paper / electronic hybrid resource. This might include a paper-based text that could also be used on a mobile reader or device. At the same time, the publisher would have a web presence, adding new and quality resources to the text. Add to that a dynamic community and repository of client-produced lessons, resources, images, videos, discussions, keypal programs, scheduled guest presentations, and collaborative activities. Now we get true convergence of paper-based textbooks, web-based supplements, open source texts and wikis, electronic readers, and grassroots social networking. If publishers or a small group of motivated educators can catch this full vision, then everyone will get a chance to experience a powerful and positive disruption in k-12 education. Do I have any venture capitalists readings this post?

Happy Birthday to the Blog – Get to to Know the Culture of Blogging

In honor of the ten year birthday of blogs, here are the top five best online resources about the culture of blogging.  If you take the time to read and digest each of these you will have a good introductory understanding of blogging in digital culture.  Don’t expect simple articles in this list.  While these are not all academic sources, they are all deep and rich explorations and musings on the blogosphere.

‘Web Log’ Celebrates 10th Anniversary – A wonderful and informative NPR series on “the evolution of the blogosphere.”

A Portrait of the Internet’s New Storytellers (PEW Internet and American Life Project) from July 19, 2006 – This is a year and a half old, but provides some rich data about blogging culture.

Carlson Analytics – Blog Statistics and demographics – If you want a solid understanding of blogging in the digital world, take the time to work through this information.  This is a thorough and up-to-date introduction to blogs.  Don’t stop at the first page.  This takes you page by page through different topics about blogging (statistics, blogging types, tools and primers, community, journalism and politics, issues, law, dollars, enterprise blogging, genres, lingo, and more).

What’s the Ballyhoo about Blogs-  From the abstract:

“Ten librarians offer spontaneous, even off-the-cuff, opinions about the pros and cons of blogs and blogging. Are blogs a substitute for print communication or older electronic resources such as static Web pages and electronic discussion lists? What will the future hold for blogs and their content? The librarians reflect on these questions and describe their own use of blogs.”

This is a useful and thought-provoking piece.

Blogpulse – Now that you have read about blogs, you can use BlogPulse to begin your own research on worldwide blogs.  You can use tools on this site to identify and chart trends among bloggers around the world.  Is President Bush being blogged about more or less over the last two months?  Which is being blogged about more; Shiites, Sunnis, or Kurds?   Or here is my favorite feature.  You can use the  BlogPulse Conversation Tracker to watch stories travel through the blogosphere.  This lets you track the origin of a story as well as learn about how bloggers blog about other blog entries.

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