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Web 2.0 Tools Applying

September 27, 2012 Applying - Bloom's Digital Taxonomy - Google 0 Comments

Level 3 of Bloom’s Digital Taxonomy is Applying.  Anderson and Krathwohl define applying as follows: “carrying out or using a procedure through executing or implementing.  Applying is related and refers to situations where learned material is used through products like models, presentations, interviews and simulations.”  Andrew Churches’s edorigami lists applying key verbs as implementing, carrying out, using, executing, running, loading, playing, operating, hacking, uploading, sharing and editing.  Some possible activities for applying using digital tools are illustration using Paint, Comic creation tools such as Comic Life, Inkscape, or GIMP; simulation using Google Sketchup and other graphic tools; scuplture or demonstration using presentation tools, graphics, screen capture and audio and video conferencing; presentation using PowerPoint, Pezi, Google presentations, Skype, interactive whiteboard collaboration using e-tools and audio and video conferencing; interview using word processing, mind mapping tools, podcasting, vodcasting, Audacity, Sound Recorder, collaboration using e-tools and Skype; performance using podcating, vodcasting film, audio and video conferencing, audio recording, speech, PowerPoint show and collaboration using e-tools; editing using, video and sound tools, Wiki editing, and developing a shared document in Google Drive or other similar programs; and playing using online games and simulations.

Kathy Schrock suggests the following applications on her Bloom’ Apps website.  For Google Apps Bloom’s Digital Taxonomy for applying she recommends Google Presentations, Google Drive,  Google Docs, Google Sites, Google Drawing, Google Reader, Google Talk, Google Sketchup, Google Spreadsheets and Google Voice.  For Web 2.0 Tools that support the level of applying in Bloom’s Taxonomy, Schrock recommends Yahoo Pipes,  PodOmatic, Scribble Maps, and Soundation.

All information in this posting comes from Andrew Churches’ edorigami and Kathy Schrock’s Bloomin’ Apps.  Follow the links to their valuable sites!

Web 2.0 Tools Understanding

September 13, 2012 Bloom's Digital Taxonomy - Google - Understanding 0 Comments

As we implement strategies in our teaching that gradually release responsibility to our students, consider digital tools and applications that will move them through the various levels of Bloom’s Taxonomy.  This week I’m sharing the work of Andrew Churches and Kathy Schrock on Bloom’s Level of “Understanding”.

Understanding is defined by Anderson & Krathwohl as constructing meaning from different types of function be they written or graphic.  According to Andrew Churches, key verbs used in the Bloom’s Digital Taxonomy are interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, advance searching, Boolean searching , blogging, journaling, sending tweets on Twitter, categorizing and tagging, commenting, annotating and subscribing.  On his Edorigami Wikispaces site, Churches describes possible activities in which students can participate for each Understanding verb.  For summarizing and explaining, students may participate in word processing, mind mapping, web publishing, simple blogging activities, and simple page construction on collaborative documents and wikis. For showing and telling, students may utilize word processing, presentation applications- on-line and desktop versions, graphics, audio tools such as Audacity sound recorder or podcasting tools, video tools and mind mapping.  For Advanced Searching and Boolean searches, student may learn to use advance searching techniques on Google and other search engines and databases.  For blogging and journaling activities, students may participate on controlled social networks like our own School Loop or Edumodo or on Facebook or Twitter or other such social networks (where allowed), nings, and blogs. For cateogorizing and tagging activities, students may use applications like Delicious.  For activities that involve tagging, comments and annotating, students may use noticeboards, discussion boards, threaded discussions, Adobe Acrobat Reader, and blog readers like Google Reader, Firefox, and Zotero. For subscribing activities, students may use RSS aggregators such as the ones mentioned above.

Kathy Schrock suggests using the following Google tools to promote understanding for Bloom’s Digital Taxonomy:  presentation, drawing, groups, news, Advanced Search, documents and translate.  For Web 2.0 Apps Kathy Schrock recommends, Diigo, Google Reader and Google Advanced Search. Check out Kathy Schrock’s Bloomin Apps site where she has an abundance of information on applications to use with various technologies such as smart phones, tablets and computers.

 (The ideas in this blog belong to Andrew Churches and Kathy Schrock.  I am just sharing them with my teaching staff to give them ideas of how to use digital tools in their lessons.)

Web 2.0 Tools for Remembering, Part 2

September 7, 2012 Google - Remembering 0 Comments

For those of you who may not know, Bloom’s Taxonomy has gone through a revision.  Evaluating has moved down the heirarchy and Creating has replaced Sythesizing. Creating is at the top of the heirarchy.  Remembering has replaced Knowledge at the bottom of the pyramid.

Andrew Churches’s wiki Edorigami on Wikispaces updates Bloom’s Revised Taxonomy even further by including skill developed by using  digital learning tools such as those associated with Web 2.o technologies.  I will share many of Andrew Churches’ ideas on this blog.

Kathy Schrock also has updated visuals of Bloom’s Revised Taxonomy. I like her display of “interlocking of cognitive processes”.  Schrock’s graphic shows how creating involves all the other levels of the heirarchy.

Remembering, according to Anderson & Krathwohl’s definition is retrieving, recalling or recongizing knowledge from memory. This level of the taxonomy is used to produce definitions, facts or lists.  It is used to recite or retrieve material. 

Verbs used to describe remembering actions are: recognizing, listing, retrieving, naming and finding. Students using digital learning technologies such as Web 2.0 tools may be utilizing the following skills: recognizing, listing, describing, indetifying, retrieving, naming, locating, finding. bulleting, highlighting, bookmarking, social networking, social bookmarking, choosing favorites, searching and “googling”.

Check out Andrew Churches’s pdf file on Bloom’s Digital Taxonomy Remembering.  It offers lots of possible digital activities for students to use at this level. Kathy Schrock’s site Bloomin Apps suggests the following Web 2.0 apps for remembering: Wordle, Diigo, Google and Fotobabble. Schrock recommends the following Google applications for the remembering level of Bloom’s Digital Taxonomy: drawing, documents, basic search, images, Google+, Gmail and Chrome.

So take time to explore and share digital learning tools that will assist our students with remembering.  I will be working my way up the taxonomy sharing digital learning tools at each level. But as I discover new applications that fit each of the levels, I will share them with you categorizing them by their Bloom’s Taxonomy so you can share them with your students if you wish.

 Information for this post came from Kathy Schrock’s Bloomin’ Apps and Andrew Churches’s Edorigami. I highly recommend you check out these sites.  There is an abundance of information to support digital learning.

 

Web 2.0 Tools for Remembering

August 17, 2012 Google - Remembering 0 Comments

During Tuesday’s Trainer of Trainers Inservice on Gradual Release of Resposibility, I couldn’t help but notice the exclamations of interest in the Wordle produced slide.  I knew about Wordle and have played around with the application but I had forgotten about this fun Web 2.0 technology application until today. With Wordle you may design your own word set or if you are in a hurry you can find one made by another user.

Another cool tool for school is Visuwords.  With Visuwords students and teachers can explore words, build vocabulary and reinforce parts of speech.  Although I haven’t tried it, I think Visuwords would be great displayed on a Smartboard. Other applications that assist with vocabulary are Wordnik and Ninja Words.

Free flashcards programs and quiz programs to assist students with studying are  Cobo Cards, Flashcard Exchange and Quizlet. Creately allows the user to create diagrams that would be useful for studying and remembering.

If you know of other great Web 2.0 tools that will help our students study or remember, send me the links and I will share them here giving you a shout out in the process.

My next post will cover understanding .  These are all tools that were shared by Samantha Penney in an interactive Bloom’s Taxonomy pyramid.  I’ll be sharing more from this wonderful resource later.

Library Wordle

Image from: M. Fisher 2009 digigogy.blogspot.com

 

 

 

 

Google Docs

May 9, 2012 Google - Uncategorized 0 Comments

I am a part of a Professional Learning Network, a PLN.  The library world is changing and to keep on top of these changes, I am always learning.  This year Elk Grove Unified School District Librarians formed a PLN.  We get together once a month and learn something new about technology available for libraries. Sheldon High School librarian, Karin Ledford, taught a session on Google docs.  I had heard about Google docs before through my other PLN on edweb.net “Emerging Tech: Using Technology to Enhance Your Library.”  Michelle Luthala, New Canaan High School’s Librarian, uses it regularly with her students and staff.  But it was just a mention in a webinar until Karin Ledford demonstrated Google docs and explained how it is used on her campus.  After her demonstration, we played around with it a little, and I found docs easy to use.

I started hearing more about Google docs.  A basketball coach using docs to set up parent help for food and coverage for a tournament. EGEA used them to set up our protest schedule and for coverage at the Western Festival. I used them with other librarians for collaboration on a document for one of our committees.  And I have to say I loved how we could work on the same document and not have to physically meet.  One less meeting to attend, and yet the work was completed and all who wanted to include input were able to do so.

Google docs is a wonderful tool to use with your students.  It does require that all students acquire a free Gmail account.  Once they have that and access to a computer, students can collaborate on documents with each other.  You can provide feedback from any computer to their work.  You can see how often students work on assignments. It is a time and paper saver.

So if you think you’d like to try out  Google docs, check out Google Docs for Educators. There you’ll find tutorials and ideas of how to use them with your students.  Google docs can definitely make life easier when collaborating with colleagues in your department.  And if you need any assistance, I am here to help if I can.  If I can’t, I’ll  find out how.

Of the many things I’ve learned this year about technology available for educators, Google docs has the most potential. As a former Language Arts teacher, I highly recommend this application for teaching the writing process. As a writing coach, you can leave comments and suggestions right on the document for your students.

Check out this cool tool for school!  It should make your life easier.

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