I’ve just started creating screencasts of our favorite Photoshop CS3 techniques to embed on our class website.  This will allow students to easily review the procedures and also help those who missed the initial instruction.  Here’s my first one (too bad the bell rang towards the end).  I used Jing for the screencast and the uploaded it to my YouTube channel.

Note:  This technique came from Matt Kloskowski’s book:  Layers:  The Complete Guide to Photoshop’s Most Powerful Feature.

My ultimate goal is to have the students in the Tech Media Arts class create a series of these screencasts about all types of different techniques too.

I really want to change the way students see design and creativity in their everyday lives.  One of the ways I will be doing this is by encouraging students to take creative photos with their cell phones and upload them to Instagram, Flickr, Picasa Web Albums, or Pinterest.  We will explore free photo editing apps and experiment with editing in Photoshop.  Students will take their images and create collages based around themes, inspirational quotes or for specific school purposes.  I have a few ideas in mind but I really want the students to come up with their own ideas.  Most of the students at my high school have a cell phone but we also have access to five Sony Bloggie Touch cameras – so everyone should be able to access to equipment.

Here are a few photos from my camera where I have been experimenting,  Some of the Apps I use are: Pic Stitch (free),  Popsicolor ($1.99), Juxtaposer ($2.99), PowerSketch ($0.99), InstaEffect FX (Free & $1.99), and Camera+ ($0.99)

Thanks to Nicole Dalesio for inspiring me and providing so many wonderful examples of Digital Art Tutorials.
Check out How to Improve Your iPhoneography Skills by Nicole ???? on Snapguide.

Follow these simple steps to learn how to create your own iBook and send it to the iBookstore!  You can find searchable transcripts of these tutorials at http://ecjourno.com/diyjourno/

How can we leverage collaborative technology tools to support communication and collaboration in the classroom? How can we plan lessons that effectively engage students and support learning goals?  The factors with the greatest influence on student achievement are instruction, professional learning, collaboration and learning time.

Technology tools that exist to support collaboration can:

• Facilitate real-time and asynchronous text, voice and video communication.
• Assist in basic project management activities
• Support co-creation by enabling groups to showcase learning in real-time or asynchronously.
• Facilitate consensus building through group discussions and polling
• Simplify and streamline resource management
• Enable locate and remote presentation and archiving of completed projects (Deal, 2009).

In this course, students will not only learn how to effectively integrate collaborative technology tools into the classroom but actively participate and apply these principles to their own learning and understanding.  We also want to make sure we are using sound pedagogy when using technology to support learning and aligning our instructional goals with the National Technology Standards for Students (NETS*S).

Portland State uses Desire 2 Learn (D2L) for their learning management system.  This program is fine but too many instructors have only used the text and discussion forum features.  I plan on integrating Portland State’s Google Apps program with D2L.  We will use Google+ hangouts for some webinars, shared documents, email, etc.  Also we will be USING all the collaborative tools each week like Edmodo, Diigo, Twitter, Collaborate and ones that individual students choose to explore (VoiceThread,Prezi, Evernote, etc).

One of the things that I will be playing with is including a weekly podcast lecture using iTunes U.  Last week I set up the iTunes Course Manager and added my written weekly lecture.  What I hope to do during the term and record a weekly podcast related to our week’s theme.  This will give me an opportunity to talk directly to my students, discuss current trends and share new resources.  Students can subscribe to the course and automatically receive the podcasts each week.

Next Week:  Talking about Digital Citizenship when using collaborative technology tools.

Deal, A. (2009). Collaboration tools. Teaching with technology white paper. Retrieved from Carnegie Mellon University website:  http://www.cmu.edu/teaching

I have to admit, God,
that sometimes it’s hard
to even call your name.

On days like this
I can’t help but think
that if you had been there,
we wouldn’t be here—

—here in a world where
so much violence
has changed everything

—here where such bloodshed
fills today’s news
even as many more die
each day alone.

But here is where we need you,
and here is where we cry to you.
Be here with us, Lord, be here.

Let us be angry for what has been done,
but don’t let us be consumed by it
that we no longer recognize ourselves
as your creation.

Give peace to the children.
Unbind them from the bonds of grief and fear
that they may become again
children of joy, of love, of trust, and hope.

And not today, Lord, but in time,
if there’s at all any room in our hearts to forgive,
then so let it be,
for we all need to be created again.

Be here with us, Lord, be here,
right where we are, as broken as we are.
Be here with us, Lord, be here.
Amen.

(c) 2012 Diana Macalintal
— at Jesuit School of Theology of Santa Clara University.

I used this opportunity to promote connected learning, the importance of certified school librarians and my involvement with edcampPDX.

After introductions and sharing of activities of the week we began earnestly connecting with one another – talking about faith families, teacher-led PD, Noodletools , an 8th grade class blog,  school-based edCamp, social justice themes with literature connections,  sharing resources for going 1:1, discussing Google Apps for Education, Google Docs for Kids book, The Catholic School Standards Project, BYOD resources, daily prayer resources (see list below) and using iBooks Author to make a daily prayer book for iPad.

The group will archive the chat stream HERE and also has created a Edmodo group (c6u263).  Look how much I learned in ONE HOUR on TWITTER!!

I requested daily prayer apps/ web resources that I could share with my teachers.  Here are the results:

iPad Apps

• iBreviary  (free) for iPhone and iPad
• Laudate (free)
• 3 minute Retreat ($0.99)
• iMissal Catholic (Mass, Reading. Calendar, Lectionary) ($4.99)

Web Resources

• Sacred Space – http://www.sacredspace.ie/
• Pray-as-you-go – http://www.pray-as-you-go.org/  (Also a podcast)
• Divine Office – http://divineoffice.org/ (Podcast)
• Other6 – http://www.other6.com/
• Spontaneous Prayer blog post

Greg Miller from Alberta, Canada shares a bulletin board from his school

• Students have 24/7 access to Library databases & ebooks with Access My Library, Destiny Quest and Follett Digital Reader app.  Accessing these resources right when student’s need the information promotes the “flow of learning” and reliability on credible sources.
• Students have access to productivity apps to use right when they need them for note taking, writing papers, completing science labs, etc.  The apps include:  word processing (Pages), spreadsheets, presentation (Keynote) and annotation apps (and more).
• The built in camera gives immediate access for students to take photos and movies and edit it with the same device.  This streamlined process is much more efficient and easier than using desktop software and eliminate scheduling issues in the computer lab.
• Having eTextbooks on devices means that students don’t need to purchase separate books for each subject area and will have the resources they need 24/7.

Increase student engagement

• Use Socrative or Nearpod to engage students will polls or teacher-led or student-paced quizzes
• Using enhance eBooks – like E. O. Wilson’s Life on Earth – that contain audio & video can engage students with multimedia elements to further their understanding of the content material
• Students can gather, create or digitally manipulate images to demonstrate their understanding of a concept learned.  The learning can be even deeper if audio recordings accompany these digital images (SonicPics).  Audio recordings could be language practice, persuasive speeches, debates, poetry readings, etc.

Improve speed and quality of feedback to students

• Record student giving speech/presentation with camera.  Open in iMovie and orally record feedback soundtrack on top of movie.  Publish and upload to share with student
• Teachers can use iAnnotate to give feedback to students on written drafts.
• Share resources, assignments and images through iTunes U or Google Drive.

Scaffolds learning for students

• Use ExplainEverything, ShowMe or EduCreations to record an explanation for a student.  The screencast will record voice, diagrams and written text.
• Students use Inspiration Maps to brainstorm ideas for writing and project planning, or provide a visual representation of learning.
• Students can use a virtual dissection app before conducting a science lab in class.  This can provide students with an interactive environment to learn concepts being presented and alleviate concern and stress during the activity.

Promotes discourse focused on critical thinking and problem solving

• Using Book Creator, students (or teachers) can create eBooks that demonstrate their understanding of learning targets.  These eBooks can contain text, audio, images and embedded video and can easily be shared as a PDF or uploaded to iTunesU.
• Use authentic data to create graphs and charts to support a hypothesis or thesis in Numbers.
• Use interactive tools of Algebra Touch to interact, manipulate or create math problems for deeper understanding.

Engages students in metacognition / reflection

• VoiceThread provides an asynchronous threaded discussion around images or documents.  Students can leave comments by text, audio or webcam or it can be used for personal reflection about projects, art, participation, etc.
• iAnnotate gives students the ability to annotate iBooks, pdfs and written documents with their personal reflections.

Helps students meet / exceed standards

• Apps can provide review for material presented in class such as Algebra Touch, Hello Hello World (languages), Library of Congress Docs Teach, etc..
• Students can use math or science virtual simulation apps to help their understanding of concepts that are difficult to “see” or understand.
• Students can access free online courses through iTunes U or review videos from Khan Academy, TED, or Discovery Channel.

Engages students in application-based authentic learning

• Using Skype or Facetime to communicate with guest speakers or experts in the field.
• Use camera and video features to document service learning projects. Upload them to La Salle YouTube channel.
• Access news and information in real-time as current events are happening.
• Create their own textbook for use in class.

What would you add to our list?

Next up was Jonathan Silk (Cadre 14) who talked about building an online Community of Practice with Leadercast for military officers.  David Greenfield (Cadre 9) talked about the Arts and importance of including them into STEM S.T.E.A.M programs — and not just think that doing “artsy” lessons is the same thing.  I really enjoyed meeting Noah Sparks (Cadre 13)  — (yes, he’s Paul’s son) and hearing how Yammer transformed his work environment.  Andrea Flagiello & Jacquelin Sandoval (Cadre 14) shared their MALT Design project — which was solving how OMET/MALT alumns can better stay connected using social media.  We will definitely use some of their ideas as we move forward with organizing future meet-ups and conferences!!

I especially enjoyed hearing about Jeff (Cadre 3)  & Maria (Cadre 11) Lee’s experiences using VoiceThread in their research of Himalayan Communities Leverage 21st Century Technology To Solve Problems.  Jeff had attended one of my VoiceThread sessions at ISTE and was able to meet  Steve & Ben, the owners of VoiceThread and then worked with them to take their beta iPad version of VoiceThread to Nepal to record the villagers talking about their experiences.  Even Robert Martellacci got into the action and updated us about MindShareLearning and Dawn Ryce shared a poem enhanced with her own photos – (thanks Debby & Dawn for being our photographers all week long!).

When enjoyed a leisurely lunch (highly recommend Malibu Seafood) and then returned for our 2nd day of unconference sessions.  I attended a discussion about what questions about technology should we be asking & how its affects our culture.  I also really enjoyed the next conversation about best practices when using collaborative tools with students and teachers.  The final panel once again shared “What’s got your attention” and we ended Friday with a community circle by the Heroes Garden with Margaret.  Of course Friday wouldn’t be complete without the obligatory after dinner visit to the Lego room as the MALT15 cadre mates worked frantically to finish up all of their projects.

We all cheered on the MALT15 cadre mates on Saturday morning as the ran their Hunger Games Lego robots — “May the PROCESS be ever in your favor” — and watched their videos.  By then everyone was all happy and smiles (and a little sleep deprived) and after the final community circle then the conference was over.

I really am glad I decided to attend the conference.  It was fun for me to meet the MALT15 cadre and enjoyed their questions of: What did you do for your Action Research, is it really going to take over my life and what are the instructors like?  Best of luck to my MALT15 buddies Kristina Peters and Catherine Davis and all the other cadre members.  Feel free to contact me anytime if you have questions of need some help with Twitter, Dreamweaver, Action Research or just a compassionate person who will commiserate with you.  And remember … it really is all about the process.  Good luck!

I especially enjoyed meeting folks from different cadres and comparing experiences.  We all reminisced about our VirtCamp experiences, the bonds of friendship, frustration with learning how to program Legos, making websites and movies, and remembering “it’s the process”. I enjoyed catching up with fellow Cadre 9 folks:  Kristen, Robert, Novita, David, Allen and honorary Bucca9er – Pam.

OMET/MALT Alumni members in order from Cadre 1-14 (left to right) who attended on Thursday

During the morning sessions of the alumni conference each day various people spoke about their Action Research, current projects, or how the program has impacted them in their current position.  On Thursday we learned about ways to use Edmodo from Jill Florant (Cadre 13) to engage students & faculty and develop communities of practice.  Jacquelin Sandoval (Cadre 14) shared an amazing story how her digital marketing plan from her Action Research helped resurrect a fledgling salon business.  Kevin Chow, a teacher from Venice CA (Cadre 14) talked about marshaling student self-efficacy through knowledge building communities hoping to affect the dropout rate at his high school.  Charlene Reed (Cadre 7) shared the story of how having an real client engaged her design students.  Trey Eubanks (Cadre 14) used the analogy of using the right “power tool” when working with faculty who are learning how to integrate technology at his school. Unfortunately I missed most of Oscar Menjivar’s (Cadre 13) presentation on Teens in LA:  Hustle & Hack because I was pulled out to be videotaped about my Pepperdine experience. The passion of each speaker was obvious and I enjoyed the variety of topics.

After enjoying a nice lunch, Cynthia Martinez (Cadre 1) helped explain and organize an unconference.  Topics by attendees were suggested and voted on and I attended two sessions.  During the first session people shared an online resource, software tool or website.  The next session focused on best practices with mobile learning and favorite Apps.  It was nice to have an opportunity to interact and get new ideas from each other.  The nice thing about the unconference format is that if you feel you missed something by not attending one of the sessions, you can always suggest that topic at the next unconference you attend!

Panel members answer "What's got your attention?"

Julia Fallon (Cadre 8) then organized an informal panel and asked members to share, “What’s got your attention”.  The sharing and conversation was insightful, engaging and inspiring.  Cynthia talked about the Maker Faire movement and this got me thinking about how I could encourage more creativity at my school or for myself personally.  We also got into an engaging conversation about empowering students, empowering teachers and leadership.  What a wonderful way to end a full day of conversations and learning.

We were off to Duke’s for dinner and met up with some of the MALT15 folks later on for drinks.  All in all it was a great first day for the alumni conference.

Flickr Photo pool:  http://www.flickr.com/groups/omet_malt_alumni/pool/

Facebook Group:  https://www.facebook.com/groups/315561458527636/

Winning ways to use Google Apps in your Library

Got books? Promote Reading and YA Literature Using Google Apps

It was very interesting taking my Got Books? poster session presentation that I did at ISTE 2012 and completely convert it to Google tools.  I was amazed how many opportunities there are to using Google tools while using technology to promote reading and book projects.

It has been five years since I graduated and during the alumni conference I will present a 20minute TED-type talk about my journey, what I have learned along the way and how it challenged me to make a difference.  Here are my slides (including brief speaker notes)