home

TED 8570 Spring 2013
Participating Scholars -- Please identify yourself, the grade of the students, and the subject.


 * Hannah Niebaum**
 * Subject - English Teaching**
 * K-12**


 * [|Cueprompter]** is a helpful web 2.0 resource for English Language Learners. For a lesson idea on how to implement this tool in my classroom, I would have students write out a traditional story or myth from their native country and translate it into English. Then, in front of the class, they would read their story from the cue prompter program. I believe that this is an interesting for the class to learn about different student's cultures while at the same time, they are improving on their listening, comprehension. The speaker practices his/her reading and speaking skills.


 * Nathan Brown **
 * Subject- Music**
 * High School**

[|Audacity] would be a wonderful web 2.0 tool to use in the classroom. Students would download the free program on their home computer or use a school computer. Students would be assigned a simple solo in which they would prepare and play using audacity to record the performance. Students would then be asked to manipulate and change the recording using effects found on Audacity. The teacher will monitor the progress and suggest improvements. The manipulated recordings would then be played for the class followed by the students trying to guest which effects were used. Some recordings could be selected for a demonstration at the upcoming concert.


 * Ching Yuk Lam**
 * Subject: Chinese History**
 * Grade: 5-12**
 * Web 2.0 application:** [|Blabberize]

As a Chinese teacher, I will definitely find it fun and effective to use [|Blabberize]in my Chinese History class. There are many ways to blab my lecture. If the topic of class is a famous historical figure, I will use a blabber to have the figure tell the stories and tales of his/her greatest accomplishments and failures. At the same time, I will add biographical information to the figure, such as birth date, historical background, education, fun facts etc. The blabberize could also serve as a fun option for students to do research projects on historical figures. For example, I will give student assignment to use blabbers to articulate what the historical figure was thinking under a particular situation. For instance, what was the First Emperor thinking when he ordered to burn all of the ancient scrolls and books? What were the people's responses? If you were the First Emperor, will you burn all the scrolls and books? Why or why not? In both cases, the blabberize appears to give the historical character a second life to talk when his/her image was selected and the area of the mouth was edited to "talk" with the recorded message. Students will add lots of their own thoughts and comments, making the class highly interactive and collaborating. In addition, at the beginning of class, I will blab my voice to my picture to give class/homework instructions and important class announcement. [|Blabberize]will be a fun way to engage my Chinese History learners and help them understand the historical events.


 * Piper Marsh-Porras- High School Spanish Literature lesson (Grades 9-12)**

As we complete the novel El Alquimista by Paolo Cohelo, we will apply our knowledge and understanding of the characters in the text. I will assign all students one main character from the book. Thankfully there are only 11 kids in the classroom, which means I have a character per person with NO repeats! Great!! This helps eliminate copiers. Each student will write a one paragraph script in SPANISH about what happened to the person in the text and a description of their part in the overall story line. Then, students will create a Blabberize character and record their paragraph. We will watch these SILENTLY in class as students will in a formative quiz sheet that requires them to match the character name with the Blabberize creator.


 * Patrick Poskochil - High School Biology Lesson**

In my Biology class students are learning about invasive species and the types of adaptations that allow them to take over a new ecosystem. I would assign students various invasive species and ask them to research the situation and create a news segment on what they've learned and could share it with the class. I would have them use cueprompter to cue them on what to say based on their research. Things such as where does the invasive species originate? Is it a problem there? If no, why not? What are the predators like there? How did the invasive species get to the new environment? What adaptations does it have that are making it so successful here? What is it doing to local wildlife? How does this affect the nearby human population? and what is being done to stop the invasion? [|http://cueprompter.com/]I would also have them use Splicd to show snippets of YouTube videos or other footage to show us what this invasive species looks like in action and to see what experts have to say about how it is impacting the environment [|http://www.splicd.com/]The news segment must range from 4 - 7 minutes.

I chose a science lesson because on one of the websites there are some fun tutorial options for science, and science is always more fun if there are other forms of delivery and media involved. I found a short video and activity about the water cycle and about water in general, our lakes, rivers and underground water. I would use this video and activity for the students in the middle of a science lesson on water. I would introduce the water cycle and about our water systems and how they are affected by the water cycle, and even how we can pollute/clean our water. After an introduction, and a short reading for understandiing, I would go to the following website and have the students watch and participate. [] After students have watched the video and done the activity we would move on to other sources for information. This would just be a short intro to water systems and the water cycle. -**Any subject any grade-** Another lesson idea that I found was to make graphic organizers. at this website, there are many graphic organizers that the students could learn to use and use for organizing different information. They could choose whichever organizer they like best and they could use them for any subject. These could be shared as a presentation or simply to organize information before a bigger project. [] -**Any subject any grade-** A third source I really like was at this website: [] This tools allows you to get photos off the web and use your own materials and put them together to create a magazine. I would use this in an ESL class, a foreign language class, or even a history class. I would have students choose a place and use this tool to create their own digital magazine including information and photos of the place and show and tell all about it. Thhese would be printed if possible, and shared as a presentation to the class.
 * -Lindsey Brown- grade 5-science**

-**Brent Kelderman** - College Mathematics There are a lot of ways that I would be able to use web 2.0 within my classroom. One of the main ways that I could easily incorporate web 2.0 into my classroom would be to use [|www.todaysmeet.com] to help encourage participation from all students within discussions in class. Another way it could be used would be to help encourage discussion when introducing new topics to my students through allowing them to somewhat anonymously (if they choose) in discussing the new material/topics. I could also use [|www.wordle.com] to help show the main topics of our discussion to help the students be able to focus their attention on the important aspects of the new topic being taught. I could also help differentiate my assessments by allowing my students to use the utilities of [|www.cueprompter.com] to help them type up their speech/presentation to help ease the flow of their presentation and to help ease some possible stress they may have. (I could also then require them to email me their typed up presentation for me to do a quick check on wordle to see what they are focusing on.) I could also help my students stay focused on the class by switching things up a little and using [|www.blabberize.com] to help make things not always so monotonous and "normal" to help try to keep their attention in the material that they may not like too much.

I think I would use [|http://www.splicd.com/]and []. I would probably start off playing some news clips and having a few questions written on the board about the news, asking the students to listen and try to answer as many questions as they can (some news anchors talk super fast). After listening to the clip/clips, I would use [|http://www.splicd.com/]to jump directly to the answers to the questions so students could hear them again (or for the first time). It would save time to have them already linked rather than trying to search the clip itself for the answers. After that I’d have them break into groups of 2-4 and write their own short news story based on newspapers or an internet article they read, as long as it is relevant and recent. They would then put that info into [|http://cueprompter.com] and act out mock newsrooms telling the classroom about the news story they chose or the weather if they chose to do that.
 * Amy Swanson- Adult Intermediate ESL lesson**

**Grades 9-12**
 * Jason Pitt**
 * German**

Web 2.0 materials would be extremely beneficial to the foreign language classroom. As a general social networking site, [] is intriguing in that it allows teachers to use a social networking site that is very similar to Facebook. However, it uses safety precautions to prevent distractions and to help students remained focused. For general classroom discussion, it would be excellent to post general discussion questions, reminders, videos, and other educational resources.

In many classes after the second year of German, students are required to challenging texts. As a fun way to front load the vocabulary, I would use a word cloud generator like []. Students would then learn the most frequently occurring words before engaging the text. I would also save these important words words in a Google spreadsheet doc. The list could then be imported to [] where students could make flashcards for study.

Besides the class Edmodo page, I could also access students on a more specific manner by utilizing []. This program permits teachers to upload questions and students to respond from computers, I Pads, or smart phones. Quizzes can also be done on the site. It also sends an automatic email to the teacher detailing each student’s score. Finally, to demonstrate what they have learned, students could build comics on [] where they can retell the story in their own words.


 * Bailey Smejkal **
 * English **
 * Grades 9-10 **

For the lesson I have in mind I want to use [] and []. The lesson I would focus on is giving a speech. First the students would pick their informative topic for the class. After spending two days in class writing their speeches and revising them the class would put them in wordle. This would allow students to see what words are the most common in their speech. If they feel they are using a word too often then can change parts of their speech. Each student would print of their wordle and we would use it to decorate the classroom. It would be fun to see the differences between everyone's wordles and give the classroom some extra color and flair. After doing the wordle students would use the cue prompter for their speech. Students are generally nervous about giving speeches and for the first speech of the year this would be a good way to ease their nerves. The cue prompter would helps students practice looking up and making eye contact with their classmates during the speech. When students use notecards they usually look at them throughout the speech and the cue prompter would eliminate that. I think that the students would have fun with this lesson and make giving a speech less intimidating.


 * Melina Petersen**
 * Math - telling time**
 * Grade 1**

I think the website: http://www.internet4classrooms.com/links_grades_kindergarten_12/apps_web2_tools.htm would be useful for looking at free apps to use on the ipod touch, iphone, or ipad. There is an app to tell time called TellTimeLT. I would ask students to write down the time of when they get up, eat, leave for school, come home from school, eat, play/do homework, go to bed. Then, I would use a website that allowed students to create a class graph of the data collected.


 * Casey Gilreath-Schoening **
 * General Music - Instrument Families **
 * Grade 5 **

One way I would use a web 2.0 is as a form of assessment, in this instance I would use wordle. At the conclusion of my Instrument Family unit, I would assign students an instrument family and have them list the instruments in their assigned family, the names of songs listened to, and maybe some descriptive qualities. They would print and hand in their wordle, I could make a bulletin board or display with them, while assessing as well.


 * Diane Newcomer**
 * ESL**
 * Adult Intermediate**

For a lesson I would use http://croak.it/. This site records voices for 30 seconds. I would have students record a sample paragraph to practice pronunciation. Then we could listen as a class to the recordings. On padlet.com students could post what they thought was done well and needed improvement. This would help students feel comfortable with speaking and also share opinions without knowing who is critiquing them. Variations could include telling a 30 second story, or responding to a prompt on the board.

I would use Blabberize for a composer project. Students would be given access to printed research materials as well as specific websites they could use to create a biography of their assigned composer. The students would be able to record the biography of the composer but speak in the first person. Individual student resources are limited in my school so I would do the piecing together. I would select a picture of each composer and attach the recordings. Then we could watch the videos as a class and I would be able to evaluate student work.
 * Brandon Fisher**
 * General Music**
 * K-12**