Ok, I did the last two tools a little out of order (screencast-o-matic then diigo), BUT I see valid and immediately applicable applications (applicable applications? does that work?) for both.

In 10th grade, the our students give an informative speech. The formative work involves learning about research practices and procedures, and I'd love to offer students a place from which to start with their research -- I worry a little about having them simply collect bookmarks (basically I think it would be too easy to simply go back to that website and copy paste information), but a place from which to start would be great!

I also, like Megan Rohwer mentioned in her post, think Screencast-o-matic would be really helpful in teaching students how to format a page and create Works Cited pages.

Cool tools!

Screencast-o-Matic

Here is a link to my screencast-o-matic video with directions for how to access the databases on the PCSH Media Center website and an overview of what's available. Enjoy!

http://screencast-o-matic.com/watch/clhqqEE52

Google Forms

I recently created a survey in Google Forms and sent it to all of my 11th graders who are writing their persuasive essay. The survey had 7 questions about how students chose their topic, what research they did before and during the unit, and suggestions for improvement to the unit. I really appreciated the candid responses students gave when the weren't concerned with having their name attached to the response. It gave me great information about what to change and what to keep for the future!

Google Docs, Wikis, Etc.

I've really enjoyed having access to Google Docs/Osseo Apps (whatever you want to call it), primarily because it eliminates so many excuses in my classroom. I make a point to strongly suggest (aka practically require) student to write papers, work on assignments and do projects using Google Docs. It eliminates the following conversations:

Student: "Ms. Williams, I forgot to save!"
Me: "Google Docs saves for you! Did you use it?"

Student: "Ms. Williams, I forgot my flash drive at home"
Me: "With Google Docs, you can access your work from anywhere! Did you use it?"

Student: "Ms. Williams, I emailed it to myself, but now it's not there!"
Me: "With Google Docs, you can access your work from anywhere! Did you use it?"

Of course, there still are a couple students who "just don't like" Google Docs, and I'm careful to advise them that I won't be accepting any of their accuses... but it generally works.

On top of the excuse-eliminating powers of Google Docs, I really appreciate the ability to share and comment on student work. There's never enough time in a class period to meet with students, so I let them know that they can share their work with me, and I'll comment on it outside of class time. This works well for some students, and not so well for others, but I really like the option.

However, what I don't like is the inability to easily format a hanging indent in Google Docs. I haven't figured it out -- have you? (I know, #Englishteacherproblems, right?).

In the future, I'd like to spend some time working with the "forms" feature in class. Surveys? Quizzes? Drawings (I didn't even know drawing was an option!)? The possibilities are endless!

Technology and Education

I remember this video from a few years ago -- I probably saw it in a college course or something, but the idea that today we're preparing students to do jobs that don't exist, with technology that doesn't yet exist is still somewhat unfathomable to me. However, just this week I was reminded of that while I planned how to teach students about Works Cited pages -- when I learned about Works Cited pages (back when I was a kid and had to walk to school, uphill both ways, in the snow, without shoes...) technologies like easybib.com or bibme.org didn't exist. However, the skill of citing your sources and giving credit was then, and continues to be important. Somedays (most days?) it seems equally important to focus on how students learn, as it is the specific content. 

A New Year, and a New Hobby? (well... maybe not)

In the spirit of "getting to know you," here's three truths and a lie (or... four truths and no lies; whatever.)

Truth: I have collection of blog addresses accumulated from my college teaching courses (Go Norse!) that have been bookmarked since I started them, and never updated. So, I've done this before, I just don't like it...

Truth: Some of my best friends write awesome blogs (Third and Longchamp, Just a Big Ten Girl, Living in an Ivy League World, Badd English: Dubai Need to Know this for the Test?.)

Truth: I love reading blogs, especially food blogs. My New Year's resolution was to cook one meal per week of entirely new recipes -- not my mom's recipes, not things I've made before, or eaten before, but recipes I've never tried. I have a document on my computer full of links to blogs with recipes I can't wait to try (like this one, which I modified with ideas from this one).

Truth: I have avoided actually making my own blog pretty much since blogging started. I always feel like the things I have to say probably aren't that interesting (and I feel there's this intense pressure to be funny or witty or creative), but the prospect of being assigned topics to blog about is intriguing (oh, and there's always the Kindle ;) ).

Here's to my first new adventure in 2012!