Before we get started: This week's assignment is optional. We'll resume our regular class schedule after Thanksgiving. You need only complete this week's assignment if
you need to "make up" for a week you missed
you want to have a spare assignment in the bag, just in case you miss a week later in the class
you just love learning so much that you can't help yourself
We'll have one more "make up" opportunity during the winter break.
Now, for this week's optional post:
If you took the class last year, you know that I'm a big fan of the folks over at Teachers First. They do a great job collecting, reviewing, and cataloging digital tools and resources for teachers. They are always adding new things to their site so it's worth revisiting now and again. So, for this week, that's what we're going to do. You may want to refresh your memory by reading what I had to say about Teachers First last year. Then, visit the Teachers First site, do some exploring, come back here and tell us what you found and how you think you might use it.
We have a small group, so, not surprisingly, we're seeing a lot of responding to other participants' comments. However, the online "discussion" that is possible with threaded commenting on a blog can really enhance even a simple online class like this one. So, this week, we're going to take full advantage of the technology we have at our disposal.
Please revisit Week 3's post and associated comments AT LEAST TWICE THIS WEEK. Many of you brought up some interesting ideas and questions related to the topic of motivation in school and we're not going to let them languish there. Each time you visit, I'd like you to provide two additional comments in the form of "reply" to the comments already there. Yes, it counts if you "reply" to something you've already said.
You'll probably want to know when/if someone responds to a comment you made. You can be alerted via email but simply typing in your email address when you leave your comment AND selected "Subscribe to Replies" (or "all comments," if you'd prefer that option).
Next week I'll be posting an "optional make up post" for those who have missed one so far. Otherwise, you're off the hook for Thanksgiving. (Of course, you can respond if you want, but you don't have to.) That makes this week's assignment due December 2. With all that extra time, just imagine how interesting the motivation discussion will be!
This week we're going to try using a tool that allows you to capture your voice and your screen actions in a real-time video. Typically, these are called screencasts. Screencasts are what I make when I want to show staff how do something for F1 Tuesdays. I use a product called Jing, but it requires a download and frequently updates, so it's not available for general staff use. Nonetheless, many staff members see the potential for screencasting so I've been on the lookout for a tool that staff could use. Seek and ye shall find! ScreenToaster is a free online screencasting tool. You simply create an account and record. Then, upload your video to ScreenToaster (or YouTube, if you'd like) and share the link with your students or embed the video on your blog.
This week, I want you to do just that--go to ScreenToaster, create an account, and make a sample screencast. I'm not going to give you a lot of direction here because the beauty of Web 2.0 tools is that they are intended to be used without a formal training. However, sometimes there are glitches--it is free after all--but I didn't find anything significant. (One hint, though: the default is no audio recording, so you'll need to enable this before you record.) If you get stuck, use the help and demos they provide to help you. One thing, however, you many need to adjust your microphone settings on your laptop before you being. This little screencast (which I made using ScreenToaster, by the way) shows you how.
Once you're done, come back here and do three things:
Provide the URL to your screencast. (Don't worry, we're not going to grade you.)
Suggest a way that this tool could help improve student learning in your classroom. Think beyond teacher use. If your students are over 13 and have the permission of a parent, they can use ScreenToaster to create screencasts, too.
Report on your experience using ScreenToaster. How did your "figuring it out on your own" go? Any advice/insight for people new to screencasting?
Here's a great short interview I stumbled upon on NPR last year while driving to work. In it, Daniel Pink (author of A Whole New Mind, as well as other books) discusses motivation and what he learned while writing Drive, a book about, of course, motivation.
Before you can tackle this week's assignment, you'll have to listen to the 4-minute interview.
This week you have two options for your "assignment." Choose whichever one suits you. (NOTE: You may think that this week's post isn't really about a new technology tool, but you'd be wrong! :) NPR and our very easy access to the wealth of material there is a wonderful way to bring outside voices into your classroom. When you get a chance, do some exploring.)
Option A
Play the interview for your students and conduct a discussion around a question like this, "It seems like Daniel Pink is suggesting that providing external motivation like pay (or, perhaps points/grades) decreases rather than increases motivation. Do you think this is true in school? Do points motivate or de-motivate you? What would happen if I didn't give you points?"
Report back here some of the insights students share.
Option B
Reflect on Pink's ideas in relation to the way you motivate students in your classroom. What issues does he raise for you?
