Blog #2 - Videosharing

According to a recent eBizMBA article (http://www.ebizmba.com/articles/video-websites) YouTube (http://www.youtube.com/) is the largest and most popular videosharing site, so I decided to spend a little one-on-one time with it. You may be asking yourself why an educator would choose to blog about YouTube as opposed to TeacherTube (http://www.teachertube.com/), but really the answer is quite simple. I surveyed my grade 6 class. None of my students had even heard of TeacherTube and one of my focus questions for this course is to create stronger connections with my students through the use of web 2.0 technologies. Thus YouTube was selected! While I’m thinking about my students, let me take a minute to share the results of my class survey with you (the results were somewhat surprising). Out of 20 grade 6 students, only 1 student had never watched a YouTube video before and although the rest watch YouTube videos on a weekly bases only 7 had YouTube channels (YouTube’s version of an account). When asked what type of videos they watched, music videos followed by movies and TV shows/cartoons were the most popular. To a lesser extent they also watched videos that contained video game tips; jokes or stunts; sports; reviews; how to speak a language; and how to make something. 3 out of the 20 had made videos that they posted on YouTube with content such as “how to play Guitar Hero” and videos where they simply sit and talk to the camera without much to say (as stated by one of the student producers). It is also interesting to note that, out of this group of 20 students, 15 have their own e-mail accounts and 12 are Facebook users. To this end, my previous blog was about photosharing and none of the students were aware of Flickr, nor have any of them ever uploaded pictures to the internet. I found this a point of interest considering they were more than excited to share their YouTube experiences with me and simply sat idle (which is abnormal in my classroom) when I asked about photosharing. YouTube is an obvious hit amongst my students and the mere mention of the site created an explosion of hands in the air, animated faces and a significant noise increase. I have spent some time looking for my students’ videos, but have been unsuccessful at locating them. Although certainly humored, the 3 producers did seem a bit uncomfortable at the thought of their teacher watching their videos and now I’m wondering if they didn’t race home and either delete them or change their settings to the private function. Regardless, this blog post will provide you with my reflections on learning how to use YouTube and how this technology will impact me personally and professionally.

Reflections on learning to use YouTube

Prior to signing up for my own YouTube channel, I had watched the odd video sent to me via e-mail and had also used YouTube to learn more about laparoscopic surgery before I went for mine (highly recommended if you have a strong stomach). YouTube was easy to sign-up to (check my channel out http://www.youtube.com/canadanz16), but once I had done so I was given little direction as to what I should do next. Thus I felt like I was aimlessly playing around with anything that I could click. Eventually I discovered that I could set-up my profile and choose the functions for my homepage. I’m being selective about my word choice here, I use the word choose rather than create in reference to my home page, as I wasn’t really able to personalize my home page in any significant way by clicking the predetermined features on or off. I easily uploaded two home videos and was able to identify the level of privacy, title, description and tags for each video. On one of the videos I spent a considerable amount of time playing with the annotation feature (thank goodness the video is only 21seconds long) and eventually added a note that displays itself toward the beginning of the clip and a spotlight that highlights and identifies the main characters. Even after referencing the help section, this was a challenge and I now have much more respect for YouTubers who are editing their own productions.

On the other hand YouTube makes it easy to share your videos and to subscribe to other peoples channels. It is also easy to search for videos (in categories if needed) and to then mark them as favorites, to share them with others, to add them to your personal playlist files and/or comment on them. Videos can also be flagged if you perceive the content to be inappropriate. While searching for funny videos I quickly came across the popular YourDailyLaughz channel (http://www.youtube.com/user/YourDailyLaughz) and was shocked at the distastefulness of many of the videos, some of which I would even label as offensive. YouTube is somewhat regulated by its users (it relies on the users to flag inappropriate videos and then YouTube checks them out http://www.youtube.com/t/terms) and provides the following statement before every video is uploaded:

Important: Do not upload any TV shows, music videos, music concerts, or commercials without permission unless they consist entirely of content you created yourself.
The Copyright Tips page and the Community Guidelines can help you determine whether your video infringes someone else's copyright.
By clicking "Upload Video", you are representing that this video does not violate YouTube's Terms of Use and that you own all copyrights in this video or have authorization to upload it.

Despite the fact that this strong reminder is present, based on the videos that I saw in an afternoon, there are many copyright infringements and in some cases the violations are so blatant, I’m not so sure where the legalities of this would begin and end.

Regardless, my favorite feature of YouTube is that it has a memory. By that I mean that it remembers the videos that you’ve previously watched and recommends similar videos that you may also be interested in. Furthermore, I also appreciate the fact that I can effortlessly find out what’s moving and shaking by checking out the categories displaying the most popular, most viewed, most discussed, most responded to, rising videos, recent videos, as seen on, top rated and spotlighted videos – which may be a window into what’s being talked about in society (presentation by Michael Wesch http://www.youtube.com/watch?v=TPAO-lZ4_hU). Lastly, it is helpful that YouTube also converts files so it doesn’t matter what type of file it is before it is uploaded.

YouTube – For my own Personal Learning

Whether one is looking for fame or to be embarrassed, I’m certain that both could simultaneously be the result of a YouTube video. In terms of entertainment I absolutely love YouTube; some of these videos (like the wedding one that I’ve included) really put a smile on my face and put a little pizzazz into my day. I also enjoy the more informative videos that demonstrate how something is done (like laparoscopic surgery) and those videos that simply display what some of society is doing. This is the very nature of YouTube. In Michael Wesch’s presentation he speaks about how YouTube has changed the way people reflect and represent themselves in society and the global impact this has made (http://www.youtube.com/watch?v=TPAO-lZ4_hU). After a 10 minute discussion with my class about YouTube, I can see first hand what Michael is referring to, as the kids were both excited and in 3 cases apprehensive to reveal their videos to me. YouTube is a medium that I foresee myself using significantly more in the future, but I question as to whether or not I’ll take the more drastic step of creating my own vlog. For the last few days, I’ve heavily debated with myself as to what I would upload on YouTube so that I could effectively use this tool and if I should produce a video to specifically post on this blog. In the end, time, or should I say the lack-there-of, prevented me from producing a video and after much contemplation I decided to play it safe and upload two videos to my channel that don’t reveal my family and friends. Why? Privacy. Although I often use my digital camera to take videos (I’m the producer and am rarely ever in them), I’m doing so with an audience in mind and that audience includes my family and friends – not the rest of the world. I would hate for someone close to me to fee embarrassed about a video that I posted of them and for it to potentially do some real damage, such as prevent them from securing their ideal job or destroying a relationship. Once something is posted on the internet it has the potential of doing a lot of damage and realistically you can’t do much about it. On a recent Spark CBC radio show (http://www.cbc.ca/spark/2009/09/full-interview-bill-wasik-and-hal-niedzviecki-on-why-we-post-regrettable-videos-online/) that I heard, it was said that you’re only hope of getting rid of negative information/videos on the internet about you is to counteract it by doing a ton of amazing things so that it’s far enough down the page when someone searches for your name that they don’t see it. Having stated this, I know I could upload my videos on YouTube and set the privacy setting to private, so that I can select who can view them. I may do this so that my family and friends have easier access to my videos. However, this won’t happen until I have a few minutes, or should I say hours, as once I’m on YouTube I find it a bit addicting!

YouTube – for my Professional Learning

Like Fickr, the possibilities of using YouTube in the teaching profession are only limited by your imagination and possibly your skills (presumably you have the technology). Obviously the students can produce their own videos to demonstrate their learning and can also watch them to learn. But the real value in this Simply put, is that 21st century learners can engage in meaningful cross-curricular projects that have an audience and incorporate web 2.0 technologies (http://teacherlingo.com/blogs/sharingtechnology/archive/2008/02/23/using-youtube-in-the-classroom.aspx). This allows for differentiated instruction, accommodates individual learning styles and supports inclusive education. For the past two years I have frequently visited United Streaming to show relevant videos to my students and have highly valued this opportunity as it often allows for a clearer understanding of a topic, particularly with my students who are English Language Learners (ELLs). However, I’ve recently figured out how to use my password to unblock YouTube and, via my SMART Board (http://smarttech.com/), I plan on incorporating this site into my lesson plans. Although the United Streaming videos are professionally produced, the unrefined YouTube videos display a part of human nature and society that creates excellent platforms for class or small group discussion and of course the ability to network with others through comments and feedback is invaluable (Brenda's Blog http://www.education-world.com/a_tech/columnists/dyck/dyck016.shtml).

A couple of years ago, I signed our school up to produce a School Zone segment (http://edmonton.ctv.ca/servlet/an/local/CTVNews/20071203/school_zone_promo/20080122/?hub=EdmontonHome), which is a 2 minute opportunity to shine the spotlight on a school during the local news, and was shocked to discover the extensive amount of work that had to occur before the segment was even recorded. There were scripts, rehearsals, location decisions, and then there were multiple takes for each scene. In short, it was a lot of work for 2 minutes of airtime and I wasn’t even the one doing the editing! The students were passionate about this project, loved to watch the end result over and over and were proud to share it with others. In another elementary school that I taught in, the students in one of the grade 6 classes were the producers of the school’s weekly news program that aired on Fridays. The students were responsible for writing the scripts, setting up the props and delivering the school news to the rest of the school. To add to the complexity of the production some the news items were previously recorded while others were live (similar to a real news stations where the anchors are live and introduce prerecorded items). Every year, there were a number of students who wanted to join this class. These are just a few first hand examples of the excitement that this rich learning opportunity of producing a video creates.

My goal is to have my students produce a video during the second term and share it (at least with the rest of the school). Before I proceed with using YouTube in the classroom I have much to think about and possibly even district experts to consult with. Firstly, I need to understand our district’s guidelines regarding YouTube and secondly I need a clearer understanding of the privacy settings in regards to FOIP (Freedom of Information and Protection of Privacy Act - http://foip.alberta.ca/ ). Unfortunately, over half of the students in my classroom have tight parental restrictions placed on them concerning FOIP (bizarre considering they freely use YouTube at home), which can make sharing a taped production a bit tricky.

Here are some of the pros and cons of using YouTube in the classroom:

Pros
Real audience
Connect with others from around the world
Cross-curricular
Provides opportunity for students to play with their voice.
Engages students in meaningful activities
Allows for differentiated instruction
Creates excitement
Deepens understanding of a topic
Provides how to (great for ELLs)
Automatically converts file format
Creates a venue for students to critically examine society.
Medium for students to reflect and create/discover their personal identity
Supports inclusive education
Can select privacy setting

Cons
Privacy issues
Inappropriate content easily accessible
Negative outcomes (e.g. embarrassment)
Doesn’t provide clear directions on how to use YouTube
Personalization of channel is limited

For me, the pros significantly outweigh the cons; however, I understand that I still need to conform to district guidelines in the classroom and may simply have to set the privacy setting to private. Another way around this dilemma is to use the YouTube Edu section (www.youtube.com/edu), which includes videos and channels meant for educational purposes, or to upload it in another format (http://practicaltheory.org/serendipity/index.php?/archives/774-Getting-YouTube-in-the-Classroom.html). In today’s society, children are most likely going to access YouTube on their own and it is necessary for both schools and parents to educate them on making informed choices, and subsequently actions, when inappropriate content appears. YouTube is an excellent web 2.0 technology that allows learners to share their voice beyond the walls of the classroom (Davis & Merchant, 2009 http://www.peterlang.com/index.cfm?vID=310263&vLang=E&vHR=1&vUR=2&vUUR=1).

For more information and ideas using YouTube in the classroom, visit the following links:

EduTopia – Online Interactivity for Educators: A Teacher’s Tour of YouTube http://www.edutopia.org/teachers-tour-you-tube

Sharing Technology – Using YouTube in the Classroom http://teacherlingo.com/blogs/sharingtechnology/archive/2008/02/23/using-youtube-in-the-classroom.aspx

EduTopia – How to use YouTube in the Classroom http://www.edutopia.org/digital-generation-youtube-teaching-video

Blog #1 - Photosharing

Reflections on learning to use Flickr

Flickr was easy to sign up to and use, as there were prompts suggesting how you should get started. However, it does require that you have a Yahoo account. The site clearly explains three options for uploading pictures and videos and I was able to upload them from my computer without a problem. I didn’t like the fact that I could only select one item at a time, but it may be possible to select more with one of the other uploading options. Within a few minutes I was able to provide a title, description, tag and place my pictures in a newly created folder. The features were quick to use; I was able to add notes, map the location of the photos and edit my pictures via Picnik (another web 2.0 technology to edit photos). Picnik automatically loaded when the editing tool was selected and it too was easy to navigate, but I dislike the fact that you have to pay for many of the more interesting features. Depending on what type of picture editing software users have on their home computer, they may be better off doing their own editing before uploading pictures to Flickr. Adding videos was as easy as adding pictures, but my video has failed to play beyond the first 17 seconds and I’m not sure if this is a Flickr problem or if there is a technical issue with the video clip that I selected (my new computer won’t play any of my videos). The tag and organize features simplify the organization of your photos, as you can easily find photos by searching for specific tag words and then organize them according to self-created categories. Flickr also made it easy to join and create network groups and to comment on other people’s photos from around the world. Additionally, the more you can do section allows users to go beyond traditional photo viewing and create tangible objects; of course many of these applications are associated with a price tag. Users should be aware that there is a 100 MB photo limit and a two 90 second video limit per month, but additional space can be purchased. View my Flicker account at www.flickr.com/photos/canadanz or even better view my slide show of New Zealand at http://www.flickr.com/photos/canadanz/sets/72157622413414748/show/

Flickr – For my own Personal Learning

Flickr has arrived at a point in my life when I need it the most! My husband and I do a lot of travelling and have thousands of photos saved on our computer and burnt onto a plethora of CDs. This method of storage is a) not secure (theft, house fire, decomposing CDs) b) pretty much only accessible in our house and c) only organized according to date. Being the type A personality that I am, Flickr allows for greater security and accessibility and can be organized in more ways than I am able to dream of. I love the fact that I can control the privacy settings and that my family and friends can easily view our photos, as it previously took me a considerable amount of time to e-mail them with captions. My favourite feature is the mapping function, allowing me to quickly identify exactly where a photo was taken right down to the specific street. This will be a good reminder for us in a few year’s time when we’ve forgotten the little details of our trips. I’m excited about some of the more you can do options, such as Tiny Prints, Blurb, and ImageKind, and am thinking that there are some potential personalized Christmas presents waiting to be created. The networking possibilities were a real treat for me when I located a New Zealand I Spy group where you have to try and identify the location of a photo. This has potential to turn into a little household game! It was also exciting to see that other people were actually interested in my photos, with a comment being made 2 minutes after uploading them. I am a budding photographer and Flickr is providing me with the encouragement to spend more time on this hobby, as I learn tricks of the trade from others. I look forward to producing more contemporary photos to compete (oops, I mean share!!!) with others.

Flickr – for my Professional Learning

Click! This is one web 2.0 technology that I’ll be thrilled to incorporate into my classroom practice Monday morning! With its privacy setting feature it allows students to work safely with photos and videos in a controlled environment that still has the benefit of off-site storage (filling up the school’s server can be a problem). With some instruction, Flickr would be easy for students (more likely for grades 3 and up) to use in terms of working with photos and networking.

The educational benefits in all aspects of the curriculum seem endless. For example, in language arts students could use photos to create a story board, as a story starter, to practice their descriptive language skills, to categorize, and to identify similarities and difference. It could be used as part of a presentation, to visually represent ideas, to create a slide show on a specific topic, as a starting point for a group discussion, to represent a timeline, identify specifics on a diagram, locate particulars on a map, share their school experience with others, etc. etc., ETC!!! And those are just some of the options for language arts! Visit http://www.flickr.com/photos/cogdog/265279980/ or
http://misterteacher.blogspot.com/2005/04/flickr-for-teachers-blogging-photos.html or http://www.classroom20.com/forum/topics/649749:Topic:106255?page=1&commentId=649749%3AComment%3A170983&x=1#649749Comment170983 for more ideas on how to use Flickr in the classroom.


For students who are English Language Learners (ELLs), Flickr again offers a surplus of learning opportunities from helping them learn the English language to providing opportunities for them to share their culture. More specifically, Flickr could be used with ELL students to make meaningful picture books, identify objects and share their ideas visually, perhaps in a slide show. It would also allow them to visually share their culture with others, in order for others to gain an understanding and appreciation for who they are and where they come from. When language is a barrier, pictures really do say a thousand words (particularly when they are associated with a map!). The Flicker network may also be a link to remaining in or making contact with their homeland and an opportunity to practice their mother tongue. For more ideas on working with ELLs and web 2.0 check out: http://eflclassroom.ning.com/index.php

As an educator, Flickr has the ability to offer me another way to connect with my students via the Flickr groups and comment function. It also allows me the opportunity to provide visuals during lessons and the ability to focus attention on details and/or identify the location of a photo/video on the classroom Smartboard. Later this week we are going to start a guided reading theme entitled Time Detectives and I plan on using Flickr to search for photos taken in the locations of our books settings. I’m thinking that the photos will make the books seem more real to the students. Although I am new to the Flickr teacher group, I expect that it will create an opportunity for me to connect with other teachers, whom I’m hoping will guide me in refining best practices and stretch my imagination with more Flickr lesson ideas. http://www.flickr.com/groups/teachers/

Introductory Blog

Why?

Well this is it – my first blog post! The underlying force behind the creation of this blog is to not only fulfill the requirements of EDES 501: Exploration of Web 2.0 offered by the University of Alberta, but to also encourage (possibly even force) myself to engage with and become proficient using web 2.0 technologies. I became both interested and fascinated with two, of what seems to be an infinite number, of web 2.0 technologies during a recent summer course, because of A) their captivating coolness factor that allows you to connect with people anywhere, anytime and B) I could see their potential as a classroom educator.

Who am I?

I currently teach grade 6 at a K-9 school in a lower socioeconomic neighbourhood, where a large percentage of the students are new immigrants, and I absolutely love it! I’ve been teaching for around 10 years and in addition to teaching in Edmonton, Alberta, Canada, I’ve also had the pleasure of teaching in Auckland, New Zealand for 2 years. I earned my B.A. and B.Ed. from Concordia University College of Alberta and am progressing towards a Master of Education degree from the University of Alberta.

While on my New Zealand teaching excursion I met my Kiwi husband and we currently don’t have any children or pets to report. Together we enjoy travelling, experiencing other cultures, tasting ethnic food, skiing, biking, and spending time with family and friends. Additionally, I also enjoy the culinary arts and I try to attend a weekly ballet or yoga class.

Where is this blog going?

Predicting the future of this blog is a bit tricky, as I don’t really know where my learning of web 2.0 technologies are going to take me, but allow me to set out a few guidelines:
First of all I would classify myself as an average computer user. I am proficient at using Microsoft Office, Hotmail and Facebook. More recently I’ve become a member of a Yahoo chat group, but have only been a lurker – never posted, have created two basic posters on Glogster and have created a simple comic on Pixton. On the odd occasion I will watch a YouTube or TeacherTube video. Ok, perhaps I’m a below average user!?! I guess this depends on where you see yourself!
Secondly, my goal is to find and learn how to use other web 2.0 technologies to a proficient level. I’m going to define proficient as: the ability to effectively use the technology to create a positive outcome where I would be able to teach others how use it. As an educator I believe that it is important to connect with my students and to engage these 21st century learners via the new literacies.

Focus?

To focus my blog posts I will be attempting to answer the following inquiry questions:

1. How will web 2.0 technologies help me as a learner in my personal life?
2. As a teacher, how can I use web 2.0 technologies to prepare my students, who are 21st century learners, for their future?
3. How will web 2.0 technologies help me connect with my students?
4. How will web 2.0 technologies help students who are English Language Learners (ELLs)?

In order to make sense of my learning and to provide answers to my inquiry questions, I’ll structure my blog posts into the following three sections:

a) Reflections on the process of learning about the tool.
b) Discussion of the tool in terms of my own personal learning.
c) Discussion of the tool in terms of teaching and learning.

I’m excited to begin! Please join me on my web 2.0 journey by following my blog!