Richard Byrne #tie14 #arktie2014

Richard Byrne #tie14 #arktie2014

Google Preso in which participants added images and questions students should try to solve:
https://docs.google.com/presentation/d/1-8SW4VOiG8mzetHLxD3M4tHfYjK9Gi2Jis7y4ycQFf8/edit#slide=id.g1c9cff962_30

Worksheet in using primary sources, wikipedia, etc:
https://docs.google.com/document/d/1Z-vO0HsJPYp-MSuM96VoTMnkbnZ36E_YJeAHUZBNtUw/edit

What are some things left out of secondary sources? Very good to use with videos, especially. Ex: Crash Course Odyssey.  What was left out? What was emphasized that maybe shouldn't have been?

CloseTalks:
https://docs.google.com/document/d/1u0OBhP4GLnKsEvJoqM4jnFkFHb2Se9nlV3vxMigJI2c/edit

Allow your students to make comments as they read the article and have class discussions.

Can use primary source documents - interpretation and its role within a document. Stamp Act, for example. What does it say and how was it manipulated through interpretation?

Video project:
- Develops research skills
- Develops organization and planning skills
- Creates engaging demonstration of skills and knowledge

Engagement, Accessibility, Community

Types of video projects: Documentary, Instructional (quick overview of a unit, ex), Creative/Entertainment

Nextvista.org - Share videos. All videos must TEACH a lesson.
Black Death in 90 seconds
My Name is Michael

Public Domain, Fair Use, Creative Commons. Ideally use something student(s) create(s). Otherwise, get permission, find public domain or creative commons and worst-case Fair Use.

Home-grown
Public Domain
Creative Commons
Fair Use
("Harry Potter Can Fly")

Video creation: http://richardbyrnepresents.com/?page_id=36
-- Animoto.com - Short story (about students as intro), biographies of other people (Presidents, ex) - Why did we choose certain pics? What text can support images? Music: What are we using and why?

-- YouTube Photo Slideshow. Sign in, click Upload. Photo Slideshow. Add photos, pick music, choose audience (public, unlisted, private).

YouTube annotations to create hotlinks to other videos (video choose your own adventures!). Video manager, pick video, edit, annotations. Add annotation (choose type), add text, click Link and enter the url to another of YOUR videos.

WeVideo.com - Online video editor. Free and integrates with Google Drive accounts. Save other media for use in multiple projects. Limits: Can export 15 minutes of video per month. Watermark on video. Use fullscreen to see all the tracks.

Google Maps "thing" - Mapmaking with Google Maps.
Gear icon lower right, My Places, Create a map.
Up to 3 layers on each map for free. Can have different people work on different layers in same map (like google docs)

Can use a spreadsheet. Must have location (lat, lon or city,state) and place name.

Have students map out items related to class. Ex: key events in Revolutionary War; Locations of famous author birthplaces; etc. Add image/description about event/site/person in each marker and maybe links to further info/reading.

Google Lit Trips. googlelittrips.org - Requires Google Earth.

You can do an advanced search for KML/KMZ and load walking tours, etc.

Slides/info: http://bitly.com/tieslides

Richard Byrne Keynote #tie14 #arktie2014

Richard Byrne Keynote #tie14 #arktie2014

Freetech4Teachers.com

Do your kids know what happens when THEY get Googled? Jobs, dates, schools...

Jobs that went out (Ex: phone operators, ice delivery, stenographers, etc) in which people never saw as going away. Our job as educators is to identify those jobs that will go away. How do we prepare students for that transition?

What are some examples of jobs around today that will disappear in 5-10 years? (backchannel - www.todaysmeet.com/jobs)

Some jobs changed for the better: dentists, forestry, agriculture, etc.

(I got called out to provide some tech support for another meeting)

I came back to a conversation about MOOCs - OpenCulture.com - Lifelong, ongoing learning

The time to sit and reflect is essential. You can get lost in Google, Feedly, etc. We must encourage our students to think about the information they have taken in. It is through reflection time in which we come up with our next ideas. Let our imaginations go wild.  Napoleon Hill "Think and Grow Rich."

Two kinds of imagination: Creative imagination (writers, artists, etc) and Synthetic Imagination (Vision and Development, Synthesizing ideas - ex: Steve Jobs)

Aurasma - augmented reality - Students take info, make a video, and scan an object that is used as the trigger to launch the Aura.

Remixing videos, music, etc.

A lot of things happen in Study Hall. How can a student be a writer? Blogging, writing, publish via sites like CreateSpace, Lulu, etc. Ex: "Art of Non-Confomity"

YouTube as a money-maker. Everything is a remix. Ex: Kutiman-Thru-You on YouTube.

Soundcloud - share your sounds.

Encourage our students to take the risks. Put it together and show it to the world.

Richard's sessions will focus on tying all these things into CCSS.

Haiku Deck (and others) - presentations

Southwest Airlines gives employees the flexibility to deliver the message and have fun doing it. We should do the same with our students. Why force them to use a particular program or why force them to make a video? Let them meet the goal in the way THEY want to.