Sunday, December 13, 2009

Web 2.0 tools: Using Flickr in Science class

A 1 minute video message on the benefits of using Flickr in Science class.

Animal photos: User created
Flickr logo: User generated screenshot

Gaming in the Classroom:

For this blog entry, I am researching the Web 2.0 tool, “Game Classroom is a one-stop web destination for accessing high-quality educational games, and homework help for K-6 students” (

I have taught music at the elementary school level for 10 years as of this post. Because my initial undergraduate major was electric engineering, I have always stressed the importance of learning core subjects to my students. There would be many times where I would integrate my music curriculum with the subject material being taught in the homerooms. So seemed like a resource I would like to research in order to share with the core subject teachers. is not directly collaborative as many other Web 2.0 tools, such as Flickr, Blogger, Wikia, etc. It is, however, very INTERACTIVE. Students who go to are not passive participants in their learning. Because the content is based on educational games, students are active participants in their learning. allows students to select from two main categories: Language Arts and Math (as of this posting there is not a section for Science. Each category is separate skills for each grade. And each skill has a specific topic. Suggested games in the can be found in each skill level. The games give instantaneous feedback to the student. Games for lower grades have excellent demonstrations and are designed for the beginner learner. Games for older students have visual instructions and are designed for the older learner. The game engines do not frustrate the learner, so he or she is able to focus on answering the questions by whatever means the games use. Interestingly enough, I found it rather insightful to practice my skills on games for all ages. I realized that my teaching skills would benefit from occasionally playing these games. I found it interesting to compare how I present content to how the games found on present content.

There is so much good content on (except for the lack of a science section) that this is a highly recommended Web 2.0 tool for all elementary school teachers.

References: (2009) Retrieved December 13, 2009, from
All images are user-generated screenshots from

Web 2.0 Tools: "Thounds"...another great music collaboration tool!

Sunday, December 6, 2009

Web 2.0: (for music)

User created screenshot
Indabamusic is a Web 2.0 tool that allows musicians to collaborate on music projects. A musician records his or her audio tracks. He or she then invites friends or even complete strangers to submit additional tracks that have been recorded to this composition.
As an teaching tool this would be a great asset. Students can safely create in the privacy of their home or a practice room before submitting their part of a whole composition. I say "safely" because composing is a very personal process and many times unwanted constructive criticism would hamper the flow of creativity. Most creative efforts are works in progress.
That being said, once a student submits their work. The other students would give helpful constructive criticism using a composition Rubric. Students would be able revamp their own parts a total of three times before the piece is “done”.
The networking aspect of Indabamusic would allow the student compositions to be shared with college-level composition majors, as well as professional composers and arrangers. Being able to get feedback from various viewpoints that extend into the working world would be a great asset to the students.
The main hindrance would be the acquisition of audio recording technology for the student. It’s not expensive, however, it would require an investment on the part of the parent or the student.
I would’ve loved to known about this tool months ago. A music student who is a senior in the advanced group, headed up by a different director, came to me to write an arrangement for her song. (The other director and I are friends, and we work with each other’s students, allowing each of us to use our strengths.). She recorded herself singing and sent me the file. I wrote the arrangement and delivered it to her. She said that there were some changes. And I went back… you see the process.
Indabamusic would’ve allowed her to record her track, have me write the arrangement to and line it up with her singing. And then we would’ve been able to collaborate with almost instantaneous feedback, versus burning CDs and such.
I’m looking forward to referring my composition students to music collaboration tools such as Web 2.0 tools such as Indabamusic.

Web 2.0 tool: for Music Teachers (no more burning CDs)

My "commercial" for for my additional line of work as a church choir director. This can also be used by school music directors.

Web 2.0 Tools: iSchoolBand - Social Networking for Band Directors, Band Students, and Band Parents

User created graphic from screenshot
My Web 2.0 tool for this posting is iSchoolBand found at
“ helps students communicate, directors coordinate, and parents participate.” (iSchoolBand)
iSchoolBand 101 from iSchoolBand on Vimeo.
iSchoolBand is a social networking site specifically for Band Directors. It has a FaceBook/ feel to it.
Director’s point of view, I could use this to make an online library of downloadable sheet music for my bands and music classes. Any music I upload can be assigned to a specific class, band, or instrument groups. The phrase, “I forgot to bring my music home with me” would no longer be an excuse. Since I use only original arrangements of songs for my Senior High Music classes, no copyright laws would be broken. I can use it to communicate with parents and students about upcoming concerts, field trips, etc. I can broadcast to any number or groups of students that I need to. While I can set up as many different groups as I need to, iSchoolBand comes with the standard band sections preset for the user. And like FaceBook I can post a “what’s on my mind”. This comes in handy for sending out a broadcast, “Great Job at the last concert!”
Students: Students are able to post comments are each other’s walls and send communications to the director. This is handy for student’s who may have forgotten about a performance, who may need to carpool, or simply exchange ideas they have for making rehearsals better, or for thoughts on new songs. iSchoolBand has filtering software for comments. Directors can add custom words to comments in case students find another way of saying something inappropriate.
Parents: Parents can communicate to each other or director. This allows Booster organizations to have a common forum where communication is ongoing and not hindered by the unavailability of one person. Parents also are the only ones who can register their students, since the student pass codes are emailed to the parents.
iSchoolBand offers a free 1-year membership if you register before December 25, 2009. I, of course, registered. I like the feel of iSchoolBand. It’s still in the beta version but it feels really solid. I did email iSchoolBand with a question on setting up custom instrument groups. I received an immediate response and a workaround. The feature I wanted isn’t currently available, but they said that they would seriously consider adding it.
Since many students have some type of social networking account, iSchoolBand will feel right at home. While bands can setup a FaceBook Group page, iSchoolBand gives a more secure way of networking because the director/school administrator has the final say about what is posted and who can join.
iSchoolBand (2009). Retrieved on December 6, 2009, from

Web 2.0 tools: How Flickr can be used in YOUR classroom

Okay Science Teachers this is as an awesome lesson!
The creator of the lesson uses digital camera to take photos of cells and tissue samples as seen under a microscope.
The students are taught how to properly use a microscope.
The students are taught how digitally photograph the microscope samples.
Students then upload the photos to Flickr and tagged the photos with the appropriate descriptions.
Lastly, the students compare similar tissue samples for looking for photos with matching tags.
This lesson could be easily adapted for almost any subject area.
Physical Education - students upload photos of various callisthenic exercises (push-ups, pull-ups, etc). These photos are tagged with the targeted muscle groups for each exercise. Student would then have a resource to use when tested on which exercise develops a specific muscle group.

Music – Students upload photos of various instruments. The photos would be tagged according to instrument type (brass, woodwind, percussion, string), instrument range (bass, tenor, alto, soprano), uses in music genres (jazz, classical, rock, etc.), etc.

Art – Photos could be uploaded of various art techniques (tessellations, perspectives, etc.), tagged with those techniques, and used for comparison and contrast.

Math (Geometry/Trigonometry) - Students upload photos/jpeg graphics of formulas. Students upload photos of graphs. Students would tag both sets of photos with the name of the graph (parabola, hyperbola, etc.). Students would be able to develop an Online Flash card system.

English – Students upload photos/jpeg graphics of sentence types/writing errors (imperatives, declaratives, exclamatory, interrogatives, fragments, active voice, passive voice, double-negatives, proper/improper subject-verb agreement. Students tag photos/graphics with correct type of sentence/writing error, and compare similarities.

NOTE ON TAGGING: If you use double-quotation marks around two words, Flickr records it as one tag. Blue Moon = 2 tags: blue, moon, but “Blue Moon” = 1 tag: Blue Moon.
As a part-time photographer, I used to simply think of Flickr as a nice online sharing network for photographers, after this week’s reading and this Blog post, I am really beginning to see the versatility in so many Web 2.0 tools.

Wednesday, December 2, 2009

Perspective: Anti-Teaching

User created graphic in

I believe that the current educational systems do not work for the vast majority of students.
When I listen to the conversations that the students in my yearbook class have with each other concerning school, most of the focus is on grades. Rarely, do I hear conversations that pertain to the knowledge that the students gained in their classes. It validates the statement “education has become a relatively meaningless game of grades rather than an important and meaningful exploration of the world in which we live and co-create” (Wesch, 2009). Though I teach a yearbook class, the majority of my time is teaching music. I mention this because I am often questioned by students who are not in my music classes as to what they can expect to learn if they were to enroll in my music classes. Additionally, I hear conversations between my music students and non-music students about what is being learned in their music class. Music classes are normally performance based and results oriented. The class is focused on the students, and the students realize that their involvement gives meaning to (or takes meaning away from) the class.
I truly believe that our current education system does not engage our students in a two-way dialogue that allows our students to find their education meaningful. “Students…are struggling to find meaning and significance in their education” (Wesch, 2009). I think that with our current condition of teaching to the test and using Embedded Assessments as in a local Florida school district, we as educators do not readily engage our students into developing meaningful involvement into their education. Implementing a Personal Learning Environment (PLE) would do much to give students a sense of meaningfulness to their education. Students desire to express their individuality and to showcase their talent. Students involved in Art, Music, Culinary, Drama, Shop, etc. enjoy those classes because their individual contributions are recognized and valued. PLEs and Web 2.0 tools such as a Weblog (blog) give students an environment that is theirs to showcase, an environment that they can put their unique identity on.
I have recently thought that students should be able to use a variety of tools and methods to deliver their assignments in a 21st century school. For example an English class report could be delivered using the traditional expository/narrative paper, or it could be a digital story, or it could be PowerPoint presentation, or it could be a Podcast. As long as the student shows an understanding of the content the specific delivery method should be left up to the student, or at the very least the student should have a number of acceptable delivery methods from which to choose. This would support many of the findings and theories found in Brain-Based education or Gardner’s Multiple Intelligence Theory.
Schools need to make a shift from the Industrial Age teaching style to the Information Age teaching style. And that shift is not difficult. It simply boils down to allowing students to make a meaningful contribution to their own classes (as modeled by arts or “fun” classes for decades) using the tools (PLEs, Web 2.0, etc.) that are readily and, oftentimes, freely available.
Wesch, M. (2008, May) Anti-teaching: Confronting the crisis of significance. Canadian Education Association. 48(2) 4-7. Retrieved December 2, 2009, from,

Tuesday, December 1, 2009

Web 2.0 Tools: SocialBookmarking-Your personally library for the whole world to read.

User created screen shot. Create on 2009 December 1.

My username is
Julie-Ann Amos’ article, “Top 10 social bookmarking tools for educators”, lists 10 tools that educators can use for social bookmarking. “Social bookmarking is a highly useful tool for educators since it allows specific categorization of websites for easy access and sharing.” (Amos, 2009). I found the idea of a bookmarking tool such as Scuttle “a specialized social bookmarking program that can be run right on a school’s server [where] data is held in the server and not through a third party site, giving schools maximum control over content” (Amos, 2009) would be a great asset for a teacher to propose to administrators who are concerned with Internet safety.

Brian Alexander’s article, “Web 2.0: A new wave of innovation for teaching and learning?” describes a number of Web 2.0 tools. His discussion of the social bookmarking tool “” highlights its implementation of tags. The social bookmarking innovator automatically reminds users of previously deployed tags, suggests some tags, and notes tags used by others” (Alexander, 2009). Tags are a great way of focusing specifically on those areas that you want to find. They save valuable time by keeping users from searching through unrelated sites.

Lorrie Jackson’s article, “Sites to see:
Social bookmarking”, shows a clear benefit to using a social bookmarking site over a browser with saved bookmarks. “Instead of individually saving the site in a variety of folders, you just type a few keywords called tags (Langston Hughes, alliteration, Black History, metaphor, rubric, and so on.), and your sites are organized automatically with sites saved by other users, using those same keywords” (Jackson, 2009).
Alexander, B. (2006, March/April). Web 2.0: A new wave of innovation for teaching and learning? EDUCAUSE Review, 41(2), 32-44. Retrieved December 1, 2009 from
Amos, Julie-Ann (2009, August 5). Top 10 social bookmarking tools for educators. Retrieved December 1, 2009, from
Jackson, L. (2009). Sites to see:
Social bookmarking. Education World. Retrieved December 1, 2009, from

Sunday, November 29, 2009

Web 2.0 Tools: RSSFeeds for Musicians

Chad Criswell’s feed, Music Ed Magic, collects information from various authoritative Music Education sites and blogs (such as MENC). The “footwork” that Chad has put into this collecting the information on this site gives me a great repository for the various facets of music education.

“Music, Education, and Technology” is authored by Debbie Cavalier, the Dean of Continuing Education at Berklee College of Music’s online extension school, Berkleemusic. Berklee is one of the forefront music schools in the world. Dean Cavalier’s articles on technology in music education are priceless as they are gathered from real-world situations.

“Music Tech” is authored by Dr. Joseph Pisano’s. He pulls information music education and technology from various places around the globe. Since I emphasis cultural diversity in my classroom his “Monday Morning Music Mix – Education News from All Over” posts are great sources of information.

“Elementary Music/Music Technology” is authored by Amy M. Burns. Her postings consists of using cutting edge technology to reinforce the elementary music classroom. Posts from PodCasting in the elementary classroom to how to use Skype to prepare for concerts are something very “FullSail-like.”

“Music Technology in Education” is authored by Dr. James Frankel. His posted information has a heavy emphasis on the technological aspect of music education. He shares his personal experiences from conferences, software developing and more.

Web 2.0 Tool:

I researched ( “TubeRadio is a music player for the Web built that is built around YouTube, so it has the largest music library in the world because you can have anything that is up on YouTube. And YouTube has millions and millions of songs” (TubeRadio, n.d.).
I was quite impressed with this tool. For those who are familiar with Apple’s iTunes ( it follows a similar layout to that software’s music player. TubeRadio allows the user to search for songs and create playlists from these searches. Since the songs are pulled from YouTube users oftentimes are able to see the associated music video as well as hearing the song. The unique thing is that you can share these playlists with others, sharing via email, FaceBook, and Twitter, to name some.
I am a music teacher who teaches grades K-12. My use of TubeRadio would be focused on my senior high school students. My high school music class is organized in “pop band” format, vocals, keyboards, guitars, bass, and drums. The music styles that are learned in this class are very contemporary, rock, pop, r&b, hip-hop. The students study real-world artists whose songs have recent releases. From a teacher’s point of view, I can easily create a playlist of the songs that the class will be performing in an upcoming concert or chapel, and email this playlist to the students. The students will then have an actual audio reference to practice with.
For student assignments, I’d have students search for live performances of the original artists or if necessary, live performances of others. Watching live performances would give students a visual guide, help them maintain their interest, and decreases developmental time. (Hudson Music, 2009). Another student assignment would be for them to independently find a number of live performances, make a playlist, email it to me, and then I would assign them a performance to learn and perform it in class.
TubeRadio is a great resource that I plan on making use of immediately.

TubeRadio. (2009.) Welcome to Retrieved November 29, 2009 from
Hudson Music. (2009). New media brings new benefits to music education. Hudson Music: Education plus Inspiration. Retrieved November 29, 2009, from
Image is user created screenshot of taken November 29, 2009.

Tuesday, November 24, 2009

Web 2.0: Educational Uses 4 Blogs

Here are some findings I came across when I was searching for how blogs are used in education.
“Scaffolding for struggling students” by Sara Kajder and Glen Bull (2003) is from one of my favorite technology in education sites, The article describes how blogs can reengage students with text. The article lists 6 instructional characteristics of a blog and 10 instructional activities divided into the following 3 groups: literary, revision and grammar, and reinvented blogs. “Perhaps the most significant instructional potential of blogs is student engagement.” . Student engagement is the thread that continues throughout this article and all the articles I’ve read. One idea that really cemented itself in my mind because I’ve seen this in my own students’ journals is the recognition of student created sketches . “Student journals have traditionally incorporated images and sketches. Blogs offer this capability as well as sound, motion, and an expanding list of new possibilities that engage struggling readers and writers in unique ways.”
David Huffaker writes in his article “The educated blogger: Using Weblogs to promote literacy in the classroom” that “weblogs provide an excellent opportunity for educators to advance literacy through storytelling and dialogue. Storytelling and literacy are the foundation of language development, and more so, the foundation of learning.”(2005). His article lists specific examples of how elementary teachers are using blogs to “encourage writing for third graders” (2005) and how mentor teachers and new teachers use blogs to “document, reflect, plan, mentor, analyze, and to communicate.” (2005).
Paul Anderson’s article, “What is Web 2.0? Ideas, technologies and implications for education”, is an exhaustive overview of Web 2.0 tools, from Wikis, to Blogs, to Professional Learning Environments (PLEs), etc. Anderson writes and quotes a reference as how “alternatives to this [ugly moniker of user generated content (UGC)] include content self-publishing, personal publishing (Downes, 2004) and ‘self expression’. I like the thought of self-expression in education. It ties into the previous established thoughts that Blogs allow student engagement.
Yoany Beldarrain’s article, “Distance education trends: Integrating new technologies” discusses Blogs and other Web 2.0 tools as how they pertain to online learners. Yet even in this virtual environment, the idea of blogs assisting student writing is emphasized. “Blogs lend themselves to…enhancing writing…as student portfolios to keep record of an individual’s progress, accomplishments, as well as reflections.” (2005)
Researching how Blogs can be used in education was very insightful. I’m hoping to begin using Blogs in my Yearbook class as a way for students to develop their story writing skills (using photos they’ve taken) and to develop their critical analysis skills by giving each other feedback on their stories. Now, if I can think of a way to use them for my music classes…

Anderson, P. (2007, February). What is Web 2.0? Ideas, technologies and implications for education. JISC Technology and Standards Watch. Retrieved, November 23, 2009, from
Beldarrain, Y. (2006, August). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. Retrieved November 23, 2009, from
Huffaker, D. (2005, April). The educated blogger: Using Weblogs to promote literacy in the classroom. AACE Journal, 13(2), 91-98. Norfolk, VA: AACE. Retrieved November 23, 2009, from
Kajder, S. & Bull, G. (2003, October). Scaffolding for struggling students: Reading and writing with blogs. Learning and Leading with Technology. 31(2), 32-35. Retrieved November 23, 2009, from