A lesson on Matter and the Periodic Table, students gain an understanding of science terms and atomic structure, by learning the organization of the periodic table and the element properties. English Learner students acquire appropriate science content vocabulary skills for speaking, reading and writing. Students learn how to identify electronic configuration, atomic properties, and substance stability according to element groups and their location on the periodic table. Students will also gain an understanding of compounds and bonding, covalent and ionic bonding. Students will demonstrate skills using technology and Web 2.0 publishing too, such as Wordle and Blabberrize. Advancing writing skills and increasing student learning in science, this lesson targets technology and lab practices for real world uses. The lesson supports appropriate writing skills and the application of punctuation, grammar, and syntax, such as those targeted in Language Arts.
A lesson on Matter and the Periodic Table, students gain an understanding of science terms and atomic structure, by learning the organization of the periodic table and the element properties. English Learner students acquire appropriate science content vocabulary skills for speaking, reading and writing. Students learn how to identify electronic configuration, atomic properties, and substance stability according to element groups and their location on the periodic table. Students will also gain an understanding of compounds and bonding, covalent and ionic bonding. Students will demonstrate skills using technology and Web 2.0 publishing too, such as Wordle and Blabberrize. Advancing writing skills and increasing student learning in science, this lesson targets technology and lab practices for real world uses. The lesson supports appropriate writing skills and the application of punctuation, grammar, and syntax, such as those targeted in Language Arts.
4 Comments
As noted by Barron (2006) the term digital divide no longer refers to computer ownership or that of basic access to the Internet. In my district nearly all schools have computers and access to internet. Student participation in online learning is not likely having the same success at all schools. According to Levels of Teaching Innovation (LoTi), a scale developed by Dr. Christopher Moersch to measure authentic learning and technology use, higher order thinking and the effective use of technology requires student centered learning using application and problem solving skills. Low levels of cognitive learning, such as drills for math and spelling, are not engaging students at the higher levels on the Loti scale. According to the National Educational Technology Standards for Students (NETS-S) and Barron (2006), higher learning involves the use of Web technologies in complex learning projects, such as developing Web sites, designing app games, or altering robotic programming. In order for students to experience higher order thinking with the use of technology to produce student centered artifacts, teachers in the classroom must be knowledgeable of technology (Attewell, 2001). Being an older teacher, 50 years of age and older. I have found that younger teachers are more likely to integrate technology use compared to the practices of senior teachers. In my building, it appears that math teachers include technology more frequently than other departments. The increase in technology use by math teachers could be related to more online instructional initiatives that are available for math content. Another issue I take as an equity concern is the age of the computers available to my students. With the exception of the computer lab and a number of laptops, classroom student computers are 10 years old and run too slow for some new software applications available. In addition to having older hardware, on-site information technology technicians are only available upon a building request. Requesting technology assistance requires a minimum of a days’ wait before help arrives. All these things, higher application instruction, teacher technology knowledge, sufficient infrastructure, and hardware maintenance, must be in place for students’ intellectual capabilities to reach the levels of technological fluency. References: Attewell, P. (2001). The first and second digital divides. Sociology of Education, 74, 252–259. Hohlfeld, T. N., Ritzhaupt, A. D., Barron, A. E., & Kemker, K. (2008). Examining the digital divide in K–12 public schools: Four-year trends for supporting ICT literacy in Florida. Computers & Education, 51(4), 1648–1663. Moersh, C. (2001, November). Next) Steps: Using Loti as a research tool. Learning and Leading with Technology, 22(3), 22-27. My students are English Learners, and they have taken up the journey into academic content to better prepare for a life in America as a bi-lingual citizen. American born English speakers may want to take heed. We are all now living in a time when only speaking a single language is a disadvantage (Skutnabb-Kangas, 1990). in many professional fields in America. Just as living in geographic proximity of foreign countries with different languages likely prepares and invites your participation into foreign language discussions, the digital media of our time makes the world our next door neighbor. Growing up in a community of several generations of only speaking English, was not a concern for me, until I began seeking employment as a teenager. That experience was years ago. In college I had two semesters of a second language, and my speaking and writing skills today in a second language are at a pre-school level. According to Hakuta (1999) learning a second language and becoming fluent can take six years. This research might make some of us feel better, but it does not change the need for a second language. Today, while standing in line at the grocery store, I noticed service jobs in a local Sunday paper, such as receptionist, sales clerk, and drivers, listed as a preferred requirement - a second language. I tell my students who are struggling with learning English, even if they only learn to read and write on a third grade level in English, they will be more bi-lingual than most Americans. GallopPoll.com reported that 1 in 4 Americans speak a second language.
Nearly all my 8th graders have smart phones and use them to Google everything. They love Google as much as I do. Google and the internet is like going to the library, only better because I can stay home. Most of my students are reading one or two years below their grade level. For many, graduating from high school is already a fading dream. I hope they are learning that educating yourself is about learning. I have shared a story from my family as it was told to me; true or not it has value. My cousin once read that Abraham Lincoln homeschooled himself and became a lawyer. This cousin had graduated from high school and had a labor job. He wanted to be a lawyer and decided he would study at the local library. Several years later when he was ready to sign up to take the legal exam, the requirement for a college degree had only been in place for three months. Yes, I know it sounds like a rotten deal, but this cousin went on to be one of the most successful members in my family. He took a job where he learned to cut hair; later, owned a barbershop and employed many relatives over a few decades. He even authored a book and this story is in his book. Were my mother answering my text messages and her phone right now, I would site him here in my blog. I can’t recall his name and my deadline will not wait. The jest of the story is this: education is a great type of contingency plan and not finishing high school is not the end of learning. Hakuta, K. (1999). A critical period for second language acquisition? A status review. Paper written for the National Center for Early Development and Learning (University of North Carolina, Chapel Hill). Natheson-Mejia, S. (1994). Bridges between home and school: Literacy building activities for non native English speaking homes. The Journal of Educational Issues of Language Minority Students. Skutnabb-Kangas, Tove. (1990). Language, Literacy and Minorities. London: Minority Rights Group. Internet Safety, Etiquette, and Laws
A few years ago my job was much different from my current practice. As an instructor for a science center, my students were all above average performers, and rarely did the student body include students with a first language other than English. In addition to my classroom instruction I facilitated a couple on blended, face2face and online, classes for professional learning in atmospheric science content. At the start of each term, I discussed with teachers the common requirements for students to ensure Internet Etiquette. Within these discussions, I provided examples of how participating online can mean facing unwarranted behavior of others. Cyber bullying is no-joke; in Florida, a 14 year old girl jumped from a tower to her death, after agonizing about relentless and hateful messages sent to her Facebook account. The view of what is appropriate online behavior is judgmental; a young Georgia high school teacher on summer vacation traveled across Europe - subsequently lost her job after posting her picture with a beer in one hand and a glass of wine in the other. Even a legitimate complaint regarding poor service posted on an online review page can result in a lawsuit. Such was the case for a Chicago woman who was sued by her plastic surgeon after she complained about her obvious botched breast surgery. The doctor claimed the online review was defamatory. Despite Internet safety concerns for several years now, I never imaged what my current concerns would be for English Learners participating online. Richardson (2010) advices communicating with parents regarding clarity on Web publishing objectives, and this for starters is problematic. My students are refugees, I first have to translate my lesson plans into several languages, and Google-Translate-Dot-Com does not list Burmese, and only recently added Nepali. Even with the effort to translate my objectives, what certainty do I have that my EL's parents understand the lesson objectives? For this reason I have opted to have my students use an online publishing app for the experience with Web tool technology, but instead of publishing to share their work with an audience it will be saved to a file. Surfing the internet and clicking onto other sites will not be allowed, and this limitation is very necessary to ensure only appropriate content is within view. What some cultures may consider inappropriate could have me viewed as acting outside laws in place to protect US students. The Children’s Internet Protection Act (CIPA) enacted by Congress, stimulates school requirements to protect students from obscene and harmful content over the Internet. The threat of being harmful is associated to bully-like behavior. There are states laws that specifically address bullying. Georgia legislation, OCGA Sec. 20-2-751.4, requires local school boards to adopt policies prohibiting bullying, and requires: parental notification, age-appropriate range of consequences for bullying, counseling or disciplinary actions. Judging from recent publicized cyberbullying court cases across the US, these laws are considered weak and legal support to stop bullying is not that likely. The best protection against cyberbullying is to prevent it - according to numerous information Web sites advocating action against cyberbullying, such as Stop Cyberbullying and Teens Against Cyberbullying. In summary, cyberbullying remains a growing problem. Reference Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful Web tools for classrooms. Thousand Oaks, CA: Corwin. The dynamics of my ESOL classroom population is constantly changing, and it is almost a daily occurrence for new students to enter our building. I practice sheltered content instruction, yet differentiated instruction takes on an entirely new meaning in an all English language acquisition program. Some students have an extensive education in their first language, however difficulties may arise due to their written language having a script or character writing system and not my familiar alphabetic format. I also have students that have acquired extensive verbal English language skills, however due to some refugee camp situations, the students may lack writing and computers skills. In addition to these learning challenges most classroom population sizes are better suited for 15 students per teacher, yet practicing in overcrowded classrooms has become the norm. This is not an excuse to say higher learning with integrated technology tasks are not possible. Providing student centered learning integrated with technology tools requires a great deal of planning, and times like these have me wishing I could truly do the work of two people. All of this to say: I would love for my students to publish some of their work using screencasting applications, but my computers are not ready for these labor intensive tasks. Keep in mind that physical damage to computers from inappropriate key stokes and mouse-clicks can be a barrier for this type of student centered learning. I have selected a Web tool, Blabberize, to provide my students with what I think is going to be a wonderful Web publishing assignment in the near future, and even this approach to Web publishing has me concerned. Like many of my Web 2.0 uses, I am incorporating screencasting into some needed staff development. Sub-instructors are frequenting my building to provide temporary instruction. To keep some degree of homogenous science instruction, I have built a Wiki page to reflect our Science Content Map and serve as an online resource for science instruction materials. Occasionally questions on how to navigate the Wiki site come up, so I made a screencast on how to use the Online Science Content Web Site, available via YouTube.com. The publishing feature of Screen-O-Matic makes the distribution of the presentation very simple. Since I have a Google account, I utilized the direct option to publish to YouTube. Publishing to the Screen-O-Matic site or saving the presentation to a computer file are available options. In addition to being a great tool for creating training videos for staff development, screencasting is a great tool to demonstrate step-by-step hands-on lab activities. Some of the more tedious task that can drag precious class time instruction on and on can be assigned as a prerequisite that students have to watch before coming to class. The great thing about screencasting is that it’s easy to use and easy to publish even for one person. Reference Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful Web tools for classrooms. Thousand Oaks, CA: Corwin. Edmodo For several years now, I have known vaguely about Edmodo and its social uses via conversations with teachers and their use of Edmodo. Unsure if I had an account, I logged into Edmodo using my school email address and clicked on “forgot my password” and after about ten minutes an email providing the password reset link arrived and I was in Edmodo. This initial exploration was mostly mechanical. Setting up my profile was a typical type and click task, and pop-up windows that suggest what additional steps to further the site’s usage helped me to navigate through page setup. Next, I added a group called Physical Science. This group will serve my 8th graders and later I will add a group for 7th graders and call it Life Science. By setting up a group, I now have a specific URL link and a group code to give to my students. This link and the code provides them with entry to my Edmodo site pages to participate online as a group. This is not a public shared link and the code allows me to lock out un-wanted participants. Once I have added the online content and we are all part of this group, we will be an online learning community! The best part of this online activity is that we can participate in online group discussions! Later on I can make better use of the polls and quiz options that are available for enriching online learning. Group discussions are typical online course-work tasks, and this writing component will serve as the key focus for student online participation for my English Learners. Language learning strategies stress writing activities, and this feature will allow me to integrate writing and an ongoing technology component in science content instruction. With a weekly topic schedule, limited access to computers and the internet will not pose a major problem for participation. Posting will be possible for all students! Some students with access from home can post from home. This will allow more time for my students to use my classroom computers or the media center computers and post during school hours. Students that need writing help will seek peers and teachers for assistance. This type of student centered learning encourages social learning online and face2face. As you can likely detect, I am going to like having this Edmodo page. Google Docs My experience using Google Docs was reminiscent of setting up my online DropBox.com account. The service of Google Docs far surpasses my daily uses of DropBox.com. I have not completely transferred all my files to Google Docs, and will likely keep both interface accounts open for my online resource locations to hold my electronic documents. Having suffered from the loss of data using flash drives, three in the past year, I am very applicative of access to online files that are available when and wherever I am online. Being able to construct and share documents, folders, and presentations using the Google Docs’ interface sets Google Docs far apart from any drop box. These creative and sharing options make this application a collaborative tool that saves time and is more effective for group projects. As a teacher, the sharing of documents is not a common practice for me. Most of what I have published and shared online are images and presentations, and even this practice is very limited. After using the shared Google document to verify posting comments for my coursework, for Internet Tools in the Classroom, I can see how this practice of sharing documents is advantageous for group collaborative projects. This online participation likely avoids making mistakes when updates to a document or a project are made. Work in progress likely moves forward faster without the delay that can occur when changes are not seen simultaneously by all. In my building I am managing a Wiki site to share curriculum and lesson plans with an ongoing rotation of sub-instructors due to an unexpected long term leave of a coworker. Using Google Docs, I constructed a presentation that describes the details of the Wiki site. This should save me from so many repeated explanations and give some indication of instruction expectations. I can keep my focus on instruction and every time someone is not sure about what learning is supposed to be going on, I can simple suggest that they see my presentation on Google Docs, titled Collaboration, Science Content Instruction Online, and send off the link, without any significant impact on my email capacity. CC: Collaboration, Science Content Instruction Online, via Google Docs, by Lisa Mozer
To view this presentation click on full screen above and to the right of the forward arrow. YouTube Until reading the description of podcasting by Richardson (2010), I didn’t have a clear understanding of what the benefit of podcasting was over that of posting video on YouTube.com. Richardson points out, podcasting is similar to radio broadcasting. The distribution is key. Distribution is how the audience has access to videos. With the use of Really Simple Syndication (RSS), viewers can subscribe to a podcast. Similar to how new blog content is alerted to readers, the RSS alerts its audience to newly posted podcasts. When a targeted subscription is detected the new podcast can be downloaded to the subscriber. Data can even be listened to and watched without a computer connection. YouTube is owned by Google, which explains how this YouTube video, Climate, Culture, and Food, is available on my Google account, via my tag selection. I think this is pretty neat, since I made this video using iMovie last year and published it to YouTube before I had a Google account. Podcast In order to subscribe to podcast using your computer, a directory is needed. The iTunes directory download can take several hours unless completed on a high-speed Internet service. I spent the five hours of download time that it took my computer to receive the app to good use by shopping at the iTunes Podcast Library for subjects of my interests. I found so many of interest it was challenging to select a few for subscription. My three RSS selections: NPR: education podcast, JobSearch by Barry Deutsch, and The Church of The Apostles. Since much of my daily routine is tied to advancing my pedagogy skills, I truly need help advancing my inner person. In case this is news: grad school is not a cake walk and getting input for the soul is a good thing. I am a big fan of NPR broadcast programs, and I have great respect for NPR’s perspective on science, education, and world politics. Many years ago I was an intern living in Philadelphia and I worked with the staff of All Things Considered. Even today this NPR program is one of inspiration and humor and I enjoy listening. Now I do not have to be in my car in Atlanta traffic to tune in. As a classroom teacher I feel undervalued and I would love to see agents and headhunters representing teachers for contract negotiations and signing bonuses. A headline that reads a teacher’s salary hits a home run is only in my dreams right now. Barry Deutsch targets hiring practices and hiring trends. These are topics that teachers facing retirement or looking to make employment changes can consider for help. I need the most help with my faith. Again today I missed attending Sunday church service. I can appreciate having an opportunity to hear Pastor, Dr. Youssef. His sermons are available via podcasts upon my click. Also, this is a technology-shout-out to TeacherTube podcasts. I am a big fan of TeacherTube.com, many of their videos reflect science content for hands-on lab activities and this Web site is one of my must-have links for ESOL science content instruction. Podcasting The great thing about podcasting is its availability on mobile devices, such as smart phones. As part of a student centered project, I am using podcasting to better serve English Learners (ELs), by providing the needed task instructions to complete assignments for a project. Scaffolding instructions, repetition, and having visual images all readily available on their phones will gives students a source for step-by-step instructions similar face2face lessons. Having mobile podcast instructions as needed by each individual project participant is very convenient. The first project task consists of a journal writing entry and a textbook reading assignment on the parts and of a flower plant, and the function of each part. For a test run, I composed video with a few hand drawings. Using the camcorder on my iPhone and narrating over the drawings, key instructions were quick, easy and ready for uploading to PodBean.com, an interface I selected for this task. The iPhone video format is MOV and this is a usable format option for the PodBean.com podcast interface. Some interfaces required MOV to be converted to MP3 or some other format. PodBeam.com has a free online application version that will allow up to 100MB of free data space. I opted for the next-up version which allows up to 200MD of data. The cost is relatively inexpensive as an annual fee. I am now ready to mix it up in the ranks of education producers of podcasts, be it the lower ranks with this initial attempt. Using the Screen-O-Matic screen casting application, I am sharing the instructional steps of putting this podcast together. Once I had the elements of information is a somewhat organized order, making this mini podcast only took about two hours to complete. The uploading of the MOV file was slow; I do not have a high speed service, and I highly recommend having it for this project. The screencast was a little longer to compose; getting the current Java app, recording the screencast, and then uploading data are all task-time-takers. This assignment as a whole monopolized a great deal of my time, however the long term rewards will make this project well worth all the effort. I did not publish the MOV file, however I did publish the screencast, titled Easy Podcast Introduction. There were no retakes, and I am sharing it with the public as proof of my work. Reference Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful Web tools for classrooms. Thousand Oaks, CA: Corwin. Screen-O-Matic
Screencast applications have been on my list of tools to examine for some time. Many of the how-to videos I have employed for professional development are available on YouTube and were created with screencast applications. My delay in learning to use screencast tools to make presentations is partly because I mistakenly categorized screencasting as a type of moviemaking tool. Using some of the editing tools with maker-maker applications was difficult and time consuming. To make a screencast presentation you can open and close any window and play any source while narrating the recording, and editing skills are not required. This is very different from making a movie-maker presentation. Everything shown on the computer desktop is part of the presentation; whatever I open, close, or switch over to is recorded along with my narration and audio information. Screencasting is not only simple to use, there are lots of free online applications available, such as Screen-O-Matic, CamStudio, and Open Broadcaster Software (OBS). OBS comes with a number of features, such as overlays to video input and multiple sources for picture in picture – WebCam use. For the novice, I suggest using Screen-O-Matic or Cam-Studio. All three applications provide an online publishing option with a URL link. The publishing options also include publishing directly to YouTube, or presentations can be saved as video files. My students require online instructional support. Having an online step-by-step visual presentation that resembles face-to-face instructions will better enable my students to navigate an online project, such as a WebQuest or an online content course. Blabbarize Student publishing will be part of a major online project I am planning for my students. The majority of my students have minimum interface navigation skills. Using a tool like Jing is adequate for a particular assignment I have in mind, however I have decided on using Blabbarize. Blabbarize is similar to Jing, but will better allow my students to be more creative, thus more engaged in learning. Blabbarize is an easy to use publication application with a very cute twist. Using a single picture or drawing of something or someone, the application provides talking animation to the image. Students will have to record their voice narrations and upload one picture. In a group setting and several assigned student leaders this is a manageable project even with only a few available computers. The recorded information will depend on students’ selected topics and images. With such a diverse student population, this will also be the perfect opportunity to include a cultural or language learning component that is student directed. Examples of student published projects using Blabbarize include book reports, science projects, and biographies. Creative Commons Richardson (2010) and the Flickr Web site elaborate well on the use and application of the Creative Commons (CC) license, regarding photos, magazines covers, and image works. My question: are worksheets that are stored on Wiki blog sites collected from other education Web sites fair to use? The use of a Wiki site that is not open to the public but used to share such content with teachers and students is not so clear with the Fair Use laws. According to Education Blogger Ronnie Burt (2012) textbooks or curricula resources fall under the fair use policy for photocopying for classroom use, however “it most likely isn’t going to allow you to make a PDF document and put it on your class blog or website” for students to download and print themselves. The Creative Commons license permits creators’ work to be used by others. The CC logo is posted on works and serves as a notice of permission to use work with an accompanied attribute. An attribution requires appropriate creator credit, a link to the license, and indication of any changes that were made to the work. Because sheltered instruction for language acquisition requires images to accompany instructional content and build a scaffold for understanding, I frequently use online images and photographs that have the cc logo. Recently I began tagging the attributes to these images for loading to my Wiki site. Images for ESOL instruction is a must-have and resources, such as Flickr and Robertstech.com, make it so easy to find items. Roberts’ site has a large collection of images at no cost as long as: 1) the use is not for commercial purposes, 2) the image isn’t modified or used as part of another work, and 3) the usage includes credit to Roberts and with a link to the website where the image appears. Roberts permits commercial uses via permission request and for a user fee. Until I am catch up with making tags I am only sharing some of my original work on my Wiki site. I have hundreds of digital images that belong to me that reflect my content instruction, but sharing has a market teachers should all also consider. For this assignment I took a photograph at home from my backdoor of the snow melt and posted it for the public on Flickr. Flickr My image files are not sufficiently organized, and I am thrilled about this new tool, Flickr. Flickr allows me to not only search and choose from its vast image collection, it allows me to tag and store my work online. For this assignment I uploaded a shot taken from my backdoor. I call this picture CatastrophicThursdayMelt. Flickr allows me to keep my work private, with a public share option. For this image I followed the prompts and clicks to make it public with Attribution- NonCommercial-ShareAlike Creative Commons license. The best part about Flickr is that I am using the free version and I can upload up to 1 terabyte - that’s a trillion bytes of image data! Should I need additional add-on services, I can join Flickr’s subscription version for a fee. Richardson (2010) makes sharing and Flickr sound like an everyday event; I counsel users to be cautious of recording events and sharing pictures for class instruction. My experience as an enthusiastic photographer and an ESOL content instructor includes a few missteps. In a culturally diverse environment keep in mind that many faiths do not permit photography or recording video of individuals or any events. Many times I am required to get permission from everyone present, even if I am not including identifiable faces. Much of my photography is limited to recording images of objects and demonstrations that only show fingers and hands using lab tools and even this practice requires permission for all that are present. In the near future I want to use Flickr and my HTML coding skills to make some interactive language online content. Having my students’ first languages as part of an online assignment would really be awesome and boost class participation. References Burt, R. (2012) The Educator’s Guide to Copyright, Fair Use, and Creative Commons, Edblogger. Retrieved at: http://theedublogger.com/2012/02/09/the-educators-guide-to-copyright-fair-use-and-creative-commons/ Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful Web tools for classrooms. Thousand Oaks, CA: Corwin. Twitter
https://twitter.com/wxDoll Only briefly familiar with Rich Site Summary (RSS) functions from a previous class assignment, this recent task of implementing a Twitter account was informative and needed. Most of my current reading materials target academic topics, but personal interests help form my opinions and having sources available for these interests is also important to me. For this reason, in addition to following bloggers McLeod, at https://twitter.com/mcleod, and Gorman, at https://twitter.com/michaeljohng, I selected varying Twitter links to follow, and several - such as twitter.com/educationweek, twitter.com/BBCBreaking, and twitter.com/JoyceMeyer, have my attention daily. Subscribing to multiple websites allows me to scan new content and saves me time. Before Twitter, I surfed multiple Web pages of content before selecting content to actually read. For example, today Education Week tweeted that a cachet of the degree earned is not a prerequisite for successful/rewarding career. BBC-Breaking tweeted that the Winter Olympics officially opened. Joyce Meyer tweeted that a mind made up is a powerful thing. Frequently these sources align to many of my interests, and using Twitter I can make appropriate selections from a filtered menu of reading options. Today on my twitter account, https://twitter.com/wxDoll, I wrote: it is not that I have too many students, so much as it is I do not have nearly enough parents. My emphasis here is that as a teacher I am motivating my students to learn, and this includes motivating parents to help with learning. Diigo https://www.diigo.com/user/wxdoll My experience with Diigo continues to be productive. I have added two folders to organize the sites and information that I use for 7th and 8th grades. Already, I see my former way of saving information and links as passé. My favorites-menu and cut-and-paste-screen-shot techniques only vaguely resemble the many functions of bookmarking. Well worth my efforts, Diigolet was not as easy as I had hoped it would be to set up. The drag-and-drop steps shown in most of the online instructional videos are likely from older versions and the pages and images looked very different from which appeared on my computer screen. After following a few prompts, I managed to get the Diigolet dragged to a tool bar. From the Library menu I opened a bookmark prompt to paste URLs and make the one word tags. A new favorite site, Kidhealth.com at http://kidshealth.org/kid/htbw/DSquiz.htmland, was first to be added to the 7th grade folder, in my Diigo library. I have not managed to use the sticky-note option as of yet, but I hope to use this function successfully soon. Use of bookmarking is going to be awesome; I will be able to keep track of my frequented online resources like a librarian-avatar. |
Archives
March 2019
Categories |