Gena,+Real+Life,+Round+4,+thinking+about+next+steps

//** Here's what I've been reflecting about this summer... **//

====//**1. Reading and reading**// //everything I could find about models of technology integration// //in education...very helpful to be able to see the big picture with concepts organized in a concise way. Here's a collection of taxonomies and models://==== http://www.schrockguide.net/bloomin-apps.html
 * ===Bloomin Apps -Kathy Schrock===

http://www.unity.net.au/allansportfolio/edublog/?p =324 http://www.unity.net.au/allansportfolio/edublog/?p=917
 * **Pedagogy Wheel - Alan Carrington**



http://www.tpack.org/
 * **TPaCK & SAMR:**

TPaCK and SAMR



http://daibarnes.info/blog/assessing-the-integration-of-technology-in-learning-part-1/
 * **Dai Barnes,** a Google Certified Teacher from the UK. Blog discussion about 4 models of technology integration

//(I am still reading about TPaCK: pedagogy + content + technology).// //I wonder about the book, __AACT Handbook of Technological Pedagogical Knowledge (TPCK) for Educators__**...**//
 * Reflection **//:// //it's not about the technology itself, which seems to change too fast to digest properly before taking a bite of the next 'best' thing. It's about a ** way of thinking ** and the key is **purpose.** Bloomin Apps is a menu of apps categorized by cognitive level, which is very helpful for technology application in the classroom, but the SAMR model explains integration from the point of view of purpose: we can apply technology tools to substitute, augment, modify or redefine a task, redefinition being at the highest level of creativity.//

//**2. A method to the madness:**//
//Here are two video segments of our last DST/Spring after school meeting: where seeming randomness makes perfect sense.//

//https://www.dropbox.com/s/3nyzboatsvlivjh/Geniuses%20at%20work%21.mov//
//https://www.dropbox.com/s/ip7d3s343acpvym/Working%20on%20our%20projects.mov// - Amarys and Lissette have finished the initial frames for their stop-motion project for next year: creating a dance performed by a 3-D Wood Model figure.Together with Michael and Bria, they are experimenting with Google Docs, adding to each other's writing, changing the background, etc. - Alexandra and Bria have finished the storyboard for their green-screen project for next year: about a Queen's life journey. Alexandra is working on the Queen's crown, using everybody's head to measure the size. The throne/chair is done, saved for next year. - Alex is working on her stop-motion project: Story of a Stick. She's completed about 140 still shots and is taking a 'butterfly wings' break. Everybody is free to use the butterfly wings when they take a break. Why? I don't know. It just happened that way. It's like an inside thing, a sort of 'glue' for the group. - Dusty is taking a 'butterfly wings' break too. We have just met about his frame-within-frame project for next school year: The Making of our Ghost School iMove. It will be a narrated video, matching each storyboard frame to its camera shot. He's modeling it after the YouTube video by Pixar about storyboarding and animating Toy Story.
 * Description of the videos:

//** Reflection: **// // - Our meetings feel like productive chaos most of the time. Everyone starts their project plans at around the same time, but after that, everyone works at their own pace, using the tools that will best serve their project, and we help each other when we get stuck. I am as much a learner as they are. I need to keep that in mind especially for next year's projects. They're pretty diverse. // // - I've been able to explore and experience a different way of teaching/learning through our DST after-school class, but how does this transfer to the school day/classroom? It takes a lot of time to collaborate, problem solve and complete projects. Our DST group even had to add a weekly working lunch session in order to have enough time to complete projects. //

//**3. Fascinating...**(must say it like Spock)://
> As stated by Douglas C. Englebart: "I don't know why we call it a mouse. It started that way and we never changed it." //Go to clip #12: http://sloan.stanford.edu/mousesite/1968Demo.html//
 * //Why do we call it a 'mouse'?...since 1968?//

//Personal devices: A Personal Computer for Children of All Ages, 1972 pdf// //http://www.mprove.de/diplom/gui/Kay72a.pdf//
 * //Not that new of an idea really...the 1972 DynaBook?//

//Resource://