Refelection on PLE Diagram

The Process of Creating My PLE Diagram

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The process involved with creating my diagram of my PLE was fairly simple in that I took screenshots of the icons of the networks and then imported the screenshots into Indesign. In order to post the diagram, I exported the diagram into a PDF.

I put myself at the center of the diagram, and then I sized the icons based on how much I access the networks. In other words, the larger the icon, the more I use that particular network. Next, I used solid lines to represent my connection with the networks, and then I used dotted lines to represent the interconnectedness of the sites. I imagine the interconnectedness will grow, but I wanted to demonstrate for myself where I am at right now in terms of my PLE.

What did you learn about yourself when looking at your PLE?

The first thing that I learned about myself as I created my diagram of my PLE was that I’ve come a long way since the beginning of this class when it comes to being involved in social media and actually forming a PLE! To be honest, I’m not sure I even knew what a PLE was. Not only do I see myself evolving, I see myself growing as an educator because I am inspired by educators from all over the world. I think what makes this new-found knowledge even better is the fact that I am not intimated anymore; I’m having fun, and I’m not “afraid” of making a mistake anymore!

Visit your classmates’ PLE posts. How does your PLE compare to other peers in class?

After viewing my classmates PLN, I noticed a lot more similarities than differences. For instance, at least five of the icons on each of the six PLE’s I examined were the same as mine, which basically tells me that these sites are both the most popular and the most conducive to our purposes as educational technologist. What gets interesting for me as I view these sites is the differences in terms of the content because this is where our personal interests and differing backgrounds come in. In other words, my PLE is pretty basic with icons that most educators will recognize, except maybe Diigo. This isn’t a bad thing; it just means that I’m just getting started in the construction of my PLE, while I am honored to learn with others who have a lot more experience than me.

For example, my classmate, Nona, is an obvious pro, and so her PLE is complex, so complex that she uses the arteries of the human body as a metaphor for her diagram. She incorporates Web 2.0 tools as well as social networking tools, and I didn’t even consider that, though I agree with her that 2.0 tools are also vital in what we, as 21st century educators, do everyday in our classrooms.

Daniel’s content is both personal and professional because his worlds overlap so much. In viewing his PLE, I truly get a sense of what his interests are and what he does for a living and that they are one in the same. I see a more personal connection to his content than I see in mine.

Rebecca’s 3D model consisting of building blocks and primary colors screams EDUCATOR, and while the apple with the soldier conquering it in front of the model isn’t necessary, it clinches the deal. Again, we have similar networks, but her model also incorporates eLearning, Green Education, and Project Based Leaning. I think Rebecca’s content demonstrates that she is definitely comfortable in PLE world; she is very much involved in social networking.

Jodi’s and Jason’s content is similar to mine, though Jodi incorporated a busy bee metaphor that I thought was really creative. Moreover, while Jason put himself at the center of the diagram like I did, Jodi is the buzzing bee throughout the diagram, and I think this definitely demonstrates the interconnectedness between herself and her networks.

Finally, Greg’s PLE diagram demonstrates his passion for Adobe connect and Adobe tools because they are vital in his work and in his life. He placed those at the center of his diagram and created a circle of networks around them, demonstrating an obvious hierarchy. For right now, my PLE just demonstrates which networks I use the most, but this will evolve for me, and I imagine that if I draw another PLE at the end of the semester, it will look more like a spiderweb, at least, that is my goal.

Joining Online Communities

Here are some of the online communities that I have joined and participated in:

Google+
This is a community that I am learning so much from!! I have limited knowledge when it comes to Google Apps, so this is really a home run for me, and I think I can also share a lot of this info via Twitter.
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Classroom 2.0
I think this community will benefit me in many ways, especially when it comes to new technologies and webinars.

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Edmodo Groups: Social Studies, Language Arts, and Career and Technology
I love Edmodo for so many reasons, and as you can see from the posts, the teachers in this community are so helpful and supportive.

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Linkedin
I didn’t know if I would like this online community, but after spending some time on it, I think it will benefit me, especially when I want to advance in my career. I have already reconnected with a former colleague who is now a leader in my former district. Maybe he’ll recruit me to be an integration specialist!

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Real Time Professional Development: Twitter Chats

Twitter Chats for Edtech 543
1. #denchat: Is a discovery educator network that has weekly chats and guest hosts from around the globe. This was my first Twitter chat, and I wasn’t very good at it, but I did enjoy it. For the most part, educators just chatted about ideas to enhance learning and student engagement. I asked for some advice about joining other PLN’s. I learned how to participate in a live chat and I made the mistake of not including the hashtag a few times, but I corrected that as I realized my error. I did get some great resources, and I followed a few of the participants.

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2. #sunchat: Is a PD weekly chat that often has a theme to discuss. This week’s discussion was on authentic learning, but other topics came up. Very interesting, and I am definitely getting better at tweeting. I felt a little more comfortable, and I explored some of the profiles of the participants. I didn’t make as many mistakes as the first chat session, and I learned that there really are so many amazing, talented educators out there. I felt inspired all throughout the chat.

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3. #techeducator: This was interesting. It was listed as a Twitterchat, but it is also a Podcast. So I listened and participated in both! The presenters were a bit goofy, but once they got down to business, it was interesting. I learned about an app that allows students to create puppet shows. I definitely want to utilize it.

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4. #21stedchat: The best Tweetchat yet!! I felt more in control and I also felt comfortable with offering opinions and ideas. It was wonderful to discuss digital footprints because I had just learned this concept, and I felt like I could contribute.

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Real Time Professional Development: Webinars

Wedinars for Edtech 543

1. Live 2.0
Date: Saturday September 28, 2013
Time: 9:00am Pacific/10:00am Mountain/
11:00am Central/12:00pm Eastern
Location: Blackboard Collaborate

Zoe Midler is a media specialist in Flagstaff, Arizona. She was determined to pursue a career in the education field after she saw her children researching by Goggleing a topic. She observed that they really did not understand the steps to conducting authentic research. She is also passionate about collaboration. Here is her blog: http://zmidler.blogspot.com/

During her webinar, participants were asked to take part in two polls. The first poll question was, “Do you currently use Google applications in your classroom?” 29% said yes. The next poll question was, “Do you co-plan or co-teach lessons? Only 16% said yes. Zoe ties the poll questions into her presentation by emphasizing the use of 2.0 tools and stating that the definition of a 2.0 classroom is collaborating, publishing student work, and empowering students’ voices.

Proof of Attendance

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2. Connecting You and Your Classroom Globally

Presenter: Ted Nesloney
Date: October 13, 2013
Time: 7:00AM Pacific Time Zone
Location: Blackboard Collaborate

This webinar focused on the fact that our kids are already global learners, and we need to allow kids to connect, especially kids who are form low socioeconomic areas because statistics show that these kids stay where they are at after reaching adulthood. In other words, our kids need to learn about the world and feel connected to the world, regardless of where they live. Ted emphasized utilizing Skype for Education, Google Hangouts, and Twitter. He told a story of a 15-year-old teenager who created a test for pancreatic and ovarian cancer, and how his classroom skped with the young man. It was truly inspirational. He also discussed how his PLN saved his career, and I really identified with this. I am finding professional inspiration from all the networking this class requires us to do.

Proof of Attendance
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3. Promoting Language Learning Through Gaming
Presenter: David Dodgson
Date: October 13, 2013
Time: 9:00AM Pacific Time Zone
Location: Blackboard Collaborate

I am not a gamer, but as David pointed out, games are everywhere; moreover, games are based in critical thinking skills. Language evolves when learners play games, so promoting language learning through gaming is a no-brainer. Vocabulary can be enhanced because learning the rules for the games requires reading instructions, including the walk-through guide. Teachers can require students to actually write their own walk-through. I have often required students to write rules for a board game, so I was really excited to learn about this. I also learned that an ELT sandbox is a mode of play with creative freedom. Cool!

Proof of Attendance

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4. Flipping Classroom Roles
Presenter: Akevy Greenbelt
Date: October 13, 2013
Time: 10:00 AM Pacific Time Zone
Location: Blackboard Collaborate

This was one of my favorite webinars because I could relate to everything that Akevy said about , teacher’s roles, student’s roles, and classroom management. The first point that caught my attention is that as teachers, we just don’t give enough feedback to our students. This doesn’t necessarily mean graded feedback, but rather verbal feedback. Our students need this from both their teachers and their peers. They need to be critiqued. Akevy also put up the following quote that he discussed at some length: “People by nature resist being managed.”-Tomlinson. Akevy discussed teachers who consistently take an adversarial role with their students and how that just doesn’t work these days. I couldn’t agree more. I just started at a Title 1 school, and the last thing that these kids need is to think of their teacher as their adversary. One of the teachers I befriended, who is also new at the school, just quit because she cannot change her teaching style; thus, she was miserable because the kids literally hated her.

Proof of Attendance
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