Blogging Exemplars

I’ve had some conversations over the last few days with some 486ers about what “counts” as a good blog. In the spirit of sharing and highlighting some good work, here are some examples of your awesome blogging situated in the expectations of the class rubric:

1. Integration of Voices – Alicia

• This post is a great example of Alicia struggling with both grant writing and inquiry and finding support in the community of learners. The post spurred additional comments, kept the dialogue going from multiple perspectives, and prompted tangential thoughts on other blogs. If you happen to frequent the world of EduBlogging, you’ll find some highly linked blogs and a rich community of teacher-learners out there on the interweb.

2. Investment Over Time – Andrea

• This blog is a good example of writing that is done frequently and thoughtfully. Our class does not seem to have a dearth of things to write and think about, and it’s really a strength of this community. It’s easy to post a lot, but to post frequent, thoughtful musings is another thing entirely. Keep up the great work in this area. It’s obvious that so many of you care so deeply about what we’re doing here.

3. Breadth of Issues Addressed – Kathryn

• Much thinking about a variety of topics: student engagement, teacher/student interactions, both personal and professional planning, higher education experiences as they relate to social justice, personal reflections, and professional development. Again, think back to the rope metaphor. Professional growth means critically looking at all aspects our identities as they change over time within different contexts.

4. Support for Claims and Opinions. – Suzanne

• Part of good reflection means situating learning within the larger constructs and relevant research. This post by Suzanne does that by relating (and critiquing) interpersonal experiences with the larger social norms that shape those relationships. By not separating things into their various parts, she is able to present an ecological perspective, and it’s much richer because of that.

5. Critical Considerations. – Lisa

• In this post Lisa begins to bring up the notion of what social justice looks like in an inquiry classroom and the interplay between theory and practice in learning. It’s a really great start to a larger conversation and should definitely be expanded on, especially in terms of how technology plays into different educational environments.

6. Capitalizing on Features of Blogs. – Chris

• The cool thing about setting up a unique blog format is that you can really let it be whatever works best for you and your readers. Chris has set up some interesting functions on his page (tag clouds, current readings, random science nerdiness, etc.) and it strengthens the other posts because it keeps it interesting for the readers and informs while still remaining professional.

Personally, I don’t always follow a strict format with blog posts. Usually I just write to get things out of my head and into a forum where those thoughts can be publicly challenged. And keep the rope in the back of your mind. It’s really the thoughtful wrestling with complexity that matters…

As if…

…you needed any more email.

I’m not sure if any of you know of this resource or not, but SUNY Oneonta runs some really excellent email listservs as a community resource for teachers (primarily in New York State, but not limited).  I have my email client set to dump emails from this listserv into a specific folder and then I read it when I get a chance.  The Earth Science list community is very strong and has over a thousand members on the list, but the other subjects are a bit less active.  Still, it’s a great electronic resource for all sorts of things from labs to State Ed. administrivia.  This has been one of the most enduring professional development routes I have ever taken and it always provides lots of food for thought.  Plus, it has allowed me to network across the state and create some cultural capital with other science educators.

Some more info on listserves here.

Classroom Blogs and Wikis

Please come on over to our Wiki to learn all about Classroom Blogs and Wikis.

Global Positioning System (GPS) Tools

The Garmin eTrex GPS Unit

1.0 The Basics

The Global Positioning System (GPS) is a collection of satellites operated by the U.S. Government. GPS tools, such as the Garmin eTrex equipment demonstrated in class, can be used to:

• Determine location in latitude/longitude units ( +/- 5 meters )
• Name and store location(s) in memory
• Determine altitude
• Calculate speed, direction of movement, distance or transit time between locations, etc.

GPS tools are commonly found in cellular telephones and car navigation systems. By communicating with a minimum of 3 satellites, GPS equipment can calculate its location via geometric triangulation. The capabilities of GPS equipment are made even more powerful by integrating the tools with mapping software, such as Google Earth.

2.0 Key Features

The Garmin eTrex GPS equipment is battery-powered and hand-held. To turn the eTrex on, press the PWR button on the right side of the unit. The equipment will immediately begin to access satellites.

2.1 The Satellite Page

The first page you will see after powering the unit on is the Satellite Page. This page shows the status of communications between the eTrex and available satellites. The eTrex must be communicating with at least 3 satellites to determine its location. Place the unit in an area that is away from large trees and buildings for best results.

2.2 The Navigation Page

From the Satellite page, press the PAGE button on the upper right side of the unit to toggle to the Navigation Page. The Navigation Page looks like a compass with data displayed at the bottom. This page can be used to determine your location and guide you to another location. To determine your location, press the UP arrow on the left side of the unit until latitude and longitude are displayed at the bottom of the compass. The latitude and longitude readings will change as the equipment is moved between locations.

2.3 The Waypoint Page

The Waypoint Page is used to store location information for future use, including automatic uploads to mapping software. The term “Waypoint” is used to describe the coordinates of a stored location. In order to save or “mark” a Waypoint:

(1) From the Navigation Page, press the PAGE button at the upper right side of the equipment to switch to the MENU page.

(2) Press the UP Button on the left side of the unit to highlight the MARK field.

(3) Press the ENTER button on the left side of the unit. THe MARK WAYPOINT page will appear, with “OK?” highlighted. Press the ENTER button again to confirm.

3.0 Applications, Limitations, and Insights

GPS tools present numerous applications for inquiry-based science and specifically for our science camp this summer. In terms of data collection, the GPS tools can be used to mark data collection points which can then be superimposed in Google Earth or other map software to provide a visual map of your data collection points. This map could be used to look at elevations, the environment surrounding your points, and to provide a clear picture for a presentation or report. Another useful feature of GPS tools is the ability to calculate distance between two points. There are times that terrain would make any direct measurement of distance difficult or impossible but the GPS tool can calculate this distance without regard to terrain. However, there are times that doing this could be more difficult, time consuming, and costly than simply using a direct measuring device (such as a tape measure, trundle wheel, or meter stick). GPS tools can be used for navigation purposes or used to determine elevations. These devices can also be used to teach students orienteering skills, familiarize students with compass directions, and provide an application for converting between different coordinate systems. However, there are times and students for whom using a GPS device might be impractical or obscure the actual concepts. Some people are intimidated by technology and therefore can get so anxious or frustrated with the technology that they don’t learn the underlying content. GPS tools are also expensive (~$100 each) and potentially not accessible to all students. Students might require much more guidance with a GPS tool, decreasing the self-reliance piece of an inquiry investigation when a more simple tool like a tape measure might allow students a higher level of comfort and more independence.

4.0 Warnings and reminders to ensure efficient use:

1. Be in an open area outside with no overhead obstruction to ensure the tool will pick up the satellites
2. Make sure the latitude/longitude coordinates are in the format you desire (minutes vs. decimal places)
3. Train the user thoroughly before use
4. Directed instruction/activity is necessary in order to utilize the tool in a way that makes it effective verses a distraction
5. Bring extra batteries
6. Know what you will do with the data you have collected