What a fun and useful activity! You are absolutely right in assuming that I blindly use my browser 365 days of the year and usually don't think twice about it in terms of functionality or features. It was a treat to actually make time to tidy up my menu bar to make it much more relevant for my needs and to take an opportunity to explore the Mozilla FireFox menu!
To respond to part one of the assignment - I explored all the settings and made some really useful changes. I moved things I rarely use like Clearly to the Menu instead of the ToolBar, and deleted "Start a Conversation" all together from my browser because I frankly didn't see the need for it. Conversely, I moved the "Print" icon from Menu to the ToolBar because I use that all the time.
Next, I explored every tab under "Options" and made a few helpful modifications. First, under "General", I created a new "Downloads" folder in my Documents because I had a hard time finding things I downloaded when using FireFox. Now, I'll know just where to look! Finally, under "Search", I streamlined the search engines used during my searching. Who knew I had control over that?!
When it came time to explore extensions, started by watching the video introduction. Of course, after that, I could not resist choosing a theme. I did have a theme back in the days when I used Explorer, but I never made the time to do so when I switched to FireFox. Now I have a lovely new theme called, "Floral Birds" by daaanibby to make my web searching that much more enjoyable. I considered trying one of the "Complete Themes", but I think I'm happy with just the top margin change for now.
Next, I browsed all the available add-ons and was surprised to see an EPub reader listed. I'm wondering if that'll work with OverDrive for ebooks cutting out the annoying Adobe Digital Editions step? That I plan to explore further.
And how cool is WOT (Web Of Trust)?! This I installed because I was dying to see if it really and truly did accurately evaluate web sites' authority (validity). Imagine how great that would be on our school computers when I'm teaching web site evaluation?! But alas - I thought I installed it - I know I clicked install - but I am not seeing the traffic light warnings in my web searches, so I don't know what I didn't do to complete the process. I looked in my ToolBar and under Menu, but I just don't see it anywhere.
Finally, I had to try Price Blink which is supposed to price compare, find coupons, and link to reviews when you're shopping - and that one does work!! How cool is that?! I just shopped for the Lego Friends Lighthouse set and used all three features. Yippee!!
I truly enjoyed this assignment, and I certainly plan to continue exploring and customizing within FireFox :-) Thank you, Polly!
Saturday, March 7, 2015
Tuesday, February 17, 2015
Thing 24: Infographics
Perfect timing! Every March my school participates in a Parents As Reading Partners program to encourage literacy skill building at home as well as in school. I used this assignment as an opportunity to design an infographic that we can use as a physical poster as well as a digital image on our website.
To complete this assignment, I first watched two of the videos and read 3-4 of the articles. I found Kathy Shrock's materials to be the most helpful. It took me about a week to sketch out my draft for what information I wanted to share. At first I wanted to go with a statistical theme - visually showing the minutes read at home by grade level from last year's classes. Unfortunately, I was unable to acquire that data, so I moved on to plan B: a simpler visual explanation of the program and its purpose.
Then I went to Piktochart and viewed their quick tutorial. I know my infographic does not contain a whole lot of bells and whistles, but I do think it is visually appealing and it will certainly serve an authentic purpose.
Here it is:
To complete this assignment, I first watched two of the videos and read 3-4 of the articles. I found Kathy Shrock's materials to be the most helpful. It took me about a week to sketch out my draft for what information I wanted to share. At first I wanted to go with a statistical theme - visually showing the minutes read at home by grade level from last year's classes. Unfortunately, I was unable to acquire that data, so I moved on to plan B: a simpler visual explanation of the program and its purpose.
Then I went to Piktochart and viewed their quick tutorial. I know my infographic does not contain a whole lot of bells and whistles, but I do think it is visually appealing and it will certainly serve an authentic purpose.
Here it is:
Wednesday, January 21, 2015
Thing 23: Makerspaces
Wow! I am so glad this was posted as an assignment. This is a topic that I've heard about, but really had no idea what is was. Even at meetings of library liaisons at Questar where they were talking about the shared 3-D printer, it was never very clear to me what they were doing with it or what it had to do ultimately with libraries.
Now, after reading several of the articles and resources posted within this assignment, I think I'm finally starting to "get it". Makerspaces in the School Library Learning Commons and the uTEC Maker Model by David v. Loertscher, Leslie Preddy, and Bill Derry gave me a good overview of what all the buzz is about and how a variety of libraries are adapting this concept to fit the needs of their patron base. Parker Thomas' 6 Things to Consider Before Starting Your Makerspace really helped me understand the feasibility of this sort of program in my own school community. The Tinkerspace: Library Learning Commons interview piece really helped me to visualize what a truly exemplary makerspace program could look like, while Deb Collin's awesome Cool Tools blog post sort of showed me that it can truly exist and be successful on an elementary level without crazy gadgets and tons of supervision/prep.
So all of that said, here're my major take-a-ways:
First of all, I can definitely see the value of makerspaces in general, and now I more fully understand how they are being adapted into libraries. I love the concept of moving to the next step of "expression" as the outcome of information analysis. The Tinkerspace interview struck me as effectively pairing information resources, such as the origami books, with appropriate materials bins - while still allowing the kids to approach the experience any way that they liked - either the "follow the instruction" route, or the go it on your own avenue - or even something that might fall in between. I can see where a makerspace would be very appealing to students because it's almost "free play" of sorts. Also, one of the articles/resources talked about having the participants fill out exit tickets about their experience which helps justify it academically in a school setting, which is where I'm coming from.
Where I think I'm still not quite solid, though, is how this can be transformed into an academic program that relies on constant assessment to drive instruction. As I said, I totally see the value of giving students time to explore and giving them access to interesting materials - but if everyone is allowed to approach the project independently and they are not given an end-goal per sae, and, most importantly, if not everyone is required to participate, then this can only be approached as an enrichment activity, not an actual "class" held to academic standards, right? Or am I missing the point? I understand that it has the potential to align with many Common Core Standards, but how do you turn an unstructured activity into something that can be definitively associated with a rubric or other form of assessment? And who can determine growth when a student may chose to take risks and fail - which is a good thing as far as a makerspace goes, but not such a good thing when giving evidence of student growth.
This leads me to my next point of discussion: How could a makerspace fit into my school library? Well, first of all, let me remind the reader that I am only a 0.6 part-time librarian running a K-8 library program with fixed-scheduled classes as release time (prep periods) for K-6 teachers. Therefore, I have no planning period, no lunch, and very few free blocks randomly spaced in a 6-day rotation, so right now, it could not happen. BUT this is not to say that I could not approach the administration with this intriguing concept and see what they think. Or maybe this is the type of program that might better fit in to the "Technology" class our middle school students participate in?
I'm still digesting all that I've read and learned this week, so I cannot say for sure whether I will pursue this with my administration now or not. I would like to talk to Jen Cannell at Questar about what others are doing, say, with the digital printer. From what was shared at liaison meetings, it sounds like it's mostly kids making bookmarks and other novelties from pre-existing templates. Where's the tinkering or creativity there - besides choosing colors? As you suggest in the activity, I think I need to see some more models of makerspaces in action to fully appreciate its implications for my own library program. So let me end here, but just know that this exploration is by no means over for me. This introduction may just be the beginning of something new for me and for my school.
Now, after reading several of the articles and resources posted within this assignment, I think I'm finally starting to "get it". Makerspaces in the School Library Learning Commons and the uTEC Maker Model by David v. Loertscher, Leslie Preddy, and Bill Derry gave me a good overview of what all the buzz is about and how a variety of libraries are adapting this concept to fit the needs of their patron base. Parker Thomas' 6 Things to Consider Before Starting Your Makerspace really helped me understand the feasibility of this sort of program in my own school community. The Tinkerspace: Library Learning Commons interview piece really helped me to visualize what a truly exemplary makerspace program could look like, while Deb Collin's awesome Cool Tools blog post sort of showed me that it can truly exist and be successful on an elementary level without crazy gadgets and tons of supervision/prep.
So all of that said, here're my major take-a-ways:
First of all, I can definitely see the value of makerspaces in general, and now I more fully understand how they are being adapted into libraries. I love the concept of moving to the next step of "expression" as the outcome of information analysis. The Tinkerspace interview struck me as effectively pairing information resources, such as the origami books, with appropriate materials bins - while still allowing the kids to approach the experience any way that they liked - either the "follow the instruction" route, or the go it on your own avenue - or even something that might fall in between. I can see where a makerspace would be very appealing to students because it's almost "free play" of sorts. Also, one of the articles/resources talked about having the participants fill out exit tickets about their experience which helps justify it academically in a school setting, which is where I'm coming from.
Where I think I'm still not quite solid, though, is how this can be transformed into an academic program that relies on constant assessment to drive instruction. As I said, I totally see the value of giving students time to explore and giving them access to interesting materials - but if everyone is allowed to approach the project independently and they are not given an end-goal per sae, and, most importantly, if not everyone is required to participate, then this can only be approached as an enrichment activity, not an actual "class" held to academic standards, right? Or am I missing the point? I understand that it has the potential to align with many Common Core Standards, but how do you turn an unstructured activity into something that can be definitively associated with a rubric or other form of assessment? And who can determine growth when a student may chose to take risks and fail - which is a good thing as far as a makerspace goes, but not such a good thing when giving evidence of student growth.
This leads me to my next point of discussion: How could a makerspace fit into my school library? Well, first of all, let me remind the reader that I am only a 0.6 part-time librarian running a K-8 library program with fixed-scheduled classes as release time (prep periods) for K-6 teachers. Therefore, I have no planning period, no lunch, and very few free blocks randomly spaced in a 6-day rotation, so right now, it could not happen. BUT this is not to say that I could not approach the administration with this intriguing concept and see what they think. Or maybe this is the type of program that might better fit in to the "Technology" class our middle school students participate in?
I'm still digesting all that I've read and learned this week, so I cannot say for sure whether I will pursue this with my administration now or not. I would like to talk to Jen Cannell at Questar about what others are doing, say, with the digital printer. From what was shared at liaison meetings, it sounds like it's mostly kids making bookmarks and other novelties from pre-existing templates. Where's the tinkering or creativity there - besides choosing colors? As you suggest in the activity, I think I need to see some more models of makerspaces in action to fully appreciate its implications for my own library program. So let me end here, but just know that this exploration is by no means over for me. This introduction may just be the beginning of something new for me and for my school.
Sunday, January 4, 2015
Thing 22: Create A Resource Guide
This was a fun assignment to end my winter break with! That said, I fear I may have missed part of the point here. The assignment overview alluded to the fact that we all in the Library trade tend to make lots of resource guides for our patrons - and I am certainly no exception to that assumption. However, I am an exception, I guess, in my adamant unwillingness to make curating resource lists a full-time side job. I absolutely refuse to upload apps to my tablet to add more material and update existing material "on the go" because I frankly already do enough gratis work from home just to stay caught up with the nuts and bolts of my supposedly "part-time" library job. I hope you don't think this makes me a bad person. I just have to draw the line somewhere - and here it is.
That said, let me first talk about some of the resource lists I already create. I maintain an up-to-date web site for my library and all of my classes, with pages designed for students, teachers, administrators, and parents. Embedded on various pages of my site are a variety of resource lists - including updated class syllabi, resource guides for specific library research projects, general reference resource links for use at home and in school, Common Core resources, etc. Here's my web site if you're interested. I also rely heavily on NoodleTools in my teaching, and likewise, I always embed resource lists in the projects my students are working on, so they can have easy access to the materials they need right there with no further tabs than are necessary. Finally, I love making pathfinders in OPALS, my online catalog, that I can populate with links, resources, and documents. And lastly, I always keep my web links in OPALS updated, too, so students can get to our databases and other resources from one centralized location. Check Out My Catalog.
And that right there is the key to my stubborn refusal to subject my poor overloaded students, faculty, and administrators to any more Resource Guides than are absolutely necessary. As the professional literature indicates, we librarians make all kinds of FABULOUS resource lists and guides, but the plain truth is that hardly anyone ever really uses them outside of structured assignments and lessons (Barbara Stripling, "Inquiry Through the Eyes of Classroom Teachers"). And I have personally found that students, teachers, administrators, and parents alike all appreciate having information streamlined for them - meaning less is more - WAY more. It is much better to put your information in one location whenever possible. It makes things less confusing and easier both for the user and administrator - in my opinion anyway.
So for the sake of this assignment, I did follow the steps and I did go ahead and create one more resource guide. My administrator had asked me to put something together for February's Black History Celebration. Ordinarily, I would have posted my resource list in one of the locations described above - either my webpage or OPALS, but instead, I went ahead and joined Diigo and compiled my sources there, and just linked the page to my usual locations. I like Diigo a lot and thought it was very easy to use, and I like how participants in the group can all share ideas and post information as a collective. I can see that is a drawback to my existing resource guides on my web site and in OPALS. Despite that, though, I still would prefer to compile my resources in fewer locations to make access easier for my audience.
But here it is - Ms. Fecura's Guide to Resources for Black History Month ~ enjoy!
My Resource Guide.
That said, let me first talk about some of the resource lists I already create. I maintain an up-to-date web site for my library and all of my classes, with pages designed for students, teachers, administrators, and parents. Embedded on various pages of my site are a variety of resource lists - including updated class syllabi, resource guides for specific library research projects, general reference resource links for use at home and in school, Common Core resources, etc. Here's my web site if you're interested. I also rely heavily on NoodleTools in my teaching, and likewise, I always embed resource lists in the projects my students are working on, so they can have easy access to the materials they need right there with no further tabs than are necessary. Finally, I love making pathfinders in OPALS, my online catalog, that I can populate with links, resources, and documents. And lastly, I always keep my web links in OPALS updated, too, so students can get to our databases and other resources from one centralized location. Check Out My Catalog.
And that right there is the key to my stubborn refusal to subject my poor overloaded students, faculty, and administrators to any more Resource Guides than are absolutely necessary. As the professional literature indicates, we librarians make all kinds of FABULOUS resource lists and guides, but the plain truth is that hardly anyone ever really uses them outside of structured assignments and lessons (Barbara Stripling, "Inquiry Through the Eyes of Classroom Teachers"). And I have personally found that students, teachers, administrators, and parents alike all appreciate having information streamlined for them - meaning less is more - WAY more. It is much better to put your information in one location whenever possible. It makes things less confusing and easier both for the user and administrator - in my opinion anyway.
So for the sake of this assignment, I did follow the steps and I did go ahead and create one more resource guide. My administrator had asked me to put something together for February's Black History Celebration. Ordinarily, I would have posted my resource list in one of the locations described above - either my webpage or OPALS, but instead, I went ahead and joined Diigo and compiled my sources there, and just linked the page to my usual locations. I like Diigo a lot and thought it was very easy to use, and I like how participants in the group can all share ideas and post information as a collective. I can see that is a drawback to my existing resource guides on my web site and in OPALS. Despite that, though, I still would prefer to compile my resources in fewer locations to make access easier for my audience.
But here it is - Ms. Fecura's Guide to Resources for Black History Month ~ enjoy!
My Resource Guide.
Sunday, November 30, 2014
Thing 21: Productivity Tools
Hip hip hooray!! I'm VERY excited to be starting my third year of Cool Tools For Schools with Polly :-) I'm not exaggerating when I say how valuable these lessons are to me both personally and professionally. This is such a wonderful way to stay informed about what is available, and there is always something I can put to use immediately.
Speaking of which - this week I explored Evernote, Clearly, and LastPass - three super cool tools. First, it was really easy to sign up for Evernote. I liked the embedded tutorials that made it a cinch to start using right away. My first note contained my lesson plan schedule for this week at school. It was very easy to create. Tomorrow I will try to access Evernote from school to see if I can retrieve my note. Who knows if it will be blocked by our filtering system, though? I'll just hope it's not.
Next I tried Clearly because it was related to Evernote and sounded interesting. I installed it and tried it out on my electronic Book Club Blog called Book Buzz. I then used WebClipper to send the cleaned up page to Evernote. So easy!!
Finally I installed LastPass on my computer, but I panicked at the last minute when it detected all of my "insecure" passwords stored on the computer and said if I clicked "import" it would save them securely on LastPass and would delete them from my computer. I probably should have gone for it right then and there, but having SO many passwords for everything from Shutterfly to EdModo to PayPal, I just didn't feel comfortable making that decision without more thought.
So I definitely feel "productive" as I begin this third track of Cool Tools! If I have time, I'll try to add to this post after tomorrow to let you know if Evernote works at school.
Speaking of which - this week I explored Evernote, Clearly, and LastPass - three super cool tools. First, it was really easy to sign up for Evernote. I liked the embedded tutorials that made it a cinch to start using right away. My first note contained my lesson plan schedule for this week at school. It was very easy to create. Tomorrow I will try to access Evernote from school to see if I can retrieve my note. Who knows if it will be blocked by our filtering system, though? I'll just hope it's not.
Next I tried Clearly because it was related to Evernote and sounded interesting. I installed it and tried it out on my electronic Book Club Blog called Book Buzz. I then used WebClipper to send the cleaned up page to Evernote. So easy!!
Finally I installed LastPass on my computer, but I panicked at the last minute when it detected all of my "insecure" passwords stored on the computer and said if I clicked "import" it would save them securely on LastPass and would delete them from my computer. I probably should have gone for it right then and there, but having SO many passwords for everything from Shutterfly to EdModo to PayPal, I just didn't feel comfortable making that decision without more thought.
So I definitely feel "productive" as I begin this third track of Cool Tools! If I have time, I'll try to add to this post after tomorrow to let you know if Evernote works at school.
Saturday, May 3, 2014
Thing 20: Tools for creating websites, pathfinders, portfolios and more
Well, I am feeling rather pleased with myself, because I do rather like my library web presence. It is something that I do have control over and that I do update myself. I created it based upon my predecessor's template in 2009, and it has become a veritable clearinghouse of useful information, links, and communication.
That said, I will simply include a link to my classroom page if anyone wants to see it. It's through ToolBox Pro, so it's not perhaps as glitzy as others, but I think I've done a pretty decent job organizing it and making it a useful source of information for administrators, teachers, parents, and students.
Ms. Fecura's Library Web Page
Now to talk about the project I did for this assignment. It just so happens that 5th grade is working on a large 4th quarter research project during our fixed-scheduled Library time. The essential question is what makes America a "melting pot", and how does this create the unique culture we have today?
For this project, I designed a project overview that gave the students background information as well as a description of their task and my expectations. Additionally, in the overview I mapped out our research goals for our final 6 classes of the year, and I provided them with a rubric so they could work towards the grade they want. All of this I posted on my classroom page and embedded in NoodleTools, the online research organizer I use for all projects in grades 5 and up. What I did not have, however, was a pathfinder of resources for the students. Part of me would still rather have the students locate their own resources, especially after we spent nearly half the year learning about the library collection, databases, and the internet, but with such limited time for the actual research, I can also see the value of providing this extra support and guidance. The students will still need to locate some sources independently as well as evaluate the sources I suggest in the pathfinder, and extrapolate the relevant information necessary to answer their own "wonder" questions about their topic.
So here's a link to the first (and definitely not the last!) pathfinder I have ever made. I used the template available through OPALS, my automated Library system.
5th Grade Melting Pot Research Pathfinder
And finally I'd like to thank you for providing these learning opportunities for me to explore all year long. It has definitely enhanced my teaching and has helped me to grow professionally (and in some cases - personally!).
By the way, I just ordered a Samsung Galaxy tablet. Now I can go back and re-explore apps :-)
Have a great summer!
That said, I will simply include a link to my classroom page if anyone wants to see it. It's through ToolBox Pro, so it's not perhaps as glitzy as others, but I think I've done a pretty decent job organizing it and making it a useful source of information for administrators, teachers, parents, and students.
Ms. Fecura's Library Web Page
Now to talk about the project I did for this assignment. It just so happens that 5th grade is working on a large 4th quarter research project during our fixed-scheduled Library time. The essential question is what makes America a "melting pot", and how does this create the unique culture we have today?
For this project, I designed a project overview that gave the students background information as well as a description of their task and my expectations. Additionally, in the overview I mapped out our research goals for our final 6 classes of the year, and I provided them with a rubric so they could work towards the grade they want. All of this I posted on my classroom page and embedded in NoodleTools, the online research organizer I use for all projects in grades 5 and up. What I did not have, however, was a pathfinder of resources for the students. Part of me would still rather have the students locate their own resources, especially after we spent nearly half the year learning about the library collection, databases, and the internet, but with such limited time for the actual research, I can also see the value of providing this extra support and guidance. The students will still need to locate some sources independently as well as evaluate the sources I suggest in the pathfinder, and extrapolate the relevant information necessary to answer their own "wonder" questions about their topic.
So here's a link to the first (and definitely not the last!) pathfinder I have ever made. I used the template available through OPALS, my automated Library system.
5th Grade Melting Pot Research Pathfinder
And finally I'd like to thank you for providing these learning opportunities for me to explore all year long. It has definitely enhanced my teaching and has helped me to grow professionally (and in some cases - personally!).
By the way, I just ordered a Samsung Galaxy tablet. Now I can go back and re-explore apps :-)
Have a great summer!
Wednesday, April 16, 2014
Thing 19: Online Learning & DIY PD
It just so happens that I am a HUGE fan of online learning, and I have participated in a number of online opportunities.
It all started back in 2003 when I took my first online course for credit towards my K-12 Library certification. I absolutely loved the format of the course and the fact that I could work on it at my own pace without having to leave my home. At the time, my son was one and I found I could complete the assignments during his naps and in the quiet moments after he went to bed. What a great way to keep my adult mind invigorated at a time when my days were usually filled with an unending stream of diapers and toys. As an aside, it's amazing how much I miss those days when my children were infants!!
Since then, I have participated in a variety of webinars through several of the various local BOCES programs. It's a format that really works well for me - even if the technology sometimes leaves things to be desired :-) I recall last summer participating in a WSWHE BOCES webinar titled, "Creative Assessment Tools", where the poor presenter's sound kept randomly turning off. All the same, I like the flexibility of the format, and I love that we can come together to discuss issues in a relatively informal environment. Working in a school district of one K-8 building, and being the only librarian on site - and 0.6 at that! - I crave interaction with fellow professionals in the field, and I rely on online learning to provide opportunities that will fit in my busy schedule without requiring me to spend hours waiting between when my part-time day typically ends, and when after-school onsite meetings typically begin.
As far as the issue of whether these online workshops count towards my PD - I don't really worry too much about that. I take these classes and workshops for myself, not for my administrators. It's simply a bonus that they provide me credit during my Daniellson Domain IV meetings as part of the APPR process. I may not go to many (if any) of the BIG library conferences each year, but I feel I seek out what I need when I need it, and I am all the happier if I can find the content electronically.
I am grateful for the links Polly included in this assignment, because it gives me plenty of inspiration to continue my quest for personal and professional growth. We have SO much to learn from each other. The OCLC WebJunction & OEBD seem like my best bets for live events, and EdReach is chock full of great podcasts that I can tune into any time - and I plan to! Perhaps now I can finally figure out tips on how I can make edmodo actually work for my 6th grade class! We tried it for a few weeks, but too many of the kids found it too overwhelming (it requires a level of independence that paper and pencil assignments do not) for me to continue. So much for the theory that our students are tech savvy! But I'll get them there.... eventually :-)
It all started back in 2003 when I took my first online course for credit towards my K-12 Library certification. I absolutely loved the format of the course and the fact that I could work on it at my own pace without having to leave my home. At the time, my son was one and I found I could complete the assignments during his naps and in the quiet moments after he went to bed. What a great way to keep my adult mind invigorated at a time when my days were usually filled with an unending stream of diapers and toys. As an aside, it's amazing how much I miss those days when my children were infants!!
Since then, I have participated in a variety of webinars through several of the various local BOCES programs. It's a format that really works well for me - even if the technology sometimes leaves things to be desired :-) I recall last summer participating in a WSWHE BOCES webinar titled, "Creative Assessment Tools", where the poor presenter's sound kept randomly turning off. All the same, I like the flexibility of the format, and I love that we can come together to discuss issues in a relatively informal environment. Working in a school district of one K-8 building, and being the only librarian on site - and 0.6 at that! - I crave interaction with fellow professionals in the field, and I rely on online learning to provide opportunities that will fit in my busy schedule without requiring me to spend hours waiting between when my part-time day typically ends, and when after-school onsite meetings typically begin.
As far as the issue of whether these online workshops count towards my PD - I don't really worry too much about that. I take these classes and workshops for myself, not for my administrators. It's simply a bonus that they provide me credit during my Daniellson Domain IV meetings as part of the APPR process. I may not go to many (if any) of the BIG library conferences each year, but I feel I seek out what I need when I need it, and I am all the happier if I can find the content electronically.
I am grateful for the links Polly included in this assignment, because it gives me plenty of inspiration to continue my quest for personal and professional growth. We have SO much to learn from each other. The OCLC WebJunction & OEBD seem like my best bets for live events, and EdReach is chock full of great podcasts that I can tune into any time - and I plan to! Perhaps now I can finally figure out tips on how I can make edmodo actually work for my 6th grade class! We tried it for a few weeks, but too many of the kids found it too overwhelming (it requires a level of independence that paper and pencil assignments do not) for me to continue. So much for the theory that our students are tech savvy! But I'll get them there.... eventually :-)
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