Does it make me a nerd that I like making quizzes?

I was already a big fan of spreadsheets and the tool that they can be. With a future in education, the Forms function of the spreadsheets becomes an even BETTER tool. It was cool to me to see that I could build the survey, send emails, and have people in 2 different states fill it out. It's very simple to use and easily repeatable. I liked that the atomic learning gave us a bit of a different formula for the self grading than the one we saw in class. It's nice knowing there are multiple ways to put the quiz together (especially if I forget).  
With the CCSS, Forms is a great option. Throughout school I had to do a lot of research assignments in which I had to take polls and statistics from classmates and plot the data. It would have been so much easier to have something like Forms to share and obtain data for those projects. Students in school today and tomorrow should have a much easier time doing projects like the ones I had to do, especially as the CCSS are adopted.

Spreadsheet:
https://docs.google.com/spreadsheet/ccc?key=0AmOyKnkfSeGPdHRQbGtLanhLLVRyUkN3TEgtVkhxX1E#gid=0

Survey:
https://docs.google.com/forms/d/1TyiEK_VmmU3RL74ZvCuJ9YOiL88NAW2P8Vti48ckQCk/viewform

Basic iPadia

Because it is my favorite of the three, I'm going to look at Numbers. I really like the app and its ease of use. I have been using Excel most of my life, and Numbers looks to have all of the things I would say I need from Excel. The three things that I like that both contain are the range of functions for input, the easy transfer of a data table into a chart, and the ability to manipulate presentation of data (number of decimal places, percentage, date, etc.). The two big differences I saw were ones that give Numbers a slight edge for me. I like that it saves automatically and the file is ready to be stored even if you don't remember to hit save every two minutes. I also enjoyed the ability to shrink the table down to just the cells in which one is working. It's not a huge problem to see more, but the simplicity of shrinking the view is nice. With both the similarities and differences, the iPad yields itself to quick and easy use. The function bars on Excel are very busy and Numbers looks to have all the functions and buttons very easily accessible.
I liked Box.com. It will be nice having another storage cloud to transfer and share documents for myself, classmates, and future students. It was fairly easy to use and simple to figure out, which is always a bonus.
iBooks and Kindle are both good apps for reading. They have similar interactive attributes. The book appearances on the shelf and in reading mode are about the same. I had a hard time finding big differences. The one big one that I noticed was the "track bar" at the bottom of the iBooks app. It let's one "scroll" through the book. Kindle has the search and "go to a page" function but the scrolling through pages on iBooks is a big plus for me. It seems to make the job of searching faster and easier.
As I watched and looked at Rover, I'm not a big fan. The limitation of java and flash is something to consider if a school decides on the iPad, but the bandwidth issues with Rover are quite significant. I don't know that there is anything online that I absolutely MUST have and would need the Rover app. In addition to the negative side of Rover, Apple has worked with the education system to provide games and apps for learning in the classroom.

So many tablets, so much to consider

Going back over the list of uses for the tablets really just muddied the water for me. I tried to make a couple broad sweeping comments on the uses, but, I think, perhaps, that there is too much to cover that way. When it comes to Apps, the clear winner is the iPad. There is an app for everything and, in many cases, multiple apps for many things. After further reading and understanding, the Google apps list is still not close. In books, it's difficult and the reading for this class period only made it worse. There seem to be strong advantages with the Nook and higher end Kindle models, but the iPad still has ibooks and the ability to run the kindle app. There wasn't a huge discrepancy (except price) when it comes to internet among all models of tablet. Most come wifi enabled and many have cellular capability if purchased that way. Newspapers, TV, video, and movies didn't provide too much difference either. Lastly comes software. I consider it a bonus that many tablets have software designed for their medium and as I said in my last post, if you want the Microsoft OS, buy a real laptop.

With tablets in education, there seems to be A LOT to go through. The first link that was more general makes me hope the burden of decision about tablets for my school is not put squarely on my shoulders any time soon. In the first blog containing 4 parts, the evolution of the author's opinion was interesting. Even the titles show that transition. First it was the "e-reader adventure" followed by two posts entitled "nook adventure" as the author seemed more excited about the possibilities Nook brought, and finally the title went back to ereader as the decision was made to move on from the Nook. Even in that decision, the Nook still came out favorable as the library was to keep the Nooks while the new purchase was a different tablet. Following that was a blog discussing why kindle's shouldn't be purchased. It's not that the Kindle is a bad tablet, but Amazon's requirements, in the opinion of that author, make it impossible for the schools to utilize them. The Nook looked pretty good after these.
In the next section however, a high school decided to give out Kindles and the students were ecstatic. They were excited so it seems only natural to hope that the excitement could transition into excitement over what they are learning and/or reading. In the video listed under "comments" on the iPad page, the Kindle Fire (in my opinion) seemed to come out looking pretty good.
Lastly, the section on the iPad from page 1 and the entire second page discussion uses gave great weight to the plusses in the iPad. From the list of articles, I was fascinated in reading about the speech impediment help offered on iPad. In addition, it appears Apple has worked the most with the teachers and as mentioned before, there's an app for EVERYTHING. I think the common knowledge of and exposure to the iPad gives it a boost here. It has had the most opportunity for use (some even claiming higher scores after a short time) and that means the most chance for comment, improvement, and evaluation.
The article I want to mention from page 2 is the "55 ways to use...". I really enjoyed many of them and had a hard time narrowing the 5. The three most interesting to me were the Connect to a live tutor, the globe, and writer's hat. I like tutor possibility because a live person (in my opinion) is always better than a book or a tutorial. Asking questions and receiving feedback is second to nothing (hopefully teachers won't be replaced by robots any time soon) especially with the digital age and the lack of other human interaction. The globe is a wonderful way to learn about our world, the countries in it, and interact with all of it. To be able to move a globe (like the ones we have always had in classrooms) is enhanced by the ability to focus on specific areas. The writer's hat is especially good for someone like me because I have never been really creative but I was required to write stories. An app to help get the juices flowing would be great. The last two I chose to highlight are for little kids. The money counter is great because it helps in multiples ways. Simple arithmetic opens the door for so much in the world of math, science, and computers. Counting and adding money is a fun way to learn it. Who doesn't love money? It also gives real world application to learning a tool. So many times, kids as "why do I need this for life?" Again, who doesn't love having and counting money? Lastly is alphabetizing. I think it is a small thing that can help immensely. Even though we are moving to a more digital world, alphabetizing is an effective way to organize things and help us all find what we need to find. In my house, I use alphabetizing to organize my movie collection, video games, and books. This app is a fun way to learn the skill. And the most simple thing you learn with the alphabetizing is...wait for it...the alphabet. I tutored a 3rd grade student last year and he could not write out the entire english alphabet without peeking. This game could have been a fun way to help him.

Spreadsheet madness

I love spreadsheets. They have been a very important part of both my academic and personal life for several years. My dad started working with me on spreadsheets (mostly Microsoft Excel) when I was in high school. Since then I have been using it to keep track of my grades and my family's budget. This practice gradesheet was comfortable for me because I have done it before. When college semesters drew to a close, I used spreadsheets to figure out where I was and what grades I needed to achieve on the final exam to attain a certain final grade. For example, if I had an 88 through 80% of the class, I knew I had to get 100% on the final exam to get an A- 90 in the class. By calculating my needs, I could decide which classes on which to spend the most time studying before the final. Though I didn't keep a budget well in college, I have been using the spreadsheets regularly to make sure my wife and I don't overspend our budget.
Google Spreadsheets functions just about the same as Excel has in my experience. There were a few small things I couldn't figure out and didn't see a tutorial video for. One of them was the ability to shrink or widen the cells in a large group. In Excel, highlighting any multiple columns or rows and then changing the size of one changes all of the highlighted ones.
Google Spreadsheets will fit perfectly with CCSS. Where I was concerned over the remembered spell checking might become a crutch, the spreadsheet is a tool that can help reinforce the math requirements.  Before a student can use all of the function features, they have to know the equations that they learn in class and know which cells or numbers should be placed in each function. I was a little skeptical of the need for collaboration on spreadsheets but reading about the charts, graphs, and statistics that can be used as evidence in history and science changed my mind. Besides its great usefulness in personal records, collaboration with spreadsheets will benefit students of all ages.


https://docs.google.com/spreadsheet/ccc?key=0AmOyKnkfSeGPdEZaLTZaQ3B0S3luZkxzVXp4aGdXQmc#gid=0

Presenting without Powerpoint

I, admittedly, did not have as much time as I would like to play with the Google Presentations function. What time I did spend made me just as happy as using Google Documents. I am very familiar with Microsoft Powerpoint and have used it quite a bit. I studied Media Communications at Johnson so I am also familiar with Easy Worship, Media Shout, and Pro Presenter. Google Presentations is a very good option for making a visual aids. It is simple and easy to use. Its key commands are similar to those in Microsoft and most of the "toys" are there too. I did have some issues uploading my own pictures into the presentation, but given more time, I'm sure it will work as simply as other programs.
This program is also great for the Common Core Standards. If students are supposed to make and hear verbal presentations then it is great to have a simple, user friendly program for producing aids. Being able to share and collaborate is a new and wonderful opportunity for me. I remember having to arrange extra time to get together with partners to prepare the Powerpoint presentations on top of the time spent researching and/or writing speeches. With Google Drive, students can prepare for their presentations no matter where they are and even help one another tweak or improve parts with the revision history. There is even a chance to let a teacher see the presentation in progress and either make comments, changes, or just view. The more I learn about this Google Drive, the more I am excited to use it for the classroom and even my own needs.

https://docs.google.com/presentation/d/1nL7fblFv92Dqf5Cz2xYnuGVT9OObptjeoijxGrKDizY/edit?usp=sharing

Anything but stone Tablets

Given this opportunity to openly discuss and help decide what tablet model to buy would be an exciting chance. Though I'm not sure if our final recommendations will be the same, my partner and I agreed on nearly all of the specifications we discussed with regard to tablets. Neither of us would argue with the principal's inclination to discount the small tablet-like devices. We also discussed whether the large size tablet is beneficial. For adults, in general, the large sizes would be great and are very manageable. For young people and students, the large tablet can be utilized, but for the purpose of school purchasing, my partner and I think that the medium size is the best choice.
As far as comparing the different systems and uses, there is a lot to discuss and consider. With the Apple (iOS), the most obvious benefit is the commonality and familiarity it brings. just having that little "i" out front means people know about it. Even young children in this digital age are familiar with the iPod, iPad, or at least iTunes. Getting past the obvious brings us to the in house control that Apple has with its products. Because their software is not compatible with just any machine, you know what you are getting if you go with the iPad. This is especially beneficial for schools who want longevity and variety of use with their tablets. The third great aspect is the wide availability of apps, books, media, and other uses that iOS possesses. Their moniker was "there's an app for that" with the iPod, and the same is true with the iPad. It appears you can do about anything you want with the iOS tablets. Unfortunately, there is a big negative for the iOS and that happens to be the dollar signs. You get a great product, but you pay handsomely for it.
In my opinion, the Android system's greatest strength is Apples biggest weakness. The Android OS is capable of working on many different devices and that means the prices must be kept relatively low to stay competitive. In addition to this low price benefit, the fact that the android system is so "device-friendly" means that you can buy for specific purposes if you would like. With Android, if you would just like an ereader, there is the Nook or the Kindle. If you want the reader plus other perks of a tablet, there are upgraded versions. The multiple and "direct" functions possible because of the open system are a great benefit. The last benefit I see is not one that necessarily separates it from the iOS, but one that needs mention anyway. The Android tablets are mostly connected to specific stores. In the same way that Apple has "control" over its OS and devices, having the Kindle means you can go to Amazon, the Nook to Barnes & Noble, and the Nexus to Google. Though the operating system is open, having a specific place to go for your device is a huge benefit.
In our discussion, the Microsoft Tablets did not get much time. They do have a lot of memory and space available as well as an OS with which people are familiar and an office suite that is relatively user friendly and widely known. The down side is the size and function of the Tablet. It is heavy, bulky, and pricey. If it were up to me, I would say that you are better off buying a true laptop rather than the Microsoft Surface.
As far as cellular connectivity, I see no reason for it in the school setting. Many schools are already set up for wireless internet access with which all tablets come. Cellular is an added expense for the school (or the individual) that seems excessive. Cellular connectivity is essentially allowing the tablets to pick up "wireless" internet access from anyway in the same way a cellular phone does. If the schools provide wireless, there is no need. Besides the need, many schools are built with concrete or other material that makes the cellular signal difficult to receive. why spend more money for something that might not even function well.
From my point of view, a medium tablet with a wide range of uses and relative low price is the best option for a school. Were I to make the choice, it would come down to the iPad mini or the Google Nexus 7. I would say either will perform admirably for a school so it comes down to price. That gives the nod to the Nexus 7. Even if the principal were to ignore my opinion about cellular connectivity, the Nexus 7 is only $50 more expensive with cellular capability while the iPad goes up $100. Yes, the discussion revolves around a grant that will pay for the first round of tablets, but what happens when it's time to replace, upgrade, or add tablets. The price gap (over $100) explodes.

Drive Docs

Google Drive (or Google Docs) looks to be a fantastic program. I have had a gmail account for a couple years but did not realize what I had at my fingertips. My word processing experience is mostly in Microsoft Word and the other Office programs but I may start switching over to Google entirely. The most obvious strength is the price difference. The Microsoft Suite is very expensive even for the most basic package while Drive comes right with my account and allows for inexpensive collaboration with others whether friends, family, or students. The collaboration that Drive allows is wonderful and is a major advantage over Word. The biggest disadvantage I see is the limited fonts that the program offers. Perhaps I need to look into it further but I only saw about five and couldn't tell if there is a place to download more.
Another huge advantage, and one that fits very will with the Common Core Standards is the storage capabilities in Drive. To have Google save "drafts" even without hitting the "save" button is fantastic. I prefer to write my papers in one sitting because if I go back later and rewrite something two or three times, I can't see them all and figure out which one I like best. With Drive, I can look at multiple "saves". In the same way, I can look at what students are writing in my class and give input. I don't have to wait for the "final draft" before giving guidance and steering them in the right direction (as the article mentioned several times). My concern with the Common Core and the Drive is the automatic editing of misspelled words and the writing process beginning with the word processor instead of on paper. I need to look further into the Standards to understand the spelling requirements, but starting on the word processor that will automatically change a word one misspells regularly will (in my opinion) cripple the spelling ability of the individual. It already happens occasionally in text messages. If there is a strong spelling requirement in the Common Core, then this worry is unnecessary so we'll see as I learn more about the Standards.
My partner and I had some fun with the collaborative writing and editing. It's a great feature for future classes. When I was younger, I would hand my paper to the person next to me to read and make editing marks. Then we might pass them again for one more person's editing help. After we got them back, the teacher could look and see our original with lots of student writing. Now, with the Drive collaboration capabilities I, as the teacher, can look at and offer suggestions even while other students do. I have one slight concern and that comes from personal(ish) experience. My wife and a friend were sitting in a seminar one time and they were bored so they started writing a story on a piece of paper one sentence at  a time. One would write a sentence then pass the paper. The collaborative writing and editing could become a similar distraction in class. If all the students have computers and the accounts, there is the danger that they could just talk back and forth or write stories instead of paying attention. Though simple Google Chat could have a similar effect. Perhaps I'm too paranoid? Who knows.

Playing with Pictures

My favorite  aspect of Picasa is the ease of use. In this bit of time that I have spent with Picasa, I really am starting to enjoy it. I have taken some classes that focused more on Photoshop, but Picasa seems easier to learn and use. I was able to pick things up and use it fairly easily even before watching any of the tutorials. I enjoy playing with the picture filters including the light and texture changes. This could even be a program I give to students to design artful approaches to lessons we discuss in class. I could spend part of a class period explaining the essential aspects and then let them "play" for a while (like I did) until they feel comfortable and then design simple projects to help them utilize what they learned.
Besides the simplicity, the feature of Picasa that I find most useful and interesting is the  organizational capability. In addition to the traditional library look that puts pictures in categories by how they were uploaded, I like that when I import pictures from my computer's photo library it immediately starts tracking faces in the pictures so that I can tag people and find all of the pictures I want. For personal use, it will be nice to track the pictures of my daughter's development. All of the pictures of her will be together so I can watch her change over time. Similarly, I can track class pictures so that I can look over the years of classes but also the progression of students from event to event and project to project within a year.

Reading real bloggers

I have attempted to blog before and usually my endeavors lasted 2 or 3 posts before I ran out of things to write about or got bored telling the computer that I did the same things every day. This assignment was good for me as it let me read what a blog should look like. I read three blogs, two of which I really enjoyed and one that really bored me.
Of the ones I read, Clay Burrell's was my favorite. The posts give good insights about the nature of education. The blogs seemed the focus on the deeper possibilities of learning instead of the surface level "information storage exercises" that classrooms sometimes become. I really enjoyed reading his speech as well. He used multiple formats in each post but they seemed to flow seamlessly together.
My next favorite was Clarence Fisher. He utilized videos accompanied by short and to the point thoughts. Looking at his blog made me want to learn coding and programming. That seemed to be the point of his blog so I guess that means it was successful. I found it funny that his students knew Mark Zuckerberg by sight but not Bill Gates. For me, it was the opposite. I guess I have taken a dive headlong into oldness. Oh well.
My least favorite was travelinedman. Each post was long and boring. He put up goals, schedules, and plans. Those are all well and good for a blog, but there seemed to be a lot of detail and implications that required a habit of reading his blog. It wasn't a bad blog, but not one for me.

Digesting Apples

Coming into this course, I felt very confident because I have been using computers most of my life, but I have already learned a great deal just in this first class, My early experience was largely Windows, but as I started diving into the video and audio editing world, I started using Mac a lot, though my use was very specialized and did not lend to  learning the whole system.
In tonight's activities, I learned about several Mac functions that were entirely new to me. The first was the universal access capabilities. Because we are going into education where we may encounter students with special needs, the Mac "helps" are wonderful. I might turn on voice over just to have some fun, but it could also be a valuable tool. Knowing that I can adjust keyboard and mouse settings will be good as I try to use public computers in school labs.
The time machine was a function I have used a little bit but just looked at it as a way to find files should my computer crash or get damaged. I didn't realize the extent to which I could search and recover old settings and files.
One last function about which I enjoyed learning was the smart folder. Letting my computer search and organize files will save a great deal of time and effort in the future.