Month: November 2008

Google Earth is our Paper – Part 2: Add your Voice

Google Earth, Literacy, Mapping, VoicethreadPublished onUpdated on7 Comments on Google Earth is our Paper – Part 2: Add your Voice

Your talent scouting has hopefully provided you with a great location for your class narrative and perhaps you have even plotted the journey the main protagonists will take during the tale. What’s next? Today we continued our Google Earth storytelling as we added audio to the placemarks. 

In my opinion children’s writing, whether digital or otherwise, can be greatly improved through the use of purposeful  speaking and listening activities about the narrative prior to doing any individual work. Photostory and online resources like Voicethread provide us with a great set of tools to allow technology to further impact in this process. My aim in planning this unit was to include audio within the children’s Google Earth placemarks, I wanted their rehearsed, spoken parts of the story right in the place it happens.

Noel Jenkins must have been on my wavelength as at much the same time he posted on the excellent Digital Geography about the use of Vocaroo and audio notes in Google Earth. Vocaroo is simply ideal for classroom use and it could not be any easier to use. No login or sign-up, no profile or saved content – just hit record and then grab the code to embed elsewhere. Here is how to add audio to a GE placemark.

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My class of 30 9/10 year olds went through this process today as we explored the 6 placemarks in the story we wanted to use for the story. I wanted to keep these the same for everyone so that we had some control over what people were doing and so that we could also share ideas amongst the class. They found the process simple, the audio is not great, but it is so easy to do it’s worth it. The Vocaroo site held up very well with 30 children working on it at much the same time.

It was a great lesson and the children will have some more time tomorrow refining their audio and perhaps adding a second piece of audio improving and building upon the sentences they did today. I worked with a small group of boys on a shared story – we had so much fun telling parts of the escape and adding chicken sound effects for the location in the last image above. I encourage you to give this a try and the clear potential for a huge variety of stories situated in Google Earth is boundless!

The next steps will be to refine some of the audio as I said and to begin to add some written text in the placemark that is scaffolded by the use of the Vocaroo recordings.

This is part 2 of a series of posts documenting our Google Earth Storytelling unit.

Google Earth is our Paper – Part 1: Find a location, Begin a journey

Google Earth, Literacy, MappingPublished onUpdated on7 Comments on Google Earth is our Paper – Part 1: Find a location, Begin a journey

This is a series of posts about the use of Google Earth as a platform for my students to write. It was first inspired by the 21 Steps by Charles Cumming highlighted by Ewan McIntosh in a seminar at the Scottish Learning Festival.

For a while I have been keen to take advantage of, and further explore, Google Earth for writing and this series of posts will document the unit we are currently running in our classes which is a piece of a wider digital narrative jigsaw.

Be a Location Scout

I wanted to dispense with the written plan for this unit and begin with a location and journey that could be plotted on Google Earth. For a while I thought about coming up with a fictional context for our work but in the end I decided that the amount of work we had already done on Roald Dahl’s James and the Giant Peach would give the children comfort and confidence. 

The first step is to find a suitable location in Google Earth for your writing context. I was looking for a house on a hill, near to the sea, that in the story was owned by Aunt Sponge and Spiker. It may feel like a needle in a haystack but really you are spoilt for choice! You have to become a location scout for your upcoming writing, and spending a little time finding the right place will pay dividends.

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I soon decided that we were going to write the story of James escaping from his Aunts’ house and the surrounding area needed to provide a location for the story. I found a location with a small town at the foot of the hill and realised this was ideal. Take a look at the house in this Google Earth file.

This is the file I shared with my class – they opened it and explored the surrounding area for possible escape routes. We discussed as a class suitable hiding places: old buildings, bushes, cattle sheds. The children highlighted these on the SMARTBoard so we could share them as a class. With more built up areas the layers of information you can add in Google Earth could aid the children’s discovery of plot ideas.

It was important for me to continually bring it back to the fact that we are going to tell the story here, in Google Earth, this was our planning. We were exploring possible plot lines together and I would discuss possible sentences with the class – this helped them to focus on the escape story. The children responded really well to the visual, spatial idea for planning a story.

Plot Your Story’s Journey

The next step for us was to plot the escape route for James and I wanted the children to explore this themselves. After a brief demonstration of how to use the path tool in Google Earth the children went off and plotted ideas for escape routes on their laptops. It was liberating for the children to be planning their story in this way – I witnessed lots of speaking and listening as they talked through escape ideas and situations that might arise as the Aunts give chase.

To maintain a clear class focus we worked together to plot a journey from the house to James’ eventual escape. As we plotted the journey James would take on foot away from the house we made decisions on the fly about which way he would turn and which places he may stop and hide – all of the time picking up on ideas or locations the children recognised. The location was helping us define the story – the children were not just trying to dream something up.

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A building site in the town offered us a great opportunity for escape and we even stopped and hunkered down between two parked lorries. I zoomed in and talked to the class about what they could imagine seeing and hearing – we spoke of the dust and mud on the large tyres and the sound of workmen nearby. All of which I hope will enrich their writing.

The building site led to an idea for his escape and as a class we decided that he would not continue on foot but conceal himself in a nearby lorry, which would eventually drive away from the Aunts and take him to safety in the next town. You can see the journey we plotted in this Google Earth file.

The children will now be adding audio to the journey and begin to talk through their escape stories. It is clear from this example that the opportunities for children’s fiction being inspired by and driven by a location is huge. It should be an interesting week of work with the class.

What are your kids learning when you're not looking?

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Miles Berry has emailed me about a short survey for students about their use of technology. Miles and Terry Freedman are running a seminar at BETT 2009 (as titled above) exploring children’s informal learning outside the classroom and what implications this might have for teachers and schools. For the seminar they will be discussing:

 a number of areas in which young people are using web-based and hand held tools for creativity and social networking across text, graphic, music, game and video media. 

As well as a literature review and some case studies, they have also put together a Google form that will allow them to collect some quantitative data of their own. I would encourage you to help Terry and Miles with their seminar by finding a little bit of time to allow your classes to contribute their thoughts.

Wii in my Classroom

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Wii comes to my classroom

I am delighted to get our Nintendo Wii installed and setup in our classroom. To get the audio working I used a small jack for the connections and ran it from the Wii into the PC’s Line In and then out again to speakers. We have one for each of the Year 5 and 6 classrooms. Not only will it obviously be lots of fun, I am hoping to make the most of the games to support learning. We have the Sports game and also Big Brain Academy which looks good. Soon I will take a closer look at BBA and see what more it has to offer in terms of classroom use, so look out for that soon.

Here is one sketchy idea already: Addition and Subtraction using Wii Golf (part of the Sports game) Use as a maths starter, an engaging way to generate whole class sums or even a small group activity – children take a shot, we subtract from the total yardage for that hole. Written addition of the yards for different shots. Total yards of shots around a short course. The yardage will only ever be into three digits for a single shot – unless I get a go and it will be less! Perfect 2 and 3 digit addition and subtraction for the age group of our class.

So much more to explore!

Next week we will be getting the children creating their Mii avatars and I will try to find a way to export those images for use elsewhere. I wish that back when I was ten my classroom was this much fun.

Single Touch, Multi-Touch, Spatial?

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For the first time in 2006 I saw a multi-touch device in action in the labs of Philips in Eindhoven. Just recently the wave of multi-touch devices has grown and this is especially clear in the use of mobile phones (also my iPod looks different). I suffered from iPhone envy when I was in Glasgow for the SLF as so many people had them, pinching and flicking their way through mobile content. A month or so after I returned from Eindhoven I wrote that perhaps the IWB had past it’s sell by date. What I am aware of now, that admittedly I wasn’t at the time of that post, is how much research and development needs to be done for multi-touch to be a strong enough technology for the average classroom.

Multi-touch technology in phones such as the iPhone, G1, Samsung Anycall SPH-M4650 and the new LG KF900 places it in the mainstream and can only accelerate the advancement of similar learning technologies.

The first consumer oriented multi-touch PC (ready for Windows 7) in the shape of the HP Touchsmart tx2 is available now and has a whole raft of gestures for the user to take advantage of:

  • SINGLE, DOUBLE TAP: Select objects by touching them once (single tap), or double tap to open objects/programs.
  • FLICK: Scroll or pan within an application either horizontally or vertically. For example, in MediaSmart Photo, flick your finger to the left on the display and the inertia from your flick will move the photos leftward, just as if you pushed a piece of paper to the left on a table.
  • PRESS & DRAG: Touch an object on the display and hold and drag it to the desired destination.
  • ARC: Allows you to move tracks to/from playlists without having to make a straight line.
  • PINCH: Touch an object on the display once to select the item then place 2 fingers on opposite corners of the object, then move them closer together to decrease the object’s size or to zoom out. Move fingers away from one another to enlarge the object or to zoom in.
  • ROTATE: Rotate photos by touching the object once to select the item then use 2 fingers on opposite corners of the image and rotate the image either clockwise or counter-clockwise.
  • LAUNCH MEDIASMART: Touch the screen with two fingers together and write the letter m on the display to launch the MediaSmart Smart Menu.

My involvement with Durham University has made me realise that multi-touch is still a fledgling in terms of mainstream classroom technology. They are at the very beginning of four years of research into what multi-touch means for the classroom, so I was surprised to see the SMART Table being released.

On one hand you have an expensive device available for the classroom now and on the other academics still trying to find the answers questions about multiple touch interactivity and how this impacts on collaborative learning and pedagogy. I hope that soon I will be able to see the SMART Table in action and perhaps sound out Steljes, the SMART distributor here in the UK, about the future of multi-touch and what they foresee,

I have had a SMARTBoard in my classroom for five years and I think that multi-touch devices will become a standard for mobile technology, more and more PCs will take advantage of it, to the benefit of future classroom technology. But what is beyond that? Will mainstream multi-touch devices just remain in the hands of our students and be brought into our schools? Will it take so long for all schools to actually be able to afford multi-touch devices that the next development for user/learner information interaction is already becoming a reality?


g-speak overview 1828121108 from john underkoffler on Vimeo.