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This is a wonderful tool for teachers who wish to have the same editing capabilities as an interactive white board, minus the giant interactive board. With Dabbleboard you can collaborate with others, chatting and making edits in real time, which helps those who work better communicating and organizing thoughts visually. So how do you as a media specialist promote this collaboration tool within your school?
During a staff meeting...
One way to begin promotion of Dabbleboard is to share the tool at a staff meeting. Share information through a brief PowerPoint or wiki and include information found in other sections of this wiki (use, differentiation, NET-S, cost, etc.). If time permits include tutorials such as the one below and show how the tool works through a demonstration between you and another teacher during the staff meeting.
During professional development...
Provide a class on Dabbleboard during a professional development day. Walk through how to use Dabbleboard, provide examples of its use in lessons, and to really show how well Dabbleboard helps in collaboration, have teachers map out how Dabbleboard will help them in the classroom and then share their thoughts on your Dabbleboard.
Create lesson plans...
Share lesson plans created by you and/or/with other teachers which use Dabbleboard and share the lesson plans, and how Dabbleboard helped, to teachers at a staff or professional development meeting. Have the teacher present with you and help in the professional development class. If possible see if you can record what is happening during the lessons the teachers have created, either with a camera or movie recording device. Record the collaboration between students
In the workplace...
The following link shows how Dabbleboard was used to create maps of layers used for a team exercise in a workplace.
Share information on Dabbleboard and how it helps in collaboration with administrators. Administrators may like the idea that this tool can be used for team building amongst colleagues in your school and possibly even between schools. Share during staff meetings and/or staff development, how to use Dabbleboard to hold meetings over the internet. Holding meetings, virtually, helps when staff may be separated, school is closed, or if email/phone tag just will not do between multiple colleagues.
Internet saftey...
Discuss that teachers must be safe when sharing the internet address of their Dabbleboard. If you share the address and do not have a pro account anyone can edit it, in a pro account you can have Allow All To Edit disabled and choose who you want to edit depending on the pro account you purchased.
If you embed the Dabbleboard in a wiki or other website you can disable edits, disable chat, or have just a still image of your Dabbleboard page. However when you have edits enabled on your embedded Dabbleboard any edits made can be saved. If you have edits and chat enabled I suggest monitoring it closely to make sure students are being appropriate. I HIGHLY suggest not sharing the actual address of your Dabbleboard with students unless you plan on monitoring it closely or deleting the page after you use it to prevent students from defacing it or harassing other students.
I will include an example of each (edits enabled, edits disabled, chat disabled and edits disabled, and static image, a third option when you choose to embed) below.
NOTE: With both chat and edits disabled students should see what is being edited in real time. If you edit the image in the Edits Enabled section, you will see the image in the Chat and Edits disabled window change. If you chat in one window, you should see the same words in the other Chat Enabled window. [If you cannot see 4 windows refresh your page]
Examples, examples, examples!!!
Below are a few descriptions of lessons teachers have created along with links to where they were found.
My first online math class thanks to Dabbleboard
In order to help students study for their final exam I thought I would hold an online math review via Dabbleboard. The setup was simple, I just copied and pasted the whiteboard link to the email sent to my students and turn on my webcam. Soon my students showed up and I was busy explaining math problems from the practice final. One student was able to fire up her webcam as she showed up for other to see, the only problem was her mic was broken so we weren't able to have a voice chat.
I think this technology is amazing, we were able to communicate in real-time as students were able to listen to me while I wrote on this virtual whiteboard using my Bamboo tablet. I can't wait to try this again.
Bullying isn't an exact science. It's an organism that grows; it's like a weed. With every new technology and Web 2.0 tool, there are always new methods and processes adopted that may harm our students. We need for our students to understand cyber-bullying as a concept, as an organism that eats and breathes. As it stands now, too many students are learning bullying as a requirement for the EETT grant, and most likely with cracker jack curriculum materials that were designed strictly for compliance, not analyzation.
If you desire to have students do a bullying unit, perhaps have them create their own concept map of bullying. Start with resources such as:
* This pdf from Stop Bullying Now offers info on what to look for if a child is being bullied.
* Digizen.org: Great movie on bullying.
Have them use Dabbleboard.com or Mywebspiration.com to create a flow chart of the concept of bullying, showing what behaviors to look for in a bully, or the bullied child. Have them demonstrate the relationship between the types of bullying or cyberbulling, and the consequences for allowing bullying to happen. Make sure to incorporate the bystander's role and their consequences as well. Here's a version that I am working on:
In this concept map, I offer bullying as an organic process, one that has beginnings, behaviors, and methods. The profile behaviors alone may not elicit abuse, but when combined with technology tools, they can have all sorts of consequences, such as suicide, expulsion from school, and depression. What's also important is how to prevent the consequences. If students create these maps, the aim is for them to know what the consequences are for all of the parties involved, as well as what are the possible solutions to prevention?
This concept map was created using Dabbleboard, a very accessible tool that any students can use without signing up. It's important to have tools available to kids that work right out of the box, so that the concept map is the lesson, not the tool.
Does the concept map work? I think that it's a good start, but, of course, the concept may change when new technologies emerge, as may the consequences.
If we can get students to understand the process of bullying and the systems in place to prevent it, then I think we'll have done our job as educators. Let's not work to just comply; let's work to create.
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