Monday, May 3, 2010

Ed Tech Profile (NETS V)

For this assignment we had to go on to the website and take the Education Technology Assessment. This showed us where we would be at with incorporating technology into our class, beginner, intermediate, or proficient. With this assessment you can see the areas where you could incorporate more technology.

Wednesday, April 28, 2010

Wiki Page Wiggio (NETS I, II, III, & IV)

In this assignment, our class was required to view some tech tools from the classroom wiki site. We each had to chose one tool to focus on and create our own wiki page about. We were instructed to chose a topic that someone else had not already done. Our page would describe the tool and then how we could use it in the classroom.

Monday, April 26, 2010


We were instructed that we would be using iMovie to create a Public Service Announcement(PSA) about Hate Crimes. This topic was chosen because there were recently a series of Hate Speech crimes happening on our campus. To do this we used video clips and still shots to make a short (30 seconds - 60 seconds) movie about supporting diversity and ending hate crimes.

Thursday, April 22, 2010

JCCS Internet Safety (NETS IV & V)

For this assignment, our class was asked to break into groups and do a project on internet safety or on copyright. In order to complete the assignment, we had to collaborate on writing a report. We used google docs as our form of word processing collaboration and my group chose to focus on the internet safety option and there were six sections. We each did two.

Crossword (NETS II & III)

For the EXCEL Crossword, we had to view a video tutorial on how to create a themed crossword through the use of a Microsoft EXCEL. After viewing the tutorial online, we then had to create our own crossword puzzle based on one of our interests. I created mine about myself and certain topics about myself.

Monday, April 12, 2010

Inspiration (NETS III)

For this assignment we used a took called Inspiration. It is a graphic organizer that has many functions. We were instructed to show two different artifacts per NET and describe specifically which aspect of the NET it satisfied and we showed it graphically.

Monday, April 5, 2010

Journal 10: Lessons from the Global South (NETS I & V)

Burns, M., Montalvo, M., & Rhodes, R. (2010). Lessons From the Global South. Learning and Leading with Technology, 37(6), Retrieved from

Lessons from the Global South
This artcile is about how developing countries, the global south, are using technology in their classrooms. The first place the article spoke of was Mali and how they are using smart phones. Most students in Mali have never and may never see or use a computer but with these smart phones their teachers are able to get on the internet and find guidance and even lesson plans that they can use. The students have said since they started using these that the lessons are easier to understand and more fun. In Honduras the article spoke of interactive radio instruction (IRI) and interactive audio instruction (IAI). For this all one would need is a portable cd player that may even be handcranked and does not need power. This program has been going on in since the 1970's when it was created at Stanford but most of the US doesn't know about it. This is good for them because as cultures that are more auditory they like being able to hear the instruction. It has been more engaging for the students and has also helped the teachers learn to teach since most of them have had no formal training. It said after a few years the teachers no longer need the "radio teachers" because they can now get that enagement and success on their own. The program focuses on that nation's standards and creates lessons. In Zambia they do not have electricity or recieve radio signals so they are using iPods. These store all their information and even have prerecorded lessons on them that the teacher can play and pause or rewind when necessary for clarification or just discussion. It has even increased attendance because the students are learning more and are intrigued by this technology. In Indonesia they have a portable laptop that a person drives around school to school to allow the teachers and students to use. They can use it for 1-2 classes and it has helped the teachers come up with other ways to teach and group work. Ideas from different schools has even corss pollinated as the laptop transporter shares their ideas. The authors wrote this article to show that no matter how small amount of technology you have, enthusiasm and imagination are more important than acess to a bunch of technology that the teacher doesnt even understand. Teacher adoption is the main point where the teacher's knowledge of the tool can allow them to teach enthusiastically.

What does the success and engagement of these tools show?
I think it shows that all people, whether teacher, student, or even parent, want to learn. It shows that all people value education and want it to be meaningful in whatever shape that may take, such as the smart phones in Mali.

 In what other ways can we use this in our classrooms in the US?
I think we can use it to show them how other countries do things. Depending on what grade we have we could have them do assignments where they have to find what technologies certain countries do use and the affect of those technologies have on the students. I think it would be good for them to realize that not all students their age around the world has the same learning experiences they do because of lack of resources and money.