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.
Monday, May 3, 2010
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
iMovie PSA (NETS III)
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 http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25441&DirectListComboInd=D
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.
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.
Sunday, April 4, 2010
Journal 9: Playing with Skype (NETS II & V)
Weller, T.(2010). Playing with skype. Learning and Leading with Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd=
Playing with Skype
This article was about a music teacher who incorporated technology into his everyday classroom and even their concerts. In his 8th grade general music class he used skype to connect with one of his colleagues who then talked about copyright laws, the music business, and even censorship. This then gave him the idea to "invite" composers to their concerts using Skype. All they had to do was make sure they had a really good connection and give the composers who were not on the school grounds instrusctions how to use Skype and they were set(the composers found Skype to be very easy to use). This was an amazing interaction with the audience and students with the composer. The composer was able to go into more detail about each song and gave some background so everyone could feel more connected to the song. The teacher likes using more technology in his class as long as it is benefitting the learning experience for the students and as he could see this definitely was. It also lead to on a normal day where the students could have a conversation with the person on the ther end of the web cam "call".
What other ways can Skype be used in the classroom?
Just to touch briefly on virtual field trips that use something similar to skyp but more extensive. Skype can be used for many things in the class. If a student is gone for an extended amount of time, like if they were in the hospital, and they could chat with the other students to get caught up on homework and the like. Another cool way would be to just contact other experts in other fields such as math, language arts, or even artists.
Should there be an age requirement?
Truthfully, I think so because what if these students go home and use it on their own computer with people they don't know. It is important to teach safety as well, but they younger students might not realize the danger they are putting themselves in so an age requirement to incorporate in the class might be a good idea.
Playing with Skype
This article was about a music teacher who incorporated technology into his everyday classroom and even their concerts. In his 8th grade general music class he used skype to connect with one of his colleagues who then talked about copyright laws, the music business, and even censorship. This then gave him the idea to "invite" composers to their concerts using Skype. All they had to do was make sure they had a really good connection and give the composers who were not on the school grounds instrusctions how to use Skype and they were set(the composers found Skype to be very easy to use). This was an amazing interaction with the audience and students with the composer. The composer was able to go into more detail about each song and gave some background so everyone could feel more connected to the song. The teacher likes using more technology in his class as long as it is benefitting the learning experience for the students and as he could see this definitely was. It also lead to on a normal day where the students could have a conversation with the person on the ther end of the web cam "call".
What other ways can Skype be used in the classroom?
Just to touch briefly on virtual field trips that use something similar to skyp but more extensive. Skype can be used for many things in the class. If a student is gone for an extended amount of time, like if they were in the hospital, and they could chat with the other students to get caught up on homework and the like. Another cool way would be to just contact other experts in other fields such as math, language arts, or even artists.
Should there be an age requirement?
Truthfully, I think so because what if these students go home and use it on their own computer with people they don't know. It is important to teach safety as well, but they younger students might not realize the danger they are putting themselves in so an age requirement to incorporate in the class might be a good idea.
Journal 8: Navigate the Digital Rapids (NETS IV & V)
Lindsay, J., & Davis, V. (2010). Navigate the digital rapids. Learning and Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
Navigate the Digital Rapids
This article focuses on how as teachers we can help to make our students digital citizens even though we can't control them once they leave the classroom. One very important point the article makes is that as teachers we must be up to date with our stuff as well. It is also important to realize that as our students grow deeper into using more technology it is alright to incorporate it into our classrooms, in fact, it is neccessary to stay relevant with them. Students need teachers who "customize" to the times and do things to engage them. Once the teacher introduces the "flat classroom" (online) they also need to monitor it and stay engaged. Having a plan for punishment of inappropraite behavior in these flat classrooms is important as well. One good thing is that they are monitored 24/7 so they can watch and catch what all the students are saying and making sure they are behaving. Although getting started may be scary we need to face the fear of it and embrace it. We the teachers aren't alone and have support. It is also necessary for teachers to start teaching students about what it means to be a good digital citizen as soon as they start using computers and the like. Students minds may lead somewhere we weren't planning with that activity or online discussion but as teachers we should see where it leads because some of the best learning sometimes come from those "off-topic" moments. This is the new generation of education and to stay relevant and engaging teachers we need to use more media and technology in our lessons.
Would these ideas work for any type of school?
Yes I think so. I think this idea would actually be really good for schools such as coninuation high schools as well. Most often those are the students who didn't do so well in regular school and that might have been because they weren't engaged and this would be that push they need.
What about schools on a budget?
Most of the tools to create these "flat classroom" environments re based on using tools that are free on the web. This makes it more convenient for schools and students both because students who have internet at home could finish working on some project.
Navigate the Digital Rapids
This article focuses on how as teachers we can help to make our students digital citizens even though we can't control them once they leave the classroom. One very important point the article makes is that as teachers we must be up to date with our stuff as well. It is also important to realize that as our students grow deeper into using more technology it is alright to incorporate it into our classrooms, in fact, it is neccessary to stay relevant with them. Students need teachers who "customize" to the times and do things to engage them. Once the teacher introduces the "flat classroom" (online) they also need to monitor it and stay engaged. Having a plan for punishment of inappropraite behavior in these flat classrooms is important as well. One good thing is that they are monitored 24/7 so they can watch and catch what all the students are saying and making sure they are behaving. Although getting started may be scary we need to face the fear of it and embrace it. We the teachers aren't alone and have support. It is also necessary for teachers to start teaching students about what it means to be a good digital citizen as soon as they start using computers and the like. Students minds may lead somewhere we weren't planning with that activity or online discussion but as teachers we should see where it leads because some of the best learning sometimes come from those "off-topic" moments. This is the new generation of education and to stay relevant and engaging teachers we need to use more media and technology in our lessons.
Would these ideas work for any type of school?
Yes I think so. I think this idea would actually be really good for schools such as coninuation high schools as well. Most often those are the students who didn't do so well in regular school and that might have been because they weren't engaged and this would be that push they need.
What about schools on a budget?
Most of the tools to create these "flat classroom" environments re based on using tools that are free on the web. This makes it more convenient for schools and students both because students who have internet at home could finish working on some project.
Journal 7 : The Beginner's Guide to Interactive Virtual Field Trips (NETS I & V)
Zanetis, J. (2010). The Beginner's Guide to Interactive Virtual Field Trips. Learning and Leading with Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
The Beginner's Guide to Interactive Virtual Field Trips
This whole article is about virtual field trips. The article talks about the two most common ones. The first is asynchronous virtual field trips. This is where they are prerecorded or just videos or auditory online. The second are interactive virtual field trips where it is live feedback on both ends called videoconferencing. There is special technology required that is more extensive than just regular computer webcams and are therefore also more expensive. With these field trips the actually get to watch things live whether it is experiencing a museum or getting to see someone explain something at NASA the ideas are endless. This article also gave a bunch of great sites for both types of the virtual field trips. Another cool thing about these videoconferencing technologies is that the people on the other end can see the students as well and they all can interact. The students can ask questions and even just have discussions with the people on the other side. This technology has been a huge help to schools that do not have money for field trips. Some of these companies give grants for this technology and some schools have just bought it since it is cheaper than the field trips. The students really get engaged and the article said it nicely by "once students get engaged in lively discussion with those on the far end, the technology becomes invisible, and the classroom walls disappear." The point of a field trip is to take a break from the routine of everyday classroom life and this does that for the students.
For what ages would this be best used for?
I think this was best for 2nd grade and above because of how busy kindergarten and 1st grade are. I also think it might be simulation overload for the young students who have problems sitting for long periods of time.
What types of things do they have for the subject areas?
They also can use this technology for areas such as math and language arts that have special programs for those subject areas along with the "cool" ones.
The Beginner's Guide to Interactive Virtual Field Trips
This whole article is about virtual field trips. The article talks about the two most common ones. The first is asynchronous virtual field trips. This is where they are prerecorded or just videos or auditory online. The second are interactive virtual field trips where it is live feedback on both ends called videoconferencing. There is special technology required that is more extensive than just regular computer webcams and are therefore also more expensive. With these field trips the actually get to watch things live whether it is experiencing a museum or getting to see someone explain something at NASA the ideas are endless. This article also gave a bunch of great sites for both types of the virtual field trips. Another cool thing about these videoconferencing technologies is that the people on the other end can see the students as well and they all can interact. The students can ask questions and even just have discussions with the people on the other side. This technology has been a huge help to schools that do not have money for field trips. Some of these companies give grants for this technology and some schools have just bought it since it is cheaper than the field trips. The students really get engaged and the article said it nicely by "once students get engaged in lively discussion with those on the far end, the technology becomes invisible, and the classroom walls disappear." The point of a field trip is to take a break from the routine of everyday classroom life and this does that for the students.
For what ages would this be best used for?
I think this was best for 2nd grade and above because of how busy kindergarten and 1st grade are. I also think it might be simulation overload for the young students who have problems sitting for long periods of time.
What types of things do they have for the subject areas?
They also can use this technology for areas such as math and language arts that have special programs for those subject areas along with the "cool" ones.
Thursday, March 18, 2010
NETS Power Point (NETS I & III)
For this assignment we used used Microsoft PowerPoint and created a PowerPoint showing our proficiency in the program. We created a PowerPoint that focused on the NETS for Students Standards and created activities and ideas of how we would meet that standard in our own classrooms. We then showed them to a couple peers and graded each others PowerPoints.
ED 422 Powerpoint
ED 422 Powerpoint
Powerpoint Rubric (NETS III)
We worked, as a class, to create a rubric for the PowerPoints we would be making in class. We created a point system and gave them new titles such as "rad" to make it more fun for students.
Wednesday, March 17, 2010
Journal 6: Interactive WhiteBoards (NETS III & V)
Interactive whiteboard(IWB) are computers and projectors. The project will project the computers screen onto the display board and using a finger, or pen, etc the user can control the computer. They control things like which button to click, scrolling, and anything you would do on a normal computer. For your computer you must download the software to make it work along with the tool used to control it. It wouldn't work for a normal desktop hooked up to a projector like in our college classrooms.
After researching more about this tool on the discussion forums on classroom20.com I learned a lot more about what they are and what these boards are being used for in the classrooms. One of the major "likes" of this program is that the teacher is less in front of the students talking at them and more on the sidelines doing guided teaching where the students are at the center of the room using it. Teachers are also using it a lot for interactive games for math and it helps get the students more engaged even when they aren't the ones up at the board. It also helps a lot with the science classes at many schools by being able to search for pictures of things as just one example. Another HUGE factor to consider is that many school districts who have started using IWBs are starting to see increases in the test scores of their students. Really, school should be all about the students and to see them learning more, retaining more, and doing better on tests is very important.
I learned that some people find they can do the same thing as these IWBs with computers, projectors, and a wireless sketchpad which is a lot cheaper than the IWBs. I also read an argument that with IWBs it is harder to discipline and control the class as well because you don't want to limit the amount of fun the kids are having learning, but there still needs to be limits when they get rowdy. I think some of these arguments against the IWBs are only relative to the people using or not using them. It is all about personal preference.
After researching more about this tool on the discussion forums on classroom20.com I learned a lot more about what they are and what these boards are being used for in the classrooms. One of the major "likes" of this program is that the teacher is less in front of the students talking at them and more on the sidelines doing guided teaching where the students are at the center of the room using it. Teachers are also using it a lot for interactive games for math and it helps get the students more engaged even when they aren't the ones up at the board. It also helps a lot with the science classes at many schools by being able to search for pictures of things as just one example. Another HUGE factor to consider is that many school districts who have started using IWBs are starting to see increases in the test scores of their students. Really, school should be all about the students and to see them learning more, retaining more, and doing better on tests is very important.
I learned that some people find they can do the same thing as these IWBs with computers, projectors, and a wireless sketchpad which is a lot cheaper than the IWBs. I also read an argument that with IWBs it is harder to discipline and control the class as well because you don't want to limit the amount of fun the kids are having learning, but there still needs to be limits when they get rowdy. I think some of these arguments against the IWBs are only relative to the people using or not using them. It is all about personal preference.
Thursday, February 25, 2010
My Class Newsletter! (NETS I & III)
For this assignment we were instructed to make a newsletter as if we were currently teachers. For this project we used Microsoft Word and the different tools on there. I made and Introductory newsletter for my pretend students introducing myself and some activities we would be doing. There was also information for parents on the newsletter that would go home with each students.
Class Newsletter
Class Newsletter
Journal 5: Animation Brings Lessons to Life (NETS I & V)
Animation Brings Lessons to Life
Ponton, R. (2009/2010). Animation brings lessons to life. Learning and Leading With Technology, 37(4), Retrieved from http://www.iste.org/AM/Template.cfm?Section=December_January_No_4_4&Template=/MembersOnly.cfm&NavMenuID=4450&ContentID=24837&DirectListComboInd=D
A school in Virginia is allowing their students to use computers and technologies to help supplement real class activities. Some fifth graders watched computer screens as their science lesson came to life with dancing graphics on the screen. These teachers quickly realized that their kids were more engaged and retained more when they added a technological component to their classes. The kids were so excited about computer animations which got them excited about doing their assignments. Teachers and parents were very impressed with the students work which incorporated those technological components. They are even starting kids in the younger grades with these tools and activities as well to help get them adjusted to using computers to help add understanding to those assignments. This was seen in the fourth graders using it to help them better grasp the concepts of the US Constitution. This school district is also using these tools for language classes which help the students understand the verbs better when they have pictures and animations to go along with them. It is just with language classes though, teachers are also seeing concepts and ideas driven home in the students brains with the help of these animations. These supplements are also helping the students become deeper thinkers which makes the information more meaningful to them.
Could these ideas be used for English as a Second Language learners as well?
I think it would be awesome for them! Just like the high school students in their language classes to learn their second language, English learners could use programs like this to help them better understand and see the connections for their language to English.
How would this work with a low income school?
I think even low income schools have at least one computer lab and each class could sign up and come in once a week and get to use those computers to benefit and supplement their learning.
Ponton, R. (2009/2010). Animation brings lessons to life. Learning and Leading With Technology, 37(4), Retrieved from http://www.iste.org/AM/Template.cfm?Section=December_January_No_4_4&Template=/MembersOnly.cfm&NavMenuID=4450&ContentID=24837&DirectListComboInd=D
A school in Virginia is allowing their students to use computers and technologies to help supplement real class activities. Some fifth graders watched computer screens as their science lesson came to life with dancing graphics on the screen. These teachers quickly realized that their kids were more engaged and retained more when they added a technological component to their classes. The kids were so excited about computer animations which got them excited about doing their assignments. Teachers and parents were very impressed with the students work which incorporated those technological components. They are even starting kids in the younger grades with these tools and activities as well to help get them adjusted to using computers to help add understanding to those assignments. This was seen in the fourth graders using it to help them better grasp the concepts of the US Constitution. This school district is also using these tools for language classes which help the students understand the verbs better when they have pictures and animations to go along with them. It is just with language classes though, teachers are also seeing concepts and ideas driven home in the students brains with the help of these animations. These supplements are also helping the students become deeper thinkers which makes the information more meaningful to them.
Could these ideas be used for English as a Second Language learners as well?
I think it would be awesome for them! Just like the high school students in their language classes to learn their second language, English learners could use programs like this to help them better understand and see the connections for their language to English.
How would this work with a low income school?
I think even low income schools have at least one computer lab and each class could sign up and come in once a week and get to use those computers to benefit and supplement their learning.
Wednesday, February 24, 2010
Journal 4: Finding Students Who Learn with Media (NETS I, III, & V)
Finding Students Who Learn With Media
Bull, G., Alexander, C., & Ferster, B. (2010). Finding students who learn with media. Learning and Leading with Technology, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListComboInd=D
This article talks about how important it is for students to use technology to make media. The Smithsonian American Art Museum employs a website, PrimaryAccess Movie Maker, where students are able to go on and create their own documentary with their own pictures, text, and sounds. This site is to help with social studies. By doing these activities students can better retain the information they are learning. Teachers are using this website because it is the easiest for the students to pick up on. Now they even have it to where it barely adds any additional class time to any topic they are studying at that time. They also did a "test" to see how engaged kids were with the technology and the actual history content. They found that most students, even if not interested in technology OR (not and) the historical content, still retained and had more of the historical knowledge. The students who weren't engaged in both the technological aspect and historical aspect had a low level of content knowledge as would be expected. The real issue here is not incorporating technology into the classroom, but to find engaging activities for students to do so they will be more interested in the learning the content.greater higher-order thinking and creativity" in their assignments and that is the most important thing. Specifically with this PrimaryAccess Program, it assesses the students as they go along using this material which allows for not having to stop and test them with a multiple choice test. Students who ranked engaged because of one of the aspects at hand, technology or history, demonstrated a "greater higher-order thinking and creativity" in their assignments and those things are really imporant.
Would student-created media work for all socioeconomic statuses?
I think it would because even if the kids don't have the materials at home they would be provided in the classrooms. And if this were the class, I feel the teacher would giver his/her students an adequate amount of class time to complete the assignment were they wouldn't need the program to finish it at home.
What other areas could student-created media work for?
I think it could be used in any area, not just social science. The students could do something with it for their English class like recreating a scene from a book, or making their own book/movie. If the teacher is more creative I think that will rub off on the students to help them be more creative as well.
Monday, February 22, 2010
Journal 3: Keeping the Peace (NETS IV & V)
Keeping the Peace
Levinson, M. (2010). Keeping the peace. Learning and Leading with Technology, 37(5), Retrieved from http://www.iste.org/AM/Template.cfmSection=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25237&DirectListComboInd=D
This article is about a school, Nueva School, that went one-to-one with laptops for students at their school. They administration, staff, teachers, and parents soon found out that students were too often using this new laptop for Instant Messaging. They weren't paying attention in class and parents were upset that the school did this "behind their backs". Parents wanted to be the ones to introduce IM and that part of the internet to their own children. There was a huge backlash for this schools actions in just giving their students new laptops. Parents were so upset about the IMing and IChat that the school actually ended up blocking it completely. There was also a negative reaction to this where some people thought that was drastic and that families should have the choice to let their kids use IM and Ichat if they allowed but the school kept their rule to let the whole commotion die down. This was a huge learning experience for this particular school and or any schools that would follow in its footsteps. The school now holds "boot-up camps" where kids learn the correct way to use and treat the laptops and parents also go through a "training" on how to set up boundaries at home and to explain to them why each student having their own is important to the students schooling and learning.
What grades is this idea most beneficial for?
Although I feel like this is a good idea for schools, I don't know if I think it's a good idea for elementary schools. They are just too young. This incident happened at a middle school and I think it is important for students in middle and high school to be able to have their own laptop if possible. It would greatly help in their learning and also help not give them an excuse for not doing homework. Also classrooms could teach online lessons and use technology more.
Were the parents responses justified?
I believe they were because ultimately it should be the parents decision. The parents are the ones who raise their kids and whatever and whenever they want to introduce these new ideas and gadgets to their kids is their choice in their own time.
Journal 2: Using Podcasts to Develop a Global Perspective (NETS I, III, & V)
Using Podcasts to Develop a Global Perspective
Maguth, B.M., & Elliot, J. (2010). Using Podcasts to develop a global perspective . Learning and Leading with Technology, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25244&DirectListComboInd=D
In this article students at a technology high school in Ohio used podcasts as part of their social science class. Each group chose a topic that would help them understand the diversity of people in the world and how they think and respond to certain global issues such as terrorism and global warming. The students researched well known people linked to their topic, such as Al Gore for global warming, and researched how they would respond to certain questions. The students made a fake debate with "panelists", the famous people they researched. They wrote a script and then finally used the software to record a podcast which anyone on the globe could find and listen to. Through this project the students learned how to use the software and learned how to edit their podcasts and how to put them on-line. But this lesson wasn't just about technology. The students also learned a lot about their topic as well; not only that, they learned what other people thought about their topic too.
Why is it important for students to use technology like podcasts?
It is important because the students not only learn the information better they are learning how to use more technology as well. With this technology they are able to reach more people as well. Such as using podcasts in this example; they are reaching people globally.
How can we incorporate more technology like this in elementary classrooms?
The kids might be too young to use podcasts and recording devices, but teachers can use this information to post things online that they kids are doing in the classroom like a cool science lab, or if the kids are putting on performances for a class project.
Thursday, February 18, 2010
Social Bookmarking (Delicious.com) (NETS IV)
1. National Archives - I chose to focus on the American Originals exhibit. I saw that there were a lot of original documents that they have for students to be able to go on this website and use as primary resources. It is important to use primary resources so that you know the information is accurate of what "eye witnesses" or first accounts saw the information or saw the incident. It is important to see those things in the original language and tone also.
2. National Education Association - Student groups that that experience achievement gaps are: racial and ethnic minorities, english language learners, students with disabilities, boys/girls(depending upon what year in school) and students from low-income families. The three areas I feel fit with my teaching style are:
3. Cyber Bullying - I got 3. When I was younger "cyberbullying" wasn't really around. I have done a few of those things but it was more because I was just curious, I wasn't trying to find out information about someone to use it against them.
While I was looking around the teacher section I came across the article that talked about how to handle the different types of cyber bullying and which tactics work for the different bullies. I was unaware that there even were four different types. Typically you just think of one kind of bully. But there are the "vengeful angel" who actually is just trying to defend someone and they don't even see themselves as a bully. To help them we can give places for them to report bullies anonymously so they don't take things into their own hands. The other types of bullies I knew of, and have experienced in my schooling and it was cool to see ways to help end them bullying kids.
4. Guide for Educators - For "Subject Access" I chose Math because I think kids start disliking it at a young age because they don't really understand it. Since it comes naturally to me I have this desire to want to teach all kids that math IS understandable and that they CAN do it. They just need to practice, just like they practice reading, and like other subject areas it is fun! In one of the links it was Animals and Shapes lesson. I could definitely see myself using this because they can see their everyday shapes and have to match it to the different parts of an animal, such as a triangle and the animals nose. In the Teacher Helper section I chose Assessment and Rubrics because I think it is important to always try to better yourself as a teacher and to do that you need to see what other teachers are doing that you may like better or that they are more efficient. A lot of things in the younger grades aren't based on letter grades, but they are assessments and rubrics and that is how they are graded.
5. Multiple Intelligences - Logical-Mathematical - 69%, Naturalistic - 50%, Interpersonal - 44%. I watched the video "Multiple Intelligences Leave No Child Left Behind". While watching this video and all the different kids it became so evident to me that almost all schools now-a-days don't allow for children to express their creativity. Sure there are art projects, and they have creativity in their writing, but kids don't get to show it in Social Studies and Science and P.E. and Math. When these subjects do have a "creative" aspect, it usual is just art; using colors or drawing, etc. Like the teacher towards the end said, "We need to teach kids the process of learning, not just the information." I truly believe this and I believe kids need that creative freedom to figure out how they learn best.
6. Teaching Tolerance - I chose 1st to 2nd grade in Social Studies/Art and the Lesson is called City Blocks. In this activity the children build a city made of blocks and then they run the city, some years they have elections, some years kids would just declare themselves some sort of ruler. They build house and streets and other necessary buildings. It is just like real life where if something happens in that town there are punishments. One year a little African American boy accidentally knocked over a house and the kids tried to send him to jail, but the teacher explained how that wasn't a fit punishment for the crime. It is important in this activity to show them that racism and being negative to other cultures isn't right. This activity is to help the kids be tolerant of each other and let them know that it's alright to be different.
7. Multicultural Education - The first question I found interesting was "What percentage of gay, lesbian, bisexual, and transgender high school students report that their teachers “never” or “rarely” respond to homophobic remarks made by other students, according to a national study by GLSEN?" I was so shocked to see the correct answer was about 84%! Even if teachers don't agree with that lifestyle they have a duty and responsibility to treat all their students fairly and should defend any bullying and bad mouthing! Teachers need to fight for the rights of their students.
The second question I found most interesting was "According to the National Center for Education Statistics, what is the percentage of U.S. schools with no teachers of color on staff?" I was astounded that the answer was 40%. That is ridiculous. With how culturally diverse we are supposed to be as teachers you would assume that the schools hiring us would be the same way. But, I think it is also important to realize how many more white people go to school to be teachers than African Americans and that may also be the reason for the such drastic number.
8. Netiquette Guidelines -I got 100% on the Netiquette Quiz. :-)) I think it is really important to teach ids about netiquette, just like real life people's feelings can get hurt and then people attach what you say online to who you are offline. It is also important to teach kids because then they could teach people they know and if all people knew the rules there would be less people online being rude, spamming, and flaming on discussion boards or in chats and it wouldn't waste so many people's time and energy.
2. National Education Association - Student groups that that experience achievement gaps are: racial and ethnic minorities, english language learners, students with disabilities, boys/girls(depending upon what year in school) and students from low-income families. The three areas I feel fit with my teaching style are:
- Networking with families and communities to find the needs of the minority students. I chose this because I think it is very important to have parents/families and communities helping students through their education. With support from your family students typically do better throughout school.
- Connecting with other schools and the programs they have dealing with their minority students. This is important to get other feedback to find out what works and what doesn't so you can have the best possible options for your students. You always
- Assessing you and your colleagues deficiencies so you can all grow as educators. I think it is important to always be reflecting on best practices. That way you are always growing as well as your students.
3. Cyber Bullying - I got 3. When I was younger "cyberbullying" wasn't really around. I have done a few of those things but it was more because I was just curious, I wasn't trying to find out information about someone to use it against them.
While I was looking around the teacher section I came across the article that talked about how to handle the different types of cyber bullying and which tactics work for the different bullies. I was unaware that there even were four different types. Typically you just think of one kind of bully. But there are the "vengeful angel" who actually is just trying to defend someone and they don't even see themselves as a bully. To help them we can give places for them to report bullies anonymously so they don't take things into their own hands. The other types of bullies I knew of, and have experienced in my schooling and it was cool to see ways to help end them bullying kids.
4. Guide for Educators - For "Subject Access" I chose Math because I think kids start disliking it at a young age because they don't really understand it. Since it comes naturally to me I have this desire to want to teach all kids that math IS understandable and that they CAN do it. They just need to practice, just like they practice reading, and like other subject areas it is fun! In one of the links it was Animals and Shapes lesson. I could definitely see myself using this because they can see their everyday shapes and have to match it to the different parts of an animal, such as a triangle and the animals nose. In the Teacher Helper section I chose Assessment and Rubrics because I think it is important to always try to better yourself as a teacher and to do that you need to see what other teachers are doing that you may like better or that they are more efficient. A lot of things in the younger grades aren't based on letter grades, but they are assessments and rubrics and that is how they are graded.
5. Multiple Intelligences - Logical-Mathematical - 69%, Naturalistic - 50%, Interpersonal - 44%. I watched the video "Multiple Intelligences Leave No Child Left Behind". While watching this video and all the different kids it became so evident to me that almost all schools now-a-days don't allow for children to express their creativity. Sure there are art projects, and they have creativity in their writing, but kids don't get to show it in Social Studies and Science and P.E. and Math. When these subjects do have a "creative" aspect, it usual is just art; using colors or drawing, etc. Like the teacher towards the end said, "We need to teach kids the process of learning, not just the information." I truly believe this and I believe kids need that creative freedom to figure out how they learn best.
6. Teaching Tolerance - I chose 1st to 2nd grade in Social Studies/Art and the Lesson is called City Blocks. In this activity the children build a city made of blocks and then they run the city, some years they have elections, some years kids would just declare themselves some sort of ruler. They build house and streets and other necessary buildings. It is just like real life where if something happens in that town there are punishments. One year a little African American boy accidentally knocked over a house and the kids tried to send him to jail, but the teacher explained how that wasn't a fit punishment for the crime. It is important in this activity to show them that racism and being negative to other cultures isn't right. This activity is to help the kids be tolerant of each other and let them know that it's alright to be different.
7. Multicultural Education - The first question I found interesting was "What percentage of gay, lesbian, bisexual, and transgender high school students report that their teachers “never” or “rarely” respond to homophobic remarks made by other students, according to a national study by GLSEN?" I was so shocked to see the correct answer was about 84%! Even if teachers don't agree with that lifestyle they have a duty and responsibility to treat all their students fairly and should defend any bullying and bad mouthing! Teachers need to fight for the rights of their students.
The second question I found most interesting was "According to the National Center for Education Statistics, what is the percentage of U.S. schools with no teachers of color on staff?" I was astounded that the answer was 40%. That is ridiculous. With how culturally diverse we are supposed to be as teachers you would assume that the schools hiring us would be the same way. But, I think it is also important to realize how many more white people go to school to be teachers than African Americans and that may also be the reason for the such drastic number.
8. Netiquette Guidelines -I got 100% on the Netiquette Quiz. :-)) I think it is really important to teach ids about netiquette, just like real life people's feelings can get hurt and then people attach what you say online to who you are offline. It is also important to teach kids because then they could teach people they know and if all people knew the rules there would be less people online being rude, spamming, and flaming on discussion boards or in chats and it wouldn't waste so many people's time and energy.
Journal 1: Computing in the Clouds (NETS III & V)
Computing In The Clouds
Cloud computing is a technology that more and more people are taking advantage of. It allows people to save documents in this "cloud" that is always on the web. No more carrying around zip drives and no more worrying if the computer you are going to be working on next has the same software and programs as the previous computer. Clouds also help save computer space and memory which helps keep your computer faster. An important factor for schools is that most are free! They can buy computers with smaller memory because the computers won't need as much. Also schools can use these web based tools to store their grades, communications, and other management things they need to do online. It is also very important for schools to know is that your information and data are safe. They cannot be sold because the thing you are using doesn't own your information or data. For example, if its google they can't do anything with your information. Something else that is a great benefit is that unlike personal computers, these large networks VERY rarely crash and when they do they aren't down very long, just like Google.
Is cloud computing something that I would like to see being used in my classroom?
Absolutely! I think it is a great idea especially for places with limited resources. This works great for schools with low budgets and multiple students can use the same computer without using a lot of memory and slowing the computer down.
There are some tasks that don't work as well with cloud computing, what are they and why?
Some things such as video editing and large documents that need more memory. They don't work well, on netbooks for example, because they don't have enough space.
Johnson, D. (December/January 2009-2010). Computing in the clouds.Learning and Leading with Technology, 37(4), Retrieved fromhttp://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm
Cloud computing is a technology that more and more people are taking advantage of. It allows people to save documents in this "cloud" that is always on the web. No more carrying around zip drives and no more worrying if the computer you are going to be working on next has the same software and programs as the previous computer. Clouds also help save computer space and memory which helps keep your computer faster. An important factor for schools is that most are free! They can buy computers with smaller memory because the computers won't need as much. Also schools can use these web based tools to store their grades, communications, and other management things they need to do online. It is also very important for schools to know is that your information and data are safe. They cannot be sold because the thing you are using doesn't own your information or data. For example, if its google they can't do anything with your information. Something else that is a great benefit is that unlike personal computers, these large networks VERY rarely crash and when they do they aren't down very long, just like Google.
Is cloud computing something that I would like to see being used in my classroom?
Absolutely! I think it is a great idea especially for places with limited resources. This works great for schools with low budgets and multiple students can use the same computer without using a lot of memory and slowing the computer down.
There are some tasks that don't work as well with cloud computing, what are they and why?
Some things such as video editing and large documents that need more memory. They don't work well, on netbooks for example, because they don't have enough space.
Monday, January 25, 2010
Introduction (NETS I)
Hello everyone! This is my dog Gaby and me. I love her; she is like my baby. :) I am Chelsea Johnson. I am originally from Edwards AFB, CA but moved to Holloman AFB, NM and then to Dixon,CA. I went to Kindergarten at Edwards AFB and then for 1st through half of 4th grade I went to school at Holloman AFB. For the rest of my schooling, I attended schools in Dixon, CA. I started college at UC San Diego with a major in Marine Biology and then realized that Marine Biology wasn't what I thought it was and didn't want to spend that amount of time in school to be doing something I didn't love. That's when I decided to switch majors. After my first year I moved back home to Carlsbad and started attending MiraCosta College where I spent two years getting the majority of my GE's done. Now this is my second semester at CSUSM and I love it.
I am pretty good with technology overall. I can typically figure out how to work things and fumble my way around until I understand it well enough for the things I specifically need that tool for. I used to be a PC person but got my Macbook last year and won't ever go back! I depend on technology a lot throughout my daily life from my cell phone, computer, TV, exercise equipment, etc. I currently don't have any form of Word and Mac's Iwork on my computer. I use textedit (or notepad equivalent from PC) and then send the assignment to myself and go to my mom's computer where she has Microsoft Office 07. And obviously the schools computers have Microsoft 07.
The main part of the Mission Statement that sticks out to me is the last sentence. I feel very strongly that teaching should be student centered. Teaching isn't just another job. As teachers we have to realize that children will look to us as role models and we need to be focused on them. They all need to feel comfortable as well and that is why it's important to me to include diversity in ways things are taught as well as cultures we focus on, etc. Teaching is a job that especially focuses on collaboration and without teachers working together the students are the ones that suffer. Professionalism and shared governance are also important to me, but the three first points are the ones that really stood out. No, the Mission Statement wasn't a factor in my decision to apply here. The main reasons I decided to come here were because CSUSM is known for it's teaching credentialing program but I wasn't focused on the Mission Statement- I actually don't remember even reading it before coming to school here, location(close to home), and cost.
Subscribe to:
Posts (Atom)
Posts
