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.
Wednesday, April 28, 2010
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.
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