In Ed Tech Profile I established an account and took the Technology Assessment Profile Quiz. These are my results.
Sunday, May 2, 2010
WIKI CLASSROOM 2.0 TOOLS NETS-T III
Using the Recipes4Success Classroom 2.0 Tools for educators, I created a Graphic Organizer Wiki page.
COPYRIGHT/INTERNET SAFETY NETS-T IV
For this project,I used Google Documents to create a collaborative copyright/Internet safety resource for educators.
Saturday, May 1, 2010
INSPIRATION NETS-T II
I created a graphic organizer in Inspiration to demonstrate the artifacts used to meet the NETS-T 1-5.
CSUSM PSA NETS-T II & III
In iMovie I created a Public Service Announcement for CSUSM encouraging students to choose CSUSM as their choice for higher education.
Friday, April 30, 2010
CLASS NEWSLETTER NETS-T I
I created a class newsletter using Microsoft Word to help promote, support and model thinking that is creative and innovative.
Thursday, April 29, 2010
Journal 10 YC Extra Credit NETS-T IV & V Use Excel to Teach Patterns
I read and reflected on this article from the ITSE (International Society for Technology in Education) website and also used Citation Machine to cite the journal in APA format.
Seifert, B. (2010). Use Excel to teach patterns. Learning and Leading with Technology, 37(7), Retrieved from http://www.learningandleading-digital.com/learning_leading/201005/#pg38
Brice Seifert is an assistant professor at Illinois State University and also loves teaching Kindergarten. He discovered a new and exciting way to teach his students about patterns through the Microsoft Excel application.
As a Kindergarten teacher he acknowledges the importance of having patterned activities for this age group. Learning these concepts at an early age can lead to a stronger foundation for algebraic reasoning in high school and beyond.
Seifert states that most Kindergarten teachers focus on concrete, and pictoral patterns while teaching about them. Through concrete patterning for example, students learn to arrange color blocks in ABC order. Pictoral patterning, they learn to glue multicolored squares on a piece of paper. Symbolic patterning however, includes more abstract teaching through geometric shapes. He wanted to integrate more symbolic patterns for his class, so he created a spreadsheet on Excel that allowed his students to learn this concept.
His spreadsheet met three important criteria:
1. It allowed him to track each student's progress very easily by having an auto date change every day. This was done by typing a simple command in the Header.
2. He could quickly change symbols to provide a variety of worksheets for his students. This was done by simply using the Insert tab to insert shapes.
3. To create unique assessments every time the spread sheet was opened he used the
R AND BETWEEN option that generated random numbers between any two numbers he placed in parenthesis.
By meeting these criteria he found that students were continuously challenged by the different variety. They loved the worksheets and looked forward to seeing their accomplishments from day to day.
The idea of using Excel can be daunting if one is not familiar with the application. However, there are many free tutorials and resources available on the Web. Just like anything else, practice makes perfect! So go for it, try something new, you may just love it!
How can students be a part of this type of learning?
All students, not just Kindergartners can benefit from learning and using spreadsheets in a variety of ways. The idea is to find new and creative ways to use these type of applications for our students. Excel is a tool that allows educators not only to teach but to create exciting assessments.
How can students learn from each other while using this type of application?
Students listen, and for the most part, look up to their peers. They learn a lot from each other everyday. This same concept can be applied by dividing the class into small groups so they may collaborate on either creating or doing a spreadsheet. Older kids could create together while younger kids could do the spreadsheet together, then offer suggestions for improvement for the next assignment.
Seifert, B. (2010). Use Excel to teach patterns. Learning and Leading with Technology, 37(7), Retrieved from http://www.learningandleading-digital.com/learning_leading/201005/#pg38
Brice Seifert is an assistant professor at Illinois State University and also loves teaching Kindergarten. He discovered a new and exciting way to teach his students about patterns through the Microsoft Excel application.
As a Kindergarten teacher he acknowledges the importance of having patterned activities for this age group. Learning these concepts at an early age can lead to a stronger foundation for algebraic reasoning in high school and beyond.
Seifert states that most Kindergarten teachers focus on concrete, and pictoral patterns while teaching about them. Through concrete patterning for example, students learn to arrange color blocks in ABC order. Pictoral patterning, they learn to glue multicolored squares on a piece of paper. Symbolic patterning however, includes more abstract teaching through geometric shapes. He wanted to integrate more symbolic patterns for his class, so he created a spreadsheet on Excel that allowed his students to learn this concept.
His spreadsheet met three important criteria:
1. It allowed him to track each student's progress very easily by having an auto date change every day. This was done by typing a simple command in the Header.
2. He could quickly change symbols to provide a variety of worksheets for his students. This was done by simply using the Insert tab to insert shapes.
3. To create unique assessments every time the spread sheet was opened he used the
R AND BETWEEN option that generated random numbers between any two numbers he placed in parenthesis.
By meeting these criteria he found that students were continuously challenged by the different variety. They loved the worksheets and looked forward to seeing their accomplishments from day to day.
The idea of using Excel can be daunting if one is not familiar with the application. However, there are many free tutorials and resources available on the Web. Just like anything else, practice makes perfect! So go for it, try something new, you may just love it!
How can students be a part of this type of learning?
All students, not just Kindergartners can benefit from learning and using spreadsheets in a variety of ways. The idea is to find new and creative ways to use these type of applications for our students. Excel is a tool that allows educators not only to teach but to create exciting assessments.
How can students learn from each other while using this type of application?
Students listen, and for the most part, look up to their peers. They learn a lot from each other everyday. This same concept can be applied by dividing the class into small groups so they may collaborate on either creating or doing a spreadsheet. Older kids could create together while younger kids could do the spreadsheet together, then offer suggestions for improvement for the next assignment.
Journal 9 YC NETS-T IV & V Web 2.0 Today's Technologies Tomorrow's Learning
I read and reflected on this article from the ITSE (International Society for Technology in Education) website and also used Citation Machine to cite the journal in APA format.
Groff, J., & Haas, Jason. (2008). Web 2.0 today's technologies tomorrow's learning. Learning and Leading with Technology, 36(2), Retrieved from http://www.learningandleading-digital.com/learning_leading/20080910/#pg14
This article addresses the issue of using today's technologies such as digital games, simulations and social networking and finding creative, educational ways to use them in the classroom. The fact that this type of technology is such a big part of student's lives at home means they would be comfortable and acceptable to incorporating it in school. By doing this, we would be reaching students at their level, their comfort zone, their fun environment. If a lesson is fun, students will be more inclined to participate and become engaged more creatively and intellectually.
Researchers at MIT Education Arcade are dedicated to finding ways in which teachers and students can use these technologies as learning tools. They are searching for ways to bridge the gap between the traditional ways of learning and a more advanced way of learning through all the technology that is now available. When these tools are used properly they can be beneficial to both students and teachers. For example, a science teacher in Massachusetts uses Starlogo to demonstrate and test students in ways he normally couldn't' with traditional teaching tools. This allows his students to experience things like evolution and factors of a forest fire as they are simulated through this program. It also encourages students to ask more questions and derive multiple possible answers as opposed to just checking one correct answer on a multiple choice test.
Researchers are confirming that these type of digital games encourage active participation and critical thinking and learning. Instead of watching a video on a subject, students can actually experience concepts with digital games. It can also set a platform for being more aware of how their actions can impact others.
As with all new technology their are obstacles bound to occur. One would be to recognize the fact that implementing digital games in the classroom may be difficult if access to this type of technology is not available. Some programs require advanced computers, but there are improvements to making more programs available for the everyday computer.
What are some potential risks with bringing this type of technology into the classroom? There is always the fear of not knowing every detail of a digital game and what it might lead to. Therefore teachers should take some time to play and test these games BEFORE introducing them to students. It's ok to learn new things about the program along with students, this creates partners in learning, but the main logistics should be tested prior to the lesson. It may also be wise to collaborate with fellow educators and learn from their experiences as well.
Where can I find additional resources on this topic?
The Internet has lots of free resources. Attending seminars and creating a support network is always helpful as well. Some resource tools to check out are:
Club Penguin http://www.clubpenguin.com/
Cost of Life http://www.costlife.org/
Explore Science http://www.explorelearning.com/
Ning http://www.ning.com/
Groff, J., & Haas, Jason. (2008). Web 2.0 today's technologies tomorrow's learning. Learning and Leading with Technology, 36(2), Retrieved from http://www.learningandleading-digital.com/learning_leading/20080910/#pg14
This article addresses the issue of using today's technologies such as digital games, simulations and social networking and finding creative, educational ways to use them in the classroom. The fact that this type of technology is such a big part of student's lives at home means they would be comfortable and acceptable to incorporating it in school. By doing this, we would be reaching students at their level, their comfort zone, their fun environment. If a lesson is fun, students will be more inclined to participate and become engaged more creatively and intellectually.
Researchers at MIT Education Arcade are dedicated to finding ways in which teachers and students can use these technologies as learning tools. They are searching for ways to bridge the gap between the traditional ways of learning and a more advanced way of learning through all the technology that is now available. When these tools are used properly they can be beneficial to both students and teachers. For example, a science teacher in Massachusetts uses Starlogo to demonstrate and test students in ways he normally couldn't' with traditional teaching tools. This allows his students to experience things like evolution and factors of a forest fire as they are simulated through this program. It also encourages students to ask more questions and derive multiple possible answers as opposed to just checking one correct answer on a multiple choice test.
Researchers are confirming that these type of digital games encourage active participation and critical thinking and learning. Instead of watching a video on a subject, students can actually experience concepts with digital games. It can also set a platform for being more aware of how their actions can impact others.
As with all new technology their are obstacles bound to occur. One would be to recognize the fact that implementing digital games in the classroom may be difficult if access to this type of technology is not available. Some programs require advanced computers, but there are improvements to making more programs available for the everyday computer.
What are some potential risks with bringing this type of technology into the classroom? There is always the fear of not knowing every detail of a digital game and what it might lead to. Therefore teachers should take some time to play and test these games BEFORE introducing them to students. It's ok to learn new things about the program along with students, this creates partners in learning, but the main logistics should be tested prior to the lesson. It may also be wise to collaborate with fellow educators and learn from their experiences as well.
Where can I find additional resources on this topic?
The Internet has lots of free resources. Attending seminars and creating a support network is always helpful as well. Some resource tools to check out are:
Club Penguin http://www.clubpenguin.com/
Cost of Life http://www.costlife.org/
Explore Science http://www.explorelearning.com/
Ning http://www.ning.com/
Wednesday, April 28, 2010
Journal 8 YC NETS-T IV & V Tapping the Wealth of Social Networks for Professional Development
I read and reflected on this article from the ITSE (International Society for Technology in Education) website and also used Citation Machine to cite the journal in APA format.
Greenhow, C. (2009). Tapping the wealth of social networks for professional development. Learning and Leading with Technology, 36(8), Retrieved from http://www.learningandleading-digital.com/learning_leading/20090607/#pg12
Christine Greenhow is an educational researcher from Harvard. Her research focuses on how people learn, teach and collaborate with emerging technologies. In this article she addresses the issue of using social networks not just for students, but for professionals as well.
Social networking is the most popular technology offered on the Internet today and attracts millions of users worldwide! Greenhow cautions us to not get lost in time when using social networks such as Facebook, Twitter, and MySpace. It is very easy to get caught up in the discussions at hand and lose focus of our intent. Most people use it for getting caught up on the latest news, following famous people and keeping real time status with their friends.
So how can we use this technology in our professional environment? Greenhow mentions two ways. First, she favors the idea of social bookmarking. Websites such as Delicious, Diigo, and CiteULike allows us to collectively share resources with colleagues around the world almost instantly.
Secondly, she uses social networking tools for emotional support and recognition. This can help us reflect, troubleshoot and improve on the current project or issue at hand. These uses of technology provide the opportunity for social scholarship which allows us to collaboratively access and hold open discussions with our colleagues. In return, we get meaningful insight to our own attitudes and teaching practices. So in summary, we should all be tapping into the wealth of today's technologies, especially if they are free and can be used to further our educational experiences!
How can we introduce social networking into our curriculum?
We can introduce this type of technology by classifying it as New Literacy practices. When a student can place their creative work on MySpace for example, they can receive instant feedback from their peers. Most of the time it will encourage the student to further tap into their creativity for the next project. It can be a great source for positive reinforcement.
What are some other ways in which students can benefit from social networking tools? Just as professional colleagues use social networking to acquire social scholarship, so can the teens of our society. They too can benefit from emotional support when working on a tough project or going through a tough time in their lives. The whole idea is that the real time feedback can be very positive and uplifting for the soul, and we can all use a little more of that in our lives! :)
Greenhow, C. (2009). Tapping the wealth of social networks for professional development. Learning and Leading with Technology, 36(8), Retrieved from http://www.learningandleading-digital.com/learning_leading/20090607/#pg12
Christine Greenhow is an educational researcher from Harvard. Her research focuses on how people learn, teach and collaborate with emerging technologies. In this article she addresses the issue of using social networks not just for students, but for professionals as well.
Social networking is the most popular technology offered on the Internet today and attracts millions of users worldwide! Greenhow cautions us to not get lost in time when using social networks such as Facebook, Twitter, and MySpace. It is very easy to get caught up in the discussions at hand and lose focus of our intent. Most people use it for getting caught up on the latest news, following famous people and keeping real time status with their friends.
So how can we use this technology in our professional environment? Greenhow mentions two ways. First, she favors the idea of social bookmarking. Websites such as Delicious, Diigo, and CiteULike allows us to collectively share resources with colleagues around the world almost instantly.
Secondly, she uses social networking tools for emotional support and recognition. This can help us reflect, troubleshoot and improve on the current project or issue at hand. These uses of technology provide the opportunity for social scholarship which allows us to collaboratively access and hold open discussions with our colleagues. In return, we get meaningful insight to our own attitudes and teaching practices. So in summary, we should all be tapping into the wealth of today's technologies, especially if they are free and can be used to further our educational experiences!
How can we introduce social networking into our curriculum?
We can introduce this type of technology by classifying it as New Literacy practices. When a student can place their creative work on MySpace for example, they can receive instant feedback from their peers. Most of the time it will encourage the student to further tap into their creativity for the next project. It can be a great source for positive reinforcement.
What are some other ways in which students can benefit from social networking tools? Just as professional colleagues use social networking to acquire social scholarship, so can the teens of our society. They too can benefit from emotional support when working on a tough project or going through a tough time in their lives. The whole idea is that the real time feedback can be very positive and uplifting for the soul, and we can all use a little more of that in our lives! :)
Sunday, April 25, 2010
Journal 6 YC NETS-T IV & V A New Concept of Citizenship for the Digital Age
I read and reflected on this article from the ITSE (International Society for Technology in Education) website and also used Citation Machine to cite the journal in APA format.
A New Concept of Citizenship for the Digital Age
Greenhow, C. (2010). A New concept of citizenship for the digital age. Learning and Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg26
To prepare our youth for the global workplace, one of the issues we need to address is digital citizenship. To teach this to our students we must first define it. As technology grows, so does the definition of digital citizenship and what it takes to be considered a digital citizen.
In 2007 NETS-S defines digital citizenship as "the ability to practice and advocate online behavior that demonstrates legal, ethical, safe, and responsible uses of information and communication technologies." This definition is a good start but does not completely cover the subject of digital citizenship. Digital Citizenship is more than using the technology correctly or legally. It is the ability to be part of the digital community. To do this you must actively participate in expressing your views, develop new uses, join networks, be politically active, and do all of this in a respectfully. Just as we teach our students how to interact with one another face to face, we must also teach them how to act when using technology resources as well as what it means to be a contributing member of our digital society.
It is up to us as educators to teach our students the right way to participate in today's technology. We must also continue to research this subject to identify emerging positive and negative trends using technology. We also need to be up to date with the latest networking tools and information so we can study new uses and use our research to teach others about being an upstanding digital citizen.
How does teaching Digital Citizenship help your students?
By teaching students about digital citizenship and how to be good digital citizens, they learn how to contribute to the digital world. It is important to inform our students on what is acceptable and proper use of technology. In return, we will have students who understand the implications of their own digital footprint and they will be better prepared to compete in today's society when they join the workforce.
What type of digital citizenship issue should we be aware of in the classroom?
Cyberbullying is one issue that has been researched and has received national media coverage for the effect it can have on students. Cyberbullying is the use of email, text messages, IM, and other technologies to bully someone. This type of harassment happens every day and we need to be cautiously aware of its detrimental effects. It is important that we educate ourselves on these types of issues so that we are ready to respond if it ever should arise in our classrooms.
A New Concept of Citizenship for the Digital Age
Greenhow, C. (2010). A New concept of citizenship for the digital age. Learning and Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg26
To prepare our youth for the global workplace, one of the issues we need to address is digital citizenship. To teach this to our students we must first define it. As technology grows, so does the definition of digital citizenship and what it takes to be considered a digital citizen.
In 2007 NETS-S defines digital citizenship as "the ability to practice and advocate online behavior that demonstrates legal, ethical, safe, and responsible uses of information and communication technologies." This definition is a good start but does not completely cover the subject of digital citizenship. Digital Citizenship is more than using the technology correctly or legally. It is the ability to be part of the digital community. To do this you must actively participate in expressing your views, develop new uses, join networks, be politically active, and do all of this in a respectfully. Just as we teach our students how to interact with one another face to face, we must also teach them how to act when using technology resources as well as what it means to be a contributing member of our digital society.
It is up to us as educators to teach our students the right way to participate in today's technology. We must also continue to research this subject to identify emerging positive and negative trends using technology. We also need to be up to date with the latest networking tools and information so we can study new uses and use our research to teach others about being an upstanding digital citizen.
How does teaching Digital Citizenship help your students?
By teaching students about digital citizenship and how to be good digital citizens, they learn how to contribute to the digital world. It is important to inform our students on what is acceptable and proper use of technology. In return, we will have students who understand the implications of their own digital footprint and they will be better prepared to compete in today's society when they join the workforce.
What type of digital citizenship issue should we be aware of in the classroom?
Cyberbullying is one issue that has been researched and has received national media coverage for the effect it can have on students. Cyberbullying is the use of email, text messages, IM, and other technologies to bully someone. This type of harassment happens every day and we need to be cautiously aware of its detrimental effects. It is important that we educate ourselves on these types of issues so that we are ready to respond if it ever should arise in our classrooms.
Journal 7 YC NETS-T V Teacher's Use of Podcasts as A Teaching Tool
On the Classroom 2.0 website, I followed and reflected on the thread "Teacher's Use of Podcasts as A Teaching Tool".
http://www.classroom20.com/forum/topics/649749:Topic:122802?id=649749%3ATopic%3A122802&page=1#
http://www.classroom20.com/forum/topics/649749:Topic:122802?id=649749%3ATopic%3A122802&page=1#
What is a Podcast?
A podcast is like a radio show that you download to your computer. Once on your computer, you can play podcasts directly or transfer them to an mp3 player, such as an iPod.
Podcasting is the process of creating an audio show of some sort available in MP3 format via an RSS 2.0 feed that supports enclosures. Podcasts are designed to include talk shows, tutorials, music, or other audio content.
Podcasts can cover any subject or genre of music and are available free. The difference is that with podcasting you can listen to shows from across the whole world, and, because you download them, you can listen whenever and wherever you want.
What makes podcasts really special is that they are grouped into channels (just like radio shows appear on a radio station's channel). It's easy to subscribe to podcast channels and once subscribed, your computer will begin automatically check back to see if new podcasts are available and download them for you if they are. No need to keep checking back to see if updates are available.
How have teachers used it as a teaching tool?
Using it as a lecture tool:
One teacher said he used podcasts to create video lectures that allowed students to review past lessons or as a replacement for in-class lecture. This allowed him more time for labs. Lecture replacements are accompanied by short online assessments created using Google Forms. This allows him to see what they learned from the lectures. The idea is to make the limited amount of face to face time more efficient.
Using it as a class study of the Titanic:
Another teacher used podcasts for a comprehensive class study of the Titanic. Students used a podcast to reflect the voices of passengers or crew members of the Titanic. They put their podcasts on the class website dedicated to this project.
Using it as a form of teaching a foreign language:
A Spanish teacher also used podcasts to help students learn the language. The students could go back and listen to the correct pronunciation as often as needed. They would also have to create their own Spanish podcasts for some of the lessons.
The beauty of it all is that you don't need an iPod to podcast. Anybody with a computer can listen to podcasts and subscribe to podcast channels!
There are tons of tutorials and websites like Gcast, iTunes, Yahoo Podcasts and Garageband that provide free podcast accounts and channels.Saturday, April 24, 2010
POWERPOINT NETS-T III
I used Microsoft PowerPoint to create a presentation that demonstrates knowledge of the NETS-S and performance indicators for grades 3-5.
Friday, April 23, 2010
POWERPOINT RUBRIC NETS-T II
I created this rubric to help my peers and instructor assess the PowerPoint NETS-S presentation I created.
Friday, April 16, 2010
SOCIAL BOOKMARKING NETS-T IV
Social Bookmarking was done by using Delicious to bookmark 8 different websites that offered valuable information for educators.
1. National Archives; American Women
This site provided information on 106 unforgettable American women. Their stories are given through an open gallery showcase, historical narratives and biographies. It focuses on their struggles and progresses from colonial times to the year 2000. Some of the women mentioned are:
Abigail Adams, Susan B. Anthony, Lucille Ball, Molly Brown, Amelia Earhart, Hellen Keller and Hillary Clinton to name a few.
Using primary resources would be very valuable in the classroom because with a click of a button you are able to access information on virtually any subject. The dated method of looking up information in the Library is slowly becoming obsolete because the ease of information on the web is so easily accessible. This National Archive website would especially be a valuable primary resource for my classroom. I could use it for supplemental teaching information for History or Social Studies class. My students could use it as a research tool for History class or special project that required research on information found in the National Archives.
2. National Education Association
The three ideas that I think would fit my teaching style in becoming a culturally competent educator are listed below.
a) Engage school staff in discussions and activities that offer an opportunity to explore attitudes, beliefs, and values related to cultural diversity and cultural competence. I like this idea because I feel that the more people we have talking about these issues on a regular basis, the better. If you cautiously and actively collaborate on a particular subject as a group, chances are you will reach thoughtful and innovative approaches to addressing the issues at hand. It would prove to be beneficial if school staff explored the different levels of cultural diversity in each classroom and then proceeded to make an action plan to help alleviate the issues at hand.
b) Identify and include budgetary expenditures each fiscal year to facilitate personnel development through their participation in conferences, workshops, and seminars on cultural competence. I think that having personnel participate in conferences, workshops and seminars on a regular basis would actively keep the issue of cultural diversity as one of the schools top priorities. Incorporating this into the budget would indicate the importance of staying up to date on the latest techniques and policies. This would also help to in leading out in discussions on a regular basis as indicated in idea number 1.
c) Network with parent, family, minority community, and faith-based organizations concerned with the needs of diverse students. Solicit their involvement and input in the design and implementation of initiatives for culturally, linguistically, racially, and ethnically diverse groups.
As a school it is important to address all these issues on cultural diversity. It is even more important to incorporate thoughts, ideas and action plans of those in the local community. This shows our students and families the resources outside of school that welcome all cultures regardless of their status. In turn it may give these families a sense of acceptance in our society as well as educate the people of our community on the diverse groups in our area.
3. Stop Cyberbullying I took the quiz for ages 11-13 years old. I was amazed at all the different approaches that lead to Cyberbullying! I would have never thought about most of the actions listed. Maybe that is why I scored as a Cyber Saint! :)
The cyberbullying information for educators was very informative. Instant Messaging 101 made me aware of the fact that kids spend most of their time online doing IM's more than anything else. Because this is such a major form of communication for kids and their peers I would consider having a class on caution and safety measures while Instant Messaging. I also think that by informing students on how to be safe on the internet we can bring out the "Internet Heroes" in them and recognize their efforts to respect others on line. By respecting others on line and using precautionary measures we can also develop "CyberTeenangels" in the classroom. These are "teen" or "tween" volunteers who are certified in cyber crime and abuse. They give presentations to their peers and parents on safe internet use and the precautions we all have to take while using the internet. Utilizing student knowledge and training to teach other students is a fabulous way of providing internet safety education in the classroom.
4. Kathy Schrocks Guide for Educators
Under "Subject Access" I found the Diversity Calendar by the University of Kansas Medical Center. This calendar has a list of world holidays for every month of the year. It is separated by ethnic, national holidays, and religious categories. I think this tool would be extremely helpful in my classroom because it will give me the dates of the holidays that every student in my class might celebrate. Recognizing special holidays through their religion or ethnicity is one way I plan on celebrating each one as a unique individual. It will help lead to further learning as we discover new things about each holiday.
Under "Teacher Helpers" I found several things that I could probably use in the classroom. If I had to narrow it down, I would say it would be between Kathy's Blog and Kathy's Books. Both offer so much information for educators. The blog has ongoing resources such as surveys on twitter and the iPad and links to websites for freebies like online tools. As a new teacher it would be nice to look through some of Kathy's Books as they seem to be a great resource for supplemental curriculum in the classroom.
5. Multiple Intelligences from Edutopia
My Top 3 Intelligences are:
Musical 81%
Intrapersonal 69%
Naturalistc and Bodily Kinesthetic 50%
The Multiple Intelligences Leave No Child Behind video talked about the Key Learning Community, a school that prides itself on giving each child the opportunity to learn outside the traditional method of teaching. Students that do not do well in traditional subjects and forms of learning tend to excel in the elective periods where music, singing, and instruments are used to implement learning. The school and staff focus on developing the students strengths as early as possible. When a student understands his or her strengths he or she can then learn how to move into a career where their strengths will flourish.
6. Teaching Tolerance
Grades 3-5
Subject: Social Studies
Topic: The Color of Freedom
This lesson is based on the Underground Railroad and the Civil Rights Movement.
Basically the teacher chose the book "Night Boat to Freedom" as the basis for this lesson. After reading it she developed a vocabulary and phrase list that pertained to the story. She then responded personally to the story as a way to develop higher order thinking questions so that students would become more engaged in the subject. I think all teachers could use this very simple lesson plan in their classrooms because all it really takes is an age appropriate, interesting book to bring a history lesson alive! Most school libraries are a great resource for this lesson plan. If you can't find a book that catches your interest, try the local library.
7. Multicultural Education and Equity Awareness Quiz
According to the U.S. Census Bureau, the median annual income for U.S. white men, 25 years or older, who have earned graduate degrees, is $80,000. What are the median annual incomes for Latina and Native American women, 25 years or older, who have earned graduate degrees? $50,000 and $40,000!
Clearly we can see an issue of discrimination here. The form of discrimination is based on gender and ethnicity. If all candidates are equally qualified there should be no reason for the huge discrepancy!
Based on a 2007 report from the Economic Policy Institute, the annual earnings of the average full-time U.S. worker is roughly equal to: the DAILY earnings of a CEO!
Sounds like our U.S. CEO's need to take a closer look at their earnings and compare it to the unemployment and poverty statuses in our own country. They should ask themselves if cutting back on their own salaries would help improve some of the financial crisis our country faces today.
8. Netiquette Guidelines
I scored an 80% on the Netiquette quiz. I think it is very important to teach students about the do's and don'ts of on line communication, aka Netiquette =^D. Their safety depends on it! Perhaps we wouldn't have so many issues like Cyberbullying if more people were cautiously aware of proper netiquette. Adults should also learn the guideline, but it would be best to start in the classroom when they are just learning how to use technology as a form of communication in the cyber world! :^D
1. National Archives; American Women
This site provided information on 106 unforgettable American women. Their stories are given through an open gallery showcase, historical narratives and biographies. It focuses on their struggles and progresses from colonial times to the year 2000. Some of the women mentioned are:
Abigail Adams, Susan B. Anthony, Lucille Ball, Molly Brown, Amelia Earhart, Hellen Keller and Hillary Clinton to name a few.
Using primary resources would be very valuable in the classroom because with a click of a button you are able to access information on virtually any subject. The dated method of looking up information in the Library is slowly becoming obsolete because the ease of information on the web is so easily accessible. This National Archive website would especially be a valuable primary resource for my classroom. I could use it for supplemental teaching information for History or Social Studies class. My students could use it as a research tool for History class or special project that required research on information found in the National Archives.
2. National Education Association
Student Groups Experiencing Achievement Gaps
Racial and ethnic minorities
English language learners
Students with disabilities
Boys/girls
Students from low-income families
- American Indian and Alaska Natives
- Asian American and Pacific Islanders
- Blacks
- Hispanics
- GLBT
The three ideas that I think would fit my teaching style in becoming a culturally competent educator are listed below.
a) Engage school staff in discussions and activities that offer an opportunity to explore attitudes, beliefs, and values related to cultural diversity and cultural competence. I like this idea because I feel that the more people we have talking about these issues on a regular basis, the better. If you cautiously and actively collaborate on a particular subject as a group, chances are you will reach thoughtful and innovative approaches to addressing the issues at hand. It would prove to be beneficial if school staff explored the different levels of cultural diversity in each classroom and then proceeded to make an action plan to help alleviate the issues at hand.
b) Identify and include budgetary expenditures each fiscal year to facilitate personnel development through their participation in conferences, workshops, and seminars on cultural competence. I think that having personnel participate in conferences, workshops and seminars on a regular basis would actively keep the issue of cultural diversity as one of the schools top priorities. Incorporating this into the budget would indicate the importance of staying up to date on the latest techniques and policies. This would also help to in leading out in discussions on a regular basis as indicated in idea number 1.
c) Network with parent, family, minority community, and faith-based organizations concerned with the needs of diverse students. Solicit their involvement and input in the design and implementation of initiatives for culturally, linguistically, racially, and ethnically diverse groups.
As a school it is important to address all these issues on cultural diversity. It is even more important to incorporate thoughts, ideas and action plans of those in the local community. This shows our students and families the resources outside of school that welcome all cultures regardless of their status. In turn it may give these families a sense of acceptance in our society as well as educate the people of our community on the diverse groups in our area.
3. Stop Cyberbullying I took the quiz for ages 11-13 years old. I was amazed at all the different approaches that lead to Cyberbullying! I would have never thought about most of the actions listed. Maybe that is why I scored as a Cyber Saint! :)
The cyberbullying information for educators was very informative. Instant Messaging 101 made me aware of the fact that kids spend most of their time online doing IM's more than anything else. Because this is such a major form of communication for kids and their peers I would consider having a class on caution and safety measures while Instant Messaging. I also think that by informing students on how to be safe on the internet we can bring out the "Internet Heroes" in them and recognize their efforts to respect others on line. By respecting others on line and using precautionary measures we can also develop "CyberTeenangels" in the classroom. These are "teen" or "tween" volunteers who are certified in cyber crime and abuse. They give presentations to their peers and parents on safe internet use and the precautions we all have to take while using the internet. Utilizing student knowledge and training to teach other students is a fabulous way of providing internet safety education in the classroom.
4. Kathy Schrocks Guide for Educators
Under "Subject Access" I found the Diversity Calendar by the University of Kansas Medical Center. This calendar has a list of world holidays for every month of the year. It is separated by ethnic, national holidays, and religious categories. I think this tool would be extremely helpful in my classroom because it will give me the dates of the holidays that every student in my class might celebrate. Recognizing special holidays through their religion or ethnicity is one way I plan on celebrating each one as a unique individual. It will help lead to further learning as we discover new things about each holiday.
Under "Teacher Helpers" I found several things that I could probably use in the classroom. If I had to narrow it down, I would say it would be between Kathy's Blog and Kathy's Books. Both offer so much information for educators. The blog has ongoing resources such as surveys on twitter and the iPad and links to websites for freebies like online tools. As a new teacher it would be nice to look through some of Kathy's Books as they seem to be a great resource for supplemental curriculum in the classroom.
5. Multiple Intelligences from Edutopia
My Top 3 Intelligences are:
Musical 81%
Intrapersonal 69%
Naturalistc and Bodily Kinesthetic 50%
The Multiple Intelligences Leave No Child Behind video talked about the Key Learning Community, a school that prides itself on giving each child the opportunity to learn outside the traditional method of teaching. Students that do not do well in traditional subjects and forms of learning tend to excel in the elective periods where music, singing, and instruments are used to implement learning. The school and staff focus on developing the students strengths as early as possible. When a student understands his or her strengths he or she can then learn how to move into a career where their strengths will flourish.
6. Teaching Tolerance
Grades 3-5
Subject: Social Studies
Topic: The Color of Freedom
This lesson is based on the Underground Railroad and the Civil Rights Movement.
Basically the teacher chose the book "Night Boat to Freedom" as the basis for this lesson. After reading it she developed a vocabulary and phrase list that pertained to the story. She then responded personally to the story as a way to develop higher order thinking questions so that students would become more engaged in the subject. I think all teachers could use this very simple lesson plan in their classrooms because all it really takes is an age appropriate, interesting book to bring a history lesson alive! Most school libraries are a great resource for this lesson plan. If you can't find a book that catches your interest, try the local library.
7. Multicultural Education and Equity Awareness Quiz
According to the U.S. Census Bureau, the median annual income for U.S. white men, 25 years or older, who have earned graduate degrees, is $80,000. What are the median annual incomes for Latina and Native American women, 25 years or older, who have earned graduate degrees? $50,000 and $40,000!
Clearly we can see an issue of discrimination here. The form of discrimination is based on gender and ethnicity. If all candidates are equally qualified there should be no reason for the huge discrepancy!
Based on a 2007 report from the Economic Policy Institute, the annual earnings of the average full-time U.S. worker is roughly equal to: the DAILY earnings of a CEO!
Sounds like our U.S. CEO's need to take a closer look at their earnings and compare it to the unemployment and poverty statuses in our own country. They should ask themselves if cutting back on their own salaries would help improve some of the financial crisis our country faces today.
8. Netiquette Guidelines
I scored an 80% on the Netiquette quiz. I think it is very important to teach students about the do's and don'ts of on line communication, aka Netiquette =^D. Their safety depends on it! Perhaps we wouldn't have so many issues like Cyberbullying if more people were cautiously aware of proper netiquette. Adults should also learn the guideline, but it would be best to start in the classroom when they are just learning how to use technology as a form of communication in the cyber world! :^D
Tuesday, April 13, 2010
Journal 5 YC Extra Credit NETS-T IV & V Let the Kids Do the Work
I read and reflected on this article from the ITSE (International Society for Technology in Education) website and also used Citation Machine to cite the journal in APA format.
Lawlor, J. (2010). Let the kids do the work. Learning and Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Let_the_Kids_Do_the_Work.htm
A teacher from LA was debating on going to a Web 2.0 workshop. After much deliberation he decided to go and in the end he was so glad he did! He came back from the workshop inspired and ready to create his own classroom Wiki.
His first class assignment was to simply log on, read the posted poem, answer an essay question and respond to one other student's essay. He was surprised to see that a class of 25 students had a total of 472 replies! These replies turned out to be very interesting thoughts and ideas! He was pleased to see the outcome in participation as well as the effect it had in making poetry discussions more direct.
The online technology of Wiki met the students on their level. It was "meeting kids where they live- online." By doing this the kids responded better to this assignment than that of traditional homework.
This new technology created a community of writers that in turn helped each other with their assignments. One student wrote a quick, two sentence essay on a poem. When the other students in the class read this, they advised her to rewrite her response. She revised it three times before posting the final draft. The beauty of it all is that the teacher did not have to say a thing. This was all administered by her classmates. The instant feedback allowed her the ability to revise and re post in real time and still get full credit for the assignment.
There were several instances in which the students did the teachers work. When he forgot to create pages for a specific assignment one of the students figured out how to do this and created it for the class that night. By morning the teacher was once again surprised to see the work had already been done.
Another advantage to having a Wiki for your classroom is that it allows all students to have a voice. Those that may be more reluctant to speak up in class have no reserves when it comes to cyberspace. There seems to be a feeling that voices carry equal weight when projected through the web.
The whole idea of creating a Wiki for your class is that teachers do less and students do more. If we let the kids do the work, they will in turn create a very intriguing learning environment for themselves and for each other.
QUESTIONS: What is the definition of a Wiki?
Wiki is a Hawaiian word that means quick. A wiki web-based application allows a group of users to set up pages where they can edit, and contribute through a web browser in real time. It is a fascinating technology that is becoming more and more popular with organizations. The information on a wiki is available to anyone through the World Wide Web, which has made it very appealing to business as well.
In what ways will you incorporate Wiki in your classroom?
It seems very logical to create homework assignments through Wiki as well as post comments, notes,essays and edits. It would probably be wise to research the most effective ways to use Wiki in the classroom to get optimal use with it. I'm sure the students would be a great resource for navigating and updating the class Wiki as most seem to know more about the web than the average adult! :)
Lawlor, J. (2010). Let the kids do the work. Learning and Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Let_the_Kids_Do_the_Work.htm
A teacher from LA was debating on going to a Web 2.0 workshop. After much deliberation he decided to go and in the end he was so glad he did! He came back from the workshop inspired and ready to create his own classroom Wiki.
His first class assignment was to simply log on, read the posted poem, answer an essay question and respond to one other student's essay. He was surprised to see that a class of 25 students had a total of 472 replies! These replies turned out to be very interesting thoughts and ideas! He was pleased to see the outcome in participation as well as the effect it had in making poetry discussions more direct.
The online technology of Wiki met the students on their level. It was "meeting kids where they live- online." By doing this the kids responded better to this assignment than that of traditional homework.
This new technology created a community of writers that in turn helped each other with their assignments. One student wrote a quick, two sentence essay on a poem. When the other students in the class read this, they advised her to rewrite her response. She revised it three times before posting the final draft. The beauty of it all is that the teacher did not have to say a thing. This was all administered by her classmates. The instant feedback allowed her the ability to revise and re post in real time and still get full credit for the assignment.
There were several instances in which the students did the teachers work. When he forgot to create pages for a specific assignment one of the students figured out how to do this and created it for the class that night. By morning the teacher was once again surprised to see the work had already been done.
Another advantage to having a Wiki for your classroom is that it allows all students to have a voice. Those that may be more reluctant to speak up in class have no reserves when it comes to cyberspace. There seems to be a feeling that voices carry equal weight when projected through the web.
The whole idea of creating a Wiki for your class is that teachers do less and students do more. If we let the kids do the work, they will in turn create a very intriguing learning environment for themselves and for each other.
QUESTIONS: What is the definition of a Wiki?
Wiki is a Hawaiian word that means quick. A wiki web-based application allows a group of users to set up pages where they can edit, and contribute through a web browser in real time. It is a fascinating technology that is becoming more and more popular with organizations. The information on a wiki is available to anyone through the World Wide Web, which has made it very appealing to business as well.
In what ways will you incorporate Wiki in your classroom?
It seems very logical to create homework assignments through Wiki as well as post comments, notes,essays and edits. It would probably be wise to research the most effective ways to use Wiki in the classroom to get optimal use with it. I'm sure the students would be a great resource for navigating and updating the class Wiki as most seem to know more about the web than the average adult! :)
Sunday, April 11, 2010
Journal 2 YC NETS-T IV & V Finding Students Who Learn with Media
I read and reflected on this article from the ITSE (International Society for Technology in Education) website and also used Citation Machine to cite the journal in APA format.
Bull, G., Alexander, C., & Ferster, B. (2010). Finding students who learn with media. Learning and Leading with Technology, 37(5), Retrieved from http://www.learningandleading-digital.com/learning_leading/201002#pg38
In the article, Finding Students Who Learn with Media the author took a closer look on how we can enhance learning by using student authored media. This article touched on how a source called PrimaryAccess is being used to allow students access to all sorts of media. Students take that media and use it to put together their own movie or storyboard.
One of the tools that students used was PrimaryAccess MovieMaker. Students could take information of their choice and make a short movie or documentary on that subject. This allowed students to be engaged, interact with the specific subject, and use their personal creativity. It took an additional 3 class periods to teach students how to put together their movie. Students can now use PrimaryAccess Storyboard to have the same experience without having to take the additional time to learn how to use this tool.
This concept allowed students to interact and learn in a more creative way and teachers learned how to monitor student learning. Now teachers had data that allowed them to tell how long a student was working on a project and what kind of progress they were making. With this information they came up with the Classroom Assessment Scoring System. This system was designed to help teachers identify where each student is excelling or where they were lacking. By doing this a teacher could design the best way to teach that student.
By the use of technology students were able to learn in ways that are impossible by traditional teaching. Not only do they have access to an unlimited amount of information on any subject but with PrimaryAccess they were able to be creative. This same technology allowed teachers to be more in tune with what students were learning. Teachers were also able to zoom in on the needs of each child and find more effective ways to teach each them. All this points to a better way to learn, a better way to teach, and a smarter society.
QUESTIONS:
What do you think are the advantages to PrimaryAccess for students?
Students now have an outlet to not only learn but be more creative. They can use PrimaryAccess to access information from all over the world and put that into a storyboard or movie that can be used to teach other students.
Why do you think it is important to have a Classroom Assessment Scoring System?
I believe it's vital because it gives us another way to measure the effectiveness of a student's learning. By being able to identify what areas students are excelling in and what areas they are lacking, teachers can tailor their curriculum to what is most effect for each individual.
Bull, G., Alexander, C., & Ferster, B. (2010). Finding students who learn with media. Learning and Leading with Technology, 37(5), Retrieved from http://www.learningandleading-digital.com/learning_leading/201002#pg38
In the article, Finding Students Who Learn with Media the author took a closer look on how we can enhance learning by using student authored media. This article touched on how a source called PrimaryAccess is being used to allow students access to all sorts of media. Students take that media and use it to put together their own movie or storyboard.
One of the tools that students used was PrimaryAccess MovieMaker. Students could take information of their choice and make a short movie or documentary on that subject. This allowed students to be engaged, interact with the specific subject, and use their personal creativity. It took an additional 3 class periods to teach students how to put together their movie. Students can now use PrimaryAccess Storyboard to have the same experience without having to take the additional time to learn how to use this tool.
This concept allowed students to interact and learn in a more creative way and teachers learned how to monitor student learning. Now teachers had data that allowed them to tell how long a student was working on a project and what kind of progress they were making. With this information they came up with the Classroom Assessment Scoring System. This system was designed to help teachers identify where each student is excelling or where they were lacking. By doing this a teacher could design the best way to teach that student.
By the use of technology students were able to learn in ways that are impossible by traditional teaching. Not only do they have access to an unlimited amount of information on any subject but with PrimaryAccess they were able to be creative. This same technology allowed teachers to be more in tune with what students were learning. Teachers were also able to zoom in on the needs of each child and find more effective ways to teach each them. All this points to a better way to learn, a better way to teach, and a smarter society.
QUESTIONS:
What do you think are the advantages to PrimaryAccess for students?
Students now have an outlet to not only learn but be more creative. They can use PrimaryAccess to access information from all over the world and put that into a storyboard or movie that can be used to teach other students.
Why do you think it is important to have a Classroom Assessment Scoring System?
I believe it's vital because it gives us another way to measure the effectiveness of a student's learning. By being able to identify what areas students are excelling in and what areas they are lacking, teachers can tailor their curriculum to what is most effect for each individual.
Journal 4 YC NETS-T IV & V Playing with Skype
I read and reflected on this article from the ITSE (International Society for Technology in Education) website and also used Citation Machine to cite the journal in APA format.
Weller , T. (2010). Playing with skype. Learning and Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg30
In the article, Playing With Skype, the author enhances the learning experiences of his students by inviting three musical composers to interact with his eighth grade music class via Skype. During this session they talked about different aspects of music and the music business. The results were so great that they invited the composers to join them for their live concert via Skype.
At the concert the composers introduced the pieces they composed before they were performed by the students. The author talks about how the interactive discussions during the concert were very meaningful to both the students and the audience.
Many may assume that engaging in this type of technology would be complicated on several different levels. Surprisingly, it only takes a few pieces of equipment to make it all happen.
If you can go to www.skype.com and download a free version of the program. With a few simple steps you are ready to Skype!
Skype provides another opportunity for teachers to correspond with fellow educators and experts in their subject areas, share ideas, ask and answer questions or just chat!
It can also lead to a better understanding on a specific subject matter for both teachers and students.
QUESTIONS: What type of specific equipment is needed in order to Skype effectively?
Surprisingly the only equipment needed is a computer with a broadband Internet connection,which most everybody has, a data projector, a couple of microphones, a web cam, an adapter to feed the audio throughout the sound system and a projector screen. This equipment seems relatively easy to find. Most schools probably have some if not all of this equipment in the audio visual department.
How would I implement Skype in my classroom?
I'm hoping to teach grades 4th - 6th so I think the whole concept of Skype in itself will be very welcomed by the students in my classroom. I think I would use it to talk to other classrooms around the world that would be studying the same subject matter at the same time. For instance, I would connect with a teacher who is studying the life cycle of a plant for instance and see how their experiments compared to ours. It would be really fun to talk with the other students and actually see how the manner in which the same plants grew in a very different part of the world.
I think another way we could use skype is through virtual pen pals. I have participated in many different mission projects around the world and think it would be fun to learn about a friend in a different country through skype. This gives the students the opportunity to not only talk to their virtual pen pals but to learn about their culture by seeing how they interact live. They would learn how the students dress, talk, eat, play, study, learn, etc. It's one way we could take a Virtual Field Trip which could lead to a very effective educational experience.
Weller , T. (2010). Playing with skype. Learning and Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg30
In the article, Playing With Skype, the author enhances the learning experiences of his students by inviting three musical composers to interact with his eighth grade music class via Skype. During this session they talked about different aspects of music and the music business. The results were so great that they invited the composers to join them for their live concert via Skype.
At the concert the composers introduced the pieces they composed before they were performed by the students. The author talks about how the interactive discussions during the concert were very meaningful to both the students and the audience.
Many may assume that engaging in this type of technology would be complicated on several different levels. Surprisingly, it only takes a few pieces of equipment to make it all happen.
If you can go to www.skype.com and download a free version of the program. With a few simple steps you are ready to Skype!
Skype provides another opportunity for teachers to correspond with fellow educators and experts in their subject areas, share ideas, ask and answer questions or just chat!
It can also lead to a better understanding on a specific subject matter for both teachers and students.
QUESTIONS: What type of specific equipment is needed in order to Skype effectively?
Surprisingly the only equipment needed is a computer with a broadband Internet connection,which most everybody has, a data projector, a couple of microphones, a web cam, an adapter to feed the audio throughout the sound system and a projector screen. This equipment seems relatively easy to find. Most schools probably have some if not all of this equipment in the audio visual department.
How would I implement Skype in my classroom?
I'm hoping to teach grades 4th - 6th so I think the whole concept of Skype in itself will be very welcomed by the students in my classroom. I think I would use it to talk to other classrooms around the world that would be studying the same subject matter at the same time. For instance, I would connect with a teacher who is studying the life cycle of a plant for instance and see how their experiments compared to ours. It would be really fun to talk with the other students and actually see how the manner in which the same plants grew in a very different part of the world.
I think another way we could use skype is through virtual pen pals. I have participated in many different mission projects around the world and think it would be fun to learn about a friend in a different country through skype. This gives the students the opportunity to not only talk to their virtual pen pals but to learn about their culture by seeing how they interact live. They would learn how the students dress, talk, eat, play, study, learn, etc. It's one way we could take a Virtual Field Trip which could lead to a very effective educational experience.
Journal 3 YC NETS-T IV & V Navigating Digital Rapids
I read and reflected on this article from the ITSE (International Society for Technology in Education) website and also used Citation Machine to cite the journal in APA format.
Lindsay, J., & Davis, V. (2010). Navigating digital rapids. Learning and Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg14
This article was about digital citizenship. Digital citizenship is when you have transformed yourself into someone who is comfortable researching and keeping current with the latest technology trends. This allows you the comfort of monitoring the use of modern technology in your classroom, school or district.
Due to minimal knowledge and unfamiliar territory in the technology world, most educators tend to fall into the fear factor. This fear factor prevents them from gaining digital citizenship. They must make it a priority to be as current as possible with the latest technology that allows them to create new and exciting learning projects and environments for their students. In other words, we all must become Digital Teachers in order to compete with the virtual entertainment our students use on a daily basis at home.
Lindsay and Davis give several tips on how to maximize our digital classrooms. They begin with the importance of CUSTOMIZATION. If we customize the learning environment and mobile technology, students will gladly accept it. Through these customized classrooms teachers and students can learn together while still keeping up with the National Standards.
The importance of MONITORING and BEING ENGAGED in our digital classroom must never be ignored. It is vital that both teachers and students conduct themselves in a professional and culturally sensitive manner. Things to be monitored are types of language used, avatars and uploaded material. By monitoring and being engaged we are teaching both responsibility and sensitivity.
Digital teachers must also HAVE A PLAN if a student should take advantage of the digital classroom and tools it provides. When they cross the line, consequences should be implemented immediately. Global teams can help monitor the materials because networks are monitored 24/7.
We must overcome the FEAR FACTOR and realize that the toughest waters have already been tested. Many have been working out the kinks for a while and we do not have to face many of the obstacles that were present at the beginning of this digital journey. We can learn from those who've already tested the waters and avoid many of the trial and errors they've had to figure out.
The authors also suggest that we place some of the LEARNING IN THE HANDS OF OUR STUDENTS. By giving students some power over their own digital learning experiences, they too will gain digital citizenship which can be beneficial now and in their future education.
QUESTIONS: As digital teachers, what are some of the technology tools we should be familiar with? We should probably get proficient with the basic web 2.0 tools such as Wikis, Nings, Blogging, etc. It would also be helpful to have a personal learning network where you can bounce questions and answers off other digital teachers in your field. Attending conferences and reading publications that contain content related material would also prove to be very helpful.
What would be an example of leaving some of the learning in the hands of our students?
Some examples would be giving our students some administrative rights and allowing them to customize their digital tools. The right to have a mobile computer on a school network and still be able to update and install programs that are custom to their individual needs would definetly be a form of learning in their own hands. This would all be monitored behind scenes, but it gives them a sense of digital citizenship and may in turn prevent them from avoiding the Fear Factor altogether.
Lindsay, J., & Davis, V. (2010). Navigating digital rapids. Learning and Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg14
This article was about digital citizenship. Digital citizenship is when you have transformed yourself into someone who is comfortable researching and keeping current with the latest technology trends. This allows you the comfort of monitoring the use of modern technology in your classroom, school or district.
Due to minimal knowledge and unfamiliar territory in the technology world, most educators tend to fall into the fear factor. This fear factor prevents them from gaining digital citizenship. They must make it a priority to be as current as possible with the latest technology that allows them to create new and exciting learning projects and environments for their students. In other words, we all must become Digital Teachers in order to compete with the virtual entertainment our students use on a daily basis at home.
Lindsay and Davis give several tips on how to maximize our digital classrooms. They begin with the importance of CUSTOMIZATION. If we customize the learning environment and mobile technology, students will gladly accept it. Through these customized classrooms teachers and students can learn together while still keeping up with the National Standards.
The importance of MONITORING and BEING ENGAGED in our digital classroom must never be ignored. It is vital that both teachers and students conduct themselves in a professional and culturally sensitive manner. Things to be monitored are types of language used, avatars and uploaded material. By monitoring and being engaged we are teaching both responsibility and sensitivity.
Digital teachers must also HAVE A PLAN if a student should take advantage of the digital classroom and tools it provides. When they cross the line, consequences should be implemented immediately. Global teams can help monitor the materials because networks are monitored 24/7.
We must overcome the FEAR FACTOR and realize that the toughest waters have already been tested. Many have been working out the kinks for a while and we do not have to face many of the obstacles that were present at the beginning of this digital journey. We can learn from those who've already tested the waters and avoid many of the trial and errors they've had to figure out.
The authors also suggest that we place some of the LEARNING IN THE HANDS OF OUR STUDENTS. By giving students some power over their own digital learning experiences, they too will gain digital citizenship which can be beneficial now and in their future education.
QUESTIONS: As digital teachers, what are some of the technology tools we should be familiar with? We should probably get proficient with the basic web 2.0 tools such as Wikis, Nings, Blogging, etc. It would also be helpful to have a personal learning network where you can bounce questions and answers off other digital teachers in your field. Attending conferences and reading publications that contain content related material would also prove to be very helpful.
What would be an example of leaving some of the learning in the hands of our students?
Some examples would be giving our students some administrative rights and allowing them to customize their digital tools. The right to have a mobile computer on a school network and still be able to update and install programs that are custom to their individual needs would definetly be a form of learning in their own hands. This would all be monitored behind scenes, but it gives them a sense of digital citizenship and may in turn prevent them from avoiding the Fear Factor altogether.
Saturday, April 10, 2010
Journal 1 YC NETS-T IV & V Beginners Guide to Interactive Virtual Field Trips
I read and reflected on this article from the ITSE (International Society for Technology in Education) website and also used Citation Machine to cite the journal in APA format.
Zanetis, J. (2010). Beginners guide to interactive virtual field trips. Learning and Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg1
This article addressed the wonderful world of virtual field trips! It is basically enlightening educators about the possibilities of creating opportunities for their students to learn electronically. These VFT's or virtual field trips, are becoming more and more popular as it seems to be a more practical way of learning outside the classroom. It is slowly taking the place of local field trips.
VFT's fall into two categories; Asynchronous and Synchronous.
Asynchronous VFT's are not conducted in real time. They are websites that offer information on specific topics. Some websites to explore would be:
www.efieldtrips.org
www.accessexcellence.org and
www.gaillovely.com.
Synchronous VFT's are completely interactive and conducted in realtime. Students learn from educators in other locations like museums, historic castles or organizations.
Some may argue that these VFT's are more costly because of the h322 equipment needed. However, studies show that 30% of U.S. schools already have this type of equipment on hand.
VFT's offer students another form of learning by interacting through virtual technology and most seem to find the experience engaging!
QUESTIONS: What are some of the virtual field trips that a student can experience?
Students can experience things like a live science experiment, a live tour of a historical location, a detailed explanation of a display and even attending a folk festival.
How does the h322 videoconferencing equipment differ from the regular videoconferencing equipment?
The h322 differs from regular videoconferencing because it requires a specific device called a codec. Studies show that schools could actually be saving money by doing VFT's as opposed to the cost of regular local field trips.
Zanetis, J. (2010). Beginners guide to interactive virtual field trips. Learning and Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg1
This article addressed the wonderful world of virtual field trips! It is basically enlightening educators about the possibilities of creating opportunities for their students to learn electronically. These VFT's or virtual field trips, are becoming more and more popular as it seems to be a more practical way of learning outside the classroom. It is slowly taking the place of local field trips.
VFT's fall into two categories; Asynchronous and Synchronous.
Asynchronous VFT's are not conducted in real time. They are websites that offer information on specific topics. Some websites to explore would be:
www.efieldtrips.org
www.accessexcellence.org and
www.gaillovely.com.
Synchronous VFT's are completely interactive and conducted in realtime. Students learn from educators in other locations like museums, historic castles or organizations.
Some may argue that these VFT's are more costly because of the h322 equipment needed. However, studies show that 30% of U.S. schools already have this type of equipment on hand.
VFT's offer students another form of learning by interacting through virtual technology and most seem to find the experience engaging!
QUESTIONS: What are some of the virtual field trips that a student can experience?
Students can experience things like a live science experiment, a live tour of a historical location, a detailed explanation of a display and even attending a folk festival.
How does the h322 videoconferencing equipment differ from the regular videoconferencing equipment?
The h322 differs from regular videoconferencing because it requires a specific device called a codec. Studies show that schools could actually be saving money by doing VFT's as opposed to the cost of regular local field trips.
Introducing Yvette Cochran
Hello, my name is Yvette Cochran. I am originally from San Diego, CA but have lived all over the US! I attended high school at San Pasqual Academy, a Christian co-ed boarding school in the Escondido Valley. I graduated with a BA in Communications from Cal State University San Bernardino...a long time ago! :) After college I married my highschool sweetheart and have spent the last 15 years raising our family. We have 2 daughters, 13 and 10 years old. They are our everything!
My experience with technology is pretty basic. I have been an exclusive PC user until very recently. It is because of my teenager's persistence that I am very quickly converting to the wonderful Mac world! I currently use Windows XP on my primary computer at home. I basically depend on technology for email, research, and texting of course!
The CSUSM/COE Mission Statement speaks to me on many levels and most definitely reiterates the purpose for my decision to become an educator. I believe diversity, educational equity and social justice should be reflected in every teachers classroom. Remaining current on advance professional practices is crucial in the education world. This will help give our students some of the resources needed to become professional and successful individuals!
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