I joined the CSU San Marcos Web 2.0 Tools for Educators Wiki to learn about tools that can be used to enhance classroom learning and planning. I used a tool called about2findout and contributed to the wiki by adding two trivia quizzes to a separate page. This tool makes it easy to great quizzes on various topics.
Tuesday, May 11, 2010
Friday, May 7, 2010
Cal State University San Marcos PSA - NETS 1,2,3
Using iMovie I created a Public Service Announcement for California State University San Marcos. This video was intended to promote the university and attract potential students. It was created with iMovie by editing video clips, adding text, voice overs and music file from iTunes.
Journal Seven: Podcasting in the Classroom
Podcasting is a new way of delivering audio files via the internet that allows your users to subscribe via an RSS feed to down load and listen. With Podcasting you can create your own files, then publish them online where they are indexted. They can then be downloaded to people who subscribe via their cell phones, iTunes or other devices. They are able then listen to the audio files anytime they want.
Podcasting daily lessons
A middle school teacher wanted to start podcasting her daily lessons but said she couldn’t be tethered to her computer. She was asking the community if anyone had any ideas to over come this issue. One teacher suggested she use a blue tooth, like a device used for cell phones, that was compatible with her computer. Numerous teachers agreed that the blue tooth device was the best idea and others suggested she use Audacity for the recording software.
Teacher's use of podcasts as a teaching tool!
A teacher was attending an ed tech conference and was going to discuss her use of podcasts in her classroom. She wanted to know if anyone else was utilizing this technology in their classrooms. Several teachers replied they had been doing it for a while with great results. Others mentioned they were just getting started.
Podcasting daily lessons
A middle school teacher wanted to start podcasting her daily lessons but said she couldn’t be tethered to her computer. She was asking the community if anyone had any ideas to over come this issue. One teacher suggested she use a blue tooth, like a device used for cell phones, that was compatible with her computer. Numerous teachers agreed that the blue tooth device was the best idea and others suggested she use Audacity for the recording software.
Teacher's use of podcasts as a teaching tool!
A teacher was attending an ed tech conference and was going to discuss her use of podcasts in her classroom. She wanted to know if anyone else was utilizing this technology in their classrooms. Several teachers replied they had been doing it for a while with great results. Others mentioned they were just getting started.
Journal Ten: The Threat of Security
Robertsone, L. (2007). The Threat of security, hindering technology innovation in the classroom. Learning and Leading with Technology, 35(8),
The article, “The Threat of Security, Hindering Technology Innovation in the Classroom”, asks the question, are policies being imposed by administrations as efforts to protect students and personnel from lawsuits actually decreasing the availability and utility on integrating technology into teaching and learning? While the author acknowledges there is a real need for security, she points out that some of the policies implemented by schools and districts actually hinder and even prevent the use of technology in school.
Some of the examples sited are the restrictions on use of email. In some districts teachers are not allowed to use their email for any purpose other than district business. Rather than risk being reprimanded for inappropriate use of email, teachers elect just to ignore or minimize the use of their school email account. Software installed to reduce security threats to school networks automatically times out any teacher or student that is inactive on the computer for longer than 4 minutes. This results in teachers and students loosing valuable time logging by into the system.
Other restrictions like prohibiting use of private web sites and filters on all computers further prevents teachers from fully utilizing the technology available to teach their classes.
Why is it so important to allow teachers to use private websites?
Many teachers are using web sites as a means to communicate important information to their classes. They also can use learning web sites that facility discussions and increases student involvement. Use of private web sites also helps teachers keep parents involved in the students’ progress.
What should schools do to maintain security but not stifle innovation?
Schools must keep the students and other personnel safe but they also have a responsibility to encourage the use f innovative technologies. The policies must not make teachers so fearful and frustrated that they abandon all attempts to use technology in the classrooms.
The article, “The Threat of Security, Hindering Technology Innovation in the Classroom”, asks the question, are policies being imposed by administrations as efforts to protect students and personnel from lawsuits actually decreasing the availability and utility on integrating technology into teaching and learning? While the author acknowledges there is a real need for security, she points out that some of the policies implemented by schools and districts actually hinder and even prevent the use of technology in school.
Some of the examples sited are the restrictions on use of email. In some districts teachers are not allowed to use their email for any purpose other than district business. Rather than risk being reprimanded for inappropriate use of email, teachers elect just to ignore or minimize the use of their school email account. Software installed to reduce security threats to school networks automatically times out any teacher or student that is inactive on the computer for longer than 4 minutes. This results in teachers and students loosing valuable time logging by into the system.
Other restrictions like prohibiting use of private web sites and filters on all computers further prevents teachers from fully utilizing the technology available to teach their classes.
Why is it so important to allow teachers to use private websites?
Many teachers are using web sites as a means to communicate important information to their classes. They also can use learning web sites that facility discussions and increases student involvement. Use of private web sites also helps teachers keep parents involved in the students’ progress.
What should schools do to maintain security but not stifle innovation?
Schools must keep the students and other personnel safe but they also have a responsibility to encourage the use f innovative technologies. The policies must not make teachers so fearful and frustrated that they abandon all attempts to use technology in the classrooms.
Thursday, May 6, 2010
Journal Nine: Grounded Tech Integration
Blanchard , M. (2009). Grounded tech integration: science. Leading and Learning 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=25510&DirectListComboInd=D
The article, “Grounded Tech Integration: Science”, looks at some ways science teachers can integrate new technologies into their classrooms. Science teachers in public schools can choose from traditional technologies or newer digital tools. But wise spread use of technology in science classrooms is limited. The author gives several approaches that can lead to better utilization of technology in science classes.
One recommendation is for the teacher to focus on instructional planning and avoid falling into the "technology first" trap. Teachers need to plan instruction based on the students' curriculum-based learning needs and not around the educational technology available. In the article the author gives a set of learning/ activity types and suggests education technologies that are supportive of that kind of lesson. This list of activity types and corresponding possible technologies is available to teachers who want help changing their lessons so they can fully utilize the technology that is available in their schools. After teachers decide the goals for a lesson or project they can review the activity types for that subject and select which is best to help students achieve the learning goals. The article goes on to give several examples of how schools used this approach to redesign parts of their curriculum to be more engaging and interesting for the students.
With constant changes in technology and the desire to change curriculum wouldn’t the list of activities become out dated?
Teachers are encouraged to add to, update or refine, and revise the science activity types taxonomy on the Wiki.
What are some of the advantages of using these resources to plan a lesson or lesson in your classroom?
Using the list of activity-types taxonomy and corresponding technologies that best supports them will allow teachers to get better utilization of the technology that is available to them. It can also help them think of more activities and technologies to use their classrooms.
Then choose the curriculum objectives they planned to address, decide which types of activities best addressed those objectives, and consider which
The article, “Grounded Tech Integration: Science”, looks at some ways science teachers can integrate new technologies into their classrooms. Science teachers in public schools can choose from traditional technologies or newer digital tools. But wise spread use of technology in science classrooms is limited. The author gives several approaches that can lead to better utilization of technology in science classes.
One recommendation is for the teacher to focus on instructional planning and avoid falling into the "technology first" trap. Teachers need to plan instruction based on the students' curriculum-based learning needs and not around the educational technology available. In the article the author gives a set of learning/ activity types and suggests education technologies that are supportive of that kind of lesson. This list of activity types and corresponding possible technologies is available to teachers who want help changing their lessons so they can fully utilize the technology that is available in their schools. After teachers decide the goals for a lesson or project they can review the activity types for that subject and select which is best to help students achieve the learning goals. The article goes on to give several examples of how schools used this approach to redesign parts of their curriculum to be more engaging and interesting for the students.
With constant changes in technology and the desire to change curriculum wouldn’t the list of activities become out dated?
Teachers are encouraged to add to, update or refine, and revise the science activity types taxonomy on the Wiki.
What are some of the advantages of using these resources to plan a lesson or lesson in your classroom?
Using the list of activity-types taxonomy and corresponding technologies that best supports them will allow teachers to get better utilization of the technology that is available to them. It can also help them think of more activities and technologies to use their classrooms.
Then choose the curriculum objectives they planned to address, decide which types of activities best addressed those objectives, and consider which
Wednesday, May 5, 2010
Journal Eight: Assessment Made Easy
Zucker, A. (2009). Assessment made easy. Leading and Learning with Technology, 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/L_L_June_July_2009.htm
The article, “Assessment Made Easy”, discusses the success a charter school in Denver has had with their one-to-one laptop program. The school received a $1 million donation from Hewlett-Packard and used the funds to give every student in the school a laptop. The school requires at least 40% of its students come from low income households. The school boasts having one of the highest test scores and all of its gradating seniors were accepted into a four year college. The average public school in Denver has a graduation rate of 52%.
One of the reasons the laptop programs has seen such favorable results is the instant assessment and feedback. Students find out almost instantly how they did on exams and quizzes. Getting feed back is a key component to learning and students seem enthusiastic about quick response.
Another advantage to the laptop program is the ability of teachers to tailor the instruction to the student’s individual needs, based on the feed back they get from the laptops. If the teacher feels part of the previous weeks lesson wasn’t understood by a portion of the class, the teacher can elect to re-teach part of the class. The computers also make it easy for the schools to tie the testing and curriculum to the state standards. Special software is installed on all the lap tops that allow interim assessments.
How can the laptops be used in classes aren’t suitable to multiple choice tests?
The laptops are used very effectively in language arts classes. The teacher is able to have students submit written assignments and then display one students writing on board. The class can watch the teacher critique the students writing and edit the paper. Also, it allows the students to write without worrying about poor penmanship.
Do the laptops work for Math and Science as well?
Math and science classes also utilize the laptops and tests are graded almost as quickly. The computer allows for the multiple choice question to be separated out and graded immediately. The constructed responses can be graded by the teacher more efficiently because the teacher can focus on just that aspect of the test.
The article, “Assessment Made Easy”, discusses the success a charter school in Denver has had with their one-to-one laptop program. The school received a $1 million donation from Hewlett-Packard and used the funds to give every student in the school a laptop. The school requires at least 40% of its students come from low income households. The school boasts having one of the highest test scores and all of its gradating seniors were accepted into a four year college. The average public school in Denver has a graduation rate of 52%.
One of the reasons the laptop programs has seen such favorable results is the instant assessment and feedback. Students find out almost instantly how they did on exams and quizzes. Getting feed back is a key component to learning and students seem enthusiastic about quick response.
Another advantage to the laptop program is the ability of teachers to tailor the instruction to the student’s individual needs, based on the feed back they get from the laptops. If the teacher feels part of the previous weeks lesson wasn’t understood by a portion of the class, the teacher can elect to re-teach part of the class. The computers also make it easy for the schools to tie the testing and curriculum to the state standards. Special software is installed on all the lap tops that allow interim assessments.
How can the laptops be used in classes aren’t suitable to multiple choice tests?
The laptops are used very effectively in language arts classes. The teacher is able to have students submit written assignments and then display one students writing on board. The class can watch the teacher critique the students writing and edit the paper. Also, it allows the students to write without worrying about poor penmanship.
Do the laptops work for Math and Science as well?
Math and science classes also utilize the laptops and tests are graded almost as quickly. The computer allows for the multiple choice question to be separated out and graded immediately. The constructed responses can be graded by the teacher more efficiently because the teacher can focus on just that aspect of the test.
Tuesday, May 4, 2010
Journal Six: Students Without Boarders
Bickley, M. (2009). Students Without Boarders. Learning and Leading with Technology, 37(3), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/NovemberNo3/students_without_borders.htm
The article "Students Without Borders: Global Collaborative Learning Connects School to the Real World" discussed how some schools and teachers are utilizing technology to connect students from around the world so they can work together on projects that have an impact locally and globally. The author gives a couple examples of how students from different countries come together for global collaborative learning.
The first example she gives is the The Machinto Project, where students from around the world interact and learn how war affects kids their own age, both past and present. This year some US students created books and drawings that reflected their views on peace and shared them with students in Afghanistan.
Another assignment students worked on was the Artful Miles project. Students from around the world teach their fellow students about their own country and culture. The students share gifts that are reflective of their homeland. They also communicate through a wiki and post stories, pictures and art. In the end the students learn about other students, countries, their culture and their environmental issues. Building relationships with student from around the world helps teach students the importance in global cooperation and helps them embrace cultural diversity.
Are these projects available for any grade level?
All three of specific projects mentioned in the article are open to grades K-12. The older the students the more the interaction with the students from other countries.
How are these assignments being received?
Most students are finding these projects extremely rewarding and fun. The students seem to be much more engaged with these projects than traditional lessons.
The article "Students Without Borders: Global Collaborative Learning Connects School to the Real World" discussed how some schools and teachers are utilizing technology to connect students from around the world so they can work together on projects that have an impact locally and globally. The author gives a couple examples of how students from different countries come together for global collaborative learning.
The first example she gives is the The Machinto Project, where students from around the world interact and learn how war affects kids their own age, both past and present. This year some US students created books and drawings that reflected their views on peace and shared them with students in Afghanistan.
Another assignment students worked on was the Artful Miles project. Students from around the world teach their fellow students about their own country and culture. The students share gifts that are reflective of their homeland. They also communicate through a wiki and post stories, pictures and art. In the end the students learn about other students, countries, their culture and their environmental issues. Building relationships with student from around the world helps teach students the importance in global cooperation and helps them embrace cultural diversity.
Are these projects available for any grade level?
All three of specific projects mentioned in the article are open to grades K-12. The older the students the more the interaction with the students from other countries.
How are these assignments being received?
Most students are finding these projects extremely rewarding and fun. The students seem to be much more engaged with these projects than traditional lessons.
Saturday, May 1, 2010
Ed Tech Profile - NETS 2, 5
I took a quiz on the EdTEch website and my skills using technology were were assessed and graphed. The table below displays my assessment level for different categories.
Copyright/ Internet Safety - NETS 5
I worked with five other students and used Google Documents to create a collaborative copyright resource for educators. With this exercise we learned about the important issues regarding copyright issues in education and learned how to use web-based word processing programs as a collaboration tool.
Excell: Aviation Crossword Puzzle - NETS 2, 3
This crossword puzzle was created using excel. The clues can be seen by passing the cursor over the cell of the first letter of a word. All the clues can been seen on the second sheet of the spread sheet and can be printed out if desired.
Class News Letter - NETS 1, 2, 3
Using Microsoft Word I created a newsworthy and interesting newsletter for students and parents with information about my classroom. The newsletter contains three articles, incorporated clip art and graphics, and was laid out in two columns.
Self Portrait Scan - NETS 3
I used markers and paper to draw a self portrait. I then scanned the picture and saved it on my desk top. The picture was incorporated into my classroom news letter.
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Saturday, April 24, 2010
NETS-S Powerpoint NETS 1, 2, 3
I created a powerpoint presentation that demonstrated knowledge of the 2007 ISTE NETS-S and the performance indicators (for Technologically Literate students) for the 6th through 8th grades. My presentation incorporates digital tools to promote learning and effectively comunticates information to students.
Journal Five: Let the Kids do the Work
Lindsay, J. (2010). Let the Kids do the Work. Leading and Learning with Technology, 37(6), Retrieved from Bull, G. (2010). Finding students who learnd with media. Leading and Learning with Technology, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
In the article, "Let the Kids do the Work, the author explains how her students responded so well to an online assignment that they were the ones doing the teaching. After attending an educational conference the author was inspired and determined to incorporate technology into her classroom. She asked her students to read a poem on wiki and answer an essay question. She then requested them to respond to at least one other students essay. The students responded so favorably she decided to more online assignments.
Many students in this teachers classroom were reluctant to participate in class discussions. However, on line they were able to find their voices and express themselves. The teacher quickly realized many of her students possessed technical skills that exceed her own. She recruited several of them to up date her wiki page.
What gave this teacher the motivation to start using technology in her classroom?
After attending numerous workshops the teacher felt she needed to at least try and use something she learned in one of her classes. This one assignment opened the door for her and her students.
Is it bad when the students know more than the teacher?
This teacher was secure enough to admit to her students she was not an expert with the technology they were using. Rather than mock their teacher, they embraced the idea of helping her learn and improve her lessons.
In the article, "Let the Kids do the Work, the author explains how her students responded so well to an online assignment that they were the ones doing the teaching. After attending an educational conference the author was inspired and determined to incorporate technology into her classroom. She asked her students to read a poem on wiki and answer an essay question. She then requested them to respond to at least one other students essay. The students responded so favorably she decided to more online assignments.
Many students in this teachers classroom were reluctant to participate in class discussions. However, on line they were able to find their voices and express themselves. The teacher quickly realized many of her students possessed technical skills that exceed her own. She recruited several of them to up date her wiki page.
What gave this teacher the motivation to start using technology in her classroom?
After attending numerous workshops the teacher felt she needed to at least try and use something she learned in one of her classes. This one assignment opened the door for her and her students.
Is it bad when the students know more than the teacher?
This teacher was secure enough to admit to her students she was not an expert with the technology they were using. Rather than mock their teacher, they embraced the idea of helping her learn and improve her lessons.
Saturday, April 17, 2010
Social Bookmarking Journal, Delicious.com NETS - 3, 4
I joined the social bookmarking site www.delicious.com. I tagged numerous accounts and added them to my account. I viewed eight sites and commented on them below. I added these tags to my blog so my colleagues can see the sites I am reviewing.
1. I reviewed the Bill of Rights exhibit on the national Archives web site and feel it would be an excellent addition to any lesson on American Government. The exhibit discussed the history of the constitution and the bill of rights. The exhibit also had transcripts of the first ten amendments and the image of the actual document. The use of primary sources in the classroom can be a tremendous value to the students. Having access to original documents and materials can give students a better view of history and help make the lesson more interesting.
2. I selected the following are three of the areas from the "Becoming a Culturally Competent Educator" article on the NEA website because I felt they were a good fit for my teaching style.
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 feel it is critical for all educators and administrators to be aware of the cultural attitudes of students and teachers alike. Having group discussions and exploring each others beliefs, thoughts and attitudes is very helpful and a great start to cultural competence. I feel very comfortable initiating and participating in these kinds of discussions.
Identify and include budgetary expenditures each fiscal year to facilitate personnel development through their participation in conferences, workshops, and seminars on cultural competence.
Educators must continually work at their cultural competence. By attending workshops, seminars and conferences they can learn from other teachers and interact with people with different cultures and attitudes. I believe in coming together as a community and learning form one another.
Network with other schools that are developing and implementing culturally competent systems. Adapt the processes and information that are consistent with your school's needs and interests.
Collaborating with other schools that have succeeded in developing strong programs for cultural diversity and competence can be very beneficial. Even if a school has a great program already, it is very possible they can pick up great ideas to enhance what they are already doing. Sharing ideas and programs with other schools only makes everyone better.
3. I took the test for high school grades and received a zero score. I am not classified as a cyber bully but I have known people that would score high if they took the test. Schools have little authority to stop kids from cyberbullying if it occurs off campus on a students private time is hard for the school. Schools leave themselves open to lawsuits if they try and take disciplinary action. But they can be effect working with the parents to stop cyberbulling. Schools can also make a difference by educating all students on cyberethics and the law. Another action schools can take it to add provisions to the school's acceptable use policy reserving the right to discipline the student for actions taken off-campus if they are intended to have an effect on a student or they adversely affect the safety and well-being of student while in school.
8. I scored 10 out of 10 on the quiz. The information on the test was very basic but extremely important to know. Students need to know how to communicate and interact on the internet. If they are unaware of proper etiquette they will be constantly be annoying others. Just like interacting in person, students have to know how to be sensitive to others and practice good manners. Developing and maintaining relationships is just as important on-line. Netetiquette needs to be taught at an early age.
:^D
1. I reviewed the Bill of Rights exhibit on the national Archives web site and feel it would be an excellent addition to any lesson on American Government. The exhibit discussed the history of the constitution and the bill of rights. The exhibit also had transcripts of the first ten amendments and the image of the actual document. The use of primary sources in the classroom can be a tremendous value to the students. Having access to original documents and materials can give students a better view of history and help make the lesson more interesting.
2. I selected the following are three of the areas from the "Becoming a Culturally Competent Educator" article on the NEA website because I felt they were a good fit for my teaching style.
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 feel it is critical for all educators and administrators to be aware of the cultural attitudes of students and teachers alike. Having group discussions and exploring each others beliefs, thoughts and attitudes is very helpful and a great start to cultural competence. I feel very comfortable initiating and participating in these kinds of discussions.
Identify and include budgetary expenditures each fiscal year to facilitate personnel development through their participation in conferences, workshops, and seminars on cultural competence.
Educators must continually work at their cultural competence. By attending workshops, seminars and conferences they can learn from other teachers and interact with people with different cultures and attitudes. I believe in coming together as a community and learning form one another.
Network with other schools that are developing and implementing culturally competent systems. Adapt the processes and information that are consistent with your school's needs and interests.
Collaborating with other schools that have succeeded in developing strong programs for cultural diversity and competence can be very beneficial. Even if a school has a great program already, it is very possible they can pick up great ideas to enhance what they are already doing. Sharing ideas and programs with other schools only makes everyone better.
3. I took the test for high school grades and received a zero score. I am not classified as a cyber bully but I have known people that would score high if they took the test. Schools have little authority to stop kids from cyberbullying if it occurs off campus on a students private time is hard for the school. Schools leave themselves open to lawsuits if they try and take disciplinary action. But they can be effect working with the parents to stop cyberbulling. Schools can also make a difference by educating all students on cyberethics and the law. Another action schools can take it to add provisions to the school's acceptable use policy reserving the right to discipline the student for actions taken off-campus if they are intended to have an effect on a student or they adversely affect the safety and well-being of student while in school.
4, Algebra LAB is an online learning environment that helps high school students focus on topics and skills from mathematics classes that are needed in their introductory science courses. It has often been said mathematics is the language of science. Students that have not mastered basic algebra skills have difficulty solving science problems because they can't recognize when particular mathematics procedures are applicable. AlgebraLABs work on building the connections between science and the basic mathematics required. These labs utilize lessons on topic/skill combination, practice pages for each topic/skill combination word-problem mini-lessons, and interpretations of science graphs that integrate reading and math skills and hands-on science activities to support the use of mathematics in science occupations.
As an educator I would try and incorporate tools like Algebra LABs as much as possible to enhance my lessons. I think it is important to incorporate science material as well as other materials that bring real life applications to math classes. Many students find math difficult and boring. They do not realize how math plays a key role in our every day lives.Kathy Schrock's Guide for Educators offers many tools for teachers. One tool that I would use my classrooms is the guide to WebQuest. On her web site there are links to sites that help the teacher develop WebQuests as well as other learning activities. One site by Bernie Dodge and Tom March offers a a huge selection of WebQuest links and materials in addition to articles that let the teacher stay up on the latest thinking about WebQuests and Working the Web for Education.
5. After taking the multiple intelligence test I scored an 88% logical-mathematical, a 69% on intrapersonal and a 56% on interpersonal.
I was impressed and a little surprised at the results Smartville had with such a different teaching style. The more I thought about the Multiple Intelligences (MI)and how kids learn in different ways it seemed much more logical. Offering students a menu of activities to perform not only empowers them but also increases the chances the lesson will be taught in a way they can understand and process. I would like to see more schools embrace MI and start educating their faculty staff so they can tailor their lessons to their students strengths.6. I chose a lesson geared for grades 9 through 12 from the subject of math and technology. The lesson I picked was called Wealth Matters. It looks at the causes and meaning of poverty in our own nation and offers students tools for change, and new ways to interpret the world around them. Students will learn about income distribution in a market economy, prepare and follow a budget, will engage in problem solving and do reflective writing. They will also learn to how finances affect access to education, health care and other factors. I would introduce this lesson to my students and have them divide into small groups. I would assign the groups different family profiles. Each group would be responsible for meeting the family's basic needs, providing education for the children, health care, entertainment, etc. After they mastered the skill of maintaining a budget they would be given an unexpected change which would require them to make financial adjustments and redo their budget.
http://www.tolerance.org/activity/wealth-matters7. I too the Multicultural Education and Equity Awareness Quiz and recieved a score of 3 out of 15. I was pretty supprised by how low my score was. I was also shocked by the answers when I went back and reread the questions. I was surprised that coming from a privilidged back ground could add as much as 160 points on the SAT score. Affirmitive action is constantly in the news and constantly challenged. Yet, I never hear or read about the legacy advantage that many from weathly backgrounds recieve. It is obviously not fair. But what can be done about it? How can the playing field be leveled for all students who are striving to get into good colleges. I was also shocked to see there are over 2,600,000 millionares in this country. That is almost one out of every 100 men, women and children in this country. Considering the average annual income in this country is around $40,000, it makes me wonder if there is a growing gap between the rich and poor.
8. I scored 10 out of 10 on the quiz. The information on the test was very basic but extremely important to know. Students need to know how to communicate and interact on the internet. If they are unaware of proper etiquette they will be constantly be annoying others. Just like interacting in person, students have to know how to be sensitive to others and practice good manners. Developing and maintaining relationships is just as important on-line. Netetiquette needs to be taught at an early age.
:^D
Journal Three: Navigate the Digital Rapids
Lindsay, J. (2010). Navigate the digital rapids. Leading and Learning with Technology, 37(6), Retrieved from Bull, G. (2010). Finding students who learnd with media. Leading and Learning with Technology, 37(5), 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 article “Navigate the Digital Rapids”, by Lindsay and Davis discusses what it means to be a digital teacher and offers advice for teachers as they try to incorporate this new technology. Digital teachers need to encourage students to engage in global collaborative environments and teach them about digital citizenship. Teachers need to overcome the fear of global collaborative environments and emphasize student-centered learning in an attempt to create interesting and engaging learning projects.
The article suggest allowing students to customize their tools such as mobile technology and learning environments will help them stay engaged and lead to richer learning. The first step for teachers is become connected and start using the technology for their own personal professional learning networks. An educational network is a group of people coming together to share experiences and learn. Using the technology to develop a social network to connect with friends and family is not the same.
Teachers must coach students about being responsible and sensitive while engaging in global collaborative environments. They also must moderate all online networking sites for membership and content. When inappropriate or offensive material is discovered it needs to be removed and the teacher decides what actions, if any, need to be taken.
At what age should teachers begin education students on digital citizenship?
Students are ready to learn about digital citizenship as soon as they start using digital tools for communication, collaboration and educational networking.
Is this kind of education safe for students?
While it is true there are risks associated with the internet, it is better that students are educated and the dangers and risks, rather than have them avoid the internet all together.
Journal Four: Playing with Skype
Weller, T. (2010). Playing with skype. Leading and Learning with Technology, 36(7), Retrieved from Lindsay, J. (2010). Navigate the digital rapids. Leading and Learning with Technology, 37(6), Retrieved from Bull, G. (2010). Finding students who learnd with media. Leading and Learning with Technology, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
Logistics makes it very difficult for composures of school band music to interact with the students that actually play the music and the audience that hears that music. With the help of technology, that bridge can be crossed. Using Skype a composer in
The equipment needed to such interaction is minimal. An internet connection, computer, microphones, a data projector and some adapters are all it takes to hook up Skype. Composers could also be connected to the students in the band during concerts as well. While appearing live via Skype composers can make the introduction for their pieces or have an interactive discussion with the students and audience prior to the band playing.
Skype is very user friendly and allows teaches to connect with experts in their field and invite them into their classroom. This obviously has significant benefits for the students.
Does it cost to use Skype?
There is a free version of Skype that can be used from the www.skype.com web site. It just takes a few steps to signup and a few minutes to install the software and then you are ready to go.
Why isn’t this technology being used more by teachers?
Many teachers are either unaware of the benefits of this technology or are afraid to use it. With time more and more teachers will become more comfortable with the technology that is at their finger tips.
Friday, April 16, 2010
Journal Two: Finding Students Who Learned with Media
Bull, G. (2010). Finding Students Who Learned With Media. Leading and Learning with Technology, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
Primary Access MovieMaker is an online tool that allows students to create a short online documentary film by adding primary source images, audio narration and text. Tools like this can greatly enhance student engagement and learning. The
Students that used the Primary Access software spent considerably more time on the storyboard task compared to students who wrote essays. The student activities from the web based tools were compared to the classroom assessment scoring system and four profiles were noted; students that were engaged with high technology/ high content, students engaged with high technology / low content, students engaged with low technology/ high content, students engaged with low technology/ low content.
What effect does adding media to the learning process have on the students?
Students that were engaged in both the content and the media making demonstrated greater higher order thinking and creativity in their work.
Is this approach suited for every student?
Some students were not engaged my adding media to the glass and would have preferred a more traditional assignment like writhing an essay. Teachers will need to assign instruction and tasks that best meet the students’ needs.
Journal One: The Beginners Guide
Zanetis, Jan. (2010). The Beginners guide to interactive virtual field trips. Leading and Learning 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
In the article "The Beginners Guide to Interactive Virtual Field Trips" the author points out how field trips can be used as a break from the day to day classroom activities and offer real world experiences relating to the curriculum being taught. Unfortunately, even local field trips are rarely used do to escalating travel costs. Virtual field trips (VFTs) can offer the same benefits as traditional field trips but without the costs. They utilize the Internet to bring students closer to remote locations and experts in many different areas. There are two kinds of VFTs; asynchronous and interactive synchronous.
Asynchronous are not delivered in real time. They include text, audio or video resources about specific topics and content. Because they are not in real time the quality and educational value can vary. Interactive VFTs take place take place "live", where students in one location learn form instructors from a different location. This kind kind of VFT requires video conferencing equipment that many schools already have.
VFTs give teachers the chance to expose their students to a world beyond their school limits. Students are allowed to interact with curators, wildlife naturalists, scientists, historians and other students from around the globe. VFTs also make learning the material more interesting and enjoyable.
What grade levels are VFTs geared towards?
VFTs are targeted to the students area and grades so they can be used K-12. There are VFT aggregator sites that have VFT programs for all levels. Teachers can obtain materials and activities for the students to use before and after the VFT.
What if my school doesn't have a the necessary video conferencing equipment?
Some videoconferencing equipment vendors may be willing to bring in the equipment and let the school use it as part of a demonstration for the school. There are also grants ans assistance programs available for purchasing this equipment.
In the article "The Beginners Guide to Interactive Virtual Field Trips" the author points out how field trips can be used as a break from the day to day classroom activities and offer real world experiences relating to the curriculum being taught. Unfortunately, even local field trips are rarely used do to escalating travel costs. Virtual field trips (VFTs) can offer the same benefits as traditional field trips but without the costs. They utilize the Internet to bring students closer to remote locations and experts in many different areas. There are two kinds of VFTs; asynchronous and interactive synchronous.
Asynchronous are not delivered in real time. They include text, audio or video resources about specific topics and content. Because they are not in real time the quality and educational value can vary. Interactive VFTs take place take place "live", where students in one location learn form instructors from a different location. This kind kind of VFT requires video conferencing equipment that many schools already have.
VFTs give teachers the chance to expose their students to a world beyond their school limits. Students are allowed to interact with curators, wildlife naturalists, scientists, historians and other students from around the globe. VFTs also make learning the material more interesting and enjoyable.
What grade levels are VFTs geared towards?
VFTs are targeted to the students area and grades so they can be used K-12. There are VFT aggregator sites that have VFT programs for all levels. Teachers can obtain materials and activities for the students to use before and after the VFT.
What if my school doesn't have a the necessary video conferencing equipment?
Some videoconferencing equipment vendors may be willing to bring in the equipment and let the school use it as part of a demonstration for the school. There are also grants ans assistance programs available for purchasing this equipment.
Saturday, April 10, 2010
Introduction Letter
My name is Patrick O'Rourke. I was born 60 miles north of NYC, in a small rural town. After I graduated high school I attended Penn State and earn a BS in Mechanical Engineering. The job prospects at the time were limited because of a recession so I decided to join the navy. I received a commission though Aviation Officer Candidate School and attend fly school in Pensacola, Florida. My first squadron was located at NAS North Island, San Diego. I fell in love with the area and knew I never wanted to leave. After three years was sent back to Florida to be a flight instructor. I completed my naval obligation and resigned my commission. I moved to New Orleans and flew helicopters to the oil rigs in the Gulf of Mexico. On my off days I flew small airplanes for the Navy Reserves. After a couple years I moved back to San Diego to put down roots. I worked in several different industries as an engineer, manager and sales rep. I also have two daughters and numerous pets.
I have been a PC user for years and feel comfortable with most of the MS software programs. I often wished I had bought a Mac for my first computer. Apple seems much easier and intuitive. I did take a couple programing courses in college( basic and FORTRAN) but I don't have a clue about programming, code or trouble shooting problems with my PC. I like technology and would like to incorporate it into my classroom.
I really liked the Department of Education's mission statement, especially their commitment to to "student centered education, diversity, collaboration, professionalism, and shared governance." I think that distinguishes this university from the other credentially programs in San Diego. To me collaboration and shared governance is very important in general but even more so in education.
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