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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