Atomic Learning: Excel (NETS 3 and 5)

Atomic Learning is a website containing hundreds of technology lesson collections. By using resources such as this, I am able to learn new technology to make effective use of digital tools in support of student learning (NETS 5 ). In the example below, I am modeling effective use of current digital tools to evaluate information (NETS 3).

EdTechProfile Assessment - NETS 5

To measure the results and learning in my EDUC 422, I took the Technology Assessment Test provided by EdTechProfile before and after completing the class. The following graph shows the results of a baseline assessment test I took on 1/23/09 and a comparison test taken on 5/6/09. In doing self assessments, I will be able to continuously reflect and evaluate professional practice to make effective use of digital tools and resources in support of student learning (NETS 5).

Publish Post

Collaborative Copyright Paper - NETS 3, 4, and 5

This paper was the result of a collaborative effort to research and summarize information on copyright issues in education. We referenced Fair Use Harbor, a website containing facts and learning activities on fair use. To summarize our findings in one document, we used Google Docs to collaboratively complete the project for submission (NETS 3). In sharing this document with others, we are promoting and modeling digital responsibility related to the technology and information (NETS 4).

Fair Use Harbor

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Class Wiki: Web 2.0 Tools for Educators (NETS 1, 2, and 3)

Our class created a wetpaint wiki called CSUSM Web 2.0 Tools for Educators which defines numerous web 2.0 tools for educators. Each student was asked to contribute a description for a unique web 2.0 tool, show an example, and discuss how it could be used in the classroom. My contribution was on dipity.com and can be found below.





Following is my personal dipity.com application example.

Stephanie Ritter on Dipity.

Presentation: Character Education - NETS 1, 2

This presentation was created collaboratively using googledocs for another class. Using googledocs with my partners allowed us each to research our individual presentation sub-topics and add material to our group powerpoint presentation. We were also able to communicate in real time using the instant messaging feature of gmail connected to googledocs.

Character Education in Our Schools

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iMovie Software Proficiency - NETS 1 and 3

This Quicktime movie demonstrates several basic skills in creating a movie using iMovie software. Using video footage of the CSUSM campus, I was able to produce my movie by editing video clips, using screen effects, adding text/titles, extracting background audio, adding a voice over, using a still frames, and adding music. In creating this movie, I have modeled communication using digital-age media (NETS 3).

Journal 10: "Wikipedia: Friend or Foe" (NETS 1, 3, and 5)

Hammond, Thomas and David Farhie (March/April 2009). Wikipedia: friend or foe?. Learning and Leading with Technology, 36, Retrieved April 10, 2009, from http://www.learningandleading-digital.com/learning_leading/200904/

This article includes a point and counterpoint opinion on the use of Wikipedia as a classroom resource. Thomas Hammond says yes (friend), but that it needs to be used appropriately. Hammond says it is important to consider the nature of the curriculum. If the curriculum is specific and intended to transfer information then he would prefer to stick to text books. If the curriculum content is open and encourages critical thinking then using Wikipedia as a structure, rather than an information source, by which students are aware of the source credibility, comparison, and bias works for him.

David Farhie says that Wikipedia does not belong in his classroom (foe) because he questions credibility. He says facts are only as reliable as the sources and Wikipedia's sources are an ever-changing and edited contribution of knowledge. Farhie agrees with Hammond on the importance of not relying on Wikipedia as a complete information source, but he goes beyond this to explain the implication this has for his students. Farhie teaches his students the importance in determining credible sources, to be aware of stated online "facts" and "truths," and to wisely use resources like these as blocks to building their own knowledge rather than absolute truths.

Question 1: Online resources are tough to control in a Web 2.0 environment where students are able to access information in many ways and from many sources. What ways can a teacher encourage students to differentiate between credible and non-credible sources?

Answer 1: I was recently observing a 6th grade class and above the 15 class computers there was a poster on the wall titled "How to find a credible site?" Among many tips, one idea is to understand where the information is coming from by the website address. For example, a website ending in .gov, .ca, or .us is a government hosted website and probably can be considered credible.

Question 2: What does Wikipedia say about the information credibility and it's appropriateness in classrooms?

Answer 2: In an article written by the Chronicle in 2006 titled Wikipedia Founder Discourages Academic Use of His Creation, Jimmy Wales is quoted discouraging college students from using Wikipedia for class projects or serious research.