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).
Sunday, May 10, 2009
Saturday, May 9, 2009
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
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.
Following is my personal dipity.com application example.
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
Character Education in Our Schools
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Wednesday, April 22, 2009
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).
Thursday, April 9, 2009
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.
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.
Journal 9: "The Kids are All Right" (NETS 1, 3, and 5)
Waters, J. K. (2009, March). The kids are All Right. T-H-E Journal, Retrieved April 9, 2009, from www.thejournal.com/articles/24104
This article discusses a study conducted by the John D. and Catherine T. MacArthur Foundation called "Kids' Informal Learning With Digital Age Media: An Ethnographic Investigation of Innovative Knowledge Cultures." The study observed the daily online social networking interactions of 800 youths and their parents in attempt to understand how digital age media tools affect learning in children. The study concludes that online activity can be constructive for kids and actually essential for their success in the 21st century digital age. Out of the classroom, students are using digital media tools to maintain friendships through social networks and invest online time to explore interests they are passionate about with endless access to resources. John Waters, the author of this article, suggests teachers should tune into how digital media tools affect their students and use this in the classroom to further engage students in new ways.
Question 1: How could a teacher encourage and show support for student "interest-driven" online activity?
Answer 1: A teacher could frequently speak of his/her own online networks and areas of interests which are explored through digital media tools. Students could be encouraged to share their own online experiences, resources, and interests as well.
Question 2: How would you, as a teacher, help a parent understand the role digital media plays in their child's life?
Answer 2: I would hope to convey that online activity is constructive for students and not a waste of time. Whether they are networking to connect with friends or exploring items of interest, the self-initiated learning and online social networking experiences are essential for success in the 21st Century.
This article discusses a study conducted by the John D. and Catherine T. MacArthur Foundation called "Kids' Informal Learning With Digital Age Media: An Ethnographic Investigation of Innovative Knowledge Cultures." The study observed the daily online social networking interactions of 800 youths and their parents in attempt to understand how digital age media tools affect learning in children. The study concludes that online activity can be constructive for kids and actually essential for their success in the 21st century digital age. Out of the classroom, students are using digital media tools to maintain friendships through social networks and invest online time to explore interests they are passionate about with endless access to resources. John Waters, the author of this article, suggests teachers should tune into how digital media tools affect their students and use this in the classroom to further engage students in new ways.
Question 1: How could a teacher encourage and show support for student "interest-driven" online activity?
Answer 1: A teacher could frequently speak of his/her own online networks and areas of interests which are explored through digital media tools. Students could be encouraged to share their own online experiences, resources, and interests as well.
Question 2: How would you, as a teacher, help a parent understand the role digital media plays in their child's life?
Answer 2: I would hope to convey that online activity is constructive for students and not a waste of time. Whether they are networking to connect with friends or exploring items of interest, the self-initiated learning and online social networking experiences are essential for success in the 21st Century.
Sunday, March 22, 2009
Journal 8: Web 2.0 Evaluation Google Earth (NETS 1, 3, and 5)
For this assignment I referenced a website called Classroom 2.0 to follow threads on the classroom applications of GoogleEarth. In the journal response below I have explained GoogleEarth and noted what I learned from following these threads posted by teachers. I also read similar journal entries posted by other classmates and learned about other web 2.0 tools used in the classroom. In doing this assignment I engaged in a global learning community to explore creative applications of technology to improve student learning (NETS 5). I also demonstrated collaboration with peers using digital tools and resources to support student success and innovation (NETS 3). I have learned the GoogleEarth is a strong web 2.0 tool that can be used to explore real-world issues and to solve authentic problems using digital tools (NETS 1).
Google Earth is a free download that allows you to explore everything from a single star in the sky to a 2 foot bush on your own front lawn. Upon opening the program, you begin by navigating a virtual globe by simply moving across the earth with your mouse, zooming into specific locations, or choosing longitude and latitude coordinates or programmed tours. The possibly explorations and learning for the user are endless and the program is friendly to use too. The program allows you to fly under the ocean's surface, view images of historical earth, see the sun's shadows on earth at any chosen time, visit real high resolution imaged volcano sites, travel to Ancient Rome or explore a 360 degree panorama of Taj Mahal or the Black Desert. Contributions made by The New York Times, National Geographic, and You Tube provide information on global issues, historicall landmarks & events, and knowledge about deep sea creatures.
Google Earth is a wonderful tool to use in the classroom to support curriculum. I followed discussions on cross curricular uses of Google Earth on a Classroom 2.0 thread and learned the many ways teachers are applying this technology in the classroom. The main point I learned from following these discussions is that Google Earth can be used on many different levels and can strengthen the connections drawn between different subject areas and lesson objectives. For example, one teacher used Google Earth with his class to track, plot, graph, and write about typhoons that have hit their specific region. Students measured data, made scientific predictions, created graphical representations of history and the geological effects typhoons have on earth. In addition, they connected real life occurrences to learning. In this example, the teacher promoted learning related to math, science, history, and geology.
Also, check out realworldmath.org for great ideas on using Google Earth in real-world math activities.
Google Earth is a free download that allows you to explore everything from a single star in the sky to a 2 foot bush on your own front lawn. Upon opening the program, you begin by navigating a virtual globe by simply moving across the earth with your mouse, zooming into specific locations, or choosing longitude and latitude coordinates or programmed tours. The possibly explorations and learning for the user are endless and the program is friendly to use too. The program allows you to fly under the ocean's surface, view images of historical earth, see the sun's shadows on earth at any chosen time, visit real high resolution imaged volcano sites, travel to Ancient Rome or explore a 360 degree panorama of Taj Mahal or the Black Desert. Contributions made by The New York Times, National Geographic, and You Tube provide information on global issues, historicall landmarks & events, and knowledge about deep sea creatures.
Google Earth is a wonderful tool to use in the classroom to support curriculum. I followed discussions on cross curricular uses of Google Earth on a Classroom 2.0 thread and learned the many ways teachers are applying this technology in the classroom. The main point I learned from following these discussions is that Google Earth can be used on many different levels and can strengthen the connections drawn between different subject areas and lesson objectives. For example, one teacher used Google Earth with his class to track, plot, graph, and write about typhoons that have hit their specific region. Students measured data, made scientific predictions, created graphical representations of history and the geological effects typhoons have on earth. In addition, they connected real life occurrences to learning. In this example, the teacher promoted learning related to math, science, history, and geology.
Also, check out realworldmath.org for great ideas on using Google Earth in real-world math activities.
Inspiration - NETS 1,2, and 3
NETS 3 - Model Digital-Age Work and Learning: (C) Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
The above standard is modeled by using the software Inspiration to creatively design a graphic organizer (inspiration.com). In the Inspiration project posted below, I have branched the 5 NETS standards for Teachers and connected 2 artifacts I will use to model each standard. Using this graphic organizer will assist me in completing my portfolio through the credential program. It will allow me to brainstorm ideas and communicate the information to my peers for feedback. Inspiration could be used to communicate project outlines to students, ideas to parents, and curriculum and project ideas to colleagues. Inspiration, as a digital-age media tool, would be great for students. The program is user friendly, promotes endless creativity, and communicates information effectively.
The above standard is modeled by using the software Inspiration to creatively design a graphic organizer (inspiration.com). In the Inspiration project posted below, I have branched the 5 NETS standards for Teachers and connected 2 artifacts I will use to model each standard. Using this graphic organizer will assist me in completing my portfolio through the credential program. It will allow me to brainstorm ideas and communicate the information to my peers for feedback. Inspiration could be used to communicate project outlines to students, ideas to parents, and curriculum and project ideas to colleagues. Inspiration, as a digital-age media tool, would be great for students. The program is user friendly, promotes endless creativity, and communicates information effectively.
Wednesday, March 11, 2009
Sample PowerPoint Presentation - Nets 2
Introduction To Nets For Students Grades K 2
This powerpoint presentation connects ideas on lesson planning to the NETS standards for students K-2. This is one way to design digital-age learning experiences (NETS 2).
View more presentations from srhoads09.
Tuesday, March 10, 2009
Journal 7: "Mining for Gold" (NETS 1.3. and 5)
Bigenho, C (March/April 2009). Mining for gold. Learning and Leading with Technology, 36, Retrieved March 10, 2009, from http://www.learningandleading-digital.com/learning_leading/200904/
"Mining for Gold" discusses three applications of RSS feed in the classroom. They are to subscribe to student blogs, subscribe to social bookmarks, and feed content to HTML pages. Subscribing to student blogs is made simply by use of bloglines (www.bloglines.com). Each student creates their own blog (www.blogger.com) and it can be set up so that the teacher is notified every time a student posts something new and all blogs feed into one place. Subscribing to social bookmarks, such as delicious.com, can be useful in creating a "class tab" in which all learning resources and research can be made available to the entire class with a click of a bottom. Feeding content to HTML pages can be done using http://feed2js.org/ through which information specific to a lesson plan or topic can be organized and referenced in one place, such as a web page.
Question 1: What is the difference between an Internet hosted and client based aggregator?
Answer 1: An Internet hosted aggregator, such as igoogle or Google Reader, allows the user to access their feeds from any location or computer. A client based aggregator, such as Safari or Windows Live requires the user to be at the PC to access feed.
Question 2: What does the author mean by creating a "personal copy of The Daily Me"?
Answer 2: Bigenho, the author, is referring to personally designed RSS readers or aggregators. Users can choose from a world of endless possibilities to subscribe to RSS feed and can directly manage the information flow based on their needs and interests.
"Mining for Gold" discusses three applications of RSS feed in the classroom. They are to subscribe to student blogs, subscribe to social bookmarks, and feed content to HTML pages. Subscribing to student blogs is made simply by use of bloglines (www.bloglines.com). Each student creates their own blog (www.blogger.com) and it can be set up so that the teacher is notified every time a student posts something new and all blogs feed into one place. Subscribing to social bookmarks, such as delicious.com, can be useful in creating a "class tab" in which all learning resources and research can be made available to the entire class with a click of a bottom. Feeding content to HTML pages can be done using http://feed2js.org/ through which information specific to a lesson plan or topic can be organized and referenced in one place, such as a web page.
Question 1: What is the difference between an Internet hosted and client based aggregator?
Answer 1: An Internet hosted aggregator, such as igoogle or Google Reader, allows the user to access their feeds from any location or computer. A client based aggregator, such as Safari or Windows Live requires the user to be at the PC to access feed.
Question 2: What does the author mean by creating a "personal copy of The Daily Me"?
Answer 2: Bigenho, the author, is referring to personally designed RSS readers or aggregators. Users can choose from a world of endless possibilities to subscribe to RSS feed and can directly manage the information flow based on their needs and interests.
Journal 6: "Grow your Personal Learning Network" (NETS 1, 3, and 5)
Warlick, D (March/April 2009). Grow your personal learning network. Learning and Leading with Technology, 36, Retrieved March 10,2009, from http://www.learningandleading-digital.com/learning_leading/200904/
"Grow your Personal Learning Network" is an article discussing how information and communication technologies have become dynamic tools in our social, professional, and personal networking capabilities. There are three types of Personal Learning Networks (PLNs). "Personally maintained synchronous connections" include text messaging, chatting, and teleconferencing. "Personally and socially maintained semi synchronous connections" includes such tools as Facebook or twitter, in which and update or question is sent out to a community and collaboration does not need to occur in real time. "Dynamically maintained asynchronous
connections" connects us with resources and content we have determined as valuable to our own needs. RSS aggregators pull and feed requested information directly to the user as it is updated in real time.
Question 1: What are some tips to not become overwhelmed by social networking as a beginner?
Answer 1: The reading suggests to start small and organize blogs based on topic and frequency of reference. It also mentions that you do not need to read everything. Simply scanning for information most relevant and important will save time and energy. Realize that your network is large and make use of connections available through tools such as delicious.com and RSS feed.
Question 2: As a teacher, what are some good sites to have in your network (of which you have learned about this far)?
Answer 2: Kathy Schrock's Guide for Educators, delicious.com, The National Archives, Epals, EdChange, Kids Click, Ning, Web 2.0 Skype, googledocs, Interactive Video Conferencing, Leading and Learning with Technology, ISTE, and many others.
"Grow your Personal Learning Network" is an article discussing how information and communication technologies have become dynamic tools in our social, professional, and personal networking capabilities. There are three types of Personal Learning Networks (PLNs). "Personally maintained synchronous connections" include text messaging, chatting, and teleconferencing. "Personally and socially maintained semi synchronous connections" includes such tools as Facebook or twitter, in which and update or question is sent out to a community and collaboration does not need to occur in real time. "Dynamically maintained asynchronous
connections" connects us with resources and content we have determined as valuable to our own needs. RSS aggregators pull and feed requested information directly to the user as it is updated in real time.
Question 1: What are some tips to not become overwhelmed by social networking as a beginner?
Answer 1: The reading suggests to start small and organize blogs based on topic and frequency of reference. It also mentions that you do not need to read everything. Simply scanning for information most relevant and important will save time and energy. Realize that your network is large and make use of connections available through tools such as delicious.com and RSS feed.
Question 2: As a teacher, what are some good sites to have in your network (of which you have learned about this far)?
Answer 2: Kathy Schrock's Guide for Educators, delicious.com, The National Archives, Epals, EdChange, Kids Click, Ning, Web 2.0 Skype, googledocs, Interactive Video Conferencing, Leading and Learning with Technology, ISTE, and many others.
Sunday, March 1, 2009
Journal 5: "Collaboration in a Web 2.0 Environment" (NETS 1, 3 and 5)
Bull, Glen (April 2006). Collaboration in a Web 2.0 Environment. Learning and Leading with Technology, 7, Retrieved March 1, 2009, from http://www.iste.org/AM/Template.cfm?Section=April_No_7_&Template=/MembersOnly.cfm&ContentFileID=2642
In this article, Glen Bull offers ideas for incorporating Web 2.0 applications in education and explains that in doing so we are encouraging students to bring skills they use outside of class into the classroom. The Web 2.0 environment is about the syndication of information and use of a RSS feed bringing directly to the user live information of interest. Bull says that the education possibilities are endless and he offers the following as as few ways for creating classroom collaboration using this technology; following multiple student blogs and postings, facilitate writing collaboration among peers, sharing of images related to a group project, and tracking news topics relevant to class subjects.
Question 1: As a teacher, how will you incorporate this web based technology in your classroom?
Answer: The opportunities are wonderful! I could ask each student to create their own class blog through which they can participate in class discussions, individual assignments, and group projects. RSS feed will be helpful to me in managing new postings because the updated information will come directly to me. The amount of time saved in doing this is a huge benefit to teachers. I will also encourage the use of googledocs for writing collaboration. This allows all students access to word processing and the application is free, user friendly, and makes collaboration simple and fun.
Question 2: What features do you currently use that are Web 2.0 based but you had no idea they were RSS feed based?
Answer 2: When we bought our new computer, I noticed there was a small menu along the side of my personal desktop. They are news feeds. You can click on them for a short synopsis and then click to open the web browser if you are interested in continuing. Until reading this article, I had no idea this type of technology was such a strong part of the online community today. I also created a gmail account and have organized my own personal igoogle page in our 422 class. It is amazing that you can personalize your search page and arrange for information to be sent to you live every minute of the day. What will be next?
Wednesday, February 25, 2009
Journal 4: "Create, Collaborate, Communicate: Empowering Students with 21st Century Skills" (NETS 1, 3, and 5)
Chris Riedel, "Create, Collaborate, Communicate: Empowering Students With 21st Century Skills," T.H.E. Journal, 1/27/2009, http://www.thejournal.com/articles/23872
Riedel writes about a recent presentation given by Howie Diblasi at the FETC 2009 addressing the importance for teachers to integrate technology into lesson planning. Diblasi is calling for education to step up to incorporating 21st century skills into today's classroom and notes that U.S. education is far behind in technology skill inclusion than other industries. He explains that the existing education system is not providing our youth with the skills employers are looking for in potential candidates; "creative problem solving, critical and analytical thinking skills, and information gathering and evaluating." In today's society, these skill sets are based in the world of online collaboration and technological tools. As a solution, Diblasi proposes 16 different tools and concepts teachers can use as support through this 21st century endeavor. Googledocs is an application students can use to word process and collaborate with peers online, and it is free! Epals is a networking tool that connects students and teachers to other education communities around the world. Skype is a tool that can virtually take students on field trips from the convenience of their classroom. These tools, among many others, are out there and easily available. Diblasi says that at least one technology concept should be integrated with each lesson plan. This will make sure education is providing students with the foundations to be successful in years to come.
Question 1: What is Google docs and what are some benefits in introducing it to your students?
Answer 1: Googledocs is an online tool accessed through igoogle and gmail. Students are able to create and save documents in this online application which acts as a word processor. Many families may not be able to afford programs that word process and googledocs gives everyone an equal playing field. Another benefit would be that students could share their work with each other, offer feedback, or work in groups online.
Question 2: How does the need for including technology in the classroom impact a teacher's job?
Answer 2: The impact on teacher duties is huge. It sounds to me that many teachers may need to change what they have been doing for several years in order to adapt to this cultural shift. Education should never be stagnant. The way we educate and the content we implement in our schools should be looked at and revised as our society changes. This is an essential responsibility or educators, to be current, adept to change, and in touch with the needs of newer generations.
Riedel writes about a recent presentation given by Howie Diblasi at the FETC 2009 addressing the importance for teachers to integrate technology into lesson planning. Diblasi is calling for education to step up to incorporating 21st century skills into today's classroom and notes that U.S. education is far behind in technology skill inclusion than other industries. He explains that the existing education system is not providing our youth with the skills employers are looking for in potential candidates; "creative problem solving, critical and analytical thinking skills, and information gathering and evaluating." In today's society, these skill sets are based in the world of online collaboration and technological tools. As a solution, Diblasi proposes 16 different tools and concepts teachers can use as support through this 21st century endeavor. Googledocs is an application students can use to word process and collaborate with peers online, and it is free! Epals is a networking tool that connects students and teachers to other education communities around the world. Skype is a tool that can virtually take students on field trips from the convenience of their classroom. These tools, among many others, are out there and easily available. Diblasi says that at least one technology concept should be integrated with each lesson plan. This will make sure education is providing students with the foundations to be successful in years to come.
Question 1: What is Google docs and what are some benefits in introducing it to your students?
Answer 1: Googledocs is an online tool accessed through igoogle and gmail. Students are able to create and save documents in this online application which acts as a word processor. Many families may not be able to afford programs that word process and googledocs gives everyone an equal playing field. Another benefit would be that students could share their work with each other, offer feedback, or work in groups online.
Question 2: How does the need for including technology in the classroom impact a teacher's job?
Answer 2: The impact on teacher duties is huge. It sounds to me that many teachers may need to change what they have been doing for several years in order to adapt to this cultural shift. Education should never be stagnant. The way we educate and the content we implement in our schools should be looked at and revised as our society changes. This is an essential responsibility or educators, to be current, adept to change, and in touch with the needs of newer generations.
Classroom Newsletter - NETS 1
newslettersr
Publish at Scribd or explore others:
My sample newsletter was created using Microsoft Word to model creative and innovative thinking (NETS 1) using technology. This document brings inspiration, learning, and creativity to both students and parents by using word processing. Proficiency skills were demonstrated by creating a masthead and 2 column document, incorporating line art and scanned images, importing clip art from the web, using drop caps and color for visual appeal, and writing original articles.
Sunday, February 15, 2009
Journal 3: "Keep them Chatting" (NETS 1, 3, and 5)
Cole, Jeanie (Feb 09). Keep them Chatting. Learning and Leading with Technology, 36, Retrieved 2/15/09, from http://www.learningandleading/- digital.com/learning_leading/200902/
"Keep them Chatting" is an article addressing student engagement and participation levels in online k-12 classes. The author suggests four instruction strategies she has found useful to facilitate learning and good energy inside her online classrooms. These four strategies are described as high-level-open ended questions, the inquiry method, the discrepant event inquiry method, and using illogical comparisons. By asking the group very open ended questions and choosing assignments that require a more thoughtful process to complete, students are encouraged to think beyond what they may be able to copy and paste from online resources.
My fiancé is currently taking a few business technology classes through the University of Phoenix online. It's a great way for working adults to add to their education and scope of skills directly from the convenience of home. I have been impressed so far by the types of assignments his classes are requiring, however I did observe one very counterproductive experience. The students are asked to make daily comments to each other's postings, opinions, reading responses, and assignments. In theory this is valuable, however we noticed how quickly constructive criticism in the online forum can be construed as very negative and almost rude. The online student thread became quite heated and students were feeling defensive. The instructor needed to step in and address the peer response objectives so that a positive learning environment could be recovered. After reading this article it is clear that online classes need to be carefully constructed and the teaching techniques are extremely different than those you would encounter face to face in the traditional classroom.
Question 1: In regards to technology, how would your elementary school education have been different if you were going to school now instead of in the 80's?
Answer 1: Wow, it would have been incredibly different because we didn't even have computers in class when I went to school. We had a computer lab in the library and they were huge. We worked with real floppy disks and had to type in codes to get in and work. We would go to the library and play "Where in the world is Carmen San Diego?"
Question 2: When grading student assignments in online forums, what type of things could a teacher look for that would suggest original work?
Answer 2: A teacher would want to create assignments similar to those described in the article. Encouraging thinking beyond what a student may read online requires one's interpretation of research and a process of learning beyond reiterating facts.
"Keep them Chatting" is an article addressing student engagement and participation levels in online k-12 classes. The author suggests four instruction strategies she has found useful to facilitate learning and good energy inside her online classrooms. These four strategies are described as high-level-open ended questions, the inquiry method, the discrepant event inquiry method, and using illogical comparisons. By asking the group very open ended questions and choosing assignments that require a more thoughtful process to complete, students are encouraged to think beyond what they may be able to copy and paste from online resources.
My fiancé is currently taking a few business technology classes through the University of Phoenix online. It's a great way for working adults to add to their education and scope of skills directly from the convenience of home. I have been impressed so far by the types of assignments his classes are requiring, however I did observe one very counterproductive experience. The students are asked to make daily comments to each other's postings, opinions, reading responses, and assignments. In theory this is valuable, however we noticed how quickly constructive criticism in the online forum can be construed as very negative and almost rude. The online student thread became quite heated and students were feeling defensive. The instructor needed to step in and address the peer response objectives so that a positive learning environment could be recovered. After reading this article it is clear that online classes need to be carefully constructed and the teaching techniques are extremely different than those you would encounter face to face in the traditional classroom.
Question 1: In regards to technology, how would your elementary school education have been different if you were going to school now instead of in the 80's?
Answer 1: Wow, it would have been incredibly different because we didn't even have computers in class when I went to school. We had a computer lab in the library and they were huge. We worked with real floppy disks and had to type in codes to get in and work. We would go to the library and play "Where in the world is Carmen San Diego?"
Question 2: When grading student assignments in online forums, what type of things could a teacher look for that would suggest original work?
Answer 2: A teacher would want to create assignments similar to those described in the article. Encouraging thinking beyond what a student may read online requires one's interpretation of research and a process of learning beyond reiterating facts.
Wednesday, February 11, 2009
Social Bookmarking - NETS 2
1) On the National Archive site, I chose a link with information on how posters, film, and other types of propaganda influenced thinking during wartime. Using primary sources in the classroom gives students the opportunity to see artifacts, examples, and history right before their eyes.
2) From the list of "places to start" to become a "Culturally Competent Educator" I could see myself doing several of the actions listed. I would assist in gathering information and resource materials related to culturally diverse groups so that our school staff would have these references at their finger tips. I could also create a network of individuals at school and from the community who have the knowledge of the cultural, linguistic, racial, and ethnical diverse groups at our school. Having credible references to speak knowledgably about the issues would help the students and staff understand each other better. Lastly, I could see myself engaging in staff discussions and activities that would allow us all to better understand "the attitudes, beliefs, and values related to cultural diversity and cultural competence." Creating a safe climate to discuss the cultural diversity at the school would allow for staff to share the best ways to reach every individual in their classrooms. It is all about communication!
3) The site I bookmarked was found directly on Kids Click under the category Vocabulary. I chose the link for grade level 3-6 and the link is called "Merriam-Webster's Word of the Day." Each day a new word is defined so kids can click on this site daily to learn new vocabulary. In addition to word's definition, the site provides an auditory example to assist in pronunciation, an example sentence and a short reading on an interesting fact related to the word.
4) Kathy Schrock's Guide for Educators is a resource I know I will use during my first years of teaching. I can see myself definitely referencing the lesson planning outlines and curriculum resources. I also like the creative bulletin board ideas and will access this site for inspiration and guidance.
5) This research is wonderful because it provides a foundation for moving away from the "one size fits all" philosophy of education. It places more responsibility on the educator to meet individual needs in the classroom so that all students can meet his/her full potential. It requires the skill of "effective listening," in which everything from the spoken word to non-verbal gestures, from cultural diversity and the climate in the room at any given moment must be heard and adjusted for. Reaching each student in this way will assist in keeping individuals engaged.
6) The "Celebrating Connections" activity will allow my students to get to know and appreciate the cultural or religious traditions of others in the class. It will give us all the opportunity to acknowledge any similarities between our own traditions and those of others. This will create a feeling of connection and tolerance. I would definitely use the "Celebrating our Lives" PDF document provided in the link to involve the families and plan for partner or group discussions and presentations. This would be a good activity to do early in the year to establish an openness and comfortable environment for the kids to come to every day.
7) I couldn't believe that the answer to #4 was The United States and the U.K. The question asks which two countries scored the lowest ratings in a 2007 treatment of children survey. Several of the countries listed in the other answers have a strong sense of family within their cultures in comparison to the United States and the U.K. I would be interested in learning more about the results of this survey and what it means. It is also amazing that in comparison to this, the United States' military budget is the greatest in the world and 7 times higher that that of China's. Question #10 is also incredible. I am shocked that there is a difference in the amount of powder cocaine and crack cocaine that would sentence an individual to a jail. If they both contain the same amount of drug per gram than this law seems extremely unfair. It makes me think about the injustices in this country that may go unnoticed everyday. Until you look at the statistics, like those shown through this quiz, you tend not to recognize how real they are. This quiz forces you to think about these issues and I will need to be understanding of them as an educator.
8) My score on the Netiquette quiz was 90%. It is important to discuss the concept and social rules of "netiquette" because it is a community they will be a part of for life. Just like we learn proper etiquette in the classroom, in public, or with our friends, it is important to understand the social appropriateness of our actions in cyberspace so that it will be a pleasant experience for all those involved and the user will more likely be c correctly understood by others in cyberspace =^D
2) From the list of "places to start" to become a "Culturally Competent Educator" I could see myself doing several of the actions listed. I would assist in gathering information and resource materials related to culturally diverse groups so that our school staff would have these references at their finger tips. I could also create a network of individuals at school and from the community who have the knowledge of the cultural, linguistic, racial, and ethnical diverse groups at our school. Having credible references to speak knowledgably about the issues would help the students and staff understand each other better. Lastly, I could see myself engaging in staff discussions and activities that would allow us all to better understand "the attitudes, beliefs, and values related to cultural diversity and cultural competence." Creating a safe climate to discuss the cultural diversity at the school would allow for staff to share the best ways to reach every individual in their classrooms. It is all about communication!
3) The site I bookmarked was found directly on Kids Click under the category Vocabulary. I chose the link for grade level 3-6 and the link is called "Merriam-Webster's Word of the Day." Each day a new word is defined so kids can click on this site daily to learn new vocabulary. In addition to word's definition, the site provides an auditory example to assist in pronunciation, an example sentence and a short reading on an interesting fact related to the word.
4) Kathy Schrock's Guide for Educators is a resource I know I will use during my first years of teaching. I can see myself definitely referencing the lesson planning outlines and curriculum resources. I also like the creative bulletin board ideas and will access this site for inspiration and guidance.
5) This research is wonderful because it provides a foundation for moving away from the "one size fits all" philosophy of education. It places more responsibility on the educator to meet individual needs in the classroom so that all students can meet his/her full potential. It requires the skill of "effective listening," in which everything from the spoken word to non-verbal gestures, from cultural diversity and the climate in the room at any given moment must be heard and adjusted for. Reaching each student in this way will assist in keeping individuals engaged.
6) The "Celebrating Connections" activity will allow my students to get to know and appreciate the cultural or religious traditions of others in the class. It will give us all the opportunity to acknowledge any similarities between our own traditions and those of others. This will create a feeling of connection and tolerance. I would definitely use the "Celebrating our Lives" PDF document provided in the link to involve the families and plan for partner or group discussions and presentations. This would be a good activity to do early in the year to establish an openness and comfortable environment for the kids to come to every day.
7) I couldn't believe that the answer to #4 was The United States and the U.K. The question asks which two countries scored the lowest ratings in a 2007 treatment of children survey. Several of the countries listed in the other answers have a strong sense of family within their cultures in comparison to the United States and the U.K. I would be interested in learning more about the results of this survey and what it means. It is also amazing that in comparison to this, the United States' military budget is the greatest in the world and 7 times higher that that of China's. Question #10 is also incredible. I am shocked that there is a difference in the amount of powder cocaine and crack cocaine that would sentence an individual to a jail. If they both contain the same amount of drug per gram than this law seems extremely unfair. It makes me think about the injustices in this country that may go unnoticed everyday. Until you look at the statistics, like those shown through this quiz, you tend not to recognize how real they are. This quiz forces you to think about these issues and I will need to be understanding of them as an educator.
8) My score on the Netiquette quiz was 90%. It is important to discuss the concept and social rules of "netiquette" because it is a community they will be a part of for life. Just like we learn proper etiquette in the classroom, in public, or with our friends, it is important to understand the social appropriateness of our actions in cyberspace so that it will be a pleasant experience for all those involved and the user will more likely be c correctly understood by others in cyberspace =^D
Journal 2: "Museums in the Classroom" (NETS 1, 3, and 5)
Reissman, Rose (Feb 09). Museums in the Classroom. Learning and Leading with Technology, 36, Retrieved 2/10/09, from http://www.learningandleading-digital.com/learning_leading/200902/
This week's article inspired thinking around how the internet could be used in classrooms for kids to explore museums online. Whether students are physically taking a field trip to a specific museum or exploring the online versions of museums too far to travel, using the internet to explore them opens a world of interactive activities and knowledge for all to share. This article provides several links to online resources helpful to both students, teachers, and parents. These links include a list of museums all around the world, teacher references for planning and classroom exhibit ideas, and help with how to incorporate the concept of museums into the curriculum. It is wonderful that museums all around the world have created such great websites for the public to explore. Museums hold so many stories and we can't possibly get to them all. It is a wonderful opportunity to reach out to students and others who are interested in learning but may not be physically able to experience the museums in person.
Question 1: In planning for a lesson on Art History, how could a teacher encourage the student's to utilize these online resources?
Answer 1: This would be a wonderful opportunity for students to explore the various Art History Museums world wide on the internet. Students could explore different online exhibits right from the classroom while also strengthening their use of technology and online research abilities. It is also a great opportunity for students to share this knowledge with their families if they have access to a computer and the internet at home. A teacher could encourage the students to create an exhibit of their own either online or with art supplies, depending on the age group, or write up what they learned.
Question 2: How could this technology have changed my experience while in school?
Answer 2: If this technology was available to me while in elementary school it would have opened the door to a different way of learning, more creative exploration and new knowledge. It would have nicely balanced the use of text books against real life examples and artifacts. Any school has limited access to museums due to location and funding and these types of online resources give access to everyone. I think it is a wonderful opportunity and really spreads knowledge far.
This week's article inspired thinking around how the internet could be used in classrooms for kids to explore museums online. Whether students are physically taking a field trip to a specific museum or exploring the online versions of museums too far to travel, using the internet to explore them opens a world of interactive activities and knowledge for all to share. This article provides several links to online resources helpful to both students, teachers, and parents. These links include a list of museums all around the world, teacher references for planning and classroom exhibit ideas, and help with how to incorporate the concept of museums into the curriculum. It is wonderful that museums all around the world have created such great websites for the public to explore. Museums hold so many stories and we can't possibly get to them all. It is a wonderful opportunity to reach out to students and others who are interested in learning but may not be physically able to experience the museums in person.
Question 1: In planning for a lesson on Art History, how could a teacher encourage the student's to utilize these online resources?
Answer 1: This would be a wonderful opportunity for students to explore the various Art History Museums world wide on the internet. Students could explore different online exhibits right from the classroom while also strengthening their use of technology and online research abilities. It is also a great opportunity for students to share this knowledge with their families if they have access to a computer and the internet at home. A teacher could encourage the students to create an exhibit of their own either online or with art supplies, depending on the age group, or write up what they learned.
Question 2: How could this technology have changed my experience while in school?
Answer 2: If this technology was available to me while in elementary school it would have opened the door to a different way of learning, more creative exploration and new knowledge. It would have nicely balanced the use of text books against real life examples and artifacts. Any school has limited access to museums due to location and funding and these types of online resources give access to everyone. I think it is a wonderful opportunity and really spreads knowledge far.
Wednesday, January 28, 2009
Journal 1: "Passport to Digital Citizenship" (NETS 1, 3, and 5)
Ribble, Mike (2008). Passport to Digital Citizenship. Learning and Leading in Technology, 37, Retrieved January 28, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_November.htm
This week's reading focused on a model of learning developed to assist teachers in bringing technology into the classroom. The article outlined different components that make up a strong foundation to the concept of technology in our classroom. These elements are designed to guide us all in becoming decent digital citizens...a new concept for some.
Yesterday, just for fun, I called my Grandma and asked her if she could define the phrase "digital citizenship." I had to repeat the word "digital" several times, spell it for her twice, and then was required to describe the concept of digital to her. She was stumped and I was disappointed in my poor explanation of the word "digital." The technological differences between my grandparents and myself had always been obvious. They just recently replaced their rabbit ear TV (which I'm surprised was even in color) and they are still flustered by the concept of my digital camera (again, I'm just using the words "digital" camera, but what does it really mean?). My parents both have cell phones and they use their computer every day. Yesterday, however, my mom was stunned and impressed when I used the arrow keys on the keyboard instead of the mouse to scroll down a page she had pulled up on the internet. I laughed and thought to myself "what a simple thing to not know for so long."
My grandma couldn't understand what I was asking her and I was having trouble explaining what I was really asking. I realized that this is something new to me as well. If had to step into the classroom tomorrow, my students would be spelling and repeating technological words to me and I would be staring back at them like a deer in the headlights.
For me, this article shed some light on how technology has become extremely integrated into our society. I go about my day thinking little about the conveniences of my cell phone and the internet and I have never given thought to if I was a good "digital citizen." The implications of technology have far surpassed just the convenience aspect. We have designed meanings in phrases such as "digital commerce," "digital law," and "digital health and wellness." The models and bullet points in the article were helpful in guiding me towards a broader understanding of the technological community. There appears to be several layers to the use of technology in our schools and I will need to be a strong role model for my students.
Question 1: What ways can teachers model good digital citizenship for students?
Answer: Teachers can be good role models by incorporating different types of technology into their lesson plans and classrooms. They can also assist students in learning digital etiquette, digital laws, and about the overall digital community by addressing each of these concepts along side projects that would use related technology. Opening up discussing beyond just the immediate task at hand would go along way. Teachers should also be mindful of their personal digital citizenship both in and out of the classroom.
Question 2: How can teachers involve parents and families in this learning?
Answer: Teachers could involve parents by posting an online blog with updates on class activity, group points of learning from specific projects, and overall goals specific to use of technology in the classroom. This may be a new concept to many parents so it will be important to help parents understand the significance of things like "computer time" during school hours. It will also be important to be sensitive and understanding that some families may not have access to the same technology used in the classroom. Perhaps the teacher could offer after school hours in the classroom for parents to accompany their students and review projects and to explore what is happening at school...technologically speaking.
This week's reading focused on a model of learning developed to assist teachers in bringing technology into the classroom. The article outlined different components that make up a strong foundation to the concept of technology in our classroom. These elements are designed to guide us all in becoming decent digital citizens...a new concept for some.
Yesterday, just for fun, I called my Grandma and asked her if she could define the phrase "digital citizenship." I had to repeat the word "digital" several times, spell it for her twice, and then was required to describe the concept of digital to her. She was stumped and I was disappointed in my poor explanation of the word "digital." The technological differences between my grandparents and myself had always been obvious. They just recently replaced their rabbit ear TV (which I'm surprised was even in color) and they are still flustered by the concept of my digital camera (again, I'm just using the words "digital" camera, but what does it really mean?). My parents both have cell phones and they use their computer every day. Yesterday, however, my mom was stunned and impressed when I used the arrow keys on the keyboard instead of the mouse to scroll down a page she had pulled up on the internet. I laughed and thought to myself "what a simple thing to not know for so long."
My grandma couldn't understand what I was asking her and I was having trouble explaining what I was really asking. I realized that this is something new to me as well. If had to step into the classroom tomorrow, my students would be spelling and repeating technological words to me and I would be staring back at them like a deer in the headlights.
For me, this article shed some light on how technology has become extremely integrated into our society. I go about my day thinking little about the conveniences of my cell phone and the internet and I have never given thought to if I was a good "digital citizen." The implications of technology have far surpassed just the convenience aspect. We have designed meanings in phrases such as "digital commerce," "digital law," and "digital health and wellness." The models and bullet points in the article were helpful in guiding me towards a broader understanding of the technological community. There appears to be several layers to the use of technology in our schools and I will need to be a strong role model for my students.
Question 1: What ways can teachers model good digital citizenship for students?
Answer: Teachers can be good role models by incorporating different types of technology into their lesson plans and classrooms. They can also assist students in learning digital etiquette, digital laws, and about the overall digital community by addressing each of these concepts along side projects that would use related technology. Opening up discussing beyond just the immediate task at hand would go along way. Teachers should also be mindful of their personal digital citizenship both in and out of the classroom.
Question 2: How can teachers involve parents and families in this learning?
Answer: Teachers could involve parents by posting an online blog with updates on class activity, group points of learning from specific projects, and overall goals specific to use of technology in the classroom. This may be a new concept to many parents so it will be important to help parents understand the significance of things like "computer time" during school hours. It will also be important to be sensitive and understanding that some families may not have access to the same technology used in the classroom. Perhaps the teacher could offer after school hours in the classroom for parents to accompany their students and review projects and to explore what is happening at school...technologically speaking.
Tuesday, January 27, 2009
Introducing...me!
My name is Stephanie Ritter and I'm pleased to announce this is my first blog entry EVER! I was born June 11, 1980 in La Jolla, CA and grew up in Encinitas, CA. For the first 18 years of my life, I spent every summer day at the beach and in my flip flops, which eventually became permanently attached to my feet. When it was time to leave the nest, I ventured to UC Davis where I completed my undergrad and, as they say, had the best years of my life...truly they were. After graduating I moved to San Francisco where I spent 6 years navigating through one way streets and up steep hills, going to Giants games, participating in Bay to Breakers (anyone else?), and enjoying all that the city offered...yet still in flip flops...even in the fog and rain. To pay the bills, I sold closets. Yes people, I said closets. I worked for California Closets as a Design Consultant and this is where I met my future husband, Tom. We are getting married in Lake Tahoe in August of this year! Tom and I recently moved back to Encinitas and just yesterday we bought him his first pair of San Diego flip flops.Technology is part of every day for me, but while writing this I’m realizing I really keep it simple. I check email, create word and excel documents, download pictures, use the internet for driving directions, online banking, etc. I have to admit that I am still a paper person. I once tried to adapt to a PDA and almost lost my mind. There is just something about actually writing out my to-do list that makes me feel on track. I have the knowledge and am capable of performing intermediate tasks on computers, but I guess that I haven’t had need to move strongly in this direction. All I need my cell phone to do is make calls and send a few text messages. And I just recently replaced my "hot pink first ipod ever made" with a green ipod shuffle which doesn’t even have a screen. I am very open to learning new ways to incorporate technology into my life and am looking forward to this course. I trust that technology will be an asset and important tool in the classroom. I have always used a PC and actually purchased a new PC just a few hours before our first class last week…and then I immediately met the Mac in class. Sitting down in class last week to find a Mac was exciting because it was probably the second time in my life I had the opportunity. What version of Microsoft office am I using? Well, just a few minutes ago my fiancé began cursing at our new computer…something about Vista and Microsoft….the screen locking up (not sure what is exactly going on, but I’m thinking it is not good). So, I’ve been told that we’re now using Windows XP.
My decision to pursue the program at Cal State San Marcos was based on reputation and the immediate and extremely helpful response I received while inquiring. I researched other California State Schools and was most impressed with San Marcos. I hope to be able to better identify with the mission statement as I progress through the program, but as of now I am drawn to the following few phrases in a self reflective way: “preparing thoughtful educators…exemplified through reflective thinking, lifelong learning….” I believe that I will learn much about myself from my students and this awareness will strengthen my teaching abilities. I will become a better teacher everyday by listening and reflecting on my own teaching experiences. This will require my own lifelong learning commitment to self awareness in the classroom.
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