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).
Wednesday, April 22, 2009
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.
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