This is a crossword puzzle that was created in Microsoft Excel. In the actual document the puzzle is blank and has clues embedded in it. Clues appear when the mouse is over the first letter of each word. In addition when a word is filled in correctly the first letter will appear pink and the rest black. If it is filled out incorrectly the letters will show up red.
Crossword
Friday, May 7, 2010
Thursday, April 29, 2010
Wiki Page - NETS I, II, III
This wiki page was added to a collaborative class wiki, CSUSM 2.0 Tools, a collection of web pages demonstrating and explaining different web tools that can be used in a classroom. The tool below is Voice Thread and incorporates pictures and videos with statements, comments, and explanations done through typing or a microphone. Teachers and students can create modified movies and have peers leave comments.
JCCS Internet Safety - NETS I, II, IV, V
Working in a collaborative group on Google Docs, five peers and I summarized our learning from research done on the JCCS Internet Safety website. In addition we included an assignment we completed teaching us more about a specific area we need to be aware of and concerned about with internet safety: Identity Safety, Cyber bullying, Cyber Predators, Piracy and Plagiarism, Inappropriate Content, and Social Networks
iMovie - NETS II, III
This a Public Service Announcement,PSA, on Hate Crimes which has become a recent issue here on CSUSM and other local campuses. It was created on iMovie using film, photos, images, and music.
Thursday, April 22, 2010
Journal 10: Playing with Skype - NETS V
I am continually amazed by the new ways in which teachers are incorporating technology to help enrich their lessons and give their students access to new resources and invlolving experts in a specific field of study. Skype has recently been used in a music class to expose students to different composers. Travis Weller, an eighth grade music teacher, came up with the idea after inviting a colleague to speak to his class on copyright laws, the music business, and censorship via skype. He held an entire lesson using skype. Students were able to listen and respond to his guest speaker through the microphones and web cam. During lunch that day, Weller came up with the idea to use skype to hold live concerts. Weller knew what a great opportunity it is for students to hear and perform in concerts that were followed by a question and answer time with the composer. Durng this time that the composer can share insights into their music and students can appreciate the work and talent of the composer as well as learn from them.
Weller was quick to act upon his new idea. Gathering the equipment didn't take long. The only requirements were a computer with a broadband Internet connection, data projector, a couple microphones, web cam, some adapters to pump the audio feed through the sound system, and a projector screen. All this was possible through a grant, provided for Classrooms for the Future, that was used to purchase a few specific hardware. Once the room was equipped, he invited three noted composers to be a part of this interactive experience. The students played a concert for the guests and afterward had interactive conversations that were meaningful to the students and the audience.
1. What would it involve to set up skype in the classroom and how realistic is it?
Skype is software that enables the world's conversations. Millions of individuals and businesses use Skype to make free video and voice calls, send instant messages and share files with other Skype users. Everyday, people also use Skype to make low-cost calls to landlines and mobiles. It is user friendly, people at all ages can navigate through the website, I know Grandparents who call their great-grandchildren and teenagers who use it to keep in touch with friends after moving to different cities and states. To set it up on a larger scale for the classroom only a few materials will be needed: data system, microphones, webcam, adapters, and a projector screen. An Internet connection is key to having it work. This can also be the most frustrating part of using skype. The Internet can be unreliable at times and you can loose connection in the middle of a conversation.
2. How would you incorporate skype into your class?
Skype is a tool that I hope to use someday in my classroom. I would use it to conduct interviews and have guest speakers come "into the classroom". The speakers would be experts in a field of study or just a friend I know from another country. While traveling around to different countries I have made connections with students and professionals in other cultures whom I already have a skype account linked with. The students would research about the guest speaker or the topic they were talking about so they would be prepared with with questions to ask. I could also use skype to help show the students experiments that could be analyzed in the classroom. Some experiments can not be done in the classroom or at a school campus. If I were able to get connected with some one who could help do an experiment outside on a different location and show the experiment via skype the students could work with the data while not having to perform the actual experiment themselves.
Weller, T. (2010). Playing with skype. Learning and Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
Weller was quick to act upon his new idea. Gathering the equipment didn't take long. The only requirements were a computer with a broadband Internet connection, data projector, a couple microphones, web cam, some adapters to pump the audio feed through the sound system, and a projector screen. All this was possible through a grant, provided for Classrooms for the Future, that was used to purchase a few specific hardware. Once the room was equipped, he invited three noted composers to be a part of this interactive experience. The students played a concert for the guests and afterward had interactive conversations that were meaningful to the students and the audience.
1. What would it involve to set up skype in the classroom and how realistic is it?
Skype is software that enables the world's conversations. Millions of individuals and businesses use Skype to make free video and voice calls, send instant messages and share files with other Skype users. Everyday, people also use Skype to make low-cost calls to landlines and mobiles. It is user friendly, people at all ages can navigate through the website, I know Grandparents who call their great-grandchildren and teenagers who use it to keep in touch with friends after moving to different cities and states. To set it up on a larger scale for the classroom only a few materials will be needed: data system, microphones, webcam, adapters, and a projector screen. An Internet connection is key to having it work. This can also be the most frustrating part of using skype. The Internet can be unreliable at times and you can loose connection in the middle of a conversation.
2. How would you incorporate skype into your class?
Skype is a tool that I hope to use someday in my classroom. I would use it to conduct interviews and have guest speakers come "into the classroom". The speakers would be experts in a field of study or just a friend I know from another country. While traveling around to different countries I have made connections with students and professionals in other cultures whom I already have a skype account linked with. The students would research about the guest speaker or the topic they were talking about so they would be prepared with with questions to ask. I could also use skype to help show the students experiments that could be analyzed in the classroom. Some experiments can not be done in the classroom or at a school campus. If I were able to get connected with some one who could help do an experiment outside on a different location and show the experiment via skype the students could work with the data while not having to perform the actual experiment themselves.
Weller, T. (2010). Playing with skype. Learning and Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
Wednesday, April 21, 2010
Journal 9: Grounded Tech Integration: Math - NETS V
Teachers can benefit from the new technology that is available by incorporating them into their lessons. Some subjects may have more resources available to them than others. Mathematics is one that at a glance does not appear to be able to benefit from all of the programs, websites, and tools that are available. Upon further examination, you can find that are a variety of technologies for teaching mathematics. Drill-and-practice software, virtual manipulative, real-life data sets, interactive geometry programs, graphing calculators, robots, and computer-based laboratories are just a few.
The next hurdle teachers can face is deciding which one is most appropriate for the lesson. Often teachers have a lesson and try to find technology that fits into it. The best approach is to start with the tool and see what lessons fit best with it. According to creators of Activity Types Wiki, a wiki that has taxonomy of mathematical activities, the best way to help teachers integrate technologies effectively is to match technology integration strategies to how teachers plan, rather than asking teachers to plan instruction that exploits the opportunities offered by a particular educational technologies. With their conceptual tool, they offer to assist with technology integration by selecting and combining the learning activities that will best help students achieve the selected learning goals. Each activity was derived from the National Council of teachers of Mathematics' process standards.
1. What would be an example of a lesson using tools from the list provided by Activity Types?
One lesson provided would incorporate a graphing calculator with a mechanical robot. Companies have created inexpensive robots that connect to graphing calculators. Students would be able to create a graph on their graphing calculators to represent a mathematical expression. Once the graph is inputted into the calculator a robot is attached. The robot's movements is then commanded by using calculator. Students can set up a course in the classroom that the robot has to complete. This activity can also be filmed and unloaded onto a website for students to share with others or to view and collect data from the experiment.
2. How do you know what tool is best to use for a specific activity?
Activity Types breaks down activities per the approach that a teacher wants to focus in on for the lesson. In each of the activities is a list of more specific goals the teacher may have and tools that can be used to achieve them. It is beneficial to test out each of the tools mentioned and figure out which works best with your specific assignment and activity. A list of the activity types are as follows. One is a "Consider" activity and represents types that lower levels of student engagement are needed and typically require relatively direct presentation of foundational knowledge. A second activity is a "Practice" activity which gives a list of tools that help the students practice and internalize important skills and techniques. The third is "Interpret" activities which help students investigate concepts and relationships, and assist them in interpreting what they observe. "Produce" activities is the forth, and they help students become the producers of mathematical work, rather than just passive consumers of prepared materials. The fifth is "Applye" activities and they help aid students is applying their mathematics in the real world and link mathematical concepts to real world phenomena. The sixth is "Evaluate" activities and they help assist students in the evaluation process by helping them undertake concepts comparisons, test solutions or conjectures, and/or integrate feedback from other individuals into their own work. The last activity is "Create" activities which help students engaged in very creative and imaginative thinking processes.
Grandgenett, Harris, and Hofer (2009) Grounded Tech Integration:Math, Learning and Leading with Technology, 37 (3) Retrieved from http://www.iste.org/AM/Template.cfm?Section=November_No_3_5&Template=/MembersOnly.cfm&NavMenuID=4436&ContentID=24617&DirectListComboInd=D
The next hurdle teachers can face is deciding which one is most appropriate for the lesson. Often teachers have a lesson and try to find technology that fits into it. The best approach is to start with the tool and see what lessons fit best with it. According to creators of Activity Types Wiki, a wiki that has taxonomy of mathematical activities, the best way to help teachers integrate technologies effectively is to match technology integration strategies to how teachers plan, rather than asking teachers to plan instruction that exploits the opportunities offered by a particular educational technologies. With their conceptual tool, they offer to assist with technology integration by selecting and combining the learning activities that will best help students achieve the selected learning goals. Each activity was derived from the National Council of teachers of Mathematics' process standards.
1. What would be an example of a lesson using tools from the list provided by Activity Types?
One lesson provided would incorporate a graphing calculator with a mechanical robot. Companies have created inexpensive robots that connect to graphing calculators. Students would be able to create a graph on their graphing calculators to represent a mathematical expression. Once the graph is inputted into the calculator a robot is attached. The robot's movements is then commanded by using calculator. Students can set up a course in the classroom that the robot has to complete. This activity can also be filmed and unloaded onto a website for students to share with others or to view and collect data from the experiment.
2. How do you know what tool is best to use for a specific activity?
Activity Types breaks down activities per the approach that a teacher wants to focus in on for the lesson. In each of the activities is a list of more specific goals the teacher may have and tools that can be used to achieve them. It is beneficial to test out each of the tools mentioned and figure out which works best with your specific assignment and activity. A list of the activity types are as follows. One is a "Consider" activity and represents types that lower levels of student engagement are needed and typically require relatively direct presentation of foundational knowledge. A second activity is a "Practice" activity which gives a list of tools that help the students practice and internalize important skills and techniques. The third is "Interpret" activities which help students investigate concepts and relationships, and assist them in interpreting what they observe. "Produce" activities is the forth, and they help students become the producers of mathematical work, rather than just passive consumers of prepared materials. The fifth is "Applye" activities and they help aid students is applying their mathematics in the real world and link mathematical concepts to real world phenomena. The sixth is "Evaluate" activities and they help assist students in the evaluation process by helping them undertake concepts comparisons, test solutions or conjectures, and/or integrate feedback from other individuals into their own work. The last activity is "Create" activities which help students engaged in very creative and imaginative thinking processes.
Grandgenett, Harris, and Hofer (2009) Grounded Tech Integration:Math, Learning and Leading with Technology, 37 (3) Retrieved from http://www.iste.org/AM/Template.cfm?Section=November_No_3_5&Template=/MembersOnly.cfm&NavMenuID=4436&ContentID=24617&DirectListComboInd=D
Tuesday, April 20, 2010
Journal 8: Navigate the Digital Rapids - NETS V
Helping students become a digital citizen can be a challenge when the digital landscape is continually changing. A teacher who can overcome that challenge is someone who can effectively research technology trends, monitor the uses of technology in your school, avoid the fear factor that can easily paralyze you, and empower student-centered learning to create vibrant, exciting learning projects. If you are not at that place of comfort or ability there several things to consider to help you teach effective digital citizenship to your students.
The first is to customize. Students don't like to "placed in a box". They like to feel unique and stand out. They customize their life in an effort to be noticed and not become another face in the crowd. Teachers should customize their lesson plans and give the students some freedom to explore, create and learn on their own as well. Standards do not have to be sacrificed in order for this to be done. By allowing the students to have the freedom to customize it is also important to know how to monitor their work and make sure it is appropriate. Students should be taught the difference between professional networking and social networking.
It is also important for teachers to monitor the student's work. Social networking and professional networking are two different things. Most students today are familiar with social networking and may not know how to change their language, tone, and information given out. Monitoring their activities can be checking the type of avatar they use, styles of language, and quality of material they upload. Having a routine check and set procedures for when other students find inappropriate material will help ease the stress that may come from making sure everyone is being followed up on, When something is caught and labeled as inappropriate there needs to be a plan in place determining what steps will be taken.
As a teacher how can you gain the confidence to teach and guide your students through the digital rapids?
Be connected yourself. Research and work with tools that you will be using with your students long before you introduce it. Explore tools such as wikis, Nings, and blogs. Create a learning network that you can fall back on or turn to as you begin to teach your students. Though it you can share experiences and learn from each other's successes and failures.
How can you help your students acquire the skills to navigate through the digital rapids?
Give them structured freedom. Teach them the difference between social networking and professional networking. Teach them about Internet safety. There are an unlimited number of websites on the web that are only a click away from the students. Teaching them about how to navigate through them is important. Teach them how to flush out the good sites from the bad.
Lindsay and Davis (2010) Navigate the Digital Rapids, Learning and Leading with Technology, 37 (6) Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
The first is to customize. Students don't like to "placed in a box". They like to feel unique and stand out. They customize their life in an effort to be noticed and not become another face in the crowd. Teachers should customize their lesson plans and give the students some freedom to explore, create and learn on their own as well. Standards do not have to be sacrificed in order for this to be done. By allowing the students to have the freedom to customize it is also important to know how to monitor their work and make sure it is appropriate. Students should be taught the difference between professional networking and social networking.
It is also important for teachers to monitor the student's work. Social networking and professional networking are two different things. Most students today are familiar with social networking and may not know how to change their language, tone, and information given out. Monitoring their activities can be checking the type of avatar they use, styles of language, and quality of material they upload. Having a routine check and set procedures for when other students find inappropriate material will help ease the stress that may come from making sure everyone is being followed up on, When something is caught and labeled as inappropriate there needs to be a plan in place determining what steps will be taken.
As a teacher how can you gain the confidence to teach and guide your students through the digital rapids?
Be connected yourself. Research and work with tools that you will be using with your students long before you introduce it. Explore tools such as wikis, Nings, and blogs. Create a learning network that you can fall back on or turn to as you begin to teach your students. Though it you can share experiences and learn from each other's successes and failures.
How can you help your students acquire the skills to navigate through the digital rapids?
Give them structured freedom. Teach them the difference between social networking and professional networking. Teach them about Internet safety. There are an unlimited number of websites on the web that are only a click away from the students. Teaching them about how to navigate through them is important. Teach them how to flush out the good sites from the bad.
Lindsay and Davis (2010) Navigate the Digital Rapids, Learning and Leading with Technology, 37 (6) Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
Thursday, April 8, 2010
Inspiration - NETS I, II
Inspiration, a graphic organizer, was used to demonstrate completed projects which meet the following NETS-T standards:
1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital-Age Learning Experiences and Assessments
3. Model Digital-Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5. Engage in Professional Growth and Leadership
1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital-Age Learning Experiences and Assessments
3. Model Digital-Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5. Engage in Professional Growth and Leadership
Monday, April 5, 2010
Journal 7: The Beginners Guide To Virtual Field Trips - NETS V
As a student I always looked forward to field trips. It was a chance to take a break from the routine of school, spend time with my classmates, and explore the concepts we were learning in class more closely. The field trips I went on were always limited by the distance from school and cost of admissions. Today we are no longer limited by distance and cost. Teachers can now organize Virtual Field Tips which allow their students to explore and see things that were previously out of their reach and budget. Virtual Field Trips (VFT) are trips that are conducted virtually over the internet and/or videoconferencing equipment. The trips can vary in form; touring a historical site, witnessing scientific experiments, watching life demonstrations on the field, attending folk festivals or other events.
There are different types of VFTs. Asynchronous VTFs are trips that are not delivered in real time. They are websites that include text, audio, or video resources about specific topics. Interactive VFTs are synchronous and are real-time experiences. Students in one location can learn from informal educators in another location such as a museum, historical castle, or organization. They take place over the Internet using h.323 videoconferencing technology.
What are the benefits of Virtual Field Trips?
Virtual Field trips allow students to explore new things that would otherwise not be available to them. Most of the desirable and ideal destinations are too far away and not feasible to reach. VFTs eliminate that barrier. There are about 300 museums, science centers, historical sites, and similar organizations that offer interactive VFTs. Students can view, hear, and interact with people who are articulate and experts on the topic the students are studying. It can empower teachers, librarians, administrators, and the IT staff to create significant opportunities for their school to focus on a world beyond their borders. The VFTs may also offer supplement work or papers to help the students. One website, http://www.efieldtrips.org/ offers four components: Trips Journal, Virtual Visit, Ask the Expert, and Live Chat. The trip journals are blank worksheets for students to fill out while attending the Virtual Visit. They help the teacher make sure the students are focused and paying attention to the information provided. The Virtual Visit is an interactive Flash movie that teaches the students about the eFieldTrip topic. Ask the Expert is available after the students completed the Virtual Visit. They can ask questions and receive answers in 1-2 days. If teachers want to schedule a live web chat, students can interact with the experts, ask their questions and have them answered in real time. We live in a media-saturated society and students will often forget that they are viewing the field trips via videoconferencing. They are able to feel a connection with the on-screen instructor and the classroom walls melt away.
How do I organize a VFT?
The first thing you need to do is make sure that you have the resources available at your school. Interactive VFTs require Internet access, videoconferencing technology, and a system that that is h.323 compatible and capable of IP-based connections. In 2009 a study was done showing that 30% of US schools have installed large-group videoconferencing equipment. Once the equipment is available the next step is to research different virtual trips for your students. To help insure that you are finding quality trips you can join the Center for Interactive Learning and Collaboration (http://www.cilc.org/). This site lets you search for content based on subject matter, grade level, cost, or content provider. You also want to look for VFTs that are led by known experts and reliable organizations that use credible primary sources. Once your resources are set up and you have found reliable sources, the places your class will travel to learn about are endless.
Zanetis (2010) THe Beginners Guide to Virtual Field Trips, Learning and Leading with Technology, 37 (6) Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
There are different types of VFTs. Asynchronous VTFs are trips that are not delivered in real time. They are websites that include text, audio, or video resources about specific topics. Interactive VFTs are synchronous and are real-time experiences. Students in one location can learn from informal educators in another location such as a museum, historical castle, or organization. They take place over the Internet using h.323 videoconferencing technology.
Virtual Field trips allow students to explore new things that would otherwise not be available to them. Most of the desirable and ideal destinations are too far away and not feasible to reach. VFTs eliminate that barrier. There are about 300 museums, science centers, historical sites, and similar organizations that offer interactive VFTs. Students can view, hear, and interact with people who are articulate and experts on the topic the students are studying. It can empower teachers, librarians, administrators, and the IT staff to create significant opportunities for their school to focus on a world beyond their borders. The VFTs may also offer supplement work or papers to help the students. One website, http://www.efieldtrips.org/ offers four components: Trips Journal, Virtual Visit, Ask the Expert, and Live Chat. The trip journals are blank worksheets for students to fill out while attending the Virtual Visit. They help the teacher make sure the students are focused and paying attention to the information provided. The Virtual Visit is an interactive Flash movie that teaches the students about the eFieldTrip topic. Ask the Expert is available after the students completed the Virtual Visit. They can ask questions and receive answers in 1-2 days. If teachers want to schedule a live web chat, students can interact with the experts, ask their questions and have them answered in real time. We live in a media-saturated society and students will often forget that they are viewing the field trips via videoconferencing. They are able to feel a connection with the on-screen instructor and the classroom walls melt away.
How do I organize a VFT?
The first thing you need to do is make sure that you have the resources available at your school. Interactive VFTs require Internet access, videoconferencing technology, and a system that that is h.323 compatible and capable of IP-based connections. In 2009 a study was done showing that 30% of US schools have installed large-group videoconferencing equipment. Once the equipment is available the next step is to research different virtual trips for your students. To help insure that you are finding quality trips you can join the Center for Interactive Learning and Collaboration (http://www.cilc.org/). This site lets you search for content based on subject matter, grade level, cost, or content provider. You also want to look for VFTs that are led by known experts and reliable organizations that use credible primary sources. Once your resources are set up and you have found reliable sources, the places your class will travel to learn about are endless.
Zanetis (2010) THe Beginners Guide to Virtual Field Trips, Learning and Leading with Technology, 37 (6) Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
Friday, March 19, 2010
Journal 6: Interactive Boards - NETS V
Many schools are switching from projectors, chalk boards, and white boards to interactive whiteboards. An interactive whiteboard, also referred to as IWB, is an interactive display that connects a computer to a projector. The projector projects the computer's screen onto the board's surface, usually mounted on a wall or floor board in the front of a classroom, where the user can control the computer using a pen, finger, or other device. Interactive Boards can help remove the focus on the teacher and put the students in front of the classroom. A marketing research company has projected that by 2011, one in seven classes will have an interactive whiteboard in their classroom.
According to educators on Classroom 2.0 Community, the two leading interactive boards are SmartBoards and Promethean Boards. The educators have found that both boards have a lot in common. Each have software that can be downloaded into your computer. The Promenthean Boards have been said to have software that is easier to read and is "child-friendly". Both allow you as a teacher to have access to on-line downloads of lessons or other resources from teachers from around the world. The biggest difference between the interactive boards are the pens and sensors used to "write" or work on the board. Promethean Boards use pens and they can be loud when writing and SmartBoards use a senor and is touch sensative. When bought, the Promenthean Boards are packaged well, everything is included and they have a variety of resources and helpful support. The SmartBoards are not great at support but have been working on improving. It may only be a matter of time before they are as helpful and more efficient.
When looking into purchasing an IWB it is best to look at the needs of the school and class; how many classrooms will have boards, which accessories you want to use, what type of lessons you will be using the boards for, and which software you feel comfortable using and navigating around. Once your school has chosen which product they want to work with the first step would be to make sure proper training is set up for all the teachers to go through. The training is key to being sucessfull in the classroom.
After reading through the discussions on Classroom 2.0, I have learned that once everything is running smoothly your only concern may be how to manage the students when you use it. I have seen this first hand how excited a class can get when the boards are used. It is easy to incorporate student interaction with the boards because students will be eager to get involved. They love writing on the boards or pads. Students can write, circle, drag objects, and choose answers on the boards. Educators are excited about this new technology because it helps engage the students in the lesson. There are interactive pads that students can write on at their desk and their work is reflected on the screen. Math can be a tough subject for a lot of students and with the interactive smart boards teachers can dowload math games for the students to play in class. Math, science and social studies are the common subjects that are using the boards. The boards open you up to a vast number of lessons plans and activities that would be impossible to do on a projector or white board.
Thursday, March 18, 2010
Powerpoint - NETS II, III & IV
This power point presentation shows lesson plans that meet the National Educational Technology Standards for Students in a middle school classroom. The power point has word art, custom animation on text and pictures, slide transitions and hyperlinks where appropriate.
NETS S Slideshow
NETS S Slideshow
NETS PowerPoint Collaborative Rubric - NETS III
This is a rubric that was collaboratively created with my Education 422 class. The entire class contributed is deciding what was required on PowerPoint presentations that were previously created to receive full credit, partial credit, or no credit on specific items that were given in the power point’s instructions.
Friday, March 12, 2010
Social Bookmarking (Delicious.com) NETS - I, II, III, & IV
In this assignment I researched and bookmarked important websites that are helpful and resourceful for educators. The websites I bookmarked, also known as tags, are listed on a Delicious account I created, http://delicious.com.rachelosborne. The websites I have tagged can be shared with family, friends, colleagues, parents and students.
http://delicious.com/racheosborne
1. National Archives: Under the National Archives website I found the Eyewitness: American Originals from the National Archives to be an informative website. It shares griping eyewitness accounts – in the form of letters, diaries, audio, and film recording of key moments in U.S. History. On the website you can browse through the contents section and find an account that fist a specific idea that was being dealt with in history. One example is the assassination of Abraham Lincoln. There is an information tab that gives a brief overview of the subject and different aspects of the assassination. It also has a scanned statement of Dr. Robert King Stone, the family physician. It includes three photos: Abraham Lincoln, Dr. Robert King Stone and President Lincoln’s death bed. It is important to use primary sources such as these in the classroom because it brings history to life for the students. It also confirms the authenticity of what is being studied.
2. National Education Association: “Achievement Gap” is commonly misunderstood to mean only the differences in test scores of minority and low income students than those of the privileged Whites and Asians. Achievement gaps between students are influenced by much more than race and income. They can be created by: racial and ethnic minorities, English language learners, students with disabilities, low income families, and gender. There are four groups that are a risk of achievement gaps. They are American Indians and Alaska Natives, Asian Americans and Pacific Islanders, Blacks, and Hispanics. Indicators a student may experience an achievement gap are poor performances on statewide tests, access to key opportunities such as challenging classes and new technologies, and goals they hope to attain such as college degrees or specific employment.
Learning to be culturally competent may take time but there are steps that can be taken to ensure you are moving in the right direction. As teacher there are three steps I can take to ensure that I become a culturally competent educator. The first step is doing my research. There are many schools that deal with the growing issue of cultural diversity in the classroom. Networking can be done with them to collaborate, discuss and implement new strategies. Together we could share information/procedures and lessons that have either worked or backfired. We could implement only that which will help with my specific school’s needs and interests. The second step I could take is to have a clear mission statement that commits to cultural competence. The statement could be posted in the classroom as a constant reminder. It also helps to have the commitment to becoming culturally competent written out and available for others to see and hold me accountable to. The third step I could take is to network with the community through parents, family, minority community, and faith-based organizations concerned with the needs of diverse students. In order to understand my students I must first have a better understanding of their home life. This can be achieved by networking with parents and encouraging them to get involved with the class. Just like collaborating with other schools is important, so is working with other organizations that deal directly with specific minority groups or a large amount of diverse students.
3. Stop Cyber Bullying: Are you a cyberbully? A question most people used to not think twice about. Cyber space is still relatively new and we are only now beginning to understand the power it has to hurt people. I took the, Are you a cyberbully quiz under the 11- 14 Age Range, and was happy with the results. My score labeled me a cyber saint. I admit one reason for the low score is my dislike for the social networking through the internet. I am a face to face type of person and show a great deal of respect to those around me. I am more afraid of being found liable for my written word than I am of anything I say verbally. I was a little shocked reading through the questions, and a bit discouraged that students engage in this type of activity. Most of the activities would never cross my mind.
The old saying, “sticks and stones will break my bones, but words can never harm me”, is far from the truth. Anyone who has been slandered or the brunt of a joke knows how hurtful words, spoken or written, can be. As teachers you have to understand where to draw the line between school and home. You will not always have the authority or legal right to take action to punish a student for cyber bullying. Most schools have an acceptable use policy, explaining what is and isn’t acceptable technology and computer use, and by having parents sign it at the beginning of the year it hold the students and parents accountable. It was interesting to find that there have been several cases where a school has taken disciplinary action to protect the staff or school itself and the courts have ruled in favor of the student. As an educator, I would want to spend some time at the beginning of the year going over appropriate actions and correct usage of technology. Most students don’t think the consequences of their actions or words written from an extreme emotion.
4. Kathy Schrocks’s Guide for Educators: While looking through the “Subject Access” section on this website I chose the mathematics sections because I hope to teach math at the middle school level. Within the math section I found AAA Math, a website that features interactive lessons, multiple practice problems, and game ideas. All the lessons and activities are broken down from grade level to specific subject matter. I would be able to use this website to give the students new ways of exploring and practicing math. The lessons are written out and practice problems and games are on the website. If I have computers in my class I can have the students work on them during class once a week. Otherwise extra credit can be given to those who do it at home. I also found a website under the mathematics sections that could help me with algebra lessons called algebrahelp.com. It breaks up lesson by topic and further separates those that will need a calculator.
The website also had a “Teacher Helpers” section that had a variety of different sites that could help you in all areas; from continued educations presentations, slide shows, evaluation tools, to tips on how to set up your classroom. The one that interested me was the Assessment & Rubrics section. I enjoy making lessons, but have a hard time knowing how to grade. I’ve graded papers and assignments in the past and I always want to give everyone an “A”. I have a tough time knowing how to weigh different parts of a projects, paper, or assignment. These websites will help me create rubrics and assessments that will allow me to be fair and accurate.
5. Multiple Intelligences: Multiple Intelligence challenges the idea that aptitude consists solely on the ability to reason and understand complex ideas. Instead it relies on eight human capacities: musical, verbal, physical, interpersonal, visual, logical, intrapersonal, and naturalistic. I took a quiz to find out what my learning style is. My results were the following: 69% Intrapersonal, 50% Naturalistic, 42% Bodily-Kinesthetic. I scores 38% on both Logical-Mathematical and Interpersonal. Reading through the descriptions of each learning style, I believe that my results match and reflect my learning styles perfectly.
Watching the video, Multiple Intelligences Leave No Child Behind, I was reminded that all areas of multiple intelligence are equally important. One school taken this idea and created programs that allow their students to draw and focus on their strengths. The students take test to find what their learning style is. During the year they have electives, PODS, periods that the students can choose from that draws on their strengths. The teachers who teach each POD is equally as passionate about it. Many students feel strength and satisfaction from these classes, where they normally get discouraged in other classes. This school and these classes have helped give the students direction in life. During their time at the school they develop a digital portfolio show their strengths. The only thing holding them back from experimenting with new ways of growing and challenging the students are the No Child Left Behind law. It forces them to take more time testing instead of learning and helping develop the students core strengths.
6. Teaching Tolerance: I chose a 6th-8th grade lesson plan that focuses on social studies and math and technologies. This project will help the classroom critically investigate the causes and meaning of poverty in our nation. The three objectives are to learn how the federal government estimates the poverty line, calculate alternatives to the federal estimate, and discuss possible effects of understanding the poverty line. This project will be beneficial for the students because it allows them to work with real numbers and to gain a better understanding of what poverty is and the government defines it. There are many working people who struggle financially. Reviewing salary averages of different careers can help students start thinking about what type of profession they may want to take. It may also help them gain a better understanding that life isn’t free. They can further appreciate their parents and the work they do in order to pay and provide for food, shelter, toys, and entertainment.
7. Multicultural Education and Equity Awareness Quiz: After taking the quiz off of the website I am a little ashamed to report that I only got five out of 15 questions correct. Many of the answers to questions were shocking in the high numbers and percentages. One of the questions that stood out to me was, based on a 2007 report from the Economic Policy Institute, the annual earnings of the average full-time US worker is roughly equal to the daily earnings of the average CEO in the US. It is shocking that there can be such a drastic difference in earnings. There are so many needs in out country, I could not even begin to imagine what they CEOs are spending their earnings on. Another question stated that roughly 2,600,000 US citizens are millionaires. All of those citizens are taken into consideration for the average annual earnings of the average full-time workers. The second question that stood out to me was that African American women in the US are four times more likely to die during childbirth due to lack of prenatal care. Health care is a tough topic, but I believe that everyone should have the right and privilege to adequate health care. I know there will be students in my class who will have their studies hindered due to health reasons and not having the right things available to them.
8. Netiquette Guidelines: My score on the Netiquette was 80%. D:-o Netiquette is network etiquette. Cyberspace has created its own culture, as can be seen through cyber bullying. Networking and becoming the go-to form of communication. 8-l The hard thing with networks is there is usually no face to face contact and the humanity aspect can be easily forgotten or dropped. The students who will be in my class are growing up in this era and it is important to teach them proper etiquette. Just as I was taught how to act and speak correctly in public, these students will need to know how to do it over the net.
http://delicious.com/racheosborne
1. National Archives: Under the National Archives website I found the Eyewitness: American Originals from the National Archives to be an informative website. It shares griping eyewitness accounts – in the form of letters, diaries, audio, and film recording of key moments in U.S. History. On the website you can browse through the contents section and find an account that fist a specific idea that was being dealt with in history. One example is the assassination of Abraham Lincoln. There is an information tab that gives a brief overview of the subject and different aspects of the assassination. It also has a scanned statement of Dr. Robert King Stone, the family physician. It includes three photos: Abraham Lincoln, Dr. Robert King Stone and President Lincoln’s death bed. It is important to use primary sources such as these in the classroom because it brings history to life for the students. It also confirms the authenticity of what is being studied.
2. National Education Association: “Achievement Gap” is commonly misunderstood to mean only the differences in test scores of minority and low income students than those of the privileged Whites and Asians. Achievement gaps between students are influenced by much more than race and income. They can be created by: racial and ethnic minorities, English language learners, students with disabilities, low income families, and gender. There are four groups that are a risk of achievement gaps. They are American Indians and Alaska Natives, Asian Americans and Pacific Islanders, Blacks, and Hispanics. Indicators a student may experience an achievement gap are poor performances on statewide tests, access to key opportunities such as challenging classes and new technologies, and goals they hope to attain such as college degrees or specific employment.
Learning to be culturally competent may take time but there are steps that can be taken to ensure you are moving in the right direction. As teacher there are three steps I can take to ensure that I become a culturally competent educator. The first step is doing my research. There are many schools that deal with the growing issue of cultural diversity in the classroom. Networking can be done with them to collaborate, discuss and implement new strategies. Together we could share information/procedures and lessons that have either worked or backfired. We could implement only that which will help with my specific school’s needs and interests. The second step I could take is to have a clear mission statement that commits to cultural competence. The statement could be posted in the classroom as a constant reminder. It also helps to have the commitment to becoming culturally competent written out and available for others to see and hold me accountable to. The third step I could take is to network with the community through parents, family, minority community, and faith-based organizations concerned with the needs of diverse students. In order to understand my students I must first have a better understanding of their home life. This can be achieved by networking with parents and encouraging them to get involved with the class. Just like collaborating with other schools is important, so is working with other organizations that deal directly with specific minority groups or a large amount of diverse students.
3. Stop Cyber Bullying: Are you a cyberbully? A question most people used to not think twice about. Cyber space is still relatively new and we are only now beginning to understand the power it has to hurt people. I took the, Are you a cyberbully quiz under the 11- 14 Age Range, and was happy with the results. My score labeled me a cyber saint. I admit one reason for the low score is my dislike for the social networking through the internet. I am a face to face type of person and show a great deal of respect to those around me. I am more afraid of being found liable for my written word than I am of anything I say verbally. I was a little shocked reading through the questions, and a bit discouraged that students engage in this type of activity. Most of the activities would never cross my mind.
The old saying, “sticks and stones will break my bones, but words can never harm me”, is far from the truth. Anyone who has been slandered or the brunt of a joke knows how hurtful words, spoken or written, can be. As teachers you have to understand where to draw the line between school and home. You will not always have the authority or legal right to take action to punish a student for cyber bullying. Most schools have an acceptable use policy, explaining what is and isn’t acceptable technology and computer use, and by having parents sign it at the beginning of the year it hold the students and parents accountable. It was interesting to find that there have been several cases where a school has taken disciplinary action to protect the staff or school itself and the courts have ruled in favor of the student. As an educator, I would want to spend some time at the beginning of the year going over appropriate actions and correct usage of technology. Most students don’t think the consequences of their actions or words written from an extreme emotion.
4. Kathy Schrocks’s Guide for Educators: While looking through the “Subject Access” section on this website I chose the mathematics sections because I hope to teach math at the middle school level. Within the math section I found AAA Math, a website that features interactive lessons, multiple practice problems, and game ideas. All the lessons and activities are broken down from grade level to specific subject matter. I would be able to use this website to give the students new ways of exploring and practicing math. The lessons are written out and practice problems and games are on the website. If I have computers in my class I can have the students work on them during class once a week. Otherwise extra credit can be given to those who do it at home. I also found a website under the mathematics sections that could help me with algebra lessons called algebrahelp.com. It breaks up lesson by topic and further separates those that will need a calculator.
The website also had a “Teacher Helpers” section that had a variety of different sites that could help you in all areas; from continued educations presentations, slide shows, evaluation tools, to tips on how to set up your classroom. The one that interested me was the Assessment & Rubrics section. I enjoy making lessons, but have a hard time knowing how to grade. I’ve graded papers and assignments in the past and I always want to give everyone an “A”. I have a tough time knowing how to weigh different parts of a projects, paper, or assignment. These websites will help me create rubrics and assessments that will allow me to be fair and accurate.
5. Multiple Intelligences: Multiple Intelligence challenges the idea that aptitude consists solely on the ability to reason and understand complex ideas. Instead it relies on eight human capacities: musical, verbal, physical, interpersonal, visual, logical, intrapersonal, and naturalistic. I took a quiz to find out what my learning style is. My results were the following: 69% Intrapersonal, 50% Naturalistic, 42% Bodily-Kinesthetic. I scores 38% on both Logical-Mathematical and Interpersonal. Reading through the descriptions of each learning style, I believe that my results match and reflect my learning styles perfectly.
Watching the video, Multiple Intelligences Leave No Child Behind, I was reminded that all areas of multiple intelligence are equally important. One school taken this idea and created programs that allow their students to draw and focus on their strengths. The students take test to find what their learning style is. During the year they have electives, PODS, periods that the students can choose from that draws on their strengths. The teachers who teach each POD is equally as passionate about it. Many students feel strength and satisfaction from these classes, where they normally get discouraged in other classes. This school and these classes have helped give the students direction in life. During their time at the school they develop a digital portfolio show their strengths. The only thing holding them back from experimenting with new ways of growing and challenging the students are the No Child Left Behind law. It forces them to take more time testing instead of learning and helping develop the students core strengths.
6. Teaching Tolerance: I chose a 6th-8th grade lesson plan that focuses on social studies and math and technologies. This project will help the classroom critically investigate the causes and meaning of poverty in our nation. The three objectives are to learn how the federal government estimates the poverty line, calculate alternatives to the federal estimate, and discuss possible effects of understanding the poverty line. This project will be beneficial for the students because it allows them to work with real numbers and to gain a better understanding of what poverty is and the government defines it. There are many working people who struggle financially. Reviewing salary averages of different careers can help students start thinking about what type of profession they may want to take. It may also help them gain a better understanding that life isn’t free. They can further appreciate their parents and the work they do in order to pay and provide for food, shelter, toys, and entertainment.
7. Multicultural Education and Equity Awareness Quiz: After taking the quiz off of the website I am a little ashamed to report that I only got five out of 15 questions correct. Many of the answers to questions were shocking in the high numbers and percentages. One of the questions that stood out to me was, based on a 2007 report from the Economic Policy Institute, the annual earnings of the average full-time US worker is roughly equal to the daily earnings of the average CEO in the US. It is shocking that there can be such a drastic difference in earnings. There are so many needs in out country, I could not even begin to imagine what they CEOs are spending their earnings on. Another question stated that roughly 2,600,000 US citizens are millionaires. All of those citizens are taken into consideration for the average annual earnings of the average full-time workers. The second question that stood out to me was that African American women in the US are four times more likely to die during childbirth due to lack of prenatal care. Health care is a tough topic, but I believe that everyone should have the right and privilege to adequate health care. I know there will be students in my class who will have their studies hindered due to health reasons and not having the right things available to them.
8. Netiquette Guidelines: My score on the Netiquette was 80%. D:-o Netiquette is network etiquette. Cyberspace has created its own culture, as can be seen through cyber bullying. Networking and becoming the go-to form of communication. 8-l The hard thing with networks is there is usually no face to face contact and the humanity aspect can be easily forgotten or dropped. The students who will be in my class are growing up in this era and it is important to teach them proper etiquette. Just as I was taught how to act and speak correctly in public, these students will need to know how to do it over the net.
Wednesday, March 10, 2010
Journal 5: Can't We All Just Get Along - NETS V
Not everyone speaks the language of technology. As it is implemented into schools it is important that there is constant communication between the teachers and the IT techs. IT techs can get frustrated with the constant demands, usually for basic problems, from the teachers. Teachers can get overwhelmed with the new technology and feel they lack the skills or training necessary to operate their classroom. Administrators worry that teacher allow their students to support the technology needs in the class which can be risky due to students hacking into systems and changing grades or retrieving restricted information.
In an attempt to help teachers implement new technology into their classroom, an IT department was created for one school district. To bridge the gap they set up meetings with district administrators to discuss specific problems and needs. This would be a good model to bring into all school districts. Constant communication can help alleviate some of the frustration teachers and techs feel when either one don’t feel understood. Explaining the reasoning behind certain requests allows the other to see the bigger picture and understand the justification of the request. It also helps when a request is denied because it eliminates any resentment that may brew.
What are frustrations that you should be aware of that happen between teachers and IT techs?
Most frustrations between teachers and IT techs come from a lack of understanding or having a gap in their knowledge. It is important to read a district’s tech plan so you know what type of program is being run on your school computer. Any software that is bought should go through the tech departments so that compatible software is bought. When we don’t understand how to use something it is easy to give up. Techs can get frustrated with teachers for not trying to solve problems on their own and taking the time to try and work through a problem. Instead they instantly ask students to solve problems – which can cause security issues, or ask the techs to solve the most basic of problems and there by wasting their time. Technology has its own language and teachers can feel lost and confused when techs start explaining themselves using computer jargon.
As a teacher, how can you help the relationship you have with the tech department?
You can help create a good relationship with the tech department by taking the time to try and understand and learn more about the technology that is used in your classroom. It also helps to fully explain the reasoning behind your request so that the tech understands the needs in your classroom and how it affects the students directly or indirectly. If it is feasible, attending workshops or conferences on technology can help you build a respect and understanding for what they do. It is also important that you go through the tech department before buying any programs to make sure that it is compatible. When problems with technology do arise it is helpful to have the tech’s number close by so you can walk through solving the problem over the phone.
Anderson (2009-2010, January) Can’t We All Just Get Along. Learning & Leading in Technology, 37 (4), Retrieved from http://www.iste.org/AM/Template.cfm?Section=December_January_No_4_4&Template=/MembersOnly.cfm&NavMenuID=4450&ContentID=24823&DirectListComboInd=D
In an attempt to help teachers implement new technology into their classroom, an IT department was created for one school district. To bridge the gap they set up meetings with district administrators to discuss specific problems and needs. This would be a good model to bring into all school districts. Constant communication can help alleviate some of the frustration teachers and techs feel when either one don’t feel understood. Explaining the reasoning behind certain requests allows the other to see the bigger picture and understand the justification of the request. It also helps when a request is denied because it eliminates any resentment that may brew.
What are frustrations that you should be aware of that happen between teachers and IT techs?
Most frustrations between teachers and IT techs come from a lack of understanding or having a gap in their knowledge. It is important to read a district’s tech plan so you know what type of program is being run on your school computer. Any software that is bought should go through the tech departments so that compatible software is bought. When we don’t understand how to use something it is easy to give up. Techs can get frustrated with teachers for not trying to solve problems on their own and taking the time to try and work through a problem. Instead they instantly ask students to solve problems – which can cause security issues, or ask the techs to solve the most basic of problems and there by wasting their time. Technology has its own language and teachers can feel lost and confused when techs start explaining themselves using computer jargon.
You can help create a good relationship with the tech department by taking the time to try and understand and learn more about the technology that is used in your classroom. It also helps to fully explain the reasoning behind your request so that the tech understands the needs in your classroom and how it affects the students directly or indirectly. If it is feasible, attending workshops or conferences on technology can help you build a respect and understanding for what they do. It is also important that you go through the tech department before buying any programs to make sure that it is compatible. When problems with technology do arise it is helpful to have the tech’s number close by so you can walk through solving the problem over the phone.
Anderson (2009-2010, January) Can’t We All Just Get Along. Learning & Leading in Technology, 37 (4), Retrieved from http://www.iste.org/AM/Template.cfm?Section=December_January_No_4_4&Template=/MembersOnly.cfm&NavMenuID=4450&ContentID=24823&DirectListComboInd=D
Friday, March 5, 2010
Journal 4: Finding Students Who Learn Through Media - NETS V
Classrooms have been able to use web-based tools to help aid lessons and research projects, allowing access to primary source documents. Students have been encouraged to explore the digital age and incorporate it with learning. PrimaryAccess is a program that has helped researchers gain a better understanding of how educators can integrate student-authored media into the curriculum of a formal school setting. It also can help cut costs as it is a free on-line tool.
A study was done with two programs offered by PrimaryAccess to see if by using the programs the student’s learning ability improved as well. PrimaryAccess MovieMaker allows students to make short film documentaries that can be shown on-line. The documentaries can range in subject matter from social studies to science, but the tools used and process remains the same. PrimaryAccess Storyboard allows students to create visual narratives. A pilot study concluded that teachers were able to incorporate the program without any extra class time and the students using the tools preformed the same on teacher –designed tests as those who wrote traditional essays. How can you incorporate PrimaryAccess into your classroom?
PrimaryAccess is a free online tool that could be used in any classroom. While navigating through the website I found that it is easy to operate and has instructional sites and tools for teachers. Students would be able to work on group or individual projects. It would be a good substitute for presentations or essays. As seen by the research, since not every student was engaged by this media tool, I could sometimes give students options on how they wanted to present the information they gathered for a project. It could be through PrimaryAccess, essay, poster boards, power point, trivia games, or any other creative means.
Is PrimaryAccess an effective tool to reach all learning styles?
Tools like PrimaryAccess reach different learning styles. A kinesthetic learner may benefit the most from projects using these types of tools. When working on either the MovieMaker or Storyboard there will be movement, group interactions, student paced work, and tangible information that the student has gathered and is presenting. A student can feel ownership towards a lesson or concept. A visual learner may benefit from these tools because almost everything is done visually. Information is gathered through the Internet, primary documents, or textbooks. Then a script is written and a movie or story is created to view that presents the information. An auditory learner may have the most trouble with this style of learning. They learn by listening and talking. They can benefit from the creation of the storyboard or the movie. They are able to talk through the information they have found; they speak it and hear it from themselves or group members.
Bull, Alexander, and Ferster (2010). Finding students who learn with media. Learning & Leading in Technology, 37(5), Retrieved from http://www.learningandleading-digital.com/learning_leading/201002#pg1
Journal 3: Keeping the Peace - NETS V
The middle school was split in two on what was appropriate use of the technology at home and at the school. Some felt the students needed the freedom to explore and learn with little or no restriction. The others felt restrictions were necessary. In the end the school decided to block iChat from the school computers. It was a decision that was responded with mixed feelings. It turned into an issue of freedom of speech and the relationship between home and school called into question the boundary issues associated with the two. The school has since learned from their mistake and has created ways to introduce the new technologies and inform parents and students how they should be properly operated.
How would you have responded to the iChat dilemma?
I believe the school made the right choice in banning iChat from all of the school laptops. There are other forms of communication and social networking that the students could use. I also believe it is important to note that it was only the school issued laptops that had iChat restricted on. If a student had a personal computer at their home they would be able to use it there. While they are at school they should do face to face communication. There is a level of patience, time management, and interaction with others that can be learned from not having the luxury of iChating at all times of the day. The middle school in this article ended up creating and IM program for use at school with teacher permission within the school’s network and made it limited to student work.
How can a school “keep the peace” with technology between schools and homes?
A school can set boundaries so there is no conflict between the level of control or influence with schools and student's homes. When student’s first receive their laptops they can go through orientations, or Boot Camps – what the middle school calls it, where they learn how to use them effectively and efficiently. Workshops can be offered throughout the year for teachers, parents, and students. These workshops can go over physical care of the computer, guidelines for appropriate use, and ethics. Contracts can be signed on what acceptable use of the computer is when a student receives their laptop.
Levinson, Matt. (2009-2010, February). Keeping the peace. Learning and Leading with Technology, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25237&DirectListComboInd=D
Journal 2: Using Podcasts to Develope a Global Perspective - NETS V
Podcasting is not an easy task and requires a lot of time, research, and analysis. The students from the school in Ohio were given the task of creating a debate on a global issue in which people holding different views could exchange their ideas. It began with in depth research on the chosen topic and how different countries and specific world leaders would respond. Before putting together a podcast the students had to analyze how viewers would respond so they could be ready to give an answer at any moment. This forces students to take a different perspective on a topic in a non threatening way. Video recording and editing was the last stage in putting the podcast together. Once posting it to the Internet, the students understood that their work and research could reach many people. This helped them work thoroughly by making sure they were accurate and there weren’t many editing mistakes.
Would all high schools be able to benefit from podcasting?
Podcasting is a resourceful tool, but it may not be feasible for all high schools. It requires technology such as computers, internet, cameras, and video editing programs that may not may be accessible to all students. There are many low income schools around the US that do not have the income to provide all of that to the students. Creating a well thought out podcast requires analytical skills and an ability to find research through a variety of different avenues, avenues that not all students may know how to use. The younger generation may be more apt to find the information that they need as technology has slowly shaped and changed the way we find answers to our questions on even the most basic question. One thing to note is that even if a school doesn’t have the ability to podcast, most do have the ability to view what other students have done. Students may not create a podcast, but they can respond to one and class discussions can be based off posted discussions.
Are there any downsides to podcasting?
Podcasting has a great number of advantages. It empowers students, gets them interested in global issues, teaches them to respect others and their opinions and views, teaches them new computer skills and allows them to work in a group setting. Just as there can be the trouble with the internet, almost anyone can post information up - whether it is true or not, podcasting has the potential to project incorrect information if incorrect information was gathered while doing research. It is important that reliable sources and databases be used for gathering information.
Maguth, B. M., & Elliot, J. (2010). Using Podcasts to develop a global perspective. Learning and Leading with Technology, 37(5), Retrieved from http://www.learningandleading-digital.com/learning_leading/201002#pg1
Journal 1: Computing in the Clouds - NETS V
Files, tools, and personal applications can be accessed with any computer. Your personal work and files are available to you at any given time when you are at a computer. Access to e-mail, web bookmarks, documents, photo storage and editing, and management systems for teachers can all be retrieved since it is stored on large networks of the Internet. An advantage of this is programs can run faster and be used on less-powerful, and more affordable, computers such as Netbooks. Collaborative work may also be easily shared and edited through applications such as wiki or Google Docs. One fear is that the Internet is not always accessible when working on a computer. Some of the program, such as Google Gears, allow you to work offline and will sync the work once you have reconnected.
How long would it take to transition to cloud computing?
The time it would take to transition to cloud computing would depend on how much information you currently store on your hard drive. Once you start reviewing what programs you currently use and how you store your information and resources, you may be surprised at how much of it is already done in the cloud. Most people use Internet based e-mails instead of hard drive based ones such as Microsoft Outlook. Websites that you have labeled under My Favorites can be easily moved to websites that hold them all such as Delicious. There are a number of on-line photo albums to store and even share your photos like Flickr. These websites make it easy for you to download your photos in bulk. There are also free programs, like Picnik, for those who like photo editing. All of these things can be transferred easily and quickly. Transferring old documents to Google Docs may be the most time consuming task.
How would computing in the clouds benefit a classroom setting?
Switching to cloud computing would allow teaching resources to be at your fingertips. Power point presentations, educational videos, helpful websites, and even gradebooks will all be available to access from your home, classroom, office, or any other computer from an outside location. As a teacher you would always know where to find something. There is no saving and transferring project files trough e-mail or onto or removable disks. Your work would be in a central location and easier to find. Students would also be able to do more collaborative work through Google Docs and other applications.
Johnson, D. (2009). Computing in the clouds. Learning and Leading with Technology, 37(4). Retrieved on February 1, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm
Thursday, February 25, 2010
Newsletter - NETS I
This is Sixth Grade Math Classroom Newsletter that was created on Microsoft Word. The newsletter was created using borders, dropcaps, and images from the internet. It includes a welcoming note to the class, how technology will be incorporated into the classroom, and what resources will be available throughout the school year to the students, and a little note of encouragement from the teacher.
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Monday, January 25, 2010
Introductions. . .
Welcome to my blog! My name is Rachel Osborne and I am an Oceanside native. My childhood, adolescent and young adult years were experienced in and around North County. As a result my educational background is not very diverse. I attended Kindergarten through fifth grade at Tri-City Christian School; a private school located in Vista.
After building a great educational foundation I transferred to the Oceanside Unified School District for the remainder of my schooling. I attended Lincoln Middle School and eventually graduated from El Camino High School, go Wildcats! Keeping up with the tradition of attending North County schools I received my BS in Business Administration at CSUSM. Being an adventurer at heart, I satisfied my desire to explore new places by spending my college summers teaching conversational English in a camp setting to students in the Czech Republic. It was during those summers that I discovered the joy that teaching brought me. Technology is an area that continues to amaze me. I remember the days when research was done in a library and with encyclopedias, you had to use a land line to talk with or invite a friend over, the AM/FM radio played a large role in determining the type of the music you listened to, and a Thomas Map Guide was kept in the backseat of the car for those rare occasions you were lost or needed to look up directions.
Today my life is dependant on the new forms of technology. Research is done on a computer in the comfort of my own home. Information and answers to any random question I may have – no matter the absurdity of it- are only a click away. Communication with friends and family is no longer limited, I am now available 24/7 via e-mail, skype, and cell phone. My iPod is a constant companion and a garmin accompanies me on road trips. I have always been a PC user but am interested in learning more about what the Mac has to offer. I use an archaic version of Microsoft Office and have experience with; Excell, Publisher, Access, Power Point and Outlook. I am not a natural when it comes learning how to use new technologies. It usually takes a lot of patience and hands on instructions before I can operate something on a basic level. I know it will take an effort on my part to stay current with this ever changing world.
My desire to be a part of the College of Education (CEO) at CSUSM was influenced by the presence they have in San Diego’s schools and praise reports I have heard from a number of different teachers. The COE’s “commitment to student-centered education, diversity, collaboration, professionalism, and shared governance,” as stated in their mission statement, also increased my interest in the program they offer. When students are the focus and center of every decision and tasks are accomplished in a group effort with a professional mindset allowing open communication, much can be achieved.
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