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15 years ago
Wednesday, May 6, 2009
Collaborative Wiki Page NETS (3,5)
Reviewed a wiki page and explained and learned how Podcasting would be used in a classroom.
Sunday, May 3, 2009
Fair Use Harbor CopyRight Assignment Nets (5)
Fair Harbor Copyright Assignment
This assignment goes into detail regarding all legal and ethical practices with regards to copyright. This assignment was a collaboration with 2 other peers.
This assignment goes into detail regarding all legal and ethical practices with regards to copyright. This assignment was a collaboration with 2 other peers.
Wednesday, April 22, 2009
Tuesday, April 21, 2009
Journal #10 MS
Epler, James (March/April 2009). New Visions for Transforming Teaching. Learning & Leading with Technology, Retrieved 04/21/2009, from http://www.learningandleading-digital.com/learning_leading/200904/
This article was fascinating in that as educators we are put as students in a classroom with other educators trying to adapt and push beyond our know limits. This program that they started is unique in that they are experiencing what we as teachers experience everyday that unless there is something to be gained or the view I better get something from this class or its not worth it my time. So they had to entice teachers to come, with using technology when they need it which is a very brilliant idea since we as teachers need to maintain our knowledge in this field. I liked that they used the same strategies as I have used with my students, first a large group then splitting the teachers to separate groups so a more relaxed and intense brainstorm session may transpire. Most people do not enjoy seminars and meetings but the way this program is set up there is a give and take and a degree of respect to the individual. The teachers get LCDs and the ability if they stay with the program to get more technological advice and resources and the program gets educators that have learned, and brought back valuable ideas to their districts which may in turn have more teachers want to enroll in this program. I am eager to see if there is a program that is like this in the San Diego area, for a up and coming teacher these programs would be invaluable.
Question #1
Why is it important for teachers to stay up on technologies and go to programs and or seminars?
Answer: It is truly important because it allows each of us who have been in a potential district bubble to share and explain ones ideas and beliefs. To explain to other educators why or why not something has worked in your classroom. Plus the seminars are a very social interactive way to get to know ones peers.
Question # 2
Why is it important to practice what you have learned from these seminars regarding technology?
Answer: It is important because the programs and seminars are geared for the teachers to make them more efficient and better able to teach students about technologies in the modern world. It also allows student the ability to know that their teacher may know a lot about a particular technology that students are interested in which would allow the teacher the ability to teach students more effectively.
This article was fascinating in that as educators we are put as students in a classroom with other educators trying to adapt and push beyond our know limits. This program that they started is unique in that they are experiencing what we as teachers experience everyday that unless there is something to be gained or the view I better get something from this class or its not worth it my time. So they had to entice teachers to come, with using technology when they need it which is a very brilliant idea since we as teachers need to maintain our knowledge in this field. I liked that they used the same strategies as I have used with my students, first a large group then splitting the teachers to separate groups so a more relaxed and intense brainstorm session may transpire. Most people do not enjoy seminars and meetings but the way this program is set up there is a give and take and a degree of respect to the individual. The teachers get LCDs and the ability if they stay with the program to get more technological advice and resources and the program gets educators that have learned, and brought back valuable ideas to their districts which may in turn have more teachers want to enroll in this program. I am eager to see if there is a program that is like this in the San Diego area, for a up and coming teacher these programs would be invaluable.
Question #1
Why is it important for teachers to stay up on technologies and go to programs and or seminars?
Answer: It is truly important because it allows each of us who have been in a potential district bubble to share and explain ones ideas and beliefs. To explain to other educators why or why not something has worked in your classroom. Plus the seminars are a very social interactive way to get to know ones peers.
Question # 2
Why is it important to practice what you have learned from these seminars regarding technology?
Answer: It is important because the programs and seminars are geared for the teachers to make them more efficient and better able to teach students about technologies in the modern world. It also allows student the ability to know that their teacher may know a lot about a particular technology that students are interested in which would allow the teacher the ability to teach students more effectively.
Monday, April 6, 2009
Journal # 9 MS
Waters, John (2009,March). The Kids Are All Right. The Journal, Retrieved 04/06/2009, from http://www.thejournal.com/articles/24104
Research was done on an estimated 800 students to find out how they use digital media. Each student was asked to keep a digital diary so that the findings could be easily evaluated. The study should that there was three Genres or ecologies or participation that was found. These ecologies are a collection of interconnected technologies and activities involving new Medias. The three types are:
1. Hanging Out- which is a lightweight social interaction largely of personal friendships and are driven by friendship interactions.
2. Messing Around- This is a hybrid of both Hanging Out and Geeking out in which the student starts to explore an interest and become more self directing. This as well is an interest driven activity and is not graded.
3. Geeking Out- The student here shows intense interest and a high level of commitment with certain technologies. Students learn to evaluate the media and technology and start to share resources and information. Based on thinking outside the box and discovering the desire to learn this is the Genre that educator appreciates most.
Educators of old were hard pressed not to embrace technologies and what they can do for today’s youth. There were times where if you seen a student on the internet the conclusion was made that the student was just messing around and nothing productive was being accomplished. This study has shown however, that students use the internet for self directing learning and not just for playtime any longer. Educators need to be more open to the things students are doing on their own when online.
Today it is estimated that 80-90% of students are using media tools for peer group socialization. Even the students that are quiet or have different interests have found communities online that shares ones interests. If the educator wants to engage the students the educator must not avoid these technologies if we do there is a high probability that we may be looked at by our students as irrelevant. Perhaps a good way to have students more engaged is to have them teach the educator a thing or two about what technologies interests them in our class. Of course make them understand that to teach us the technology has to pertain to the class in some manner.
Question #1 Why are these technologies good for the socially challenged students?
Answer: Based on the self driven approach the student can learn on their own without worrying about being graded or criticized by their peers. They can find their own interest and communities to learn from and gain confidence to show what they know.
Question #2 Why would it be important for students to teach educators about technologies?
Answer: There are so many different types of technologies and resources that educators can not know them all. Perhaps a student will find one that is better than what the teacher is using or the student will be able to explain and teach others on why a particular technology is so valuable in their own learning strategies. Allowing the student to have a voice and be apart of the educational process could only benefit the educators and the educational system.
Research was done on an estimated 800 students to find out how they use digital media. Each student was asked to keep a digital diary so that the findings could be easily evaluated. The study should that there was three Genres or ecologies or participation that was found. These ecologies are a collection of interconnected technologies and activities involving new Medias. The three types are:
1. Hanging Out- which is a lightweight social interaction largely of personal friendships and are driven by friendship interactions.
2. Messing Around- This is a hybrid of both Hanging Out and Geeking out in which the student starts to explore an interest and become more self directing. This as well is an interest driven activity and is not graded.
3. Geeking Out- The student here shows intense interest and a high level of commitment with certain technologies. Students learn to evaluate the media and technology and start to share resources and information. Based on thinking outside the box and discovering the desire to learn this is the Genre that educator appreciates most.
Educators of old were hard pressed not to embrace technologies and what they can do for today’s youth. There were times where if you seen a student on the internet the conclusion was made that the student was just messing around and nothing productive was being accomplished. This study has shown however, that students use the internet for self directing learning and not just for playtime any longer. Educators need to be more open to the things students are doing on their own when online.
Today it is estimated that 80-90% of students are using media tools for peer group socialization. Even the students that are quiet or have different interests have found communities online that shares ones interests. If the educator wants to engage the students the educator must not avoid these technologies if we do there is a high probability that we may be looked at by our students as irrelevant. Perhaps a good way to have students more engaged is to have them teach the educator a thing or two about what technologies interests them in our class. Of course make them understand that to teach us the technology has to pertain to the class in some manner.
Question #1 Why are these technologies good for the socially challenged students?
Answer: Based on the self driven approach the student can learn on their own without worrying about being graded or criticized by their peers. They can find their own interest and communities to learn from and gain confidence to show what they know.
Question #2 Why would it be important for students to teach educators about technologies?
Answer: There are so many different types of technologies and resources that educators can not know them all. Perhaps a student will find one that is better than what the teacher is using or the student will be able to explain and teach others on why a particular technology is so valuable in their own learning strategies. Allowing the student to have a voice and be apart of the educational process could only benefit the educators and the educational system.
Sunday, April 5, 2009
Journal #7 MS
Bigenho, Chris (March/April 2009). Mining for Gold. Learning and Leading with technology, Retrieved April,05,2009, from http://www.learningandleading-digital.com/learning_leading/200904/
This article contained a lot of informative information regarding the usage of RSS. What is RSS? The basic definition is a Real Simple Syndication, an RSS controls information we see based on a subscription to a particular site as well it allows people to pull together rapidly changing information.
There are two parts to RSS which are the FEED and the AGGREGATOR. The RSS Feed uses XML, each feed have defined channel tags which defines and individual items. Aggregators will read these tags, track subscribed pages and notifies when any new items are added. RSS feeds are manly on websites that we use.
RSS Readers or Aggregators are divided into two class’s: Client side and the Internet Hosted. The internet hosted allows you to reach your feed from any computer not just your home computer where you have your network all set up. Some popular internet hosts are Readers, Bloglines, Netvibes, IGoogle, Google Reader. For the client side that are Safari for the Apple computers, and for the PC we have Windows live and Vista.
There are many ways that we can use RSS in the classroom to help educate our students. One way is to have each student create a blog that they know will be used for class work. Once I subscribe instead of looking at all my students blogs I can make it so that when a student posts something on their blog I will be notified. This makes life easier since I would not have to go through hundreds of blogs daily to see whom is keeping up. Another way that RSS would be advantageous is to have student learn about and subscribe to social bookmarking. Once everyone is on the same page with the bookmarking we could make a class tag that students would then have to subscribe too, once done the students would begin to gain the benefits from all resources that I use and other students use with a simple tag. There are many ways to make life easier and more efficient when teaching this is just one small step into a technological world.
Question #1 What would be the downfalls of implementing RSS into ones classrooms?
Answer: I think the only real downfall with this is that if students are not proficient with computers or there is a lack of computers that the initial process could take a few weeks that a teach may not have. So I think patients will pay off in the end.
Question #2 How would RSS benefit students and their goals?
Answer: I think that if students came aboard with the RSS and got into it that they would be able to help each other with things like tagging, Google Docs and so forth. With each step the students would become more competent with computers would be able to find more and relevant information and would be able to share the information with their peers.
This article contained a lot of informative information regarding the usage of RSS. What is RSS? The basic definition is a Real Simple Syndication, an RSS controls information we see based on a subscription to a particular site as well it allows people to pull together rapidly changing information.
There are two parts to RSS which are the FEED and the AGGREGATOR. The RSS Feed uses XML, each feed have defined channel tags which defines and individual items. Aggregators will read these tags, track subscribed pages and notifies when any new items are added. RSS feeds are manly on websites that we use.
RSS Readers or Aggregators are divided into two class’s: Client side and the Internet Hosted. The internet hosted allows you to reach your feed from any computer not just your home computer where you have your network all set up. Some popular internet hosts are Readers, Bloglines, Netvibes, IGoogle, Google Reader. For the client side that are Safari for the Apple computers, and for the PC we have Windows live and Vista.
There are many ways that we can use RSS in the classroom to help educate our students. One way is to have each student create a blog that they know will be used for class work. Once I subscribe instead of looking at all my students blogs I can make it so that when a student posts something on their blog I will be notified. This makes life easier since I would not have to go through hundreds of blogs daily to see whom is keeping up. Another way that RSS would be advantageous is to have student learn about and subscribe to social bookmarking. Once everyone is on the same page with the bookmarking we could make a class tag that students would then have to subscribe too, once done the students would begin to gain the benefits from all resources that I use and other students use with a simple tag. There are many ways to make life easier and more efficient when teaching this is just one small step into a technological world.
Question #1 What would be the downfalls of implementing RSS into ones classrooms?
Answer: I think the only real downfall with this is that if students are not proficient with computers or there is a lack of computers that the initial process could take a few weeks that a teach may not have. So I think patients will pay off in the end.
Question #2 How would RSS benefit students and their goals?
Answer: I think that if students came aboard with the RSS and got into it that they would be able to help each other with things like tagging, Google Docs and so forth. With each step the students would become more competent with computers would be able to find more and relevant information and would be able to share the information with their peers.
Journal #6 MS
Warlick, David (March/April 2009). Growing Your Personal Learning Network. Learning and Leading with technology, Retrieved 04/09/2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/MarchAprilNo6/36612w.pdf
David Warlick article was interesting in that it talked about different types of Personal Learning Networks or PLNs for short. Most people if asked about PLNs most likely would not know what you were talking about but once you explained what it is they would site example after example on how they use PLNs. There are different types of PLNs from family, friends, colleagues, books, journals, textbooks, TV and radio that are used by the everyday person.
Educators as well use PLNs in their ever day life as well, using the list above and using things suck as mailing lists, Skype, Google, Delicious, Google Talk, Wiki’s and Blogs. These PLNs for educators can help find sources for lesson plans, potential collaboration on work, locate current events as well as answers and solutions.
Warlick has described a few specific types of PLNs. First we have Personal maintained synchronous connections; these are used in the “real time”. Examples would include, Ichat, Skype, Ustream, Instant Messaging, Text messaging and Twittering. The next type is Semisynchronous which is used in a “ non- real time “ such as using Google Docs, Twitter, Group discussions and Blogs. This is a very good tool since the people working on the same project can contribute to the paper or discussion in different geographic areas, as well as the person can do it on their own time. And lastly Asynchronous which is an RSS aggregator that streams the information directly to you for an individual to do their job. An example of such is Social Bookmarking, pod casting, and journals.
Questions #1
What would be some pitfalls for a new teacher that is trying to put together PLNs?
Answer: I believe the one major pitfall would be having a new teacher trying to hard to make everything fit in the box. The internet was not made in a day so I would imagine that creating ones own PLN will take time and putting to much together at once may eventually be more harmful than helpful.
Question #2
How can PLNs be used within your classroom?
Answer: I think the way this could work is to have the students come up collectively with what they use the most on the internet and then with that information as a whole we could use the most well known PLN. This way the class could have discussions online, could post information to help other students, and could build their own network with one they initially started in class.
David Warlick article was interesting in that it talked about different types of Personal Learning Networks or PLNs for short. Most people if asked about PLNs most likely would not know what you were talking about but once you explained what it is they would site example after example on how they use PLNs. There are different types of PLNs from family, friends, colleagues, books, journals, textbooks, TV and radio that are used by the everyday person.
Educators as well use PLNs in their ever day life as well, using the list above and using things suck as mailing lists, Skype, Google, Delicious, Google Talk, Wiki’s and Blogs. These PLNs for educators can help find sources for lesson plans, potential collaboration on work, locate current events as well as answers and solutions.
Warlick has described a few specific types of PLNs. First we have Personal maintained synchronous connections; these are used in the “real time”. Examples would include, Ichat, Skype, Ustream, Instant Messaging, Text messaging and Twittering. The next type is Semisynchronous which is used in a “ non- real time “ such as using Google Docs, Twitter, Group discussions and Blogs. This is a very good tool since the people working on the same project can contribute to the paper or discussion in different geographic areas, as well as the person can do it on their own time. And lastly Asynchronous which is an RSS aggregator that streams the information directly to you for an individual to do their job. An example of such is Social Bookmarking, pod casting, and journals.
Questions #1
What would be some pitfalls for a new teacher that is trying to put together PLNs?
Answer: I believe the one major pitfall would be having a new teacher trying to hard to make everything fit in the box. The internet was not made in a day so I would imagine that creating ones own PLN will take time and putting to much together at once may eventually be more harmful than helpful.
Question #2
How can PLNs be used within your classroom?
Answer: I think the way this could work is to have the students come up collectively with what they use the most on the internet and then with that information as a whole we could use the most well known PLN. This way the class could have discussions online, could post information to help other students, and could build their own network with one they initially started in class.
Tuesday, March 24, 2009
Journal 8 : Podcasting Nets (1,3,4)
In the internet world that we live in there are so many new technological words that are thrown at an individual that have most of us scratching our heads. Podcasting is one such word, it looks as though its two words stuck together and has little meaning, plus it sounds kind of funny. However Podcasting is basically a combination of some audio and video files that are put together and are available for download via syndication on the we using an RSS feed (really simply syndication).
The definition is a tad confusing as well so to break it down even further I will use a science example. Let say I find a movie about mitosis (how cells divide) on the internet and I want to use the movie in my class I could download the movie (video) and then record my own voice (audio) then combine the two. Now I have an audio/visual movie. I then can use an RSS feed to syndicate my movie to others to watch and to use as needed. Now this can be done in your classroom with any type of visual queues you may want to use (movies, photos, drawings) I just stuck with a simple movie from the internet that would be easily downloaded. The educational value to Podcasting could be matched only by student’s ability to create and express their own ideas on the subject being taught and share with their peers in the classroom
In reading the 2.0 threads there was a lot of great information to be had. One questions that was posed was:
2008 Research Results! Podcast listening is on the rise in all age groups!
Edison Media Research recently reported the results of its study of podcasting trends. See the Blog in the Maze for the details.
Do you see this translating to education as well? Will we see more receptive response for the use of podcasts in teaching?
What I found interesting was that teachers were saying that they have seen a increase in test scores with the use of podcasting and that all levels of education are starting to use podcasting more frequently. So what this thread has reminded me is that Podcasting can be used not only as a visual and listening way of learning but can influence tests scores. SO I need to remember that everyone learns in different ways and we owe it to the students to use all methods we can to get our point across.
In reading another thread the author was talking about how book reviews scripts then recording them and then posting to the class website. I think this would be a great way for students to share information on books, assignments, journal articles, and an array of other materials. If students were assigned the above task in a short time there would be a library of information that students could pull from to help them in their own studies. Plus I think it would be fun to have different voices on a library of resources that students can pull from. I learned from this thread that Podcasting can be used from k-college and that it is not that hard to use this technology. A great website that was in the thread and I recommend for ideas is http://www.runkle.org/Podcasts/index.html
The information came from a professional website for instructors for social interaction and ideas.
The definition is a tad confusing as well so to break it down even further I will use a science example. Let say I find a movie about mitosis (how cells divide) on the internet and I want to use the movie in my class I could download the movie (video) and then record my own voice (audio) then combine the two. Now I have an audio/visual movie. I then can use an RSS feed to syndicate my movie to others to watch and to use as needed. Now this can be done in your classroom with any type of visual queues you may want to use (movies, photos, drawings) I just stuck with a simple movie from the internet that would be easily downloaded. The educational value to Podcasting could be matched only by student’s ability to create and express their own ideas on the subject being taught and share with their peers in the classroom
In reading the 2.0 threads there was a lot of great information to be had. One questions that was posed was:
2008 Research Results! Podcast listening is on the rise in all age groups!
Edison Media Research recently reported the results of its study of podcasting trends. See the Blog in the Maze for the details.
Do you see this translating to education as well? Will we see more receptive response for the use of podcasts in teaching?
What I found interesting was that teachers were saying that they have seen a increase in test scores with the use of podcasting and that all levels of education are starting to use podcasting more frequently. So what this thread has reminded me is that Podcasting can be used not only as a visual and listening way of learning but can influence tests scores. SO I need to remember that everyone learns in different ways and we owe it to the students to use all methods we can to get our point across.
In reading another thread the author was talking about how book reviews scripts then recording them and then posting to the class website. I think this would be a great way for students to share information on books, assignments, journal articles, and an array of other materials. If students were assigned the above task in a short time there would be a library of information that students could pull from to help them in their own studies. Plus I think it would be fun to have different voices on a library of resources that students can pull from. I learned from this thread that Podcasting can be used from k-college and that it is not that hard to use this technology. A great website that was in the thread and I recommend for ideas is http://www.runkle.org/Podcasts/index.html
The information came from a professional website for instructors for social interaction and ideas.
Wednesday, March 18, 2009
Inspiration - NETS (1,2,3)
I created this inspiration diagram using pictures from the internet, clipart from the trial version of inspiration along with becoming efficient in with the inspiration program.
Wednesday, March 11, 2009
Power Point NETS- (1,3)
Check out this SlideShare Presentation:
I created this using the power point software, exporting clipart and pictures from various places on the internet, used slideshare to export on to the blog.
Power Point
View more presentations from zlin.
I created this using the power point software, exporting clipart and pictures from various places on the internet, used slideshare to export on to the blog.
Wednesday, March 4, 2009
Journal # 5 MS
Bull , Glem (2006, April). Collaboration in a Web 2.0 Environment. Learning and Leading with Technology, 33, Retrieved 03/04/09, from http://www.iste.org/AM/Template.cfm?Section=April_No_7_&Template=/MembersOnly.cfm&ContentFileID=2642
The article was a very interesting read in many aspects. I am not sure if the word syndication is a word that many people associate with information but now when I read I shall remember just in case I am unsure what the author is talking about. We have come a long ways from the start of computers and the web. The web is amazing in the transformation that has taken place so fast. When we first started using the web we had to search for the information and now with the 2.0 the information can easily come to each user in the form of XML, RSS, and RDF. Using the web and the individual sites will have our students become more computer savvy along with incorporating the sites they visit into their class work. I was amazed to find out that two years ago 3 out of every 5 students use blogs. I can only imagine how many today use the blogs. Blogs are just one of the many tools students have at their fingertips today, they have Social bookmarking, Emails, Web based word processors that can be used anywhere. As time passes we can see a major change for our students and children that the web though at times very controversial is the way of the future and without understanding this technology the individual is at a huge disadvantage.
Question 1
How could the site RSS, Googledocs, Social Bookmarking, Blogs be useful in a high school science class?
Many times reports are needed or search is sought out in a science classroom, with today’s technology to obtain the answers or validate ones hypothesis can be as easily as a click of a button on the mouse. In researching if the student finds a good site and or if that site is a source they can save it as an RSS site and or social bookmark it so that their peers can see where they got the information. I love googledocs. The way students can interact and work together without being in the same room is outstanding and for small group papers and or presentation googledocs is a solid way to have everyone contribute.
Question 2
What are the benefits of having students use the above types of programs for teachers?
I think that if students are using the Googledocs, RSS, Social Bookmarking, and Blogs...etc…. that as a teacher it would be so easy to follow the logic of the individual student. I could easily just go to the website the students used in their research and see based on what they wrote and what the article stated how the student truly interpreted the article or site. As far as Googledocs this is truly beneficial in that if I assigned a group assignment and wanted to see feedback from peer to peer and who did what this would be a solid way to make sure that everyone student in a group was doing their part. I think as these programs evolve that we as teacher will benefit more and more as will the students.
The article was a very interesting read in many aspects. I am not sure if the word syndication is a word that many people associate with information but now when I read I shall remember just in case I am unsure what the author is talking about. We have come a long ways from the start of computers and the web. The web is amazing in the transformation that has taken place so fast. When we first started using the web we had to search for the information and now with the 2.0 the information can easily come to each user in the form of XML, RSS, and RDF. Using the web and the individual sites will have our students become more computer savvy along with incorporating the sites they visit into their class work. I was amazed to find out that two years ago 3 out of every 5 students use blogs. I can only imagine how many today use the blogs. Blogs are just one of the many tools students have at their fingertips today, they have Social bookmarking, Emails, Web based word processors that can be used anywhere. As time passes we can see a major change for our students and children that the web though at times very controversial is the way of the future and without understanding this technology the individual is at a huge disadvantage.
Question 1
How could the site RSS, Googledocs, Social Bookmarking, Blogs be useful in a high school science class?
Many times reports are needed or search is sought out in a science classroom, with today’s technology to obtain the answers or validate ones hypothesis can be as easily as a click of a button on the mouse. In researching if the student finds a good site and or if that site is a source they can save it as an RSS site and or social bookmark it so that their peers can see where they got the information. I love googledocs. The way students can interact and work together without being in the same room is outstanding and for small group papers and or presentation googledocs is a solid way to have everyone contribute.
Question 2
What are the benefits of having students use the above types of programs for teachers?
I think that if students are using the Googledocs, RSS, Social Bookmarking, and Blogs...etc…. that as a teacher it would be so easy to follow the logic of the individual student. I could easily just go to the website the students used in their research and see based on what they wrote and what the article stated how the student truly interpreted the article or site. As far as Googledocs this is truly beneficial in that if I assigned a group assignment and wanted to see feedback from peer to peer and who did what this would be a solid way to make sure that everyone student in a group was doing their part. I think as these programs evolve that we as teacher will benefit more and more as will the students.
Wednesday, February 25, 2009
Classroom Newsletter-NETS (1,3)
News Let Terms
I used microsoft word for all dimensions and general set up, imported pictures from the internet and clipart from various locations. Used Scribd to publish on the blog
I used microsoft word for all dimensions and general set up, imported pictures from the internet and clipart from various locations. Used Scribd to publish on the blog
Wednesday, February 18, 2009
Journal #4 MS
Riedel, Chris (2009, January). Create, Collaborate, Communicate: Empowering Students with 21st century skills. The Journal, Retrieved February 19,2009, from http://www.thejournal.com/articles/23872_1
This article was interesting it gave me a lot to think about and a lot of potential ideas in the classroom. I think what I got most out of this article was as educators we need to think outside the box and utilize all resources that is at our disposal. Learning is not new and we all learn differently, some of us needs hands on, others need step by step approach, or small group interactions while others need minimal instruction to get the task accomplished. With this understanding we should be able to make very creative and compelling place to teach with students being a large part of the teaching process with input on how they learn.
Question #1
How would I with limited resources engage the students with scientific concepts?
One way that I had my students get more out of my lectures was that I took them on a walk around the school and had them identify for themselves scientific interactions. The lesson topic was interactions, and though I could show that on a chalkboard or overhead this lesson is so much more fun when we leave the classroom and experience interactions in nature first hand. I had students sit at the edge of the lake ( taught in Florida) and looked at how animals, insect, and nature interacts with each other and then let the students share ideas, explain what they saw, had them make up test questions. This was truly a great way for the students to be apart of their learning and see and experience what science was about. This is a lot more fun then sitting and lecturing and taking notes for an hour. Problem solving and collaboration with each other is one way that students can learn quicker, and more efficient.
Question #2
What technology would I think would be the most important for students learning? and why?
For a science teacher I believe that the computer is the most important way to learn and teach the concepts. An example, I used virtual dissections before for a few reasons, one beings some students really have no interest in dissections but its part of science. Virtual dissections are great,it can do the cutting and identify the parts of the animal. Using the computer helps students become more efficient not only in science and how to help them in future science class's but they can become more proficient with computers which in turns will help them in all class's and life in general.
This article was interesting it gave me a lot to think about and a lot of potential ideas in the classroom. I think what I got most out of this article was as educators we need to think outside the box and utilize all resources that is at our disposal. Learning is not new and we all learn differently, some of us needs hands on, others need step by step approach, or small group interactions while others need minimal instruction to get the task accomplished. With this understanding we should be able to make very creative and compelling place to teach with students being a large part of the teaching process with input on how they learn.
Question #1
How would I with limited resources engage the students with scientific concepts?
One way that I had my students get more out of my lectures was that I took them on a walk around the school and had them identify for themselves scientific interactions. The lesson topic was interactions, and though I could show that on a chalkboard or overhead this lesson is so much more fun when we leave the classroom and experience interactions in nature first hand. I had students sit at the edge of the lake ( taught in Florida) and looked at how animals, insect, and nature interacts with each other and then let the students share ideas, explain what they saw, had them make up test questions. This was truly a great way for the students to be apart of their learning and see and experience what science was about. This is a lot more fun then sitting and lecturing and taking notes for an hour. Problem solving and collaboration with each other is one way that students can learn quicker, and more efficient.
Question #2
What technology would I think would be the most important for students learning? and why?
For a science teacher I believe that the computer is the most important way to learn and teach the concepts. An example, I used virtual dissections before for a few reasons, one beings some students really have no interest in dissections but its part of science. Virtual dissections are great,it can do the cutting and identify the parts of the animal. Using the computer helps students become more efficient not only in science and how to help them in future science class's but they can become more proficient with computers which in turns will help them in all class's and life in general.
Tuesday, February 17, 2009
Nets for Teachers
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual
environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools
and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using
digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital
tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
Nets for Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
High School Student Profile
The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 9-12 (Ages 14-18):
1.
Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1,4)
2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1,2) 3.
Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3,6)
4. Employ curriculum-specific simulations to practice critical-thinking processes. (1,4) 5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1,2,3,4) 6. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (4,5,6) 7. Design a Web site that meets accessibility requirements. (1,5) 8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3,5) 9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1,5) 10.
Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4,6)
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual
environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools
and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using
digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital
tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
Nets for Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
High School Student Profile
The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 9-12 (Ages 14-18):
1.
Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1,4)
2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1,2) 3.
Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3,6)
4. Employ curriculum-specific simulations to practice critical-thinking processes. (1,4) 5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1,2,3,4) 6. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (4,5,6) 7. Design a Web site that meets accessibility requirements. (1,5) 8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3,5) 9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1,5) 10.
Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4,6)
Social Bookmarking MS - NETS I, III, IV
1. I chose the online exhibit “The Influenza Epidemic of 1918” from the National Archive site. I picked this exhibit due to it shows how easily diseases can spread and how at times us scientist can not account for what is transpiring. I believe this shows how viruses and diseases can not only be in certain Eras but can be consistent with new problems. In the 1918s it was Influenza today its HIV. Primary sources are outstanding for students and individuals alike in that it gives a real account of what went on without opinions for one side or the other.
2. The three areas that best fit my teaching criteria are:
A.Gather and organize resource materials related to culturally diverse groups for use by school staff.
B.Network with other schools that are developing and implementing culturally competent systems. Adapt the processes and information that are consistent with your school's needs and interests.
C.Engage school staff in discussions and activities that offer an opportunity to explore attitudes, beliefs, and values related to cultural diversity and cultural competence.
I believe that the above three would best fit my style and what I find most valuable when teaching and trying to understand what others think and strongly believe in. I think we need to venture out into the community to see why are students believe what they do, as well to sit and speak with other faculty to see what they are experiencing so that certain queues and issues can be addressed and learned from so that everyone feels included and beliefs and customs are addressed as much as possible
3. The site I found deals with Bears of North America and some interesting fact about them. I have always been inspired by the different types of bears in the woods so picking this site was a no brainers. I think that this site has reading level for all ages but I would say that 9-12 grade students would find the reading more interesting while the younger students would enjoy the pictures.
4. The area that I found the most interesting and where I think I would use the most is the Science and Technology tab. In this tab there is so many things that a new teach let alone and tenured teacher could use. The site has experiments, lesson ideas and plans, and many different types of science subjects to choose. This is one site I shall look at consistently.
5. I knew that most people learn in different ways, either by sight, sound, hands on, repetition, small group interactions etc…. What I did not know is how in depth and how many different ways there is to looking at how people do learn and how it is imperative that I can understand as many as I can so when I am in the classroom I can teach to the strengths of my students.
6. The link I chose was one that would bring Math into my science classroom. Where students could use real world / everyday issues that affect them and see how math and science work hand in hand with graphs and equations. One great example that the article gave was how the rainforest is disappearing using what is seen to how a graph looks at the same data.
7. The two questions that I found most interesting are:
According to a study by the American Association of Physicians for Human Rights, what percentage of physicians report witnessing a colleague giving reduced care or refusing care to lesbian, gay, or bisexual patients?
The reason I find this so interesting is so many preach about equality and yet even the most educated and people we have to trust the most with respect to our health can not stay unbiased.
Based on a 2007 report from the Economic Policy Institute, the annual earnings of the average full-time
This question did not surprise me to much base on today economy it just stands to reason that the CEO’s make way too much money compared to that of an average worker. I find it sad that some CEO makes so much more money than people that are in the trenches making a difference an example, teachers.
8. My netiquette score was 90%. Like any social interaction there are rules to follow so not to annoy, upset, or be misinterpreted. Teaching our students the basic rules will allow them not to fall through pitfalls that could end up being detrimental in the long run.
I became familiar with social bookmarking and began using the delicious website and bookmarking to join a community in which I could use other bookmarks to obtain pertinent information.
Monday, February 16, 2009
Journal 3 MS
Cole, Jeanie (2009, Feb). Keep them Chatting. Learning and Leading with Technology, 38, Retrieved Feb 15,2009, from http://www.learningandleading-digital.com/learning_leading/200902/
I enjoyed this article it showed that there are many ways if one puts heads together that interesting and less boring and routine assignments can be accomplished with our students and they could have a little fun in learning. The comparing and contrasting from the past to the present using small groups to come up with ideas and then sharing ideas with other groups seems fun enough. Personally when I taught I always enjoyed small group interactions I think it give a lot more to learning that individual readings and possible struggles.
The open ended question would work rather well in science just based on there are not 100% truths in science we always are looking at ways to either improve or disprove a theory. So for me having my students have to think outside the box would be interesting and yet eye opening to see their hypothesis.
Question 1
How would I implement an open ended question in my classroom so my students would be challenged?
I would first give a question that is based largely on a theory that is thought to be truly accepted, an example would be something like if Columbus did not know the earth was round but square and that is what he thought explain the currents and flow of the ocean, as well how would Columbus feel today and what would his view be with what we know today and how could we learn from what he believed?
Question 2
How could we keep the students more interested in the topics using the strategies given?
Regardless of how interesting the topic is to us the teachers there will always be boredom and lack of interests with some students. In order to grab their attention we need to know how to ask the right question, and know what is going on with our students lives so that the questions and topics we pose to them are relevant to their lives so they can appreciate why it may be important that the earth is round per say..
I enjoyed this article it showed that there are many ways if one puts heads together that interesting and less boring and routine assignments can be accomplished with our students and they could have a little fun in learning. The comparing and contrasting from the past to the present using small groups to come up with ideas and then sharing ideas with other groups seems fun enough. Personally when I taught I always enjoyed small group interactions I think it give a lot more to learning that individual readings and possible struggles.
The open ended question would work rather well in science just based on there are not 100% truths in science we always are looking at ways to either improve or disprove a theory. So for me having my students have to think outside the box would be interesting and yet eye opening to see their hypothesis.
Question 1
How would I implement an open ended question in my classroom so my students would be challenged?
I would first give a question that is based largely on a theory that is thought to be truly accepted, an example would be something like if Columbus did not know the earth was round but square and that is what he thought explain the currents and flow of the ocean, as well how would Columbus feel today and what would his view be with what we know today and how could we learn from what he believed?
Question 2
How could we keep the students more interested in the topics using the strategies given?
Regardless of how interesting the topic is to us the teachers there will always be boredom and lack of interests with some students. In order to grab their attention we need to know how to ask the right question, and know what is going on with our students lives so that the questions and topics we pose to them are relevant to their lives so they can appreciate why it may be important that the earth is round per say..
Journal 2 MS
Reissman, Rose (2009). Museums in the Classroom. Learning and Leading in Technology, 38, Retrieved February 6, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
After reviewing some of the truly interesting and unique museums I realized that this article could be a pathway into making really interesting lesson plans but also a way to engage my students to see for themselves that museums are more than just pictures and boring writings. I can see myself as a science teacher using museums not only as a field trip to shows students how science needs museums but how understanding what a museum function is can truly help a student broaden their minds.
Question #1
How could I make visiting a museum interesting and fun?
As a science teacher I can have the students on a scavenger hunt looking for exhibits that would fit for the subject that I am teaching. Having the students moving through a museum looking for answers would be fun and educational. I would have student provide pictures if possible ( via cell phones or digital cameras) to show that they found the answer to my question. This would not only incorporate the use of learning about museums but also incorporate technologies.
Question #2
How can technologies bring museums to the classroom?
Of course I love the hand on approach but in the reality and budgets that we teachers will face we at times will have to improvise on what we can bring to the students. I would love to always take students on field trips but that will not work most times. Most schools have computers and other technological resources however that we can use to assist us in educating our students. Having students watch movies of a particular museum or topic would be but one way to shows whats out in the world. Another would be using the computers to highlight certain museums and allow the students to see a virtual world of the museum. I guess if we can not go to the museum the next best thing is to use resources to bring the museum to the classroom.
After reviewing some of the truly interesting and unique museums I realized that this article could be a pathway into making really interesting lesson plans but also a way to engage my students to see for themselves that museums are more than just pictures and boring writings. I can see myself as a science teacher using museums not only as a field trip to shows students how science needs museums but how understanding what a museum function is can truly help a student broaden their minds.
Question #1
How could I make visiting a museum interesting and fun?
As a science teacher I can have the students on a scavenger hunt looking for exhibits that would fit for the subject that I am teaching. Having the students moving through a museum looking for answers would be fun and educational. I would have student provide pictures if possible ( via cell phones or digital cameras) to show that they found the answer to my question. This would not only incorporate the use of learning about museums but also incorporate technologies.
Question #2
How can technologies bring museums to the classroom?
Of course I love the hand on approach but in the reality and budgets that we teachers will face we at times will have to improvise on what we can bring to the students. I would love to always take students on field trips but that will not work most times. Most schools have computers and other technological resources however that we can use to assist us in educating our students. Having students watch movies of a particular museum or topic would be but one way to shows whats out in the world. Another would be using the computers to highlight certain museums and allow the students to see a virtual world of the museum. I guess if we can not go to the museum the next best thing is to use resources to bring the museum to the classroom.
Journal 1 MS
Ribble, M (2008, December). Passport to digital citizenship. Learning & Leading with Technology, Retrieved Feb 2, 2009 , from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_November.htm
This article to me was to bring forth enlightenment and to educate those that use technology in everyday life. Mike Ribble touches on his nine points or themes that he believes will help not only the student but the educator, these points if used in a well thought out way can not only make student learning more fun and enjoyable but allow the student to become more responsible with the technology they use in their lives.
I like this article for many reasons it shows that we as a society understand that technology is awesome and is needed can also be a nightmare if not used and understood properly. I truly believe that we as parents and as educators need to take a more pro active role in making sure that our students, friends, children, and even ourselves understand the joys and the pitfalls of technology and be able to learn from our experiences.
Question #1
How can we maintain that our students are learning responsibility regarding technology outside our schools?
I believe one way that we can help our students is to ask questions to what they use computers, mp3 players cell phones, etc... and once we get a understanding we then can discuss with parents on what they know of technologies and see where the two side agree and where they do not see eye to eye. Based on looking at the data we can not only help our students be more informed on using technology responsible we will be able to have parents do the same and be able to monitor and help their own children with potential pitfalls in the technology society.
Question#2
How can I help my students in my classroom be more responsible using technology?
To be able to teach responsibility and to showcase what one knows one needs to walk the walk. I need to be able to practice what I preach and be able to explain what I am doing in my classroom to my students and not contradict what I have been trying to teach. I should hold myself accountable using the same rules and suggestions that I give to my students.
This article to me was to bring forth enlightenment and to educate those that use technology in everyday life. Mike Ribble touches on his nine points or themes that he believes will help not only the student but the educator, these points if used in a well thought out way can not only make student learning more fun and enjoyable but allow the student to become more responsible with the technology they use in their lives.
I like this article for many reasons it shows that we as a society understand that technology is awesome and is needed can also be a nightmare if not used and understood properly. I truly believe that we as parents and as educators need to take a more pro active role in making sure that our students, friends, children, and even ourselves understand the joys and the pitfalls of technology and be able to learn from our experiences.
Question #1
How can we maintain that our students are learning responsibility regarding technology outside our schools?
I believe one way that we can help our students is to ask questions to what they use computers, mp3 players cell phones, etc... and once we get a understanding we then can discuss with parents on what they know of technologies and see where the two side agree and where they do not see eye to eye. Based on looking at the data we can not only help our students be more informed on using technology responsible we will be able to have parents do the same and be able to monitor and help their own children with potential pitfalls in the technology society.
Question#2
How can I help my students in my classroom be more responsible using technology?
To be able to teach responsibility and to showcase what one knows one needs to walk the walk. I need to be able to practice what I preach and be able to explain what I am doing in my classroom to my students and not contradict what I have been trying to teach. I should hold myself accountable using the same rules and suggestions that I give to my students.
Monday, January 26, 2009
Intro letter of Michael
My name is Michael Slemp and I am from planet earth ( at times). I was born in Denver Colorado and lived there until 10 years old. I was plucked from my elementary school at age 10 and we went west to discover gold and prosperity. My family moved to Van Nuys where I finished elementary school and Jr High school before being dragged away from my friends once more in yet another move. This time we landed in Ontario California, where I went and graduated high school and enjoyed life for awhile. My grades were good enough to get into college, but another four years of school sounded horrible so on a whim I joined the Navy to see what the world was like. Its ROUND TRUST ME!!!! After the navy I decided that school seemed like something to do so I spent three years at a community college getting a few Associate degrees before getting accepted to UC Santa Cruz. That's right people our mascot is a YELLOW banana slug ( I sense envy), anyway went there for 2 years which was interesting since my class was the last class to either have grades or evaluations. So I honestly have no clue what my GPA is from UCSC since I had mostly evaluations, just one of many differences UCSC has over many universities. I then moved to Florida for a bit and taught a year of High School and then traveled all over the United States. I finally landed back in California and decided to get my credential at CSUN. I did all the requirements needed besides the one year of teaching experience in there two year program. But life happened and I had to move to south to San Diego and found myself starting over besides a few class waivers so I am now in CSUSM and looking forward to getting my credential. I am engaged to a sweet woman that from Czech republic, so I get the opportunity to travel to her country and many more thanks to her love to travel.
My overall technology is fair at best. I have been around computers since the military and have seen huge advances. I understand the basics of word, office, PowerPoint, overheads and such. I am always calling friends to help me figure out an error or how to do something that if I had that one computer class things would be clear. I use a PC at home and pretty much have always used a PC besides when at CSUN and now CSUSM since we use here Apples. I use technology everyday, regardless if its looking at email, weather, stocks, world events, jobs, environment or any other things I need or want to inquire about. I am using an old office I believe it to be office 2003.
The mission statement was a factor when I looked at this institution compared to the other two main Universities within the area. I was intrigued that the statement was as bold and concise. What grabbed my attention was the diversity, educational equity, as a new teacher I know diversity is going to be something that I need to embrace and be open too. Teaching will be demanding and at times frustrating but staying focused and staying attentive one should be able to reach goals that seemed to be out of reach.
The picture I used was embedded by using the add image provided by EBLOGGER
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