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15 years ago
Wednesday, February 25, 2009
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.
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