This is an assignment I completed to learn about Fair Use and Copyright laws and guidelines. The assignment was created collaboratively with two other students via GoogleDocs, where we were all able to contribute our ideas through our own computers, on our own time with out having to schedule times to meet together.
Copyrght Assignment
Monday, August 10, 2009
EdTech Profile- NETS V
These are the results of a self-assessment I took to determine my strengths and weaknesses with technology.
Journal 9: Science + Technology = Creativity (and Fun!)
Citation: Mader, J;Smith, B (August 2009). Science + technology = creativity (and fun!). Learning & Leading with Technology, Retrieved August 5, 2009, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_2&Template=/MembersOnly.cfm&NavMenuID=4363&ContentID=23906&DirectListComboInd=D
This article discusses ways to incorporate technology into the classroom to enhance student creativity. Many teachers and school districts have a desire to use more technology in their classrooms, but lack the insight of how exactly to make that happen. The article gave three helpful reminders: Give them the tools, give them the time, and be vague. The first two seem pretty obvious, but the third reminder- to be vague- is one that at first seems contradictory. It is important that teachers don't put too many limitations on projects when creativity is the goal, because restrictions will just hamper the creative process. Students need to be given the freedom to take assignments to wherever their imaginations can go so they can get the most out of the project. The article gave an example of a class where the students were doing presentations on waves, and one group did a music video instead of a more traditional PowerPoint. Once the other groups saw the music video, they were almost immediately propelled into wanting to explore their own creativity for the next assignment.
This article focuses on using creative technology in a science class- is this something that teachers can incorporate in other subjects? I think the three guidelines given in the article are guidelines that can be applied across any subject being taught in any classroom. Regardless of the nature of the assignment, teachers should remember to give their students the resources they need to complete the assignment, as well as give them a reasonable amount of time to complete the assignment. Creativity isn't something that can always happen over night- sometimes students might need to take a day or two to think about how they want to complete the assignment, so allowing for an extra day or so before the assignment is due can help facilitate this. Be vague in assignments translates to keeping them open-ended, so that students can pursue the assignment in a way that works for their own individual learning style. This will help students learn the most and have a more enjoyable time doing the project.
Are there any consequences to the third guideline- Be vague? There are always some risks when you provide few limitations on assignments. Some students may do the bare minimum and not take advantage of the freedom given to really explore the assignment. Other students may get a little too into the assignment and get off track of what the actual guidelines are. There is also a risk of students saying the grading isn't fair if they miss points because they can say that the guidelines weren't clear enough for them.
Is this a technique that can be used in all grade levels? I think this is something that can be very effective at all grade levels, but middle school and high school students may benefit more from such assignments. Students at younger grade levels might lack the experiences to give them more creative ideas, and may not how to structure an assignment with out strict guidelines to follow. I think it is still possible to use this technique at younger grades though, just maybe on a smaller scale. For example, in a first grade class you could have your students choose between paint, markers, clay, etc and have them draw a picture of anything that makes them happy. They get to choose the medium and the subject, but are still given enough tools to have an idea of how to start.
This article discusses ways to incorporate technology into the classroom to enhance student creativity. Many teachers and school districts have a desire to use more technology in their classrooms, but lack the insight of how exactly to make that happen. The article gave three helpful reminders: Give them the tools, give them the time, and be vague. The first two seem pretty obvious, but the third reminder- to be vague- is one that at first seems contradictory. It is important that teachers don't put too many limitations on projects when creativity is the goal, because restrictions will just hamper the creative process. Students need to be given the freedom to take assignments to wherever their imaginations can go so they can get the most out of the project. The article gave an example of a class where the students were doing presentations on waves, and one group did a music video instead of a more traditional PowerPoint. Once the other groups saw the music video, they were almost immediately propelled into wanting to explore their own creativity for the next assignment.
This article focuses on using creative technology in a science class- is this something that teachers can incorporate in other subjects? I think the three guidelines given in the article are guidelines that can be applied across any subject being taught in any classroom. Regardless of the nature of the assignment, teachers should remember to give their students the resources they need to complete the assignment, as well as give them a reasonable amount of time to complete the assignment. Creativity isn't something that can always happen over night- sometimes students might need to take a day or two to think about how they want to complete the assignment, so allowing for an extra day or so before the assignment is due can help facilitate this. Be vague in assignments translates to keeping them open-ended, so that students can pursue the assignment in a way that works for their own individual learning style. This will help students learn the most and have a more enjoyable time doing the project.
Are there any consequences to the third guideline- Be vague? There are always some risks when you provide few limitations on assignments. Some students may do the bare minimum and not take advantage of the freedom given to really explore the assignment. Other students may get a little too into the assignment and get off track of what the actual guidelines are. There is also a risk of students saying the grading isn't fair if they miss points because they can say that the guidelines weren't clear enough for them.
Is this a technique that can be used in all grade levels? I think this is something that can be very effective at all grade levels, but middle school and high school students may benefit more from such assignments. Students at younger grade levels might lack the experiences to give them more creative ideas, and may not how to structure an assignment with out strict guidelines to follow. I think it is still possible to use this technique at younger grades though, just maybe on a smaller scale. For example, in a first grade class you could have your students choose between paint, markers, clay, etc and have them draw a picture of anything that makes them happy. They get to choose the medium and the subject, but are still given enough tools to have an idea of how to start.
Journal 8: Choosing the Perfect Tools for One-to-One Learning
Citation: Bouterse, Brian (2009/08). Choosing the Perfect Tools for One-to-One. Learning and Leading with Technology, 1, Retrieved 08/07/2009, from
http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_August.htm
This article discusses the differences in the types of technology devices that teachers are most likely to use and have access to in their classrooms. It's a very informative article, especially if the reader lacks a broad knowledge base of how computers vary from machine to machine. The article reminds the reader that when selecting forms of technology, it is important to give enough consideration to how the device will be used, and how it could be used in the future. It is also helpful to remember the limitations of the students, and how easy the device will be to use in the classroom. You will also need to consider how accessible the device is for students outside of the classroom before handing out assignments. There were a couple different charts and graphics that try to illustrate how the different devices compare to each other, and what the benefits and faults of each instrument are.
How likely is it that a school will have a one-to-one program in place? As the use of technology in every day life increases, I think that the use of technology in the classroom will follow right behind. While there are many school districts across the nation that may not be able to afford one-to-one programs due to lack of funding, hopefully in the future- as more consideration is given to the importance of technology and education- there will be ways to accommodate such programs. School districts should remember that even technology that is considered old and maybe a little out dated is better than no technology at all, because it can at least set up the building blocks for technical competency.
Is this article helpful to districts looking to implement one-to-one programs? While there was some helpful information in the article, I think a lot of it was common sense and things that I would hope schools would automatically consider before they incorporate anything new into the curriculum. The chart in the article had the potential to be very informative, but I don't think it did a lot to clarify what the exact differences are between the devices being compared. Things such as price and something other than "multi-purpose" for the uses would have been helpful. Also, if the reader doesn't know a lot about technology, a lot of the vocabulary used isn't very meaningful.
http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_August.htm
This article discusses the differences in the types of technology devices that teachers are most likely to use and have access to in their classrooms. It's a very informative article, especially if the reader lacks a broad knowledge base of how computers vary from machine to machine. The article reminds the reader that when selecting forms of technology, it is important to give enough consideration to how the device will be used, and how it could be used in the future. It is also helpful to remember the limitations of the students, and how easy the device will be to use in the classroom. You will also need to consider how accessible the device is for students outside of the classroom before handing out assignments. There were a couple different charts and graphics that try to illustrate how the different devices compare to each other, and what the benefits and faults of each instrument are.
How likely is it that a school will have a one-to-one program in place? As the use of technology in every day life increases, I think that the use of technology in the classroom will follow right behind. While there are many school districts across the nation that may not be able to afford one-to-one programs due to lack of funding, hopefully in the future- as more consideration is given to the importance of technology and education- there will be ways to accommodate such programs. School districts should remember that even technology that is considered old and maybe a little out dated is better than no technology at all, because it can at least set up the building blocks for technical competency.
Is this article helpful to districts looking to implement one-to-one programs? While there was some helpful information in the article, I think a lot of it was common sense and things that I would hope schools would automatically consider before they incorporate anything new into the curriculum. The chart in the article had the potential to be very informative, but I don't think it did a lot to clarify what the exact differences are between the devices being compared. Things such as price and something other than "multi-purpose" for the uses would have been helpful. Also, if the reader doesn't know a lot about technology, a lot of the vocabulary used isn't very meaningful.
Sunday, August 9, 2009
Inspiration Assignment- NETS I and V
This is a diagram I created using Inspiration 8.0 to visually give examples of work I have done that meets the NETS for teachers.
Wednesday, August 5, 2009
Crossword Puzzle- NETS II
This is a crossword puzzle I created to incorporate interactive technology into my classroom. It's a helpful tool because not only does it teach students the material, but it provides them with instant feedback.
iMovie- NETS II
This is a movie I created using iMovie. This demonstrates how easy it is to make and edit films!
Wiki Page- NETS III
This is a Wiki page I created to show students how to use a photo enhancing website.
NETS PowerPoint Presentation- NETS V
NETS Powerpoint(2)
This is a PowerPoint I created to show how I would incorporate various forms of technology into my classroom.
This is a PowerPoint I created to show how I would incorporate various forms of technology into my classroom.
Wednesday, July 29, 2009
Journal 7: Beyond Social Networking
Citation: Reynard, R (July 15, 2009). Beyond Social Networking: Building Toward Learning Communities. THE Journal, Retrieved July 29, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_35_2007_2008_/MayNo7/L_L_May_2008.htm
This article discusses the advantages and disadvantages of integrating social networking sites like Facebook into a classroom. The author made a point to mention that while creating a special group on a social networking is a great way to reach out to your students, students may not be receptive of it unless there is an education basis for the group. Students don't usually want to socialize with their teachers outside of the class and may feel like their private space is being invaded. The author also talked about how sometimes one technological skill can lead to the learning of another, so it is important to start somewhere. As teachers, we should look for opportunities to teach our students at every chance we get, whether it be related to our specific class material or just a basic skill that needs to be developed. By introducing computers/the internet/social networking sites to students that are unfamiliar with such technologies, the teacher is giving students the opportunity to feel more comfortable sharing their ideas with others because they realize that it will then be part of a community.
Do schools have restrictions on how teachers can use social networking sites in the classroom? I would imagine that administrators would initially be concerned with a teacher having a Facebook account that is accessible to students. If the teacher kept the page strictly professional, I would think/hope that the administration would see the value of using such a tool in the classroom to reach students. I think it is really important for educators to take advantage of technology that most students already use heavily anyway.
Are there any studies or information available about the success rate of teachers integrating social networking sites in the class? It still seems a little far out to me to think that students would allow their teacher to have access to their Facebook page. Most kids, at one point or another, have said something like "Man, I really hate our English class" or something similar on a friends site, so I find it hard to believe that such kids would want the said English teacher to have access to that information. While it is a cool idea, I just don't see it being practical, at least not on a site as popular as Facebook. It might work better on something that students set up specifically for the class, much like we did when we all created our blogs with Blogger.
This article discusses the advantages and disadvantages of integrating social networking sites like Facebook into a classroom. The author made a point to mention that while creating a special group on a social networking is a great way to reach out to your students, students may not be receptive of it unless there is an education basis for the group. Students don't usually want to socialize with their teachers outside of the class and may feel like their private space is being invaded. The author also talked about how sometimes one technological skill can lead to the learning of another, so it is important to start somewhere. As teachers, we should look for opportunities to teach our students at every chance we get, whether it be related to our specific class material or just a basic skill that needs to be developed. By introducing computers/the internet/social networking sites to students that are unfamiliar with such technologies, the teacher is giving students the opportunity to feel more comfortable sharing their ideas with others because they realize that it will then be part of a community.
Do schools have restrictions on how teachers can use social networking sites in the classroom? I would imagine that administrators would initially be concerned with a teacher having a Facebook account that is accessible to students. If the teacher kept the page strictly professional, I would think/hope that the administration would see the value of using such a tool in the classroom to reach students. I think it is really important for educators to take advantage of technology that most students already use heavily anyway.
Are there any studies or information available about the success rate of teachers integrating social networking sites in the class? It still seems a little far out to me to think that students would allow their teacher to have access to their Facebook page. Most kids, at one point or another, have said something like "Man, I really hate our English class" or something similar on a friends site, so I find it hard to believe that such kids would want the said English teacher to have access to that information. While it is a cool idea, I just don't see it being practical, at least not on a site as popular as Facebook. It might work better on something that students set up specifically for the class, much like we did when we all created our blogs with Blogger.
Monday, July 27, 2009
Journal 6: Don't Feed the Trolls
Citation: Richardson, K (May 2008). Don't Feed the Trolls: Using Blogs to Teach Civil Discourse. Learning & Leading with Technology, 35, Retrieved July 27, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_35_2007_2008_/MayNo7/L_L_May_2008.htm
This article talks about the responsibility teacher's have when using blogs in the classroom to teach students proper on-line etiquette. Many sites that students use on a regular basis have a code of conduct, but students probably don't pay any attention to them when they sign up to the site. Teacher's need to take the time to discuss appropriate behavior with students so that they develop good practices early on. This will also (hopefully) help to eliminate the amount of cyberbullying that takes place. It is important to discuss what exactly constitutes inappropriate behavior and give examples so students can't claim they didn't realize something fell into that category. In the article, Timothy Campbell suggested that the best way to deal with trolls is to ignore them, and I don't agree with that. If you ignore it, you ignore the fact that they have done something wrong and miss an opportunity to teach them about the consequences of their action.
How early (what age) do teacher's need to introduce this to students? Some people would argue that it's never too early to teach the students good behavior, others might argue that if you bring this up when kids are too young, it might actually give them malicious ideas. It might depend on how heavily you plan on using blogging in your classroom, but I think that, in general, you should always teach your students the proper way to handle themselves in any situation you put them in.
What sort of consequences exist when students violate the code of conduct rules? Kids post negative things about other people on-line all the time, and it seems like there are very rarely consequences for it. While I don't think kids should be severely punished every time they say something bad, there does need to be some sort of accountability for what they do. Should the teacher be responsible for setting up consequences related to the classroom, such as taking points away if it's discovered that a student has acting in violation of a policy?
This article talks about the responsibility teacher's have when using blogs in the classroom to teach students proper on-line etiquette. Many sites that students use on a regular basis have a code of conduct, but students probably don't pay any attention to them when they sign up to the site. Teacher's need to take the time to discuss appropriate behavior with students so that they develop good practices early on. This will also (hopefully) help to eliminate the amount of cyberbullying that takes place. It is important to discuss what exactly constitutes inappropriate behavior and give examples so students can't claim they didn't realize something fell into that category. In the article, Timothy Campbell suggested that the best way to deal with trolls is to ignore them, and I don't agree with that. If you ignore it, you ignore the fact that they have done something wrong and miss an opportunity to teach them about the consequences of their action.
How early (what age) do teacher's need to introduce this to students? Some people would argue that it's never too early to teach the students good behavior, others might argue that if you bring this up when kids are too young, it might actually give them malicious ideas. It might depend on how heavily you plan on using blogging in your classroom, but I think that, in general, you should always teach your students the proper way to handle themselves in any situation you put them in.
What sort of consequences exist when students violate the code of conduct rules? Kids post negative things about other people on-line all the time, and it seems like there are very rarely consequences for it. While I don't think kids should be severely punished every time they say something bad, there does need to be some sort of accountability for what they do. Should the teacher be responsible for setting up consequences related to the classroom, such as taking points away if it's discovered that a student has acting in violation of a policy?
Journal 4: Blogging as Assignments
Blogging is on-line journaling that users can make either public for anyone to see. Blogging is picking up in popularity and usage as the years go on. There are many free blog sites available for people to use that require nothing more than an email address to sign up. Much like this class, teachers are beginning to integrate blogging into their lesson plans to give students a place to share their ideas. Reading the threads I learned that many teachers are worried about students posting inappropriate content on their page, or comments on other students pages, but most find that students respect the parameters set up for them. I think I would worry about that too, especially wanting to teach high school, but you could incorporate that into teaching them about freedom of speech.
Blogging can be used in a variety of ways in the classroom. If it's an English class, teacher's can use Blogs as a place for students to practice their writing, whether it's for a creative writing assignment or answering specific questions. History teachers can have students reflect on current events and how they tie in to the past. Math teachers can have students write creative word problems, and the students could answer in the comment section. If students are familiar with additional tools on Blogger, like embedding, assignments can get even more creative and educational. As long as both teachers and students are aware of proper etiquette, it is a great opportunity to do something besides a traditional paper, etc.
Blogging can be used in a variety of ways in the classroom. If it's an English class, teacher's can use Blogs as a place for students to practice their writing, whether it's for a creative writing assignment or answering specific questions. History teachers can have students reflect on current events and how they tie in to the past. Math teachers can have students write creative word problems, and the students could answer in the comment section. If students are familiar with additional tools on Blogger, like embedding, assignments can get even more creative and educational. As long as both teachers and students are aware of proper etiquette, it is a great opportunity to do something besides a traditional paper, etc.
Wednesday, July 22, 2009
Journal 3: Assessment Made Easy
Citation: Zucker, A (2009).Assessment Made Easy. Learning and Leading with Technology, (June/July2009). 18-21.
This article is about a charter high school in Denver that has a one-to-one laptop ratio with its students. The school graduated it's first class in 2008 and saw a tremendous success rate with all of it's seniors being admitted to a four year college. I found this article very interesting because it sounds like there is a very supportive administrative staff at the school, which makes this program possible. It was also interesting to read about the teacher's being able to select which programs and software they use in the class, with only a few things being mandatory. That really gives the teacher freedom to create lesson plans that he/she feel will benefit the students the most.
Did the teachers have to go through any extra, specialized training to be hired at DSST? I think it would be hard to teach in this school if you don't have a solid technological foundation, which makes me wonder how much on-site training the school did/does of it's teachers. I imagine that to do such training would cost a significant amount of money so I am curious as to whether or not this type of program would be as successful, or even possible, in a lower-income area. If they didn't do any on-site training, was the teachers level of technical competency a factor in being hired?
Do the students get to take the laptops home to facilitate homework assignments? The article talked at length about the use of the laptops in the classroom, but how much students get to use computers at home could make a big difference in the success rate. I would think that the ability to take the laptops home would greatly drive the success rate of the program, versus if the students only had access to them during school hours.
This article is about a charter high school in Denver that has a one-to-one laptop ratio with its students. The school graduated it's first class in 2008 and saw a tremendous success rate with all of it's seniors being admitted to a four year college. I found this article very interesting because it sounds like there is a very supportive administrative staff at the school, which makes this program possible. It was also interesting to read about the teacher's being able to select which programs and software they use in the class, with only a few things being mandatory. That really gives the teacher freedom to create lesson plans that he/she feel will benefit the students the most.
Did the teachers have to go through any extra, specialized training to be hired at DSST? I think it would be hard to teach in this school if you don't have a solid technological foundation, which makes me wonder how much on-site training the school did/does of it's teachers. I imagine that to do such training would cost a significant amount of money so I am curious as to whether or not this type of program would be as successful, or even possible, in a lower-income area. If they didn't do any on-site training, was the teachers level of technical competency a factor in being hired?
Do the students get to take the laptops home to facilitate homework assignments? The article talked at length about the use of the laptops in the classroom, but how much students get to use computers at home could make a big difference in the success rate. I would think that the ability to take the laptops home would greatly drive the success rate of the program, versus if the students only had access to them during school hours.
Monday, July 20, 2009
Social Bookmarking
1. National Archives: This was a very interesting website, especially given the fact that I want to be a history teacher. I thought it was really cool that there were all of these resources, gathered on-line and accessible for free. Using primary sources is extremely important and helpful in teaching history because primary documents are much more accurate and reliable than reprinted versions that could have been edited. Plus, using primary sources gives students a really authentic feel of the time the artifact is from. I looked at the exhibit about the men and women who served the country during WWII and found the images very interesting.
2. National Education Association: There are 5 main groups that experience achievement gaps in school. They are American Indians and Alaska Natives, Asian Americans and Pacific Islanders, Blacks, Hispanics, and Gay, Lesbian, Bisexual and Transgender People. According to the "Becoming a Culturally Competent Educator", I feel the three areas that fit my teaching style are:
-Gathering and organizing resources materials related to cultural diversity for use by school staff, because I am good at researching things.
-Assess what your school staff perceive as their staff development needs, because I don't think you can solve a problem with out addressing what the bigger issue is. Teachers need to take the time to think about what tools they need to lower the achievement gap in order to effective tackle the gap.
-Networking with other schools to see what they are developing and implementing. I think school districts can collaborate together to create more comprehensive results, which will benefit the students in all districts. If one school district has a really great system in place but doesn't share it with other schools, it doesn't really do much in the long run to lower the achievement gap.
3. Stop Cyber Bullying: I am a Cyber Saint! :) I don't know that I've ever done any of the things on the quiz, but I can think back to high school and remember other kids doing some of them. High Schoolers (14-17) can be really mean and vicious with each other. I found the section of the teacher's area about the different kinds of cyberbullies to be interesting. I think when people think of your stereotypical bullies, they think of boys pushing people around on the playground, but with such advances in technology, bullying is taking on all new forms. Girls are getting heavily involved because you can do it from the safety of your home and have no face-to-face confrontation with anyone. Being able to recognize the different types of cyberbullies will help me in the classroom because I will know what to look for, and hopefully ways to prevent it from occurring.
4. Kathy Schrock's Guide for Educators: The Subject Access area that interests me is the History and Social Studies sites, because that's what I want to teach. It has some useful links to websites I could very easily incorporate into my classroom when I teach. There is a link called "Anyday in History" that will tell you birthday's, death dates, and special events for any day of the year you put in. This could be helpful in getting students interested in history, maybe by telling them which historical figures share their birthday, etc. The Teacher Helpers section that interested me is the Critical Evaluation Information page. This gives links to ways to critically evaluate the educational content of a web page. History classes tend to require a lot of researching, and most teens jump to the internet as their first and main source of information. Being able to distinguish between which websites are of a scholarly value and which ones aren't would be very helpful in writing a higher quality paper or project.
5. Multiple Intelligences: My top three intelligences are Logical-Mathematical (63%), Verbal-Linguistic (58%) and Intrapersonal (56%). The fact that Logical-Mathematical was my highest scoring intelligence was surprising because I hate math, but not surprising because I do like logical reasons for things. I watched "Multiple Intelligences Thrive in Smartville" and I thought it was really cool how positive the school was. Kids, especially young ones, need positive reinforcement. They also need to learn things that they DO excel at, not just the things they aren't good at.
6. Teaching Tolerance: I chose upper grades, social studies, and socioeconomic issues to research and came up with an article titled "One Survivor Remembers: A Call to Action". This lesson plan helps students understand how knowledge can move us to action and to critically analyze an issue in their community. I would use this in my class to promote community involvement, pride, and unity, and maybe incorporate it during lessons about the Civil Rights Movement to show how if communities come together, a lot can be accomplished.
7. EdChange Multicultural Education: I was very surprised with question one about how many schools (40%) had NO teachers of color on staff. I know there are a lot of areas of the country that aren't very diverse, but 40% is almost half...that seems very high, and I wonder what reasons there are behind it- perhaps not as many people of color going into the teaching profession or something similar? I also found question ten very interesting, dealing with the different forms of cocaine and how much of what type lands you in jail. It seems like it's harder to arrest wealthy people even though their preferred brand of crack contains just as much of the drug per gram as the generic version that poorer people tend to use. It seems like the system is set up for rich people to get away with things.
8. Netiquette Guidelines: I got an 80% on the quiz. I missed the questions on when it is OK to forward an email and what a flame is. It is important to teach students about Netiquette because a lot of kids may be under the impression that manners aren't important on-line. If you start teaching them good Netiquette manners at a young age, they will (hopefully) develop good habits that will stay with them as they grow up. Many kids tend to over use :) and :( to display their moods, and too many emoticons get annoying and look unprofessional.
2. National Education Association: There are 5 main groups that experience achievement gaps in school. They are American Indians and Alaska Natives, Asian Americans and Pacific Islanders, Blacks, Hispanics, and Gay, Lesbian, Bisexual and Transgender People. According to the "Becoming a Culturally Competent Educator", I feel the three areas that fit my teaching style are:
-Gathering and organizing resources materials related to cultural diversity for use by school staff, because I am good at researching things.
-Assess what your school staff perceive as their staff development needs, because I don't think you can solve a problem with out addressing what the bigger issue is. Teachers need to take the time to think about what tools they need to lower the achievement gap in order to effective tackle the gap.
-Networking with other schools to see what they are developing and implementing. I think school districts can collaborate together to create more comprehensive results, which will benefit the students in all districts. If one school district has a really great system in place but doesn't share it with other schools, it doesn't really do much in the long run to lower the achievement gap.
3. Stop Cyber Bullying: I am a Cyber Saint! :) I don't know that I've ever done any of the things on the quiz, but I can think back to high school and remember other kids doing some of them. High Schoolers (14-17) can be really mean and vicious with each other. I found the section of the teacher's area about the different kinds of cyberbullies to be interesting. I think when people think of your stereotypical bullies, they think of boys pushing people around on the playground, but with such advances in technology, bullying is taking on all new forms. Girls are getting heavily involved because you can do it from the safety of your home and have no face-to-face confrontation with anyone. Being able to recognize the different types of cyberbullies will help me in the classroom because I will know what to look for, and hopefully ways to prevent it from occurring.
4. Kathy Schrock's Guide for Educators: The Subject Access area that interests me is the History and Social Studies sites, because that's what I want to teach. It has some useful links to websites I could very easily incorporate into my classroom when I teach. There is a link called "Anyday in History" that will tell you birthday's, death dates, and special events for any day of the year you put in. This could be helpful in getting students interested in history, maybe by telling them which historical figures share their birthday, etc. The Teacher Helpers section that interested me is the Critical Evaluation Information page. This gives links to ways to critically evaluate the educational content of a web page. History classes tend to require a lot of researching, and most teens jump to the internet as their first and main source of information. Being able to distinguish between which websites are of a scholarly value and which ones aren't would be very helpful in writing a higher quality paper or project.
5. Multiple Intelligences: My top three intelligences are Logical-Mathematical (63%), Verbal-Linguistic (58%) and Intrapersonal (56%). The fact that Logical-Mathematical was my highest scoring intelligence was surprising because I hate math, but not surprising because I do like logical reasons for things. I watched "Multiple Intelligences Thrive in Smartville" and I thought it was really cool how positive the school was. Kids, especially young ones, need positive reinforcement. They also need to learn things that they DO excel at, not just the things they aren't good at.
6. Teaching Tolerance: I chose upper grades, social studies, and socioeconomic issues to research and came up with an article titled "One Survivor Remembers: A Call to Action". This lesson plan helps students understand how knowledge can move us to action and to critically analyze an issue in their community. I would use this in my class to promote community involvement, pride, and unity, and maybe incorporate it during lessons about the Civil Rights Movement to show how if communities come together, a lot can be accomplished.
7. EdChange Multicultural Education: I was very surprised with question one about how many schools (40%) had NO teachers of color on staff. I know there are a lot of areas of the country that aren't very diverse, but 40% is almost half...that seems very high, and I wonder what reasons there are behind it- perhaps not as many people of color going into the teaching profession or something similar? I also found question ten very interesting, dealing with the different forms of cocaine and how much of what type lands you in jail. It seems like it's harder to arrest wealthy people even though their preferred brand of crack contains just as much of the drug per gram as the generic version that poorer people tend to use. It seems like the system is set up for rich people to get away with things.
8. Netiquette Guidelines: I got an 80% on the quiz. I missed the questions on when it is OK to forward an email and what a flame is. It is important to teach students about Netiquette because a lot of kids may be under the impression that manners aren't important on-line. If you start teaching them good Netiquette manners at a young age, they will (hopefully) develop good habits that will stay with them as they grow up. Many kids tend to over use :) and :( to display their moods, and too many emoticons get annoying and look unprofessional.
Sunday, July 19, 2009
Journal 2: How Teenagers Consume Media
Citation: Robson, M (2009, July 13). How Teenagers Consume Media: the Study that Shook the City. Retrieved July 19, 2009, from Gardian.co.uk Web site: http://www.guardian.co.uk/business/2009/jul/13/teenage-media-habits-morgan-stanley
This article was written by a 15 year old British teen about the different kinds of media that teens are exposed to on a regular basis and why or why not some are more popular than others. The types of media discussed covered everything from computers to billboards to phone books to radio. It was very interesting to see how many times the other mentioned the word "illegally" in the summary of his research- kids download music illegally, watch pirated movies, etc. There was also a strong theme of teens not wanting to pay for things and how the more expensive something is, the less likely they are to use it. Here in the States, it seems like many kids think that the more expensive something is (usually phones), the better it is, but the author made a point out of how teens in the UK don't want a phone that costs a lot of money because they know they are likely to lose it.
Knowing the students are not likely to pay for technology, what are some ways to incorporate free services into the classroom? Taking 422 is teaching me a lot about how to bring free technology into the classroom, and it is something that I see has clear benefits in reaching out to students. The texting opinion survey we did on the first day of class about our favorite trashy TV show is something that I think most teens would get into because texting is something they do on a regular basis anyway. Since most teens have access to the Internet, if not at home than definitely at school, any kind of free educational website would be beneficial to class.
What services are out there that students/families might be likely to pay for? Knowing that families come from all different kinds of socioeconomic situations, I don't know how many would be willing to pay for, say, an on-line subscription to a website. I would like to think though, that if there were some things available for a fee that were extremely beneficial parents and students would be willing to pay for it. If not, I wonder how willing schools are to subsidize the cost of such activities to create a more positive and enriching learning environment.
This article was written by a 15 year old British teen about the different kinds of media that teens are exposed to on a regular basis and why or why not some are more popular than others. The types of media discussed covered everything from computers to billboards to phone books to radio. It was very interesting to see how many times the other mentioned the word "illegally" in the summary of his research- kids download music illegally, watch pirated movies, etc. There was also a strong theme of teens not wanting to pay for things and how the more expensive something is, the less likely they are to use it. Here in the States, it seems like many kids think that the more expensive something is (usually phones), the better it is, but the author made a point out of how teens in the UK don't want a phone that costs a lot of money because they know they are likely to lose it.
Knowing the students are not likely to pay for technology, what are some ways to incorporate free services into the classroom? Taking 422 is teaching me a lot about how to bring free technology into the classroom, and it is something that I see has clear benefits in reaching out to students. The texting opinion survey we did on the first day of class about our favorite trashy TV show is something that I think most teens would get into because texting is something they do on a regular basis anyway. Since most teens have access to the Internet, if not at home than definitely at school, any kind of free educational website would be beneficial to class.
What services are out there that students/families might be likely to pay for? Knowing that families come from all different kinds of socioeconomic situations, I don't know how many would be willing to pay for, say, an on-line subscription to a website. I would like to think though, that if there were some things available for a fee that were extremely beneficial parents and students would be willing to pay for it. If not, I wonder how willing schools are to subsidize the cost of such activities to create a more positive and enriching learning environment.
Wednesday, July 15, 2009
Journal 1: Do Teachers Need Personal Trainers?
Citation: Owens, Aileen M (June/July 2009). Do your teachers need a personal trainer? Learning & Leading with Technology, Retrieved 07-13-09, from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_June_July.htm
This article discussed the Student Internship Program for Instructional Technology that took place at Duquesne University. It explained in how the student interns worked with local schools to help teachers incorporate technology in the classroom in a way that is beneficial to both students and teachers. The article went on to provide specific examples of areas where classes were struggling with technology and explained what the intern did to help close that gap.
Are internship programs like this common? I think programs like this are a great way to solve a common problem in schools. Not only do the teachers benefit by having a "personal trainer" for new technology, but the interns benefit by having things to add to their portfolio and by gaining classroom experience. I wonder if other universities across the country have similar programs available and what their success rates are.
Will the school system I end up teaching in have this kind of support available? While I feel moderately comfortable with my level of tech-savvy skills right now, I know the technology world is always changing and it will be difficult to keep up in the future. I haven't heard much about school systems having technology-specific training and support for teachers, which makes me think that maybe it's not too common. Hopefully that's incorrect, or if it is right, hopefully that changes in the near future.
This article discussed the Student Internship Program for Instructional Technology that took place at Duquesne University. It explained in how the student interns worked with local schools to help teachers incorporate technology in the classroom in a way that is beneficial to both students and teachers. The article went on to provide specific examples of areas where classes were struggling with technology and explained what the intern did to help close that gap.
Are internship programs like this common? I think programs like this are a great way to solve a common problem in schools. Not only do the teachers benefit by having a "personal trainer" for new technology, but the interns benefit by having things to add to their portfolio and by gaining classroom experience. I wonder if other universities across the country have similar programs available and what their success rates are.
Will the school system I end up teaching in have this kind of support available? While I feel moderately comfortable with my level of tech-savvy skills right now, I know the technology world is always changing and it will be difficult to keep up in the future. I haven't heard much about school systems having technology-specific training and support for teachers, which makes me think that maybe it's not too common. Hopefully that's incorrect, or if it is right, hopefully that changes in the near future.
Monday, July 13, 2009
Introduction Letter
I was born in Cleveland, Ohio and lived there until I was about three. My family then moved to just outside of Atlanta, GA and I went to Kindergarten through the very beginning of second grade in the Cobb County school system. In the fall of second grade, my family moved back to Cleveland and settled in a small suburb called Hudson. I spent the rest of my childhood education in Hudson District Schools. When it was time to decide on a college to go to, I thought Ohio State was too obvious a choice, so some how I ended up going to Appalachian State University in Boone, NC. (Don't ask how, because to this day I'm still not exactly sure how that decision making process worked in my head. I'm not even sure there was a thought process about it.) Boone is in the mountains of the western part of the state, about 20 minutes from the Tennessee boarder and 30 minutes south of Virginia. (It's absolutely beautiful...you should all go visit!) After I graduated, I moved to Orlando and lived there for 3 years trying to get started in the hotel business. After getting a great start with a great company, I've realized that I actually kind of hate it (and hated living in Orlando), so I moved to San Diego about 3 months ago mostly to be closer to my family (that have all some how relocated out west) and also to change careers and go into teaching.
My experience with technology is pretty average I think. I used computers towards the end of high school, all through college, and ever since. I was on the yearbook staff my junior and senior years of high school and used Photoshop very heavily, but haven't used the program much sense. I think I have a pretty functional set of skills with different programs, because the various jobs I've had all seem to have different computer requirements. I've always been a PC user, but I bought my first Mac about 2 months ago, thanks to the nagging of my brother, an avid Mac supporter, and I love it. I am very surprised at how quickly I was able to convert systems. I am by no means a Mac expert, but I'm finding it very easy to adapt to.
To be perfectly honest, the College of Ed mission statement had absolutely nothing to do with why I chose to get my credential here. I knew I was moving to San Diego- Oceanside specifically. CSUSM was the closest credential program for me. At the time I applied, I was also working both a full time and a part time job, so I didn't really have time to research other options. My time became even more hectic when a transfer became available with my company out in San Diego, and if I accepted, I had to move and start in about two weeks. Having become a little more familiar of the COE Mission Statement, though, I really like the emphasis on a commitment to student-centered education. The primary purpose of schools should be to help students better themselves, and I think it's so easy for that to get lost in all of the federal and local mandates that school districts must adhere to. I think it's really important to remember that the student comes first and lessons plans should reflect and revolve around that.
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