Saturday, April 30, 2011
Monday, April 25, 2011
Cybersafety Collaborative Site
Here is a link to our collaborative cybersafety website. I was responsible for the sections on cyberbullying and cyber predators.
https://sites.google.com/site/essentialsofcybersafetyedu422/home
Below is a snapshot of my cyberbullying page...
Inspiration
I used the software program 'Inspiration' to create this graphical representation of my brainstorming which assignments have helped me to fulfill the Nets-T standards.
Tuesday, April 12, 2011
Journal #10 (NETS-T 1-5)
Zanetis, J. (2010). The beginner’s guide to interactive virtual field trips. Learning and Leading with Technology, 37(6), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-march-april-2010.aspx
Summary:
This article gives an introduction to the concept of interactive virtual field trips, or VFT’s. These VFT’s allow classrooms to experience information from outside resources in a way that might otherwise be hard to obtain. Often times class field trips are limited to the immediate geographic area of a school, and also hindered by budget constraints. By taking a virutal field trip, you are not limited by geography, and there are plenty of options available at a low cost or even free. Students learning about marine science can take a virtual trip to Australia and the Great Barrier Reef, and interact with an actual biologist who is working at that location. The article explained two types of VFT’s, the first being asynchronous, meaning that the content is not live, but rather pre-recorded and loaded by the class at a time of their choosing. These can be podcasts of a museum director explaining the exhibits, to a interactive visual tour of an art gallery. The second type of VFT involves specific hardware that allows for the entire class to video conference with destination of their trip, and allows for video and audio interaction between both sides.
Question 1:
What is the classroom value of a virtual field trip?
I think the value of these virtual field trips is extremely high. I can remember just about every filed trip I went on during my school years, they were usually always enjoyable, and I came away with an appreciation for the subject that I didn’t have before. If you can duplicate this same feeling with these VFT’s, then it is certainly a resource that should be utilized. I remember always wanting to go on the field trips that went to Washington D.C. when I was in school, but had no way of affording it. A VFT would allow the class to view many of the same places I would have seen on the physical trip but in the classroom itself. To be able to connect the content with the student in such a way that it peaks their curiosity is a valuable tool in enhancing the learning experience.
Question 2:
How might you go about getting your school a hardware system to make VFT’s possible?
Like the article says, first I would see if the school already has the hardware to make this possible, if not, then I would check other schools within the district to see if sharing is an option. If these don’t work then you can go straight to the manufacturer to see if they offer assistance in obtaining one, either through them directly, or through state or federal grants. If all else fails, this would be the type of thing that I think students, parents, and faculty could get behind with a fundraising campaign. If you explain all the benefits of such a system, I would think that parents would want to help their children out by organizing a way to achieve the funds for such a purchase.
Summary:
This article gives an introduction to the concept of interactive virtual field trips, or VFT’s. These VFT’s allow classrooms to experience information from outside resources in a way that might otherwise be hard to obtain. Often times class field trips are limited to the immediate geographic area of a school, and also hindered by budget constraints. By taking a virutal field trip, you are not limited by geography, and there are plenty of options available at a low cost or even free. Students learning about marine science can take a virtual trip to Australia and the Great Barrier Reef, and interact with an actual biologist who is working at that location. The article explained two types of VFT’s, the first being asynchronous, meaning that the content is not live, but rather pre-recorded and loaded by the class at a time of their choosing. These can be podcasts of a museum director explaining the exhibits, to a interactive visual tour of an art gallery. The second type of VFT involves specific hardware that allows for the entire class to video conference with destination of their trip, and allows for video and audio interaction between both sides.
Question 1:
What is the classroom value of a virtual field trip?
I think the value of these virtual field trips is extremely high. I can remember just about every filed trip I went on during my school years, they were usually always enjoyable, and I came away with an appreciation for the subject that I didn’t have before. If you can duplicate this same feeling with these VFT’s, then it is certainly a resource that should be utilized. I remember always wanting to go on the field trips that went to Washington D.C. when I was in school, but had no way of affording it. A VFT would allow the class to view many of the same places I would have seen on the physical trip but in the classroom itself. To be able to connect the content with the student in such a way that it peaks their curiosity is a valuable tool in enhancing the learning experience.
Question 2:
How might you go about getting your school a hardware system to make VFT’s possible?
Like the article says, first I would see if the school already has the hardware to make this possible, if not, then I would check other schools within the district to see if sharing is an option. If these don’t work then you can go straight to the manufacturer to see if they offer assistance in obtaining one, either through them directly, or through state or federal grants. If all else fails, this would be the type of thing that I think students, parents, and faculty could get behind with a fundraising campaign. If you explain all the benefits of such a system, I would think that parents would want to help their children out by organizing a way to achieve the funds for such a purchase.
Journal #9 (NETS-T 1,2,3,5)
Waters, J.K. (2011). Teaching green. t|h|e journal, 38(4), Retrieved from http://thejournal.com/research/2011/04/digital-edition_april.aspx
Summary:
This article give a variety of online resources that would help to incorporate a “green” attitude into the classroom and curriculum. Classroomearth.org seems to be one of the most in depth resources, you can search for ideas by subject like social studies or math, or by topic like climate change or recycling. Another site that caught my eye has a heavy engineering angle to it, but I think students would really enjoy it because it is an online 3D game. But the students are on a world that is troubled by pollution and other issues, and they have to learn how to put up solar panels and other green technologies. Overall a lot of resources were given that can are aimed at a variety of grade levels.
Question 1:
Do you think it is important to adopt “green” lessons in the class?
I think it is very important to incorporate ideas on how to live in such ways as to help the environment. By teaching the students, hopefully starting at a young age, and continuing throughout their school years that the environment is something that is crucially important, and something that they can affect positively or negatively, they will grow up with better attitudes towards this issue than we did. I think it also helps that a lot of these lessons are created in such a way as to be fun, and not so much of a chore; this will help to make these “green” habits more of a natural thing to adopt rather than something a student would have to go out of their way to do, at least initially. As they grow up, hopefully they will see the benefit and then choose to go out of their way to adopt even more strict habits that are beneficial.
Question 2:
Can you use these resources beyond your own classroom?
Absolutely. I think it would be crucial for you to not only implement many of these lessons in your own classroom, but to also share them with your peers on campus. One class is able to make a difference on campus, but by sharing these ideas with the entire faculty, so as to expose all of the students to these ideas, you may be able to change the mindset on campus into adopting more “green” initiatives, and have everyone be excited about these changes. As is the case when any valuable teaching resource is discovered, it should be shared. Ideas like this are not meant to be contained.
Summary:
This article give a variety of online resources that would help to incorporate a “green” attitude into the classroom and curriculum. Classroomearth.org seems to be one of the most in depth resources, you can search for ideas by subject like social studies or math, or by topic like climate change or recycling. Another site that caught my eye has a heavy engineering angle to it, but I think students would really enjoy it because it is an online 3D game. But the students are on a world that is troubled by pollution and other issues, and they have to learn how to put up solar panels and other green technologies. Overall a lot of resources were given that can are aimed at a variety of grade levels.
Question 1:
Do you think it is important to adopt “green” lessons in the class?
I think it is very important to incorporate ideas on how to live in such ways as to help the environment. By teaching the students, hopefully starting at a young age, and continuing throughout their school years that the environment is something that is crucially important, and something that they can affect positively or negatively, they will grow up with better attitudes towards this issue than we did. I think it also helps that a lot of these lessons are created in such a way as to be fun, and not so much of a chore; this will help to make these “green” habits more of a natural thing to adopt rather than something a student would have to go out of their way to do, at least initially. As they grow up, hopefully they will see the benefit and then choose to go out of their way to adopt even more strict habits that are beneficial.
Question 2:
Can you use these resources beyond your own classroom?
Absolutely. I think it would be crucial for you to not only implement many of these lessons in your own classroom, but to also share them with your peers on campus. One class is able to make a difference on campus, but by sharing these ideas with the entire faculty, so as to expose all of the students to these ideas, you may be able to change the mindset on campus into adopting more “green” initiatives, and have everyone be excited about these changes. As is the case when any valuable teaching resource is discovered, it should be shared. Ideas like this are not meant to be contained.
Monday, April 11, 2011
Journal #8 (NETS-T 4, 5)
Bogacz, R., & Gordillo, M.G. (2011). Should schools be held responsible for cyberbullying?. Learning and Leading with Technology, 38(6), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-march-april-2011.aspx
Summary:
This article explained the opposing viewpoints of two individuals on the issue of if schools should be held responsible for cyberbullying. The first author took the extreme viewpoint on one side that students need to be monitored so closely, and pretty much have no sense of privacy at all amongst their online peers. She explains that parents should have access to all of their children's online accounts so they can monitor what is said. She does also say however that teachers and administrators need to play a more active role in watching out for cases of cyberbullying on campus, and handle it quickly and effectively. The other author takes the other extreme point and says that schools are not responsible for cyberbullying, and that it is really an issue that stems out of a bad familial relationship at home. He says that schools should help to teach the parents how to handle this type of behavior, but that the schools themselves are not directly responsible.
Question 1:
Do you think parents should have access to all of their children’s online accounts?
I don’t think parents should have this much access. I think if the children are at a younger age, then their amount of online accounts should be limited already, and as they get older, they can be allowed to have more accounts like Facebook. I think it is up to the parents to instruct their children on proper Internet safety not only for themselves, but their friends as well. But giving their children a space in which they can be themselves is an important part of growing up, it just so happens that this space is turning into a digital one in these times.
Question 2:
Do I think schools should be held responsible for cyberbullying?
My stance lies somewhere in between the two authors of the article. I think teachers, administrators, and students need to be very vigilant in spotting issues of bullying, cyber or otherwise; and put an immediate stop to it to show that it will not be tolerated. I also think that parents do need to be educated on how to help this process at home. Many parents don’t realize that this is something they should be talking with their children about. I think the schools should take advantage of the times when they are interacting with parents to go over this issue with them. This issue is not limited to either an at home or at school environment, and the solution is not limited to one or the other either.
Summary:
This article explained the opposing viewpoints of two individuals on the issue of if schools should be held responsible for cyberbullying. The first author took the extreme viewpoint on one side that students need to be monitored so closely, and pretty much have no sense of privacy at all amongst their online peers. She explains that parents should have access to all of their children's online accounts so they can monitor what is said. She does also say however that teachers and administrators need to play a more active role in watching out for cases of cyberbullying on campus, and handle it quickly and effectively. The other author takes the other extreme point and says that schools are not responsible for cyberbullying, and that it is really an issue that stems out of a bad familial relationship at home. He says that schools should help to teach the parents how to handle this type of behavior, but that the schools themselves are not directly responsible.
Question 1:
Do you think parents should have access to all of their children’s online accounts?
I don’t think parents should have this much access. I think if the children are at a younger age, then their amount of online accounts should be limited already, and as they get older, they can be allowed to have more accounts like Facebook. I think it is up to the parents to instruct their children on proper Internet safety not only for themselves, but their friends as well. But giving their children a space in which they can be themselves is an important part of growing up, it just so happens that this space is turning into a digital one in these times.
Question 2:
Do I think schools should be held responsible for cyberbullying?
My stance lies somewhere in between the two authors of the article. I think teachers, administrators, and students need to be very vigilant in spotting issues of bullying, cyber or otherwise; and put an immediate stop to it to show that it will not be tolerated. I also think that parents do need to be educated on how to help this process at home. Many parents don’t realize that this is something they should be talking with their children about. I think the schools should take advantage of the times when they are interacting with parents to go over this issue with them. This issue is not limited to either an at home or at school environment, and the solution is not limited to one or the other either.
Tuesday, March 29, 2011
Tuesday, March 22, 2011
Journal #7 My Personal Learning Network (NETS-T 3,4,5)
My PLN:
My personal learning network right now is still small, but this allows me to get used to the amount of information that I am receiving. It comprises a lot of resources, whether these are articles, videos, ideas, or actual people; all of which I can use in future as an educator. Over time I anticipate my PLN to grow a lot, but because it is still new to me, I don’t want to become overwhelmed by the amount of information that is out there too quickly.
Twitter:
Participating in my first #edchat on Twitter was a surprising experience for me. I picked the 9am #edchat on 3/22/11, with the topic being “What methods of old education are not working?” For the first 10 minutes or so the tweets coming in were slow, then it began to become very fast paced where I was not able to read all of them coming in, especially those with links to outside resources. There were some ideas that I agreed with like getting rid of textbooks, because they become outdated so quickly and cost so much; and one idea in particular that I just can’t wrap my head around of getting rid of the teacher’s desk and chair, and this idea was re-tweeted by many as an awesome idea. The premise for it is that many teachers choose to sit rather than engage with their students actively, but I just can’t find the reasoning how this would make an ineffective teacher effective. Based on some of these ideas I chose to follow a few new people on Twitter and make them a part of my PLN. One educator @peoplegogy seemed to agree with me on the chair issue, so I followed him. As the ideas came in throughout the hour, I soon realized that this person had a very jaded view on education, and seemed content with not attempting to help students beyond the classroom; while I agreed with his thoughts on one matter, I could not on most others. I think this type of person would help to bring balance into my PLN, generating ideas that I might not otherwise think of; we will see as time goes on. I also chose to follow @shellterrell, some of her ideas were really outside the box which I liked, but some also seemed very unpractical; but in any case it was a discussion that can generate ideas that maybe find a useful middle ground. Being my first experience with one of these chats, I chose not to actively tweet this time, I wanted to see how things work first; towards the end of the discussion I even saw @jeffheil65 discussing @peoplegogy’s overly pragmatic approach to education. @cybraryman and @dwarlick are also new educators that I chose to follow, but I did not see too much from them during this discussion, a couple things from @cybraryman but things may have been moving too fast for me to see it.
Diigo:
Diigo is interesting to use as a networking tool, I found it really easy to just keep clicking through links and finding new sites based on what other people bookmarked based on the site I was on. The first site I tagged PLN was a blog listing of the “50 best technology blogs you aren’t reading yet.” This was one of those case where by clicking one of the suggestions, you end up finding a lot more by checking the blogs that that blog follows and so on, it seemed like a useful resource in finding other educators and their ideas. I also tagged “Mr. Riley’s Blog,” I can’t remember how I came to this one, but he is a computer science teacher that wants to give other teachers ideas to incorporate technology into their class. I also added “The educators pln” which seems to be a very in depth resource not only for information, but for connecting with others. Two other sites I added are actually the sites of those I found in the #edchat discussion, and they are the peoplegogy blog and the cybraryman site. I liked the fact that they are people whom I have seen converse in the cyber realm, and there sites not only shared their opinions, but linked to other blogs as well.
Digital Discussion Forum:
I visited Classroom 2.0 and browsed through the forums and found one posting asking members to say what technology they use and like in their classroom. Prezi seemed to be new to many members and be making its impact; one member posted a video (http://digitaldollar.edublogs.org/2010/02/01/the-55-interactive-whiteboard/) of how one man invented a way to make a digital whiteboard out of a Nintendo Wii remote, that had a lot of functionality to it at a fraction of the cost of an expensive retail version. This absolutely blew my mind, the second I saw him start to use it I wanted to build one right then, I just don’t have access to a projector right now, but this is definitely something I would use in the future when I become a teacher, the uses of it are endless. I also watched the video “Education in the Future...NOW!!!” http://www.classroom20.com/video/education-in-the-futurenow-1, this video showed some of the amazing ways technology is being incorporated into one charted school in Hawaii, they are really big on crossing art with other subjects, specifically science and history. As an artist by nature, I credit this trait with my ability to think outside of the box and be able to problem solve in ways that others aren’t able too, I think being able to instill this trait into students at a young age is extremely beneficial, so I was very happy to see these students and the types of projects they were doing. The fact that they are making their own virtual reality ship, to sail virtually to a companion class’s ship in another country is awesome.
My personal learning network right now is still small, but this allows me to get used to the amount of information that I am receiving. It comprises a lot of resources, whether these are articles, videos, ideas, or actual people; all of which I can use in future as an educator. Over time I anticipate my PLN to grow a lot, but because it is still new to me, I don’t want to become overwhelmed by the amount of information that is out there too quickly.
Twitter:
Participating in my first #edchat on Twitter was a surprising experience for me. I picked the 9am #edchat on 3/22/11, with the topic being “What methods of old education are not working?” For the first 10 minutes or so the tweets coming in were slow, then it began to become very fast paced where I was not able to read all of them coming in, especially those with links to outside resources. There were some ideas that I agreed with like getting rid of textbooks, because they become outdated so quickly and cost so much; and one idea in particular that I just can’t wrap my head around of getting rid of the teacher’s desk and chair, and this idea was re-tweeted by many as an awesome idea. The premise for it is that many teachers choose to sit rather than engage with their students actively, but I just can’t find the reasoning how this would make an ineffective teacher effective. Based on some of these ideas I chose to follow a few new people on Twitter and make them a part of my PLN. One educator @peoplegogy seemed to agree with me on the chair issue, so I followed him. As the ideas came in throughout the hour, I soon realized that this person had a very jaded view on education, and seemed content with not attempting to help students beyond the classroom; while I agreed with his thoughts on one matter, I could not on most others. I think this type of person would help to bring balance into my PLN, generating ideas that I might not otherwise think of; we will see as time goes on. I also chose to follow @shellterrell, some of her ideas were really outside the box which I liked, but some also seemed very unpractical; but in any case it was a discussion that can generate ideas that maybe find a useful middle ground. Being my first experience with one of these chats, I chose not to actively tweet this time, I wanted to see how things work first; towards the end of the discussion I even saw @jeffheil65 discussing @peoplegogy’s overly pragmatic approach to education. @cybraryman and @dwarlick are also new educators that I chose to follow, but I did not see too much from them during this discussion, a couple things from @cybraryman but things may have been moving too fast for me to see it.
Diigo:
Diigo is interesting to use as a networking tool, I found it really easy to just keep clicking through links and finding new sites based on what other people bookmarked based on the site I was on. The first site I tagged PLN was a blog listing of the “50 best technology blogs you aren’t reading yet.” This was one of those case where by clicking one of the suggestions, you end up finding a lot more by checking the blogs that that blog follows and so on, it seemed like a useful resource in finding other educators and their ideas. I also tagged “Mr. Riley’s Blog,” I can’t remember how I came to this one, but he is a computer science teacher that wants to give other teachers ideas to incorporate technology into their class. I also added “The educators pln” which seems to be a very in depth resource not only for information, but for connecting with others. Two other sites I added are actually the sites of those I found in the #edchat discussion, and they are the peoplegogy blog and the cybraryman site. I liked the fact that they are people whom I have seen converse in the cyber realm, and there sites not only shared their opinions, but linked to other blogs as well.
Digital Discussion Forum:
I visited Classroom 2.0 and browsed through the forums and found one posting asking members to say what technology they use and like in their classroom. Prezi seemed to be new to many members and be making its impact; one member posted a video (http://digitaldollar.edublogs.org/2010/02/01/the-55-interactive-whiteboard/) of how one man invented a way to make a digital whiteboard out of a Nintendo Wii remote, that had a lot of functionality to it at a fraction of the cost of an expensive retail version. This absolutely blew my mind, the second I saw him start to use it I wanted to build one right then, I just don’t have access to a projector right now, but this is definitely something I would use in the future when I become a teacher, the uses of it are endless. I also watched the video “Education in the Future...NOW!!!” http://www.classroom20.com/video/education-in-the-futurenow-1, this video showed some of the amazing ways technology is being incorporated into one charted school in Hawaii, they are really big on crossing art with other subjects, specifically science and history. As an artist by nature, I credit this trait with my ability to think outside of the box and be able to problem solve in ways that others aren’t able too, I think being able to instill this trait into students at a young age is extremely beneficial, so I was very happy to see these students and the types of projects they were doing. The fact that they are making their own virtual reality ship, to sail virtually to a companion class’s ship in another country is awesome.
Monday, March 21, 2011
Journal #6 (NETS-T 3,4,5)
Warlick, D. (2009). Grow your personal learning network. Learning & Leading With Technology, 36(6), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-march-april-2009.aspx
Summary:
This article discussed the ways in which personal learning networks (PLN’s) have evolved into the technological age. We have all had some sort of PLN, these are the family, friends, colleagues and associates by which we have grown to rely on. Now we can broaden these PLN’s to encompass people from all over the world with tools like blogs, wiki’s, Twitter, and Diigo. The article discusses the different types of PLN’s, like those that are instant (synchronous) like a conversation (text messaging, Skype.) Those that are nearly instant (semi synchronous) like virtual chatting, Twitter, Facebook. These are where a question or topic can be posed, and responses given, but there is not pressure for the response to be immediate, you are able to multi-task while in this sort of interaction. The author also gave some very useful tips on streamlining the amount of information you receive. Tools like RSS readers and Diigo can help you to be selective on the updates of blogs and news articles that you receive, and you can choose when to view them; these tools merely tell you when there is new information for viewing.
Question 1: “It is easy to become overwhelmed with the amount of information available online, how can you counter this so you receive the most useful information to you?”
The author states in the article to start slowly, I think that is one of the most useful pieces of advice. Rather than subscribing to every newsletter and update you can think of when you first start, just pick a couple that you think will be the most useful. As time progresses, these sites may recommend other authors/blogs/feeds that may be of use to you, and you can choose to follow them as well. It is an organic process that should be allowed to happen, rather than forced. Making use of RSS feeds to let you know when there is new information is also extremely helpful because you can decide if and when to view it, rather than cluttering your inbox with the actual info every time it updates.
Question 2: “How can you ensure you are also receiving advice/tips that may be contrary to what you think, rather than things that only reinforce your view?”
I think this concept is important in all of our PLN’s, not just those in the virtual world. It is important to hear arguments that oppose your point of view, as well as those that reinforce it. Often times new ideas come out of such discussions with those who believe something different. I think it is important to subscribe to a couple of reputable sources of information that you may often disagree with, but have respect for. This way you are also hearing other points of views on a topic that interest you. It will not only help you to be more informed on a topic, but you can also share your point of view and maybe even alter their thinking on the subject as well. Even if no one changes their mind, good and meaningful discussions can come out of this.
Summary:
This article discussed the ways in which personal learning networks (PLN’s) have evolved into the technological age. We have all had some sort of PLN, these are the family, friends, colleagues and associates by which we have grown to rely on. Now we can broaden these PLN’s to encompass people from all over the world with tools like blogs, wiki’s, Twitter, and Diigo. The article discusses the different types of PLN’s, like those that are instant (synchronous) like a conversation (text messaging, Skype.) Those that are nearly instant (semi synchronous) like virtual chatting, Twitter, Facebook. These are where a question or topic can be posed, and responses given, but there is not pressure for the response to be immediate, you are able to multi-task while in this sort of interaction. The author also gave some very useful tips on streamlining the amount of information you receive. Tools like RSS readers and Diigo can help you to be selective on the updates of blogs and news articles that you receive, and you can choose when to view them; these tools merely tell you when there is new information for viewing.
Question 1: “It is easy to become overwhelmed with the amount of information available online, how can you counter this so you receive the most useful information to you?”
The author states in the article to start slowly, I think that is one of the most useful pieces of advice. Rather than subscribing to every newsletter and update you can think of when you first start, just pick a couple that you think will be the most useful. As time progresses, these sites may recommend other authors/blogs/feeds that may be of use to you, and you can choose to follow them as well. It is an organic process that should be allowed to happen, rather than forced. Making use of RSS feeds to let you know when there is new information is also extremely helpful because you can decide if and when to view it, rather than cluttering your inbox with the actual info every time it updates.
Question 2: “How can you ensure you are also receiving advice/tips that may be contrary to what you think, rather than things that only reinforce your view?”
I think this concept is important in all of our PLN’s, not just those in the virtual world. It is important to hear arguments that oppose your point of view, as well as those that reinforce it. Often times new ideas come out of such discussions with those who believe something different. I think it is important to subscribe to a couple of reputable sources of information that you may often disagree with, but have respect for. This way you are also hearing other points of views on a topic that interest you. It will not only help you to be more informed on a topic, but you can also share your point of view and maybe even alter their thinking on the subject as well. Even if no one changes their mind, good and meaningful discussions can come out of this.
Monday, March 7, 2011
Classroom Newsletter
I created this newsletter using Microsoft Word, and saved it as a PDF.
(NETS-T 1,2,3)
(NETS-T 1,2,3)
Thursday, March 3, 2011
Journal #4 (NETS-T 3,4,5)
Ormiston, M. (2010, December 01). It's time to trust teachers with the internet: a conversation with meg ormiston. Retrieved from http://thejournal.com/articles/2010/12/01/its-time-to-trust-teachers-with-the-internet-a-conversation-with-meg-ormiston.aspx?sc_lang=en
Summary:
This article discusses the difficulties that teachers face using digital tools in the classroom when there are Internet filters in place that block so many useful sites. District filters are often installed and run at default settings, meaning they block all social media as well as pornography. But a lot of sites fall under the social media category are are then not able to be utilized by the class. It is also mentioned how it is difficult for the teacher to try and get a website off the blocked list, because speaking with the IT department is often difficult, and speaking with an administrator does not always work because they will rely on the IT departments opinion.
Question 1: How could you convince an uninformed administrator about the values of a specific site?
I think if you were able to present visual evidence of a sites value, it would go a long way in convincing the administrator to unblock it. I know it could be difficult to show them a site that is blocked, but it would be possible to explore the site on a personal computer, and print out screenshots to illustrate how it works. I think these visual tools, coupled with a well explained lesson plan idea could persuade the administrator to help you with your goal.
Question 2: How can we ensure that an unblocked site like youtube.com is used appropriately?
If youtube were to be unblocked, I know the temptation would be there for students to look up the latest viral video or browse around for content that didn’t relate to the class. But I think if you set up established rules before hand, and use these tools with the students, instead of just letting them go at it on their own, then you can set a paradigm of responsible usage. With supervision and consequences for misuse, I think that you can help the students to stay responsible.
Summary:
This article discusses the difficulties that teachers face using digital tools in the classroom when there are Internet filters in place that block so many useful sites. District filters are often installed and run at default settings, meaning they block all social media as well as pornography. But a lot of sites fall under the social media category are are then not able to be utilized by the class. It is also mentioned how it is difficult for the teacher to try and get a website off the blocked list, because speaking with the IT department is often difficult, and speaking with an administrator does not always work because they will rely on the IT departments opinion.
Question 1: How could you convince an uninformed administrator about the values of a specific site?
I think if you were able to present visual evidence of a sites value, it would go a long way in convincing the administrator to unblock it. I know it could be difficult to show them a site that is blocked, but it would be possible to explore the site on a personal computer, and print out screenshots to illustrate how it works. I think these visual tools, coupled with a well explained lesson plan idea could persuade the administrator to help you with your goal.
Question 2: How can we ensure that an unblocked site like youtube.com is used appropriately?
If youtube were to be unblocked, I know the temptation would be there for students to look up the latest viral video or browse around for content that didn’t relate to the class. But I think if you set up established rules before hand, and use these tools with the students, instead of just letting them go at it on their own, then you can set a paradigm of responsible usage. With supervision and consequences for misuse, I think that you can help the students to stay responsible.
Monday, February 21, 2011
Technology Self Assessment: School 2.0
I chose to investigate NETS-T 4 (I involve students in opportunities to develop cultural understanding and global awareness through digital-age communications and collaboration projects with students from other countries) because it was the section that was indicated I could use more knowledge in.
I visited the site for the organization Global Education Motivators. http://www.gem-ngo.org/index.php?option=com_frontpage&Itemid=1
This is a non-profit organization that was created in order to help students meet the challenges of living in a global world. Through this site, you can have access to live lectures that will be streamed to the students in your class, but not only can the students hear the lecture, the guest lecturer can interact with the students and hear their questions and comments. I think this is a cool idea to get speakers in your class who you would otherwise not be able to schedule. They have lectures that cover a wide array of topics, and because I aim to teach high school science, I found a couple on climate change that seem like they would be interesting me. I was a little put off by the price, they seem to be around $175 for a 45 min-1 hour lecture, but there might be ways to apply for a grant or raise funding if you found a lecture that was particularly appealing and appropriate. I think it would help with the NETS standard because not only would the students be hearing a lecture from someone in another part of the world, but class’s from other parts of the world would also be listening, and the students could hear questions and comments from these other areas as well.
Sunday, February 20, 2011
Journal #3
100 Things that make me happy, in the order that they came to me...
1. Hershey’s chocolate
2. Ocean Spray Cran-Apple juice
3. Sweet Tarts
4. Family
5. Friends (should I feel bad that I thought of these two after the others?)
6. My iPhone
7. Words with Friends App
8. Spaghetti
9. Backpacking trips
10. Taking photographs
11. Astronomy
12. When the weather shifts from hot to cold in the winter
13. When the weather shifts from cold to warm in the spring
14. Bill Murray movies
15. Watching my MacGyver complete series dvd’s
16. Zombies
17. Family Guy
18. When I fry a perfect egg
19. Breakfast for dinner
20. The feeling of when I finish working on a website and it is uploaded
21. Coming up with a new design to draw for a t-shirt
22. Hitting all green lights when I drive
23. Quaker oatmeal
24. Cream of Wheat
25. Scrambled eggs with toast
26. Irish Breakfast Tea
27. Hot Chocolate
28. My dog Lem
29. The smell of a new pair of shoes
30. Wearing a new pair of socks
31. Watching the odometer in my truck roll over to a round number
32. Sons of Anarchy
33. Star Trek: The Next Generation
34. Star Trek: Deep Space Nine (I formally announce my nerdness)
35. Jaws
36. Jurassic Park
37. Quoting random movies and having people get it
38. Singing songs loudly at work to irritate my co-workers
39. Hearing my co-workers do the same thing above to me
40. Taking the shrink wrap off a new video game
41. Playing Call of Duty
42. Setting complicated concrete forms right the first time at work
43. Glass bottled Coca-Cola
44. Guy Ritchie movies
45. British crime movies
46. When you get a second vending machine item on one spin
47. Family Guy
48. Double-Stuf Oreos
49. Just about all 80’s music
50. 80’s movies
51. The really bad Saturday night SyFy original movies
52. Waking up and knowing I don’t have to get out of bed
53. Reconnecting with someone I haven’t seen in a while
54. Eating the chocolate off first on a Reese’s Peanut Butter Cup.
55. Then being able to just eat the peanut butter part
56. Starting a new book and realizing I’m going to like it
57. Cheese in general
58. Especially Feta
59. Comic book movies
60. Steve McQueen movies
61. When people tell me I look like Steve McQueen
62. Chicken flavored Top Ramen
63. Bologna, mustard, and mayonnaise sandwiches
64. Pulled pork sandwiches
65. Wing’s n’ Things 10 piece wing combo with side of bread
66. Jameson Signature Reserve whiskey and ginger-ale
67. Buying Christmas gifts
68. Putting up Christmas lights
69. Buying more Christmas lights for the house every year
70. Making the stuffing for the Thanksgiving turkey
71. Thanksgiving with my family
72. Thinking about the vastness of space
73. Seeing a shooting star
74. Going camping
75. Every once in a while being away from the technology for a weekend
76. Seeing a new country
77. The rain
78. Catching lightning on camera (very difficult, even more so in SoCal)
79. Falling asleep to music
80. Welding
81. Any of the first three Indiana Jones movies
82. Any of the first three Star Wars movies (release date, not title number)
83. Putting together something from Ikea (I call it grown up Lego’s)
84. Putting together a Lego set
85. Arby’s roast beef sandwiches
86. Sushi
87. Hitting a clean shot in Golf
88. Driving to the desert in the summer so I have the golf course to myself
89. Any High-Definition tv show based in Alaska
90. Paying off a credit card
91. Finding cash in a pair of pants
92. Knowing what the other players are holding when playing cards
93. Being able to help others
94. Getting a new lens for my camera
95. Buying new clothes
96. Being able to dress up
97. When I don’t let stress make me sick
98. Red or pink Starburst candy
99. Saying “that’s what she said” in a perfect scenario
100. Finding Waldo! (I’m very good at those)
1. Hershey’s chocolate
2. Ocean Spray Cran-Apple juice
3. Sweet Tarts
4. Family
5. Friends (should I feel bad that I thought of these two after the others?)
6. My iPhone
7. Words with Friends App
8. Spaghetti
9. Backpacking trips
10. Taking photographs
11. Astronomy
12. When the weather shifts from hot to cold in the winter
13. When the weather shifts from cold to warm in the spring
14. Bill Murray movies
15. Watching my MacGyver complete series dvd’s
16. Zombies
17. Family Guy
18. When I fry a perfect egg
19. Breakfast for dinner
20. The feeling of when I finish working on a website and it is uploaded
21. Coming up with a new design to draw for a t-shirt
22. Hitting all green lights when I drive
23. Quaker oatmeal
24. Cream of Wheat
25. Scrambled eggs with toast
26. Irish Breakfast Tea
27. Hot Chocolate
28. My dog Lem
29. The smell of a new pair of shoes
30. Wearing a new pair of socks
31. Watching the odometer in my truck roll over to a round number
32. Sons of Anarchy
33. Star Trek: The Next Generation
34. Star Trek: Deep Space Nine (I formally announce my nerdness)
35. Jaws
36. Jurassic Park
37. Quoting random movies and having people get it
38. Singing songs loudly at work to irritate my co-workers
39. Hearing my co-workers do the same thing above to me
40. Taking the shrink wrap off a new video game
41. Playing Call of Duty
42. Setting complicated concrete forms right the first time at work
43. Glass bottled Coca-Cola
44. Guy Ritchie movies
45. British crime movies
46. When you get a second vending machine item on one spin
47. Family Guy
48. Double-Stuf Oreos
49. Just about all 80’s music
50. 80’s movies
51. The really bad Saturday night SyFy original movies
52. Waking up and knowing I don’t have to get out of bed
53. Reconnecting with someone I haven’t seen in a while
54. Eating the chocolate off first on a Reese’s Peanut Butter Cup.
55. Then being able to just eat the peanut butter part
56. Starting a new book and realizing I’m going to like it
57. Cheese in general
58. Especially Feta
59. Comic book movies
60. Steve McQueen movies
61. When people tell me I look like Steve McQueen
62. Chicken flavored Top Ramen
63. Bologna, mustard, and mayonnaise sandwiches
64. Pulled pork sandwiches
65. Wing’s n’ Things 10 piece wing combo with side of bread
66. Jameson Signature Reserve whiskey and ginger-ale
67. Buying Christmas gifts
68. Putting up Christmas lights
69. Buying more Christmas lights for the house every year
70. Making the stuffing for the Thanksgiving turkey
71. Thanksgiving with my family
72. Thinking about the vastness of space
73. Seeing a shooting star
74. Going camping
75. Every once in a while being away from the technology for a weekend
76. Seeing a new country
77. The rain
78. Catching lightning on camera (very difficult, even more so in SoCal)
79. Falling asleep to music
80. Welding
81. Any of the first three Indiana Jones movies
82. Any of the first three Star Wars movies (release date, not title number)
83. Putting together something from Ikea (I call it grown up Lego’s)
84. Putting together a Lego set
85. Arby’s roast beef sandwiches
86. Sushi
87. Hitting a clean shot in Golf
88. Driving to the desert in the summer so I have the golf course to myself
89. Any High-Definition tv show based in Alaska
90. Paying off a credit card
91. Finding cash in a pair of pants
92. Knowing what the other players are holding when playing cards
93. Being able to help others
94. Getting a new lens for my camera
95. Buying new clothes
96. Being able to dress up
97. When I don’t let stress make me sick
98. Red or pink Starburst candy
99. Saying “that’s what she said” in a perfect scenario
100. Finding Waldo! (I’m very good at those)
Journal #2 (NETS-T 5)
Ferguson, H. (2010). Join the flock. Learning & Leading With Technology, 37(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2010.aspx
Miller, S.M. (2010). Enhance your twitter experience. Learning & Leading With Technology, 37(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2010.aspx
Summary:
The first article Join the Flock gives a brief overview of Twitter and PLN’s (professional learning networks.) It discusses the basics of using hash-tags to mark a certain subject or group, and how to ease your way into the conversations that happen online. The author talks about how you won’t be getting the most out of the PLN’s until you become a contributor to them as well, not just someone who sits back and observes only.
The second article Enhance Your Twitter Experience gives some tools that can be helpful to get the most out of Twitter. TweetDeck is named specifically as a desktop tool that helps you organize your Twitter stream, beyond the single column used in Twitter itself. The article also mentioned HootSuite, which is a tool that allows you to easily share a website you find on the internet via Twitter. The tool will give the URL and compose the Tweet itself with a single click, allowing you to add text or hashtags before you tweet.
Question 1:
How specifically might you use a PLN to add to your teaching of your students?
I would like to teach high school science, and with this subject comes a lot of projects that the students work on. I would like to move beyond the standard projects that we have all done and don’t retain much from, and try new things. I would join a PLN that focuses on science in the classroom and ask for suggestions that other instructors have done and had success with in the class. I would seek ideas that the teacher saw the students both enjoyed, and retained the knowledge they were learning.
Question 2:
How is a PLN through Twitter different than meeting with peers in your community?
By joining a PLN through Twitter, you have access to information, tools, and teaching styles from not only your specific subject matter and age level, but also from differing cultures and communities around the world. With this type of exchange you can not only get the tools you need to grow as a teacher, but also gain insight into other cultures that can help you grow as a person. This is not to say that you shouldn’t meet with actual colleagues within your community, but you could invite those colleagues online to share their ideas and thoughts as well.
Miller, S.M. (2010). Enhance your twitter experience. Learning & Leading With Technology, 37(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2010.aspx
Summary:
The first article Join the Flock gives a brief overview of Twitter and PLN’s (professional learning networks.) It discusses the basics of using hash-tags to mark a certain subject or group, and how to ease your way into the conversations that happen online. The author talks about how you won’t be getting the most out of the PLN’s until you become a contributor to them as well, not just someone who sits back and observes only.
The second article Enhance Your Twitter Experience gives some tools that can be helpful to get the most out of Twitter. TweetDeck is named specifically as a desktop tool that helps you organize your Twitter stream, beyond the single column used in Twitter itself. The article also mentioned HootSuite, which is a tool that allows you to easily share a website you find on the internet via Twitter. The tool will give the URL and compose the Tweet itself with a single click, allowing you to add text or hashtags before you tweet.
Question 1:
How specifically might you use a PLN to add to your teaching of your students?
I would like to teach high school science, and with this subject comes a lot of projects that the students work on. I would like to move beyond the standard projects that we have all done and don’t retain much from, and try new things. I would join a PLN that focuses on science in the classroom and ask for suggestions that other instructors have done and had success with in the class. I would seek ideas that the teacher saw the students both enjoyed, and retained the knowledge they were learning.
Question 2:
How is a PLN through Twitter different than meeting with peers in your community?
By joining a PLN through Twitter, you have access to information, tools, and teaching styles from not only your specific subject matter and age level, but also from differing cultures and communities around the world. With this type of exchange you can not only get the tools you need to grow as a teacher, but also gain insight into other cultures that can help you grow as a person. This is not to say that you shouldn’t meet with actual colleagues within your community, but you could invite those colleagues online to share their ideas and thoughts as well.
Journal #1 (NETS-T 1-5)
Light, D. (2011). Do web 2.0 right. Learning & Leading With Technology, 38(5), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-february-march-2011.aspx
Summary:
This article examined the ways in which technology, and more specifically in the article, blogs, can be incorporated into the classroom. The article highlighted three important elements that need to be considered when implementing such technology: instituting daily practice, carefully considering the audience, and teaching and enforcing appropriate behavior. The teachers that were interviewed found more success with blogs/wikis when they weren’t assigned as a once in a while assignment, but rather a continuing process that was utilized more often. Considering the audience of the blogs/wikis is another important element, many students felt uncomfortable having the entire class reading their work, so some teachers used the blog as a private journal that the student could give his thoughts about the class to the teacher. While teachers were more concerned about other adults reading and commenting on the students work, the greater fear of the students was having their peers in the school read their work. Lastly and most importantly was teaching the students appropriate behavior for how they interacted with each other online. It seemed a wise idea was to build up a sense of community in the classroom first, and slowly integrate this community online; that way the students felt more comfortable and had a greater respect for what the online community was for.
Question 1:
How might you stress the importance of proper online etiquette to your students?
I would explain to the students that the same rules that apply in class also apply online. The online community would be an extension of the physical classroom, and that I expect the same behavior in the classroom to be online as well. I would also be careful to fully monitor the online activity and step in if any incidents happen or look as though they may happen.
Question 2:
How could you use this technology in the grade/subject you aim to teach?
I would like to teach high school science, and I think one of the first things I could use it for is for students to create a blog to share their data from whatever projects we might be doing. The scientific method is often used, and students being able to share their results and experiences from a project can help other students who may be having difficulty to find a solution.
Summary:
This article examined the ways in which technology, and more specifically in the article, blogs, can be incorporated into the classroom. The article highlighted three important elements that need to be considered when implementing such technology: instituting daily practice, carefully considering the audience, and teaching and enforcing appropriate behavior. The teachers that were interviewed found more success with blogs/wikis when they weren’t assigned as a once in a while assignment, but rather a continuing process that was utilized more often. Considering the audience of the blogs/wikis is another important element, many students felt uncomfortable having the entire class reading their work, so some teachers used the blog as a private journal that the student could give his thoughts about the class to the teacher. While teachers were more concerned about other adults reading and commenting on the students work, the greater fear of the students was having their peers in the school read their work. Lastly and most importantly was teaching the students appropriate behavior for how they interacted with each other online. It seemed a wise idea was to build up a sense of community in the classroom first, and slowly integrate this community online; that way the students felt more comfortable and had a greater respect for what the online community was for.
Question 1:
How might you stress the importance of proper online etiquette to your students?
I would explain to the students that the same rules that apply in class also apply online. The online community would be an extension of the physical classroom, and that I expect the same behavior in the classroom to be online as well. I would also be careful to fully monitor the online activity and step in if any incidents happen or look as though they may happen.
Question 2:
How could you use this technology in the grade/subject you aim to teach?
I would like to teach high school science, and I think one of the first things I could use it for is for students to create a blog to share their data from whatever projects we might be doing. The scientific method is often used, and students being able to share their results and experiences from a project can help other students who may be having difficulty to find a solution.
Monday, January 31, 2011
Introduction Letter
Hi, my name is Andy Folz and I am 26 years old. From Kindergarten all the way through high school I went to public schools in the Vista Unified School District. After high school graduation I split my time between Palomar college studying web design, and Mira Costa College completing my general education requirements. I came to CSUSM in the fall of 2007 and graduated in spring of 2009 with a degree in Visual Arts (arts and technology track.) I currently work full time at DC West Construction Inc, and decided to come back and obtain my teaching credentials.
I have been around computers my entire life, I remember playing games on the old Apple II-E in school. I am very comfortable on both the Mac and PC with my preference being Mac. I went to school to learn how to make web sites which I currently do as a side business. You can see a few I have created at www.andrewfolz.com. I also enjoy photography, graphic design, and video production; all of which I utilize my computer doing. I can't imagine my life with computers being a part of it.
I remember growing up and going to school all of the teachers who made it abundantly clear that they loved what they did and wanted to inspire children to learn. I also remember several teachers who while might have felt the same way, did not know how to communicate this with the students. The sentence in the COE Mission Statement that caught my eye is "transform public education by preparing thoughtful educators and advancing professional practices." I take this to mean that the school isn't just giving away credentials for the sake of it, they want to truly make thoughtful teachers who are going to engage their students in meaningful ways. While I had already decided to enroll in CSUSM's credential program prior to reading this mission statement, I feel very good about my decision having read it now.
Subscribe to:
Posts (Atom)