“High-Tech Simulations Linked to Learning” by Katie Ash
With the advances in technology, there is an emerging movement in education to use digital games and simulations in the classroom. The purpose being to prepare students toe become members of a technology-savvy world. Although the views on this are quite mixed, there is a high school in Arizona to be the host of the first Situated Multimedia Arts Learning Lab, or SMALLab. In this lab, students act out scientific concepts on a 15 by 15 foot mat. While acting out the concepts, the students hold glow balls that are detected by video cameras, mounted in the corners of the room. The cameras record the students’ movements and provide immediate audio and visual feedback. The mat is open on all sides allowing the entire class to participate. David Birchfield, an assistant professor in the arts, media and engineering program at Arizona State University, is the leader of the SMALLab project. He says the goal of SMALLab is to merge new technologies and education. Experts warn that digital media should only be used to improve upon lessons and concepts in learning; it should not be used purely because it is new and exciting. Initial testing has shown an overall increase in the students’ grades, those that participate in the SMALLab. Test scores in comprehension showed a dramatic increase, as did those of low achieving students. Part of the success of SMALL is credited to teacher involvement in the developing of lesson plans. The teachers were there for the initial design and they continue to work closely with the SMALLab team.
Question #1
What part of the SMALLab activities might be affecting the increase in scores for comprehension?
The activities in SMALLab offer the students a new way of learning, learning through physical movement and representations. According to the Theory of Multiple Intelligences, people learn in seven different ways, many of which are not used in the traditional classroom setting. Explaining math theories using physical and visual movement activates an area in the brain, that normally is dormant during traditional classroom activities.
Question #2
This all sounds great, but how is this realistic for middle to low-income students?
Schools in poor areas are probably not going to have the luxury of SMALLabs anytime soon. However, teachers can still create activities based upon the SMALLab. For instance, students could use video cameras to record one another, acting out the math concepts, and the footage could be used in class with a basic VCR and television. Without the digital media, the activity still takes the students out of the classroom, offers a way to learn through physical action and lets the students become an active participant in the lesson.
Ash, K. (April 2009). High Tech Simulations Linked to Learning. Education Week Org., Retrieved April 9, 2009, from http://www.edweek.org/ew/articles/2009/04/08/28games_ep.h28.html?tkn=OYLFzRraWD3d4UwbmE91PvIWc27zCbACcCGn
Saturday, April 11, 2009
Friday, April 10, 2009
Journal #9
“The Kids are All Right” by John K. Water
Three years ago, the John D. and Catherine T. MacArthur Foundation began research as part of a $50 million digital media and learning initiative. Initially, the study hoped to better understand the effect of digital media on students’ future learning. Shortly into the study, researchers realized they would be looking on learning in more distant future, possibly five, ten or even fifteen years. As the study progressed, the realized they were gaining valuable information on what was happing now in youth culture and how this could be used in education. When the first results were published, earlier this year, they were described as “the most extensive ethnographic study of youth and new media to be conducted in the United States". The study included in 28 researchers, 800 young people and parents and 5,000 hours of observation of network communities such as My Space, Facebook and You Tube. The observation focused on the key elements of learning and the collaboration of participants in a digital environment. When studying the students’ participation in online communication, the researchers created three categories to define the online activity. “Hanging out” refers to the casual socializing that can be fluid between online and offline activities. Often this communication occurs with friends or acquaintances allowing them to “hang out” without geographical restrictions. “Messing Around” describes search activities where students are looking for information about a particular interest or subject. This activity might begin as play or curiosity, but can often lead to learning. Lastly, “Geeking Out” activities involve areas of high interest for the student. Often the activity involves a students’ passion and generally this means there is a high level of commitment on the part of the student. This is the area that desperately needs to be explored by teachers. The results show the students are benefiting from digital media becoming tech savvy and self-driven learners. By paying attention to these online activities, teachers can find a bridge to learning. Teachers should be learning and participating in these new technologies. Students are more than happy to help the teacher when the teacher has questions.
Question #1
Although the article suggests teachers to ask students for help with new technologies, is this really a good idea?
I think that asking for help can be misconstrued by the students to mean the teacher is not good at his/her job. Students might lose respect for a teacher if the student knows more information that the teacher. However, there are a lot of kids that would feel respect by being asked for help by a teacher/superior.
Question #2
What are the potential for trouble for teachers’ involvement in digital media social activities?
When engaging in activities outside the normal classroom environment, teachers have to maintain the role of an authoritative figure. Teachers cannot lead students to believe that they are friends. If students get too comfortable and or know too much information about their teacher, they might lose respect.
Waters, J (2009, March). The Kids Are All Right. T-H-E Journal, Retrieved April 7, 2009, from http://www.thejournal.com/the/magazine/archives/
Three years ago, the John D. and Catherine T. MacArthur Foundation began research as part of a $50 million digital media and learning initiative. Initially, the study hoped to better understand the effect of digital media on students’ future learning. Shortly into the study, researchers realized they would be looking on learning in more distant future, possibly five, ten or even fifteen years. As the study progressed, the realized they were gaining valuable information on what was happing now in youth culture and how this could be used in education. When the first results were published, earlier this year, they were described as “the most extensive ethnographic study of youth and new media to be conducted in the United States". The study included in 28 researchers, 800 young people and parents and 5,000 hours of observation of network communities such as My Space, Facebook and You Tube. The observation focused on the key elements of learning and the collaboration of participants in a digital environment. When studying the students’ participation in online communication, the researchers created three categories to define the online activity. “Hanging out” refers to the casual socializing that can be fluid between online and offline activities. Often this communication occurs with friends or acquaintances allowing them to “hang out” without geographical restrictions. “Messing Around” describes search activities where students are looking for information about a particular interest or subject. This activity might begin as play or curiosity, but can often lead to learning. Lastly, “Geeking Out” activities involve areas of high interest for the student. Often the activity involves a students’ passion and generally this means there is a high level of commitment on the part of the student. This is the area that desperately needs to be explored by teachers. The results show the students are benefiting from digital media becoming tech savvy and self-driven learners. By paying attention to these online activities, teachers can find a bridge to learning. Teachers should be learning and participating in these new technologies. Students are more than happy to help the teacher when the teacher has questions.
Question #1
Although the article suggests teachers to ask students for help with new technologies, is this really a good idea?
I think that asking for help can be misconstrued by the students to mean the teacher is not good at his/her job. Students might lose respect for a teacher if the student knows more information that the teacher. However, there are a lot of kids that would feel respect by being asked for help by a teacher/superior.
Question #2
What are the potential for trouble for teachers’ involvement in digital media social activities?
When engaging in activities outside the normal classroom environment, teachers have to maintain the role of an authoritative figure. Teachers cannot lead students to believe that they are friends. If students get too comfortable and or know too much information about their teacher, they might lose respect.
Waters, J (2009, March). The Kids Are All Right. T-H-E Journal, Retrieved April 7, 2009, from http://www.thejournal.com/the/magazine/archives/
Thursday, April 9, 2009
Journal #8: Podcasting
Podcasts are a series of digital media files, typically digital audio or video that can be downloading using Web syndication. The method of syndication makes podcasting unique and different from other methods of downloading. Podcasting utilizes special software that is able to immediately identify and retrieve new files, associated with the podcast, the moment they become available. The user’s computer is able to store the files and the files can also be stored on other devices for offline use.
Podcasts and podcasting have many educational purposes in the classroom. Because podcasting allows the listener to decide the time and place to retrieve information, education and classroom lessons can be made available to students at any time. Teachers can use audacity to make recordings of lessons and upload them as documents. Students that were not present for the lesson can still easily access the information by downloading from his/her home computer. One teacher created a Book Review Podcasting Project. She had her students write book reviews and scripts and make recordings using pod casts. These recordings were posted on a website and a database was eventually created. This project could be used in an elementary or middle school classroom. Another teacher used Avanti Podcasting to create classroom blog. For one assignment, the students subscribed to three podcasting RSS feeds and made weekly posts on their blogs. These same students also researched what makes a good podcast and posted a top ten list to the classroom blog.
Podcasts and podcasting have many educational purposes in the classroom. Because podcasting allows the listener to decide the time and place to retrieve information, education and classroom lessons can be made available to students at any time. Teachers can use audacity to make recordings of lessons and upload them as documents. Students that were not present for the lesson can still easily access the information by downloading from his/her home computer. One teacher created a Book Review Podcasting Project. She had her students write book reviews and scripts and make recordings using pod casts. These recordings were posted on a website and a database was eventually created. This project could be used in an elementary or middle school classroom. Another teacher used Avanti Podcasting to create classroom blog. For one assignment, the students subscribed to three podcasting RSS feeds and made weekly posts on their blogs. These same students also researched what makes a good podcast and posted a top ten list to the classroom blog.
Monday, March 30, 2009
Journal #7
"Mining for Gold" by Chris Bigenho
Bigenho, Chris (2009/March, April). Mining for gold. Learning & Leading with Technology, 36, Retrieved March 30, 2009, from
http://www.learningandleading-digital.com/learning_leading/200904/?pg=20&pm=2&u1=friend
Bigenho, Chris (2009/March, April). Mining for gold. Learning & Leading with Technology, 36, Retrieved March 30, 2009, from
http://www.learningandleading-digital.com/learning_leading/200904/?pg=20&pm=2&u1=friend
Journal #6
"Grow Your Personal Learning Network" by David Warlick
Personal Learning Networks, PLNs, has been the traditional method of gathering information through friends, families, business associates, textbooks, radio and television. Information and Communication Technologies (ICT) has drastically changed things. Information no longer has to rely on be printed to circulate allowing all people to be heard. Learners now have a wealth of resources to create an individualized experience. These systems have “connected and cultivated communities of interest”. There are three types of PLNs, the first being personally maintained synchronous connections. These networks connect for the main purpose of asking and answering questions. New technologies, such as chat, instant messaging and teleconferencing, have improved these connections. The second type of PLN is personally and socially maintained semi-synchronous connections. In this environment, questions are sent out to a community of people with a common interest or purpose. Examples are texting, Facebook profiles, Twitter and Syndicaster. These connections are semi-synchronous because the conversations do not have to occur on real time. They are not limited by time or geographical location. The third kind of PLN is dynamically maintained asynchronous connections. The main component is the RSS aggregator such as Google Reader, Netvibes and Pageflakes. This environment connects people with information sources. For example, users can conduct ongoing blog searches that scan information and send the user relevant information in the form of new post. PLNs are very beneficial to teachers. Teachers have many roles and an important one is learner. These new technologies allow teachers to stay connected to the ever-changing world and to further their learning experience.
Question #1
What are the downsides of PLNs?
I think PLNs face the same issues that face everything in the virtual world pf communication. Once information is put online and made available to others, there is always the possibility that the information could get into the wrongs hands. Plagiarism occurs more often because students now have so many available sources. With PLNs, it is probably a good idea to have access limitations.
Question #2
How could I use PLNs in the classroom?
I would set up a virtual online classroom so allow communication to be ongoing, in and outside of the classroom. I could use a personally maintained synchronous connection to allow children to ask questions while they are doing their work, outside of school hours. Getting this information, I could be prepared to help the students saving class time.
Warlick, D. (March/April 2009). Grow Your Personal Learning Network. Learning & Leading with Technology, 36, Retrieved March 30, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_March_April.htm
Personal Learning Networks, PLNs, has been the traditional method of gathering information through friends, families, business associates, textbooks, radio and television. Information and Communication Technologies (ICT) has drastically changed things. Information no longer has to rely on be printed to circulate allowing all people to be heard. Learners now have a wealth of resources to create an individualized experience. These systems have “connected and cultivated communities of interest”. There are three types of PLNs, the first being personally maintained synchronous connections. These networks connect for the main purpose of asking and answering questions. New technologies, such as chat, instant messaging and teleconferencing, have improved these connections. The second type of PLN is personally and socially maintained semi-synchronous connections. In this environment, questions are sent out to a community of people with a common interest or purpose. Examples are texting, Facebook profiles, Twitter and Syndicaster. These connections are semi-synchronous because the conversations do not have to occur on real time. They are not limited by time or geographical location. The third kind of PLN is dynamically maintained asynchronous connections. The main component is the RSS aggregator such as Google Reader, Netvibes and Pageflakes. This environment connects people with information sources. For example, users can conduct ongoing blog searches that scan information and send the user relevant information in the form of new post. PLNs are very beneficial to teachers. Teachers have many roles and an important one is learner. These new technologies allow teachers to stay connected to the ever-changing world and to further their learning experience.
Question #1
What are the downsides of PLNs?
I think PLNs face the same issues that face everything in the virtual world pf communication. Once information is put online and made available to others, there is always the possibility that the information could get into the wrongs hands. Plagiarism occurs more often because students now have so many available sources. With PLNs, it is probably a good idea to have access limitations.
Question #2
How could I use PLNs in the classroom?
I would set up a virtual online classroom so allow communication to be ongoing, in and outside of the classroom. I could use a personally maintained synchronous connection to allow children to ask questions while they are doing their work, outside of school hours. Getting this information, I could be prepared to help the students saving class time.
Warlick, D. (March/April 2009). Grow Your Personal Learning Network. Learning & Leading with Technology, 36, Retrieved March 30, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_March_April.htm
Wednesday, March 25, 2009
Inspiration
This assignment is a visual presentation of the NETS for teachers. For each standard, there are two artifacts that support the standard. For each artifact, there is a phrase that explains how the artifact fits the standard.
Wednesday, March 18, 2009
Journal #5
"Collaboration in a Web 2.0 Environment" by Glen Bull
Bull , Glen (2006, April). Collaboration in a Web 2.0 Environment. Learning and Leading with Technology, 33, Retrieved March 6, 2009, from http://www.iste.org/AM/Template.cfm?Section=April_No_7_&Template
Bull , Glen (2006, April). Collaboration in a Web 2.0 Environment. Learning and Leading with Technology, 33, Retrieved March 6, 2009, from http://www.iste.org/AM/Template.cfm?Section=April_No_7_&Template
Journal #4
“Create, collaborate, communicate: Empowering Students with 21st Century Skills” by Chris Riedel
There is a need for change in education, in order to add 21st century skills into the curriculum. He believes students need to be prepared to be editors and collaborators, not just readers and writers. Horrie DiBlasi, a retired district CIO, took a poll of 50 corporations, organizations and small businesses to find the three main skills desired most by employers: creative problem solving, critical and analytical thinking skills and information gathering and evaluation. DiBlasi also made some suggestions for educators. He stressed the importance of creating a social network, within the school, district and classroom. Through networking, students are able to create, collaborate and communicate project-based learning. If students are taught to be self-directed, they will be better critical thinkers and problem solvers. Social bookmarking and video conferencing will reinforce these skills. Staff developmental is necessary to ensure students are taught the most up to date skills.
Question #1: How can I ensure that I have 21st century skills?
Because computer usage does not come easily to me, it will be important to I continually update my skills. I can do this by attending summer school at a community college or the district might offer classes. Also, I could ask other teachers, specifically the technology teacher, for assistance.
Question #2: How can I create a social network within the classroom and ensure that the rules of the classroom are followed?
Students often feel free to do or say what they want when online. I will stress to my students the importance of netiquette as well as the consequences for bad online behavior.
Chris Riedel, "Create, Collaborate, Communicate: Empowering Students With 21st Century Skills," T.H.E. Journal, Retrieved March 6, 2009, from http://www.thejournal.com/articles/23872
There is a need for change in education, in order to add 21st century skills into the curriculum. He believes students need to be prepared to be editors and collaborators, not just readers and writers. Horrie DiBlasi, a retired district CIO, took a poll of 50 corporations, organizations and small businesses to find the three main skills desired most by employers: creative problem solving, critical and analytical thinking skills and information gathering and evaluation. DiBlasi also made some suggestions for educators. He stressed the importance of creating a social network, within the school, district and classroom. Through networking, students are able to create, collaborate and communicate project-based learning. If students are taught to be self-directed, they will be better critical thinkers and problem solvers. Social bookmarking and video conferencing will reinforce these skills. Staff developmental is necessary to ensure students are taught the most up to date skills.
Question #1: How can I ensure that I have 21st century skills?
Because computer usage does not come easily to me, it will be important to I continually update my skills. I can do this by attending summer school at a community college or the district might offer classes. Also, I could ask other teachers, specifically the technology teacher, for assistance.
Question #2: How can I create a social network within the classroom and ensure that the rules of the classroom are followed?
Students often feel free to do or say what they want when online. I will stress to my students the importance of netiquette as well as the consequences for bad online behavior.
Chris Riedel, "Create, Collaborate, Communicate: Empowering Students With 21st Century Skills," T.H.E. Journal, Retrieved March 6, 2009, from http://www.thejournal.com/articles/23872
Journal #3
"Keeping Them Chatting" by Jennie Cole
Online courses can be beneficial, but it is often difficult to keep students actively participating. Lively conversations can be rare because students lose interest. Also, students often interject with personal talk, straying from the topic. With planning for online discussions, teachers should first come up with a detailed purpose and outcome for the discussion. There are four types of questions that encourage student interaction. First, there are high-level, open-ended questions. With these questions, teachers should give the students specific requirements for students’ comments and responses. The students should be given a rubric as well. Using the inquiry method, these questions require research and problem solving. Students are given guidelines to report their findings. When the research is completed, students should share their projects. The Discrepant Event Inquiry Method uses questions that require students to complete detailed research. Using personal examples in questions allows students to research a topic that he/ she can relate. Using this method students evaluate each other’s projects. All of these methods challenge students and initiate discussions.
Question #1
What other tools or methods might help online discussions?
If students are interested in the information, they are going to be more likely to actively participate in a discussion. At the beginning of the year, I plan to make it a goal to get to know my students. By doing this, I can incorporate things that I know the students enjoy into the classroom.
Question #2
How can I keep online discussions from becoming personal chatting?
I think it is very important to clearly go over the dos and don’ts of educational online discussions so the students will know what is expected of them. Also, I will frequently monitor their discussions to ensure that they are sticking to the topic.
Cole, Jeanie (2009 February). Keep Them Chatting. Learning and Leading With Technology, 36, Retrieved March 6, 2009, from http://www.learningandleading-digital.com/learning_leading/200902
Online courses can be beneficial, but it is often difficult to keep students actively participating. Lively conversations can be rare because students lose interest. Also, students often interject with personal talk, straying from the topic. With planning for online discussions, teachers should first come up with a detailed purpose and outcome for the discussion. There are four types of questions that encourage student interaction. First, there are high-level, open-ended questions. With these questions, teachers should give the students specific requirements for students’ comments and responses. The students should be given a rubric as well. Using the inquiry method, these questions require research and problem solving. Students are given guidelines to report their findings. When the research is completed, students should share their projects. The Discrepant Event Inquiry Method uses questions that require students to complete detailed research. Using personal examples in questions allows students to research a topic that he/ she can relate. Using this method students evaluate each other’s projects. All of these methods challenge students and initiate discussions.
Question #1
What other tools or methods might help online discussions?
If students are interested in the information, they are going to be more likely to actively participate in a discussion. At the beginning of the year, I plan to make it a goal to get to know my students. By doing this, I can incorporate things that I know the students enjoy into the classroom.
Question #2
How can I keep online discussions from becoming personal chatting?
I think it is very important to clearly go over the dos and don’ts of educational online discussions so the students will know what is expected of them. Also, I will frequently monitor their discussions to ensure that they are sticking to the topic.
Cole, Jeanie (2009 February). Keep Them Chatting. Learning and Leading With Technology, 36, Retrieved March 6, 2009, from http://www.learningandleading-digital.com/learning_leading/200902
Journal #2
"Museums in the Classroom" by Rose Reissman
Cyber museums are a great resource for teachers. Unlike regular museums, students and teachers can visit cyber museums at anytime and anyplace. Resource central offers a great site with hundreds of museums to visit. For example, the San Diego Aerospace Museum exhibits a multitude of military and civil aircrafts. The Pilgrim Hall Museum is an excellent resource for lessons on Thanksgiving and the Pilgrims. If teachers are looking to promote good citizenship and community service, the Red Cross has a site that does just that. The National Crypto logic Museum is helpful for mathematics lessons and is perfect for students that enjoy puzzles. Using these tools, teachers can turn the classroom into a museum, including things such as banners, tickets and souvenirs. Great Museums offers a site in which students can design their own online museum. Discovering the Museum Glossary covers museum terms, if a teacher is looking to be technical. Going to the Museum? Resources for Educators can be used as a tool for “student-centered content and investigatory collaborative learning.
Question #1
How can I incorporate museums and multicultural education in the classroom?
It is extremely important to use students’ own knowledge and background in teaching. If students can relate to the information, they are more likely to be involved in their own learning experience. For this lesson, I would ask students to create a virtual museum using knowledge of their family and culture. This would allow students to be creative and celebrate their identity. I would have the students present their museums to the rest of the class.
Question #2
How could I use my classroom as a museum?
For this, I would want to utilize the individuality of my students. I would have them each create two artifacts that represent their identity. I would encourage the students to ask their family for suggestions, hoping that their artifacts would be representative of their culture. This would be a good idea for open house.
Reissman, Rose (2009 February). Museums in the Classroom. Learning and Leading in Technology, 38, Retrieved March 6, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
Cyber museums are a great resource for teachers. Unlike regular museums, students and teachers can visit cyber museums at anytime and anyplace. Resource central offers a great site with hundreds of museums to visit. For example, the San Diego Aerospace Museum exhibits a multitude of military and civil aircrafts. The Pilgrim Hall Museum is an excellent resource for lessons on Thanksgiving and the Pilgrims. If teachers are looking to promote good citizenship and community service, the Red Cross has a site that does just that. The National Crypto logic Museum is helpful for mathematics lessons and is perfect for students that enjoy puzzles. Using these tools, teachers can turn the classroom into a museum, including things such as banners, tickets and souvenirs. Great Museums offers a site in which students can design their own online museum. Discovering the Museum Glossary covers museum terms, if a teacher is looking to be technical. Going to the Museum? Resources for Educators can be used as a tool for “student-centered content and investigatory collaborative learning.
Question #1
How can I incorporate museums and multicultural education in the classroom?
It is extremely important to use students’ own knowledge and background in teaching. If students can relate to the information, they are more likely to be involved in their own learning experience. For this lesson, I would ask students to create a virtual museum using knowledge of their family and culture. This would allow students to be creative and celebrate their identity. I would have the students present their museums to the rest of the class.
Question #2
How could I use my classroom as a museum?
For this, I would want to utilize the individuality of my students. I would have them each create two artifacts that represent their identity. I would encourage the students to ask their family for suggestions, hoping that their artifacts would be representative of their culture. This would be a good idea for open house.
Reissman, Rose (2009 February). Museums in the Classroom. Learning and Leading in Technology, 38, Retrieved March 6, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
Journal #1
"Passport to Digital Citizenship" by Mike Ribble
Today, cell phones, lap tops, M3P Players and other such devices have become essential to day to day living. Mike Ribble suggests the importance of understanding all the elements of technology, especially correct and appropriate usage. It should be a goal of educators to teach students how to effectively and fairly communicate and collaborate in a global, digital community. It is imperative that students gain a digital citizenship. This is achieved when “students understand human, cultural and societal issues related to technology and practice legal and ethical behavior”. There are four important stages of in this process: awareness, guided practice, modeling and demonstration and feedback and analysis. Students need to be taught more than basics of technology; they need to understand what and what is not appropriate and ethical behavior. Teachers must provide an environment where students feel free to explore and take risks. Students are given the opportunity to learn from mistakes. Besides teaching the information, teachers should model and demonstrate what is expected of the students. Lastly, students and teachers need to communicate and discuss new ideas. Teachers and students benefit from feedback. Teachers are better able to analyze student progress when students’ input is used. With all the responsibilities of teachers, the importance and parents and community should not be overlooked. Parents can also be role models of good behavior and educate themselves regarding “digital society”. It would be ideal to have a “Universal Understanding” between school, home and community. As team players with a common goal, students would best be served.
Question #1: How can I, as a teacher, involve parents in educating their children about technology?
At the beginning of the year, I would create a clear list of guidelines for computer usage in my classroom, which could also be applied at home. With each requirement, I will explain why it is important not only for education but for being a moral and ethical member of society. Hopefully, the parents will follow the guidelines at home. At the least, the parents will be educated about state laws and education ethics.
Question #2: How can I model good behavior?
Since, online activity is private in nature, this might be difficult. I might show my students certain, appropriate emails from my personal account. Obviously, I would have to be extremely careful in choosing an email to use as a resource. I could also use a school related email.
Ribble, Mike. (2009 January). Passport to Digital Citizenship. Learning and Leading with Technology, 4, Retrieved March 1, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssu
Today, cell phones, lap tops, M3P Players and other such devices have become essential to day to day living. Mike Ribble suggests the importance of understanding all the elements of technology, especially correct and appropriate usage. It should be a goal of educators to teach students how to effectively and fairly communicate and collaborate in a global, digital community. It is imperative that students gain a digital citizenship. This is achieved when “students understand human, cultural and societal issues related to technology and practice legal and ethical behavior”. There are four important stages of in this process: awareness, guided practice, modeling and demonstration and feedback and analysis. Students need to be taught more than basics of technology; they need to understand what and what is not appropriate and ethical behavior. Teachers must provide an environment where students feel free to explore and take risks. Students are given the opportunity to learn from mistakes. Besides teaching the information, teachers should model and demonstrate what is expected of the students. Lastly, students and teachers need to communicate and discuss new ideas. Teachers and students benefit from feedback. Teachers are better able to analyze student progress when students’ input is used. With all the responsibilities of teachers, the importance and parents and community should not be overlooked. Parents can also be role models of good behavior and educate themselves regarding “digital society”. It would be ideal to have a “Universal Understanding” between school, home and community. As team players with a common goal, students would best be served.
Question #1: How can I, as a teacher, involve parents in educating their children about technology?
At the beginning of the year, I would create a clear list of guidelines for computer usage in my classroom, which could also be applied at home. With each requirement, I will explain why it is important not only for education but for being a moral and ethical member of society. Hopefully, the parents will follow the guidelines at home. At the least, the parents will be educated about state laws and education ethics.
Question #2: How can I model good behavior?
Since, online activity is private in nature, this might be difficult. I might show my students certain, appropriate emails from my personal account. Obviously, I would have to be extremely careful in choosing an email to use as a resource. I could also use a school related email.
Ribble, Mike. (2009 January). Passport to Digital Citizenship. Learning and Leading with Technology, 4, Retrieved March 1, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssu
Wednesday, February 25, 2009
Wednesday, February 18, 2009
Social Bookmarking
National Archives
I read about the 1906 earthquake in San Francisco. It ravaged the city and destroyed close to 500 city blocks. This site offers at lot of information and firsthand accounts. Primary sources are beneficial because they can offer a more accurate account of events and experiences of people that were involved.
NEA
Engage school staff in discussions and activities that offer an opportunity to explore attitudes, beliefs, and values related to cultural diversity and cultural competence. I think it is important for the staff to keep an open dialogue with issues of race and diversity. As teachers, our attitudes affect our students whether we mean to or not. Teachers need to be continually educated and up to date on current issues affecting the children. As teachers, we can help each other to make sure that our standard remains high.
Gather and organize resource materials related to culturally diverse groups for use by school staff. Within a single classroom, there are going to be many different cultures. As a teacher, I will make it a goal to get to know my students and their cultures. By using materials that are related to cultural diversity, more students will feel that they are a part of the educational experience. If different cultures are celebrated, hopefully the prejudices can be broken down.
Determine the diverse groups served by your school. Consider cultural, linguistic, racial, and ethnic diversity. Find out the degree to which families and students in these groups are accessing available school services. I believe this should be a school’s goal at the beginning of the year. This can be accomplished by attending community activities and talking with students and parents. The more diversity that exists in a school, the more important it is to include them in the curriculum. As educators, we need to help all students to be proud of their culture and heritage and we do not want them to lose their pride because of school.
Kids Click
I found a site called “Jump into a Healthy Living” sponsored the American Heart Association. It serves reading levels 3 through 6. I think it is unfortunate that so many children today are overweight. Physical education classes are often a joke in school. Health and weight are not usually discussed in the school setting; these issues are left to the family. As educators, we can affect the health of our students. We can discuss the benefits of exercise and eating healthy. I think educators should take a stand because the health of students is just as important as what they are learning.
Kathy Schrock’s Guide for Educators
The site I explored deals with health and related issues. It offers lesson plans for health education activities for all grades. The lesson plans cover particularly difficult areas for students, such as sex and addiction. I think it is very beneficial, especially for middle school students, to educate them on these issues so they are informed to make the tough decisions that they are faced with. As educators, we need to help students with life lessons that they might not be receiving at home.
Multiple Intelligences
I know of the multiple intelligences set laid out by Gardner, but I was not aware that his theory is only 25 years old. This site is very informative and gives good ideas for utilizing the different intelligences with a single lesson. This way more students will be likely to succeed and understand the assignment. I think it is also beneficial for students to understand their own learning styles.
Teaching Tolerance
The lesson I chose involves human interaction. The students are prompted to answer the question: is it easier to get along or fight? They create a chart with different situations of people of getting along and not getting along. On the chart, the students are to write the consequences of not getting along. I think this is a great activity because it involves real, every day issues. Students are able to bring in their own life experiences. By examining the consequences of not getting along, students will understand that it is easier work through issues in order to get along with on another.
EdChange
I was shocked to find out that the UK and the US have the worst ratings when it comes to children. I wonder how much of this is based in education. If we do not take care of children, our nation will not succeed. I was also surprised to learn about the discrepancy between the punishments for crack and cocaine. The difference bears out nation’s racist attitudes and the effort to keep certain racial groups down. I think we should be focused less on the punishments and more on the problem. This begins with early education on alcohol and drug abuse. It is saddening that 84% of students report that teachers ignore homophobic comments. I can only imagine the challenge of being young and gay. These students need all the support that they can get. When teachers ignore derogatory comments, they are doing just as mush if not more damage that the comment itself.
Netiquette
I scored a 90% on the quiz. I have always felt that good manners and proper etiquette should be taught in school. Teaching netiquette allows students to better communicate online. It is important for students to remember that they are dealing with humans while online. So many rules that apply to conversation and interaction also apply to cyberspace. Cyberspace is governed by rules just like any other social interaction. ^ ^ ^
I read about the 1906 earthquake in San Francisco. It ravaged the city and destroyed close to 500 city blocks. This site offers at lot of information and firsthand accounts. Primary sources are beneficial because they can offer a more accurate account of events and experiences of people that were involved.
NEA
Engage school staff in discussions and activities that offer an opportunity to explore attitudes, beliefs, and values related to cultural diversity and cultural competence. I think it is important for the staff to keep an open dialogue with issues of race and diversity. As teachers, our attitudes affect our students whether we mean to or not. Teachers need to be continually educated and up to date on current issues affecting the children. As teachers, we can help each other to make sure that our standard remains high.
Gather and organize resource materials related to culturally diverse groups for use by school staff. Within a single classroom, there are going to be many different cultures. As a teacher, I will make it a goal to get to know my students and their cultures. By using materials that are related to cultural diversity, more students will feel that they are a part of the educational experience. If different cultures are celebrated, hopefully the prejudices can be broken down.
Determine the diverse groups served by your school. Consider cultural, linguistic, racial, and ethnic diversity. Find out the degree to which families and students in these groups are accessing available school services. I believe this should be a school’s goal at the beginning of the year. This can be accomplished by attending community activities and talking with students and parents. The more diversity that exists in a school, the more important it is to include them in the curriculum. As educators, we need to help all students to be proud of their culture and heritage and we do not want them to lose their pride because of school.
Kids Click
I found a site called “Jump into a Healthy Living” sponsored the American Heart Association. It serves reading levels 3 through 6. I think it is unfortunate that so many children today are overweight. Physical education classes are often a joke in school. Health and weight are not usually discussed in the school setting; these issues are left to the family. As educators, we can affect the health of our students. We can discuss the benefits of exercise and eating healthy. I think educators should take a stand because the health of students is just as important as what they are learning.
Kathy Schrock’s Guide for Educators
The site I explored deals with health and related issues. It offers lesson plans for health education activities for all grades. The lesson plans cover particularly difficult areas for students, such as sex and addiction. I think it is very beneficial, especially for middle school students, to educate them on these issues so they are informed to make the tough decisions that they are faced with. As educators, we need to help students with life lessons that they might not be receiving at home.
Multiple Intelligences
I know of the multiple intelligences set laid out by Gardner, but I was not aware that his theory is only 25 years old. This site is very informative and gives good ideas for utilizing the different intelligences with a single lesson. This way more students will be likely to succeed and understand the assignment. I think it is also beneficial for students to understand their own learning styles.
Teaching Tolerance
The lesson I chose involves human interaction. The students are prompted to answer the question: is it easier to get along or fight? They create a chart with different situations of people of getting along and not getting along. On the chart, the students are to write the consequences of not getting along. I think this is a great activity because it involves real, every day issues. Students are able to bring in their own life experiences. By examining the consequences of not getting along, students will understand that it is easier work through issues in order to get along with on another.
EdChange
I was shocked to find out that the UK and the US have the worst ratings when it comes to children. I wonder how much of this is based in education. If we do not take care of children, our nation will not succeed. I was also surprised to learn about the discrepancy between the punishments for crack and cocaine. The difference bears out nation’s racist attitudes and the effort to keep certain racial groups down. I think we should be focused less on the punishments and more on the problem. This begins with early education on alcohol and drug abuse. It is saddening that 84% of students report that teachers ignore homophobic comments. I can only imagine the challenge of being young and gay. These students need all the support that they can get. When teachers ignore derogatory comments, they are doing just as mush if not more damage that the comment itself.
Netiquette
I scored a 90% on the quiz. I have always felt that good manners and proper etiquette should be taught in school. Teaching netiquette allows students to better communicate online. It is important for students to remember that they are dealing with humans while online. So many rules that apply to conversation and interaction also apply to cyberspace. Cyberspace is governed by rules just like any other social interaction. ^ ^ ^
Wednesday, February 11, 2009
Intro Letter
My name is Chelsea Todoroff and I was raised in Oakland, California. In 1998, I moved to San Diego to attend UCSD. I have lived in San Diego for the past 11 years except for one year when I moved home. I currently live in Oceanside with my fiance. He has three children from a previous marriage and I am extremely lucky to have them in my life. Besides school, I enjoy reading, playing beach volleyball and running. I am planning to teach moderate to severe special education. I have worked with middle school students in a special education and I this is definitely my calling.
I hate admitting that computers still scare me but they do. I have been using them for years but I am still intimidated by them. I use computers for basic functions, such as email and word processing. I prefer to use PCs but I am looking forward to being competent with a Mac as well.
The part of the mission statement that stands out most to me is the commitment to educational equity and diversity. In my experience I have worked at schools in middle upper class areas as well as schools in lower class areas. It is upsetting to me that all students are not given the same opportunities therefore not given equal access to education. I really like the fact that CSUSM wants to make a difference and provide all students with equal access to education.
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