EdTech (NETS V)

EdTechProfileCP For this assignment we had to go on to the website and take the Education Technology Assessment. This showed us where we would be with incorporating technology into our class, beginner, intermediate, or proficient. With this assessment you can see the areas where you could incorporate more technology.

JCCS Internet Safety (NETS IV and V)

Internet Safety For this assignment, our class was asked to break into groups and do a project on internet safety or on copyright. In order to complete the assignment, we had to collaborate on writing a report. We used google docs as our form of word processing collaboration and my group chose to focus on the internet safety option, there were six total and we each did two.

Excel Crossword (NETS II and III)

GeoCrosTEMPLATE Sheet1 For this assignment we used Excel to create a crossword puzzle on any topic. I chose to make mine about mathematics. We had to use a variety of tools in Excel to create the crossword complete with color, formatting, and clues!

Wiki (NETS I, III, and IV)

In this assignment, our class was required to view some tech tools from the classroom wiki site. We each had to chose one tool to focus on and create our own wiki page about. We were instructed to chose a topic that someone else had not already done. Our page would describe the tool and then how we could use it in the classroom.

Public Service Announcment: Hate Crimes on Campus (NETS III)

For this assignment, we used iMovie to create public servise announcements about the hate crimes that have been going on at the CSU's. We used video clips and edited them by adding picture, text, and music. We included special effects and transitions as well.

Inspiration (NETS III)

  For this assignment we used a took called Inspiration. It is a really cool graphic organizer that has many functions. We were instructed to show two different artifacts per NETS and describe specifically which aspect of the NETS it satisfied and we showed it graphically along with descriptions.

Journal 10 Lessons From the Global South (NETS I and V)

Burns, M., Montalvo, M., & Rhodes, R. (2010). Lessons From the Global South. Learning and Leading with Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25441&DirectListComboInd=D

Lessons From the Global South
This article was about schools in developing countries using mobile technology. In Mali, teachers and students are increasingly using mobile technologies for learning and teaching. In the United States, people have debated whether, why, and how to use mobile technologies in class. Many schools in the poorest countries in the world, the so-called developing world or Global South, have quickly taken up the use of mobile technologies despite many obstacles, and the U.S. is not moving forward as quickly. In Mali the Education Development Center implemented a smartphone pilot program for teacher training in 19 Malian schools. Using smartphones equipped with a system that allows for Internet access via a cellular network, teachers accessed science and language arts lesson plans EDC created on a website called Pharekati (http://sites.google.com/site/pharekati). They used the text messaging features of their smartphones to receive synchronous and asynchronous academic and instructional support from EDC's main office in the capital, Bamako, and to report on their use. More than half of the students reported that smartphones made lessons easier to understand, more active, or more fun. Interactive radio instruction (IRI) and its audio sibling, interactive audio instruction (IAI), were developed in California at Stanford University in the 1970s and have contributed to remarkable learning gains to countries like Honduras. Yet these technologies are virtually unknown in the United States. In addition to smartphones and radio, MP3 players have increasingly played an important role in bringing support to teachers in some of the hardest-to-reach places like Zambia. And countries like Indonesia are using portable technology kits.


What can U.S. teachers learn from the Global South? The size, cost, portability, and multifunctionality of mobile technologies provide “just in time” and classroom-based support to teachers and students. Also, when it comes to technology adoption, attitude and resourcefulness trump access and abundance.


Would I use any of these technologies in my classroom? I would use every type of technology this article discusses in my classroom one day. Part of being a teacher today is learning how to use technology and its vast resources in the everyday classroom.

Journal 9 Animation Brings Lessons to Life (NETS I and V)

Ponton, R. (2009/2010). Animation brings lessons to life. Learning and Leading With Technology, 37(4), Retrieved from http://www.iste.org/AM/Template.cfm?Section=December_January_No_4_4&Template=/MembersOnly.cfm&NavMenuID=4450&ContentID=24837&DirectListComboInd=D

A school in Virginia is allowing their students to use computers and technologies to help supplement real class activities. Some fifth graders watched computer screens as their science lesson came to life with dancing graphics on the screen. These teachers quickly realized that their kids were more engaged and retained more when they added a technological component to their classes. The kids were so excited about computer animations which got them excited about doing their assignments. Teachers and parents were very impressed with the students work which incorporated those technological components. They are even starting kids in the younger grades with these tools and activities as well to help get them adjusted to using computers to help add understanding to those assignments. This was seen in the fourth graders using it to help them better grasp the concepts of the US Constitution. This school district is also using these tools for language classes which help the students understand the verbs better when they have pictures and animations to go along with them. It is just with language classes though, teachers are also seeing concepts and ideas driven home in the students brains with the help of these animations. These supplements are also helping the students become deeper thinkers which makes the information more meaningful to them.


Could these ideas be used for English as a Second Language learners as well?
I think it would be awesome for them! Just like the high school students in their language classes to learn their second language, English learners could use programs like this to help them better understand and see the connections for their language to English.


How would this work with a low income school?
I think even low income schools have at least one computer lab and each class could sign up and come in once a week and get to use those computers to benefit and supplement their learning

Journal 8 Navigate the Digital Rapids (NETS IV and V)

Lindsay, J., & Davis, V. (2010). Navigate the digital rapids. Learning and Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm

Navigate the Digital Rapids
The article is about digital citizenship. It states that digital citizenship is about transforming yourself into a professional who can effectively research technology trends, monitor the uses of technology in your school or district, avoid the fear factor that can easily paralyze you, and empower student-centered learning to create vibrant, exciting learning projects. The article gives advice to consider on the path to becoming a digital teacher. It starts with customize, students thrive on customized tools, such as mobile technology, and customized learning environments. They reject one-size-fits-all curricula that go unchanged year after year. The second idea is monitor and be engaged. All students and teachers should conduct themselves in a professional and culturally sensitive manner. This includes the types of avatars they choose, the styles of language they use, and the quality of material they upload. The third suggestion is to have a plan. Teachers need to understand the process of how to deal with situations when a student is not using digital citizenship. The fourth suggestion is to overcome the fear factor. When you start out, realize that you are not alone. Others have navigated the waters of connecting their classrooms and immersing their students in authentic digital citizenship experiences. Learn from them. They can show you the way to go and alert you to the pitfalls. The fifth is deal with objections. Privacy levels and the information that students are allowed to disclose should be age appropriate. But resist the urge to be overly cautious. If all content is created on school servers and is deleted at the end of each year without the option to export to external sites, students are having their digital academic legacy taken from them by the very institution that should help them build that legacy. The sixth and seventh are to allow students to stray off topic and to put the learning in the hands of the students.


What projects exist for schools that want “digital learning”? There is Flat Classroom Projects, Next Generation Education, Digiteen, Digiparent and Erasism.


What are the seven suggestions for digital citizenship? Customize, monitor and be engaged, have a plan, overcome the fear factor, deal with objections, allow students to stray off topic and put the learning in the hands of the students.

Journal 7 The Beginners Guide to Interactive Virtual Field Trips (NETS I and V)

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/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D

The Beginners Guide to Interactive Virtual Field Trips
The article began by discussing how great field-trips are for breaks in the day to day activities and for cementing curriculum in student’s minds. With recent and not so recent budget cuts, schools are becoming less and less able to take their student’s on far or even local field trips. Today another option is going on a virtual field trip. This is a field trip that is conducted virtually, over the Internet and/or videoconferencing equipment, so that students can learn directly from experts in far-flung places without ever leaving their classrooms. Virtual field trips take a number of different forms. They can involve touring a historic site, witnessing scientific experiments or processes at museums or organizations, watching live demonstrations in the field, attending folk festivals or other events, and much more. They differ from normal field trips only in that they are delivered over the Internet using technology in either asynchronous or interactive synchronous formats.

What is an asynchronous Virtual Field Trip? These field trips are not delivered in real time. They involve visiting a website that includes text, audio, and video resources about a topic. Asynchronous trip vary in quality, substance, and educational relevance.

What is an interactive virtual field trip? Interactive trips are synchronous, real-time experiences in which students in one location learn from informal educators in another location, such as a museum, historic castle, or organization such as NASA. These interactive trips take place over the Internet using h.323 videoconferencing technology. Using the videoconferencing interface, students can interact with the experts to get a real-world angle on the topic they are studying. The experts are usually trained and adept at adjusting to the students' level of comprehension.

NETS Powerpoint (NETS I and III)

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For this assignment we used Microsoft PowerPoint and created a PowerPoint showing our proficiency in the program. We created a PowerPoint that focused on the NETS for Students Standards and created activities and ideas of how we would meet that standard in our own classrooms. We then showed them to a couple peers and graded each others PowerPoints.

Journal 6: Podcasting (NETS III and IV)

A podcast is a series of digital media files that are either audio or video. They are released episodically and often downloaded through web syndication. Which means that these web feeds are available from a site in order to provide other people with a summary of the websites recently added content. The mode of delivery differentiates podcasting from other means of accessing media files over the Internet, such as direct download, or streamed webcasting. A list of all the audio or video files currently associated with a given series is maintained centrally on the distributor's server as a web feed,

In the discussion on classroom 2.0, one teacher used podcasts to create video lectures that students can use to review past lessons or as a replacement for in-class lecture, allowing the teacher more time for labs (I teach science). Lecture replacements are accompanied by short online assessments created using Google Forms. This way the teacher can see what they got and what they missed from the lectures and know better what they need to re-cover during class. The idea is to make the limited amount of face-to-face time more efficient.

Another teacher, discussed a website called K12. She said it is a wonderful source for Professional Development - all teacher-created podcasts online and free. She uses a Gabcast channel for Spanish homework and asks learners to listen to a 15min podcast called Coffeebreak Spanish. Then learners call in answers to a prompt using any phone to Gabcast. She has subscribed to the Gabcast channel and collects homework in her RSS reader. Learners enjoy using iPods and cellphones in the classroom, especially since other teachers do not allow these devices at all.

Collaborative PowerPoint Rubric (NETS III)

For this assignment we worked together to create a rubric for the PowerPoints we would be making in class. We created a point system and gave them new titles such as "rad" to make it more fun for students.

Classroom Newsletter (NETS I and III)

newsletterCP For this assignment we were asked to make a newsletter as if we were currently teachers. I used Microsoft Word, which is a word processing tool, to create the newsletter. I integrated clip art and multiple graphics tools. I also included a scanned image of a picture I drew of myself. Using borders, text wrapping, and drop caps in the page layout of the newsletter, I created a unique and visually appealing letter. I adjusted the formatting and wrote three articles. This assignment demonstrated my fluency in technology systems and my ability to communicate information with a variety of people.

Journal 1 Computing in the Clouds (NETS III and V)

Johnson, D. (December/January 2009-2010). Computing in the clouds.Learning and Leading with Technology, 37(4), Retrieved fromhttp://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm

This article was extremely interesting to me. Computing in the clouds is the term used to describe working on documents and e-mails and other projects by relying on applications and file storage that reside on a network-either a local-area network, a district intranet or the Internet itself. This type of work never requires a flash drive and you can work on any project, anywhere, no matter what computer you are using. It is really convenient because you can work without worrying about transporting files on flash drives, keeping track of the latest version of a document or having the right software to open a document. Cloud computing makes it easy to collaborate with others and work to create or edit a document. Some of the web-based applications perform a wide array of productivity tasks for free! These applications have full feature sets and are compatible with standard programs. Another benefit of cloud computing is it makes it possible to use less-powerful computers such as a netbook.

What kind of benefits does cloud computing have for schools? A school district can lower its computing costs by using inexpensive computers like netbooks to access clouds. Cloud file storage and basic applications are free, so schools could save thousands if not millions by purchasing netbooks and using clouds to do work.

What kinds of projects can be done in clouds? Clouds can be used for basic documents, power points, e-mail, bookmarking, access to music, and even photo storage and editing.

Journal 5 Playing With Skpye (NETS II and V)

Weller, Travis. (2010). Playing with skype. Leanring and Leading with Technology, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd=

This was a very interesting article of a school band teacher that used Skype to allow the composers of the music listen to the school bands bring it to life.  The teacher attended many performances where the composer, as a guest or guest conductor, shared personal insights on the piece during the show. Since it is so expensive to fly the composers out to listen to a school play one song, Travis Weller wanted to find a better way. Skpye is a telecommunication device that is free to everyone online. Using Skpye at a live concert to connect with the composers was exactly what he needed. To make this happen he needed minimal hardware that was already available at the school. He has one steadfast rule about technology in his classroom: if it makes for a richer educational experience, then it’s worth it! Some of the composers had never used Skpye before and successfully used it for the concert. I think it was an excellent idea to take the children’s experience with music and the songs to a new level.  Getting to meet and interact with the composer of the music children are performing has to be an enriching experience.

How else can Skpye be used in the classroom?

Skpye makes it possible for educators to seek out experts in their subject areas and invite them to share in the classroom. It would be neat to use Skpye to connect with a classroom in another country and learn things from one another. It is a great way to communicate for free!

Would I use Skpye in my classroom?

Yes, if the resources were available I would love to use Skpye for educational activities in the classroom. It would be a great way to communicate with people and share experiences with students. 

Journal 4 Finding Students Who Learn With Media (NETS I, III, and V)

Bull, G., Alexander, C., & Ferster, B. (2010). Finding students who learn with media. Learning and Leading with Technology, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListComboInd=D

The article was about students using technology to make media. Student disengagement is an immediate and persistent issue for many students and teachers. Schools need to address this by identifying what students find engaging and of real world importance. By incorporating student-authored media into a formal classroom setting student interest can be increased. Students that were engaged by content and media demonstrated greater higher-order thinking and creativity in their work. An application like PrimaryAccess can collect information about a child’s performance. This site is to help with social studies. By doing these activities students can better retain the information they are learning. Teachers are using this website because it is the easiest for the students to pick up on. Now they even have it to where it barely adds any additional class time to any topic they are studying at that time. This program can provide information for a teacher to help differentiate lessons. This helps teachers meet students individual needs. The ability to analyze student activity through online tools can provide teachers with feedback about students’ time management and use of media.

What other subjects could a teacher use student-created media work?

Student-created media can be used in every subject. Teachers could assign projects with vocabulary words and books read in class. Student media could be used to review for exams and help other students grasp concepts.

How would student-created media engage students?

Student-created media would engage students because for starters everyone is eager to learn about different forms of technology. By learning how to use the media programs students could use it in school and out of school. It would also engage students because they would take pride in their media if it had to be shown to other students and the teacher. 

Journal 3 Keeping the Peace (NETS IV and V)

Levinson, M. (2010). Keeping the peace. Learning and Leading with Technology, 37(5), Retrieved from http://www.iste.org/AM/Template.cfmSection=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25237&DirectListComboInd=D

This article was about a school in Nueva that decided to have a student to laptop ratio of 1:1. Every student at the school gets a laptop. The laptop had technologies on them like instant messaging and ichat. Since the students were allowed to take the computers home, this brought many problems for the school and families. Some families did not want their children to use ichat and instant messaging, and did not like that the school forced those technologies on their households when they were not ready for it. Some parents welcomed the socialization for their children and claimed it helped take away school cliques. The laptops were supposed to be about education and they were beginning to become quite the opposite. Students were instant messaging and ichatting during class and that was distracting to them and teachers. It eventually led to parent meetings and the school came to decide that they would ban the instant messaging and ichat websites from the laptops. Some people welcomed the ban others did not.

How would a 1:1 laptop ratio change the dynamic of a classroom?

Students would be able to access a vast array of knowledge and information on the Internet. I could also see the laptops becoming extremely distracting and taking away from learning. There would definitely need to be boundaries in place.

How could instant messaging and ichat help students?

Instant messaging and ichat would come in handy when students had questions outside of school. They would be able to work together on assignments outside of school.

Journal 2 Using Podcasts to Develop a Global Perspective (NETS I, III, and V)

Maguth, B.M., & Elliot, J. (2010). Using Podcasts to develop a global perspective . Learning and Leading with Technology, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25244&DirectListComboInd=D

This article was about a school using podcasts to do research on other cultures. The school was a science, technology, engineering and math high school in Columbus, Ohio. Podcasting allows students the opportunity to interact with digital technologies and apply what they know to reach a wider, even global audience. They had to research a global issue from different perspectives. This made them discover that different nations, politicians, and people have varying views on topics. Podcasting makes students plan, research, write, and edit, so the assignment was challenging and meaningful. They had to use software they were unfamiliar with to edit out mistakes and incorporate enhancing features like volume levels and commercial breaks. The final part of the project was showcasing the work on the Internet, where they would be accessible to local and global audiences.

How could a student benefit from an activity like podcasting?

It is an authentic learning experience that allows students to showcase a degree of depth on an important global issue. It can lead them to be well informed on multiple perspectives and give them a chance to discuss current global issues. The assignment teaches students many great forms of technology that they would surely use again.

What would I use podcasting for?

As an elementary teacher I would podcast things for my students parents to hear. I could also use podcasting to explain projects or base a project off an already created podcast.

Social Bookmarking (Delicious) (NETS IV)

1. World War I claimed an estimated 16 million lives. The influenza epidemic that swept the world in 1918 killed an estimated 50 million people. This deadly virus attacked One fifth of the world’s population. Within months, it had killed more people than any other illness in recorded history. Primary sources are extremely important in the classroom. Student’s needs to know how to site and use sources that are directly related to the topic they are studying. 

2. * Racial and ethnic minorities

    * English language learners

    * Students with disabilities

    * Boys/girls

    * Students from low-income families

a. 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 think it is important for diverse groups to know and understand the resources that are available to them. School services can be helpful to entire families because they can help in many fields. One example could be an interpreter at a counseling appointment. 

b. Network with other schools that are developing and implementing culturally competent systems. Adapt the processes and information that are consistent with your school's needs and interests.

It is always good to be consistent with other schools in a community. Community awareness is just as important as being culturally competent at schools. If the schools and neighborhood work together, results will be greater.

c. Gather and organize resource materials related to culturally diverse groups for use by school staff.

I think it would easy to gather information about groups and give it to school staff. I would definitely help with any cultural diversity awareness at the school I work at. This could be as easy as leaving print outs in the lunchroom.

3. I scored 6-10 Points: Cyber Risky

Well, you’re not perfect, but few people are. Chances are you haven’t done anything terrible and were just having fun, but try not to repeat your behaviors, since they are all offenses. Keep in mind the pain that your fun might be causing others!

This caught me off guard; I did not realize anything I did in my past was considered cyber bullying. I read an article that described the four different types of cyber bully’s. This was very informative and it made so much sense. The personality types that cyber bully are the vengeful angel, the power hungry nerd, the mean girls, and the inadvertent cyber bully. I think that in order to solve the problem, people have to be aware of who the cyber bully’s are. The article pointed out that the solution needs to address each type of cyber bully’s special issues. This website enlightened me on an issue I was not concerned with. Now I can see why as a future teacher, I need to be aware of this issue.

4. From the “Subject Access” area I chose Health, Physical Education, and Fitness. I am in a PE class this semester so I was interested to see what would come up under this subject. There was a-lot of neat websites that could definitely be used in a health or PE class. A few of my favorite were the activity calorie calculator and the BMI calculator. Both these could help raise awareness to students about obesity and health. The best website was the Dole website. It had activities and lesson plans. It had exercises and lists of what kinds of foods are good to eat. There were also games and tasks kids could participate on. From the “Teachers Helpers” area I chose gadgets and podcasting. There was an awesome website called Educational Podcast Network. The Education Podcast Network is an effort to bring together into one place, the wide range of podcast programming that may be helpful to teachers looking for content to teach with and about, and to explore issues of teaching and learning in the 21st century. I think this could be a very useful tool as a beginning teacher.

5. My top three scores were interpersonal, verbal-linguistic, and musical. I watched the video Multiple Intelligences Leave No Child Behind. The video discussed a school that allowed children to develop all their multiple intelligences.  They approached multiple intelligences with PODS which were courses designed around a particular intelligence. They focused on strengths and weaknesses. If you learn your strength early your success in the future will be furthered if you stay on track. It was about understanding strengths on an individual level. Key Learning Community has an authentic curriculum and assessment. I think a school that focuses on students on such an individual level is a great idea.

6. I chose grade 3 to 5, and the subject was Social Studies, the topic was discussing differences with early-grades children. The lesson involves reading two stories to the children: Fish is Fish by Leo Lionni and Chameleon’s Colors by Chisato Tashiro. The first book is about why every person is different and the benefits that can come of it. The second is about a chameleon that is tired of always blending in and he wants to be special. After reading the two books the teacher will start a classroom discussion by asking what is the message of these two books? I could use these books and this type of lesson in my class to discuss the importance of self-respect and individuality. It is a good way to teach tolerance and acceptance of everyone’s differences because the stories show how differences are a good thing.

7. Question 4: In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest countries in the world based on 40 indicators of child well being. Which two countries received the lowest ratings?  The answer was the United States and the U.K. This shocked me, I cannot believe that the U.S. scored so low on the treatment of its children. What a sad fact.

Question 6: The U.S. military budget is by far the highest of any country in the world. How much higher is the U.S. military budget than that of China, the world’s second biggest military spender?  The answer was 7 times higher!!!!! Wow, all I hear is one-day China is going to run the world, it also shocks me that we spend so much more on defense than them. I am beginning to think some of the spending must be unnecessary because we should not be spending that much more than China.

8.  d:-O Hats off to me! I scored 8 out of 10 on the netiquette quiz. I think it is important to have manners online because it is cowardly to say things only because people don’t know who you are. I don’t know anyone who doesn’t get pissed when his or her computer crashes from a virus L . One of the rules was remember the human and I think that sums it up, we are not computers and there are feelings involved in almost everything we read, say and do. J

Intro Letter (NETS I)

Hello! My name is Carly Perrin. I spent the first 11 years of my life in Los Angeles, California in a town called Westchester. It is right next to LAX. I went to Elementary School at Westport Heights Elementary and started middle school at Orville Wright Junior High. The summer of 6^th grade my family moved to Temecula because my Dad’s job relocated to Riverside. I finished middle school at James L. Day Middle and went to high school at Chaparral High for all four years. In high school I was involved in soccer, softball, and choir. After high school I took the Jr. College route that I deeply regret. I wasted five years taking so many pointless classes and finally graduated with 4 AA’s. Now I am on my first year at Cal State San Marcos and I am finally excited to go to school! I am anxious to finish and be a teacher one day!

I am a Pc person but that is only because I have never used a Mac. If I had a Mac I would be a Mac. I love my ipod and the technology that goes with it. I depend heavily on technology everyday. I am taking 22 units this semester so I am constantly checking my email and school accounts. I use computers for everything, I love how convenient everything is, especially paying bills with online bill pay.  I don’t use Word because it didn’t come on my computer and it is not affordable, but I know how to use most versions of the software.

I like the statement that the College of Education is committed to diversity, educational equity, and social justice. Growing up in L.A., I was actually the minority at my school. I think teachers need to create learning environments that reach every student. I also think teachers need to be life-long learners. I like the whole statement!