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Thursday, April 29, 2010
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.
Thursday, April 22, 2010
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.
Thursday, April 8, 2010
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.
Monday, April 5, 2010
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.
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
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.
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.
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.
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