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.