This document was created using Google Docs, which is an online word processor, spreadsheet, and presentation editor that can be used to create, store and share these types of documents. This particular document was made in collaboration with one of my peers to exemplify our depth of knowledge regarding copyright and fair use guidelines.
Copyright and Fair Use Guidelines
Thursday, May 7, 2009
PreZentit
This is something that I made with the online presentation tool called PreZentit. I had researched a wiki called Cool Tools for Schools and found PreZentit to be a great tool for creating slideshow presentations from any internet capable device.
Excel Worksheet: Fraction Frenzy
This is a spreadsheet made in Microsoft Excel that I created using a tutorial found on the Atomic Learning website as a guide. The spreadsheet is a tool that can be used by students to calculate the sum of two fractions and get immediate feedback on the results of the equation.
Wednesday, May 6, 2009
Journal 10: Virtual Success (NETS-T 5)
Young, Julia (2009, Feb). Virtual Success: Transforming Education Through Online Learning. Learning & Leading with Technology, 36, Retrieved May 03, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
In the past ten years virtual schools have began to appear across the country. In these schools there are no classrooms and everything is done online and through virtual classrooms. These schools have reinvented the way in which teachers teach and students learn and use valuable 21st century skills. This type of school is so unique because it enables the student to learn at anytime, anywhere, and at any pace, while allowing the teacher to use innovative teaching techniques to individualize the learning experience.
It is said that the result of attending such a school is that students gain more learning-paced flexibility, more engaging material, and more individualized attention, while also engaging in necessary 21st century skills--critical thinking, collaboration, and global awareness. Florida Virtual School (FLVS) is a gleaming example of the positive effects of virtual schools on student achievement.
A 2007 report by Florida Taxwatch found that "students who were enrolled in online courses outperformed their peers in traditional schools... FLVS students consistently earned higher grades, received better state assessment scores, and achieved higher scores marks on Advanced Placement exams than students in traditional schools." This is a startling statistic that shows the need for educators to create innovative approaches to teaching and instruction that offers students a chance to learn and explore while incorporating 21st century skills.
Question 1: What are your thoughts on this article?
I think that virtual schools are probably effective, but I would wonder what affect these schools will have on the social aspect of children's lives. A big part of going to school is learning how to communicate and get along with others in your community. If we move from traditional schools toward virtual schools I think that it could be harmful to students' social lives.
Question 2: Would you be willing to become a virtual teacher?
I would not be willing to become a virtual teacher because I would miss the student/teacher relationship that can only be created and nurtured in a face to face and individualized encounter.
In the past ten years virtual schools have began to appear across the country. In these schools there are no classrooms and everything is done online and through virtual classrooms. These schools have reinvented the way in which teachers teach and students learn and use valuable 21st century skills. This type of school is so unique because it enables the student to learn at anytime, anywhere, and at any pace, while allowing the teacher to use innovative teaching techniques to individualize the learning experience.
It is said that the result of attending such a school is that students gain more learning-paced flexibility, more engaging material, and more individualized attention, while also engaging in necessary 21st century skills--critical thinking, collaboration, and global awareness. Florida Virtual School (FLVS) is a gleaming example of the positive effects of virtual schools on student achievement.
A 2007 report by Florida Taxwatch found that "students who were enrolled in online courses outperformed their peers in traditional schools... FLVS students consistently earned higher grades, received better state assessment scores, and achieved higher scores marks on Advanced Placement exams than students in traditional schools." This is a startling statistic that shows the need for educators to create innovative approaches to teaching and instruction that offers students a chance to learn and explore while incorporating 21st century skills.
Question 1: What are your thoughts on this article?
I think that virtual schools are probably effective, but I would wonder what affect these schools will have on the social aspect of children's lives. A big part of going to school is learning how to communicate and get along with others in your community. If we move from traditional schools toward virtual schools I think that it could be harmful to students' social lives.
Question 2: Would you be willing to become a virtual teacher?
I would not be willing to become a virtual teacher because I would miss the student/teacher relationship that can only be created and nurtured in a face to face and individualized encounter.
Journal 9: The Kids Are All Right (NETS-T 5)
Waters, John (2009, March). The Kids Are All Right. T.H.E. Journal, Retrieved April 15, 2009, from http://www.thejournal.com/articles/24104
In Waters article he explains the results of the MacArthur Foundations' research regarding the impact of digital media and communications technologies on how young people learn. They found that technological advances most certainly have had a significant impact on how kids learn.
The MacArthur Foundation coined three terms to describe the levels of kids' online participation in media ecologies. The first is called "hanging out." This involves lightweight social contact moving between online and offline worlds. The internet is used as a way to "get together" with friends while learning critical social skills. The second level is called "messing around." This is a level which involves "hanging out" that leads to interest driven activities. The third level was called "geeking out," which involves a level of intense interest in media or technology. Students who are highly interested in technology are usually not using if for educational means. The tricky part for teachers is to get students interested in using media and technology in an academic way.
The levels of participation explained above can help teachers understand the social groups and cultural associations that students take part in. There is an increasing need for teachers to participate in social media systems and understand how and why it is such an important part of youth culture.
Question 1: How will you incorporate this type of technology into your classroom?
I think that there can be many fun and inventive ways of incorporating this type of technology into the classroom.
In Waters article he explains the results of the MacArthur Foundations' research regarding the impact of digital media and communications technologies on how young people learn. They found that technological advances most certainly have had a significant impact on how kids learn.
The MacArthur Foundation coined three terms to describe the levels of kids' online participation in media ecologies. The first is called "hanging out." This involves lightweight social contact moving between online and offline worlds. The internet is used as a way to "get together" with friends while learning critical social skills. The second level is called "messing around." This is a level which involves "hanging out" that leads to interest driven activities. The third level was called "geeking out," which involves a level of intense interest in media or technology. Students who are highly interested in technology are usually not using if for educational means. The tricky part for teachers is to get students interested in using media and technology in an academic way.
The levels of participation explained above can help teachers understand the social groups and cultural associations that students take part in. There is an increasing need for teachers to participate in social media systems and understand how and why it is such an important part of youth culture.
Question 1: How will you incorporate this type of technology into your classroom?
I think that there can be many fun and inventive ways of incorporating this type of technology into the classroom.
Wednesday, April 29, 2009
Wednesday, April 15, 2009
Journal 8: Virtual Worlds (NETS-T 5)
Bigenho, Chris (April, 2009). Mining for Gold. Learning & Leading with Technology, 36, Retrieved April 15, 2009, from http://www.learningandleading-digital.com/learning_leading/200904/
A virtual world is a computer simulated virtual 3D environment that operates over the internet where users can manipulate, inhabit, and interact with other users via an avatar (a visual representation of the user). The virtual environments can either depict real world environments or be purely fantasy based. These virtual worlds are most often used in the context of gaming, but they do not require the elements of a game. That is why virtual worlds are an intriguing and inviting educational tool for 21st century teachers.
Before beginning this assignment, I knew very little about virtual worlds and could not even imagine how these computer-based simulations could be incorporated into an educational environment. Now, I have begun to understand the ways in which virtual worlds can broaden the educational and technological activities available to students. Virtual worlds can be used for many different educational purposes.
One of the really cool virtual worlds that I discovered on Web 2.0 was Quest Atlantis which is a safe educational world for students where they can maneuver through pre-determined quests or quests that are set up by their classroom teacher. Through Quest Atlantis students and teachers are able to collaborate with their peers on “quests,” which consist of science, humanities, life skills, and other themes.
Another way that Second Life can be used is for holding virtual office hours, and for meeting other technologically savvy educators. There are also a multitude of in-world learning resources such as virtual museums and simulations. I found that there are many different ways to get involved in second life, but SimTeach Second Life Wiki and Second Life in Education Wiki are two great places to start.
A virtual world is a computer simulated virtual 3D environment that operates over the internet where users can manipulate, inhabit, and interact with other users via an avatar (a visual representation of the user). The virtual environments can either depict real world environments or be purely fantasy based. These virtual worlds are most often used in the context of gaming, but they do not require the elements of a game. That is why virtual worlds are an intriguing and inviting educational tool for 21st century teachers.
Before beginning this assignment, I knew very little about virtual worlds and could not even imagine how these computer-based simulations could be incorporated into an educational environment. Now, I have begun to understand the ways in which virtual worlds can broaden the educational and technological activities available to students. Virtual worlds can be used for many different educational purposes.
One of the really cool virtual worlds that I discovered on Web 2.0 was Quest Atlantis which is a safe educational world for students where they can maneuver through pre-determined quests or quests that are set up by their classroom teacher. Through Quest Atlantis students and teachers are able to collaborate with their peers on “quests,” which consist of science, humanities, life skills, and other themes.
Another way that Second Life can be used is for holding virtual office hours, and for meeting other technologically savvy educators. There are also a multitude of in-world learning resources such as virtual museums and simulations. I found that there are many different ways to get involved in second life, but SimTeach Second Life Wiki and Second Life in Education Wiki are two great places to start.
Journal 7: Mining for Gold (NETS-T 5)
Imagine not having to surf the internet to find information or entertainment that you like. Imagine that information coming to you instead of you having to search for it. Real Simple Syndication (RSS) has made this possible by allowing internet users to subscribe to blogs, podcasts, wikis, social networks, bookmarking sites, television programs, and many other interesting tools found on the internet.
RSS uses an HTML feed known as XML and an aggregator to track each subscribed page. All the information that you subscribe to is brought to you through an internet hosted reader or a client-based aggregator. When using the internet hosted reader, you can reach your feeds from any computer that is internet accessible. The client-based aggregators are integrated in operating systems and can be accessed only from your personal computer. Since RSS is a great tool to utilize in the classroom, the internet hosted reader might be a better choice for teachers.
Teachers can use RSS feeds in many different ways to simplify and organize their workload. Teachers can subscribe to blogs (including student blogs) and social bookmarks or feed content to HTML pages, all of which allows information to be readily accessible to both student and teacher. The ease at which RSS can be used makes is a powerful technological tool for the classroom.
Question 1: How do you currently use RSS and how will you in the future?
I have been using RSS for a while without actually knowing that I was using this type of technology. I have an iGoogle account and a delicious account as well. I would like to definitely use some of Bigenho's ideas about incorporating RSS technology into the classroom. I would definitely like to have my students write in blogs and I would use RSS to subscribe to those blogs as a way of saving time and energy. I would also like to have my students use social bookmarking and use RSS to make their tags accessible to the whole class.
Question 2: How important do you think it is for teachers to know about this type of technology?
I think that it is extremely important for teachers to know about this technology because it is a powerful resource that can make life simpler and more organized. I think that teachers need all the help that they can get in this area because they are already busy enough with planning and scheduling etc. that any extra bit of help goes a long way. RSS is a positive form of technology that can be a very helpful resource for not only teachers, but anyone who uses the internet as a source of information or entertainment.
RSS uses an HTML feed known as XML and an aggregator to track each subscribed page. All the information that you subscribe to is brought to you through an internet hosted reader or a client-based aggregator. When using the internet hosted reader, you can reach your feeds from any computer that is internet accessible. The client-based aggregators are integrated in operating systems and can be accessed only from your personal computer. Since RSS is a great tool to utilize in the classroom, the internet hosted reader might be a better choice for teachers.
Teachers can use RSS feeds in many different ways to simplify and organize their workload. Teachers can subscribe to blogs (including student blogs) and social bookmarks or feed content to HTML pages, all of which allows information to be readily accessible to both student and teacher. The ease at which RSS can be used makes is a powerful technological tool for the classroom.
Question 1: How do you currently use RSS and how will you in the future?
I have been using RSS for a while without actually knowing that I was using this type of technology. I have an iGoogle account and a delicious account as well. I would like to definitely use some of Bigenho's ideas about incorporating RSS technology into the classroom. I would definitely like to have my students write in blogs and I would use RSS to subscribe to those blogs as a way of saving time and energy. I would also like to have my students use social bookmarking and use RSS to make their tags accessible to the whole class.
Question 2: How important do you think it is for teachers to know about this type of technology?
I think that it is extremely important for teachers to know about this technology because it is a powerful resource that can make life simpler and more organized. I think that teachers need all the help that they can get in this area because they are already busy enough with planning and scheduling etc. that any extra bit of help goes a long way. RSS is a positive form of technology that can be a very helpful resource for not only teachers, but anyone who uses the internet as a source of information or entertainment.
Journal 6: Grow Your Personal Learning Network (NETS-T 5)
Warlick, David (2009, March/April). Grow Your Personal Learning Network. Learning and Leading With Technology,36, Retrieved March, 12.2009, from http://www.learningandleading-digital.com/learning_leading/200904/
A personal learning network is a network of friends, families, peers, and acquaintances that increase our knowledge. These networks have grown immensely since the age of technology. Growing technological resources have allowed information and communication to become more accessible and unique to the individual using that technology. In the article, “Grow Your Personal Learning Network,” David Warlick explains that in order for educators to be successful and stay connected, they need to use these technological resources to manage, create, and/or extend their personal learning networks.
In doing so, educators can become a part of an online community that allows them to find information sources and a wide array of other educational opportunities. These personal learning networks (PLNs) make this information more readily accessible and easier to find.
In the article, Warlick states that there are three main types of PLNs. The first is the personally maintained synchronous connections. In this type of network, a person can communicate with others through enhanced technologies such as instant messaging, chatting, or teleconferencing. The second is the personally and socially maintained semi synchronous connections. This is a collaboration of networked learners who can take part in discussions through forums such as mailing lists, wikis, Google docs, Twitter, etc. The third PLN is the dynamically maintained asynchronous connections. This is a PLN that connects us to the content sources that we choose. It essentially brings information to you versus you having to search for the information. This is done through an RSS aggregator such as Google reader or Page flakes. These personal learning networks are not only important for educators, but also for their students.
Personal learning networks are an important aspect of teaching because it exemplifies the idea of life long learning. One of the most important things that a teacher can model in their classroom is a learning lifestyle. Preparing students for an ever-changing future, especially with technology, means teaching them to teach themselves and pursue a lifestyle that involves continually learning.
Question 1: How will you challenge yourself as an educator to extend your personal learning network?
It is hard for me to make an effort to extend my personal learning networks. It’s not that I’m not interested in the information, it’s that I have a hard time managing all the information. After reading this article I have realized that I can start small and limit the number of blogs that I subscribe to so that it’s not so overwhelming. I can also organize my subscriptions by topic or job function. The most important thing that I can do to challenge myself is to take 15 minutes a day to learn something new and update my PLNs.
Question 2: How will you challenge students to extend their personal learning networks?
I think that I can incorporate many of the learning networks into your lesson plans. I could have my students research a topic on the internet and use the internet as a tool to collaborate on a completed project. I can also have my students spend ten minutes a day using their personal learning networks to find new and interesting information on a certain subject.
A personal learning network is a network of friends, families, peers, and acquaintances that increase our knowledge. These networks have grown immensely since the age of technology. Growing technological resources have allowed information and communication to become more accessible and unique to the individual using that technology. In the article, “Grow Your Personal Learning Network,” David Warlick explains that in order for educators to be successful and stay connected, they need to use these technological resources to manage, create, and/or extend their personal learning networks.
In doing so, educators can become a part of an online community that allows them to find information sources and a wide array of other educational opportunities. These personal learning networks (PLNs) make this information more readily accessible and easier to find.
In the article, Warlick states that there are three main types of PLNs. The first is the personally maintained synchronous connections. In this type of network, a person can communicate with others through enhanced technologies such as instant messaging, chatting, or teleconferencing. The second is the personally and socially maintained semi synchronous connections. This is a collaboration of networked learners who can take part in discussions through forums such as mailing lists, wikis, Google docs, Twitter, etc. The third PLN is the dynamically maintained asynchronous connections. This is a PLN that connects us to the content sources that we choose. It essentially brings information to you versus you having to search for the information. This is done through an RSS aggregator such as Google reader or Page flakes. These personal learning networks are not only important for educators, but also for their students.
Personal learning networks are an important aspect of teaching because it exemplifies the idea of life long learning. One of the most important things that a teacher can model in their classroom is a learning lifestyle. Preparing students for an ever-changing future, especially with technology, means teaching them to teach themselves and pursue a lifestyle that involves continually learning.
Question 1: How will you challenge yourself as an educator to extend your personal learning network?
It is hard for me to make an effort to extend my personal learning networks. It’s not that I’m not interested in the information, it’s that I have a hard time managing all the information. After reading this article I have realized that I can start small and limit the number of blogs that I subscribe to so that it’s not so overwhelming. I can also organize my subscriptions by topic or job function. The most important thing that I can do to challenge myself is to take 15 minutes a day to learn something new and update my PLNs.
Question 2: How will you challenge students to extend their personal learning networks?
I think that I can incorporate many of the learning networks into your lesson plans. I could have my students research a topic on the internet and use the internet as a tool to collaborate on a completed project. I can also have my students spend ten minutes a day using their personal learning networks to find new and interesting information on a certain subject.
Wednesday, March 25, 2009
Wednesday, March 18, 2009
NETS-S powerpoint (NETS-T 1, 2, 3)
This is a slideshow created in PowerPoint to present information on the NETS for students in grades PK through 2.
SlideShare Presentation:
SlideShare Presentation:
NET-S powerpoint
View more presentations from Elizabeth Nisley.
Journal 5: Collaboration in a Web 2.0 Environment (NETS-T 5)
Bull, Glen (2006, April). Collaboration in a Web 2.0 Environment. Leanring & Leading with Technology, 7, Retrieved March 3, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_33_2006_2005_/April_No_7_/April_2006.htm
What is so great about a Web 2.0 environment? Internet users do not have to seek out information because the information comes to the user. This is made possible through the use of RSS feeds, which can make possible an endless array of educational opportunities. Glen Bull explains that RSS can allow teachers to follow multiple student postings, facilitate collaborative writing, share images, and track news topics.
Following student postings on blogs can be a great way to integrate technology into the classroom. Students can post projects on their bogs and teachers can keep organized by subscribing to those blogs. This can be done in an organized fashion by using web-based readers such as Blogline.
Students can also collaborate and syndicate with web-based word processors. Writely is a good tool for these types of team projects. To do applications like TaDa allow students to collaboratively maintain a checklist of planned project items. Flickr also provides RSS feeds for any tag of interest so students can share photos quickly and easily. All of the applications described above store data on the Web for no charge to the user as well as incorporate RSS feeds. Internet users can also use a Web 2.0 desktop such as iGoogle to personalize their homepages with accessible RSS feeds.
Many of these RSS feeds are being used daily by both teachers and students without their realizing it. If the capabilities of RSS feeds were explored and actively pursued, there could be endless possibilities for the use of this technology in the classroom.
Question 1: How do you think that you can incorporate this type of technology in the classroom?
I love the idea of having my students make their own blogs and turning in their assignments via their blogs. I can then use a reader such as Blogline to follow my students' blogs. This would be such an easy and efficient way of keeping track of homework. I would also encourage my students to use iGoogle to set up their own personal homepages.
Question 2: Have you ever used this technology before?
I have used this technology before but had not realized that it was RSS. I have a Web 2.0 desktop, and I have subscribed to other people's blogs. Until I read this article, I had no idea what RSS was, but now that I know I see those orange RSS buttons EVERYWHERE!
What is so great about a Web 2.0 environment? Internet users do not have to seek out information because the information comes to the user. This is made possible through the use of RSS feeds, which can make possible an endless array of educational opportunities. Glen Bull explains that RSS can allow teachers to follow multiple student postings, facilitate collaborative writing, share images, and track news topics.
Following student postings on blogs can be a great way to integrate technology into the classroom. Students can post projects on their bogs and teachers can keep organized by subscribing to those blogs. This can be done in an organized fashion by using web-based readers such as Blogline.
Students can also collaborate and syndicate with web-based word processors. Writely is a good tool for these types of team projects. To do applications like TaDa allow students to collaboratively maintain a checklist of planned project items. Flickr also provides RSS feeds for any tag of interest so students can share photos quickly and easily. All of the applications described above store data on the Web for no charge to the user as well as incorporate RSS feeds. Internet users can also use a Web 2.0 desktop such as iGoogle to personalize their homepages with accessible RSS feeds.
Many of these RSS feeds are being used daily by both teachers and students without their realizing it. If the capabilities of RSS feeds were explored and actively pursued, there could be endless possibilities for the use of this technology in the classroom.
Question 1: How do you think that you can incorporate this type of technology in the classroom?
I love the idea of having my students make their own blogs and turning in their assignments via their blogs. I can then use a reader such as Blogline to follow my students' blogs. This would be such an easy and efficient way of keeping track of homework. I would also encourage my students to use iGoogle to set up their own personal homepages.
Question 2: Have you ever used this technology before?
I have used this technology before but had not realized that it was RSS. I have a Web 2.0 desktop, and I have subscribed to other people's blogs. Until I read this article, I had no idea what RSS was, but now that I know I see those orange RSS buttons EVERYWHERE!
Wednesday, February 25, 2009
Classroom Newsletter (NETS-T 1)
Journal 4: Create, Collaborate, Communicate: Empowering Students With 21st Century Skills (NETS-T 5)
Riedel, Chris (2009, January). Create, Collaborate, Communicate: Empowering Students With 21st Century Skills. T-H-E Journal, Retrieved February 21, 2009, from http://www.thejournal.com/articles/23872_3
Because technology in the 21st century has become a big part of our daily lives, it is becoming more important than ever for educators to incorporate this type of skill set into their curriculum. In this article, author Chris Riedel directs us to the advice of retired district CIO and emerging technology evangelist Howie DiBlasi. DiBlasi outlines the top sixteen things educators can do in order to prepare students to be the emerging leaders of tomorrow.
For the sake of briefness I will summarize the first six to exemplify the aspects of technology that can be utilized daily by educators. (1) Hug a Geek: If you don’t know how to do something yourself, find someone who does and ask for help. (2) Create a Social Network: Create an individualized social network that can be use in the district, school, or classroom as a community asset. (3) Develop Problem-Solving Skills: This is at the top of the list in terms of what employers are looking for in their future employees. Educators can touch on this by simply taking a few minutes daily to challenge students with brain teasers or puzzles. (4) Start Collaborating: Use such technology as Google Docs to provide ways for students to interact with each other. (5) Use Project-Based Learning: Use real world scenarios to teach students a range of traditional skills. (6) Develop Information Processing Skills: Stress the importance of teaching students how to assess the validity of available information.
Question 1: How important is it to incorporate technological skills into the curriculum?
I agree with both Riedel and DiBlasi that technological skills are very important to incorporate into the classroom. It seems natural that this should be a daily part of the curriculum. Students are surrounded by technology outside of the classroom as part of their daily lives and it should be no different in the classroom. I think that creation, collaboration, and communication are imperative to the success of our students.
Question 2: Which of the sixteen aspects the DiBlasi outlines would you favor in your classroom?
I definitely feel drawn to all of them. They are all valuable tools that educators can use in order to prepare their students for the future. The most important of these tools is to improve students’ critical thinking skills. Employers definitely look for this quality when hiring new employees and it is a good skill to have because it will help students in all areas of the curriculum.
Because technology in the 21st century has become a big part of our daily lives, it is becoming more important than ever for educators to incorporate this type of skill set into their curriculum. In this article, author Chris Riedel directs us to the advice of retired district CIO and emerging technology evangelist Howie DiBlasi. DiBlasi outlines the top sixteen things educators can do in order to prepare students to be the emerging leaders of tomorrow.
For the sake of briefness I will summarize the first six to exemplify the aspects of technology that can be utilized daily by educators. (1) Hug a Geek: If you don’t know how to do something yourself, find someone who does and ask for help. (2) Create a Social Network: Create an individualized social network that can be use in the district, school, or classroom as a community asset. (3) Develop Problem-Solving Skills: This is at the top of the list in terms of what employers are looking for in their future employees. Educators can touch on this by simply taking a few minutes daily to challenge students with brain teasers or puzzles. (4) Start Collaborating: Use such technology as Google Docs to provide ways for students to interact with each other. (5) Use Project-Based Learning: Use real world scenarios to teach students a range of traditional skills. (6) Develop Information Processing Skills: Stress the importance of teaching students how to assess the validity of available information.
Question 1: How important is it to incorporate technological skills into the curriculum?
I agree with both Riedel and DiBlasi that technological skills are very important to incorporate into the classroom. It seems natural that this should be a daily part of the curriculum. Students are surrounded by technology outside of the classroom as part of their daily lives and it should be no different in the classroom. I think that creation, collaboration, and communication are imperative to the success of our students.
Question 2: Which of the sixteen aspects the DiBlasi outlines would you favor in your classroom?
I definitely feel drawn to all of them. They are all valuable tools that educators can use in order to prepare their students for the future. The most important of these tools is to improve students’ critical thinking skills. Employers definitely look for this quality when hiring new employees and it is a good skill to have because it will help students in all areas of the curriculum.
Wednesday, February 18, 2009
Journal 3: Keep Them Chatting (NETS-T 5)
Cole, Jeanie (2009). Keep Them Chatting. Learning & Leading with Technology, 36, Retrieved Februrary 14, 2009, from http://www.learningandleading-digital.com/learning_leading/200902
This article explains the difficulty teachers face when attempting to encourage lively student discussions in an online forum. Persuading students to go above and beyond the typical answers to discussion questions is hard work. Grades K-12 are particularly hard to encourage because online discussions are difficult to form and student responses are limited. The author of Keep Them Chatting, Jeanie Cole, presents five different techniques for stimulating meaningful online discussions.
The aim of these techniques is for the teacher to plan objectives and outcomes for the discussions and select questions that force students to interact and learn course content using research and collaboration. The first tactic is to ask high-level, open-ended questions. These are questions that make the student really think. The second technique is the inquiry method, which is when students are given a question that requires research and problem solving skills. The third method is the discrepant even inquiry method, which encourages kids to begin by viewing an unexplained demonstration, photo, video, or simulation. The fourth technique is to use personal examples in your teaching and discussions. The fifth and final method is to use illogical comparisons. These techniques challenge the student and encourage robust and dynamic discussions. By allowing students to explore the material individually and take ownership of their work, teachers encourage diligence and originality in online discussions. If attempted correctly, the five techniques listed above will be an invaluable asset to teachers who are involved in distance education and online forums.
Question 1: Why do you think that it is hard for students to become involved in online discussions?
I think that students don't feel as obligated to participate as much as they would in a physical classroom because there is a lack of accountability in online courses. I think that if the discussion aspect of online classes counted as a higher percentage of your grade then it would give students the incentive to heighten their participation. From my own experiences in online courses, I have participated minimally. I think that is because I didn't have the time to participate in discussions. If you think about it, the reason why people take online classes is because it's convenient and they don't have the time to go to class. But, if participation was worth more of my grade, I think that I would definitely FIND the time to join the discussions.
Question 2: If you were an online instructor, how would you try to encourage lively discussions?
I would definitely make participation a high percentage of the overall grade. Then I would follow Cole's techniques and methods to inspire creative thinking and robust discussions. I really like the first tactic that Cole describes, which is to ask high-level open ended questions. If you ask high-level questions you will get high-level answers.
This article explains the difficulty teachers face when attempting to encourage lively student discussions in an online forum. Persuading students to go above and beyond the typical answers to discussion questions is hard work. Grades K-12 are particularly hard to encourage because online discussions are difficult to form and student responses are limited. The author of Keep Them Chatting, Jeanie Cole, presents five different techniques for stimulating meaningful online discussions.
The aim of these techniques is for the teacher to plan objectives and outcomes for the discussions and select questions that force students to interact and learn course content using research and collaboration. The first tactic is to ask high-level, open-ended questions. These are questions that make the student really think. The second technique is the inquiry method, which is when students are given a question that requires research and problem solving skills. The third method is the discrepant even inquiry method, which encourages kids to begin by viewing an unexplained demonstration, photo, video, or simulation. The fourth technique is to use personal examples in your teaching and discussions. The fifth and final method is to use illogical comparisons. These techniques challenge the student and encourage robust and dynamic discussions. By allowing students to explore the material individually and take ownership of their work, teachers encourage diligence and originality in online discussions. If attempted correctly, the five techniques listed above will be an invaluable asset to teachers who are involved in distance education and online forums.
Question 1: Why do you think that it is hard for students to become involved in online discussions?
I think that students don't feel as obligated to participate as much as they would in a physical classroom because there is a lack of accountability in online courses. I think that if the discussion aspect of online classes counted as a higher percentage of your grade then it would give students the incentive to heighten their participation. From my own experiences in online courses, I have participated minimally. I think that is because I didn't have the time to participate in discussions. If you think about it, the reason why people take online classes is because it's convenient and they don't have the time to go to class. But, if participation was worth more of my grade, I think that I would definitely FIND the time to join the discussions.
Question 2: If you were an online instructor, how would you try to encourage lively discussions?
I would definitely make participation a high percentage of the overall grade. Then I would follow Cole's techniques and methods to inspire creative thinking and robust discussions. I really like the first tactic that Cole describes, which is to ask high-level open ended questions. If you ask high-level questions you will get high-level answers.
Social Bookmarking Journal (NETS-T 1, 3)
1. National Archives
In the National Archives Website, I chose to look at a museum website that featured photographs of artifacts left behind by some of the greatest people and events of the last century. The website also featured educational activities, exhibit information, and news releases.
The value of primary sources in your classroom can help history come alive for students. Primary sources can be used as a way to get students involved in the learning process. Using artifacts, documents, and photographs can enhance the curriculum and get students more interested in activities.
2. National Education Association
To become a culturally competent educator, I would focus on networking and soliciting involvement with parents, families, minority communities, and faith-based organizations to design and implement initiatives for ethnically diverse groups. I also felt drawn to the area that focuses on building a network of "helpers" and "experts" who have knowledge of ethnically diverse issues at our school. I also liked the idea of networking with other schools that are developing and implementing culturally competent systems. I think that these areas reflect my teaching style because I really like using the resources that are readily available to me. Networking is a great way to become involved and let others become involved while also gaining valuable information and resources from others.
3. Kids Click!
Kids Click is a website that provides links to websites that are categorized by subject and reading level. This websites is both free and convenient. The category that I clicked on was encyclopedias. I found a website called "factmonster" that provides encyclopedia resources for grade levels 3 through 6.
4. Kathy Schrock's Guide for Educators
In Kathy Schrocks's website I explored her lesson plans library. I can see myself using these lesson plans in the future. This looks like a great resource for teachers. I explored the whole website and I liked her clipart and the puzzles too! Very fun.
5. Theory of Multiple Intelligences
I learned that there are 9 different types of intelligence. I thought that this was very interesting because this could change the way that teachers teach. This individualizes students and teachers should broaden their ways of teaching to focus their lesson plans on different types of learning.
6. Teaching Tolerance
The lesson that I chose was about teaching religious tolerance while staying within constitutional grounds. We should integrate world religions into the curriculum while maintaining neutrality, keeping it to academics, and focusing on respectful neutrality. I could incorporate this into a lesson plan by incorporating the study of the origins of religions into the curriculum.
7. Multicultural Education
The first question that I found most interesting was: What percentage of US schools had no teachers of color on staff. The answer was 40%. That is just crazy to me, but then again, I visited an elementary school in Carlsbad last week and they only had one teacher of color on staff!
The second question that I found most interesting was: “How likely are immigrant men in the US, ages 18-39, to be in jail or prison compared with their US born counterparts?“ The answer to this question was five times as likely. Five times! I can’t imagine that this is true. I feel as though this has to be a result of racial profiling.
8. Netiquette
After taking the Netiquette Quiz I found that I know more about Netiquette than I thought. My score was 100%! Teaching students Netiquette is important because as the use of technology becomes more widespread and at such a rapid pace, it is important that students understand manners while using the technologies. Students must learn appropriate and inappropriate means of technological communication. :)
In the National Archives Website, I chose to look at a museum website that featured photographs of artifacts left behind by some of the greatest people and events of the last century. The website also featured educational activities, exhibit information, and news releases.
The value of primary sources in your classroom can help history come alive for students. Primary sources can be used as a way to get students involved in the learning process. Using artifacts, documents, and photographs can enhance the curriculum and get students more interested in activities.
2. National Education Association
To become a culturally competent educator, I would focus on networking and soliciting involvement with parents, families, minority communities, and faith-based organizations to design and implement initiatives for ethnically diverse groups. I also felt drawn to the area that focuses on building a network of "helpers" and "experts" who have knowledge of ethnically diverse issues at our school. I also liked the idea of networking with other schools that are developing and implementing culturally competent systems. I think that these areas reflect my teaching style because I really like using the resources that are readily available to me. Networking is a great way to become involved and let others become involved while also gaining valuable information and resources from others.
3. Kids Click!
Kids Click is a website that provides links to websites that are categorized by subject and reading level. This websites is both free and convenient. The category that I clicked on was encyclopedias. I found a website called "factmonster" that provides encyclopedia resources for grade levels 3 through 6.
4. Kathy Schrock's Guide for Educators
In Kathy Schrocks's website I explored her lesson plans library. I can see myself using these lesson plans in the future. This looks like a great resource for teachers. I explored the whole website and I liked her clipart and the puzzles too! Very fun.
5. Theory of Multiple Intelligences
I learned that there are 9 different types of intelligence. I thought that this was very interesting because this could change the way that teachers teach. This individualizes students and teachers should broaden their ways of teaching to focus their lesson plans on different types of learning.
6. Teaching Tolerance
The lesson that I chose was about teaching religious tolerance while staying within constitutional grounds. We should integrate world religions into the curriculum while maintaining neutrality, keeping it to academics, and focusing on respectful neutrality. I could incorporate this into a lesson plan by incorporating the study of the origins of religions into the curriculum.
7. Multicultural Education
The first question that I found most interesting was: What percentage of US schools had no teachers of color on staff. The answer was 40%. That is just crazy to me, but then again, I visited an elementary school in Carlsbad last week and they only had one teacher of color on staff!
The second question that I found most interesting was: “How likely are immigrant men in the US, ages 18-39, to be in jail or prison compared with their US born counterparts?“ The answer to this question was five times as likely. Five times! I can’t imagine that this is true. I feel as though this has to be a result of racial profiling.
8. Netiquette
After taking the Netiquette Quiz I found that I know more about Netiquette than I thought. My score was 100%! Teaching students Netiquette is important because as the use of technology becomes more widespread and at such a rapid pace, it is important that students understand manners while using the technologies. Students must learn appropriate and inappropriate means of technological communication. :)
Monday, February 16, 2009
Wednesday, February 11, 2009
Journal 2: Museums in the Classroom (NETS-T 5)
Reissman, Rose (2009). Museums in the Classroom. Learning and Leading in Technology, 38, Retrieved February 6, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
This article was about resources that can be used in the classroom to visit cybermuseums. Cybermuseums are virtual museums that can be visited by students through websites. The article provides links to museum search engines, museum glossaries, cybermuseum tours, and resources for educators.
The museum resources included a comprehensive search engine that provides links to hundreds of museum websites. The museum glossary is a website that provides a list of museum vocabulary terms. Cybermuseum tours help students design their own museum tours and get ideas for exhibits in the classroom. The resources for educators is a website that contains guides and planners as a tool for student centered learning.
These resources seem like a great way to integrate technology into the classroom. Teachers can challenge students to use these resources creatively to supplement their studies. Cybermuseums can also be a great way to supplement the curricula without having to pack up the whole classroom and take a field trip. Cybermuseums also have the added bonus of being free and available at any time. These resources are also great because many students don’t have the available time or money to access real museums for the purpose of research and other academics. The cybermuseum makes information more readily available for a greater amount of students. These resources can be utilized to bring unique and imaginative activities to any classroom.
Question 1: Do you think that you will be able to implement virtual museums into your curriculum?
I most definitely think that I will be able to implement virtual museums into my curriculum. I think that this will be a great way to incorporate core curriculum with different aspects of technology. I would much rather take a field trip to a museum, but doing a virtual tour would be a great way to get the students prepared for what to expect, especially for those students who have never been to a museum. I think that these resources will definitely be helpful for me as an educator.
Question 2: Do you see any negative aspects of using cybermuseums?
Yes, I could see cybermuseums being such a great, easy to use resource that students might utilize it so much that they would begin to underutilize actual museums. If virtual museums provide the same services and resources in a cheaper and more convenient way, students might not feel the need to actually visit a real museum. This is not good because actual museums provide more information that is also probably from a way different perspective.
This article was about resources that can be used in the classroom to visit cybermuseums. Cybermuseums are virtual museums that can be visited by students through websites. The article provides links to museum search engines, museum glossaries, cybermuseum tours, and resources for educators.
The museum resources included a comprehensive search engine that provides links to hundreds of museum websites. The museum glossary is a website that provides a list of museum vocabulary terms. Cybermuseum tours help students design their own museum tours and get ideas for exhibits in the classroom. The resources for educators is a website that contains guides and planners as a tool for student centered learning.
These resources seem like a great way to integrate technology into the classroom. Teachers can challenge students to use these resources creatively to supplement their studies. Cybermuseums can also be a great way to supplement the curricula without having to pack up the whole classroom and take a field trip. Cybermuseums also have the added bonus of being free and available at any time. These resources are also great because many students don’t have the available time or money to access real museums for the purpose of research and other academics. The cybermuseum makes information more readily available for a greater amount of students. These resources can be utilized to bring unique and imaginative activities to any classroom.
Question 1: Do you think that you will be able to implement virtual museums into your curriculum?
I most definitely think that I will be able to implement virtual museums into my curriculum. I think that this will be a great way to incorporate core curriculum with different aspects of technology. I would much rather take a field trip to a museum, but doing a virtual tour would be a great way to get the students prepared for what to expect, especially for those students who have never been to a museum. I think that these resources will definitely be helpful for me as an educator.
Question 2: Do you see any negative aspects of using cybermuseums?
Yes, I could see cybermuseums being such a great, easy to use resource that students might utilize it so much that they would begin to underutilize actual museums. If virtual museums provide the same services and resources in a cheaper and more convenient way, students might not feel the need to actually visit a real museum. This is not good because actual museums provide more information that is also probably from a way different perspective.
Wednesday, February 4, 2009
Journal 1: Passport to Digital Citizenship (NETS-T 5)
Ribble, Mike (2008). Passport to Digital Citizenship. Learning and Leading with Technology, Retrieved Feb, 02, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_November.htm
In the article, Passport to Digital Citizenship, Mike Ribble addresses his concerns regarding digital citizenship. He covers nine themes that he believes are important in encouraging students to become full citizens of the digital frontier. These nine themes focus on what is appropriate and responsible behavior when using technology. He believes that his nine elements of digital citizenship can be a key tool for educators who need help expressing the importance of using responsible behavior in regard to technology.
Ribble also proposes a cycle of integration that can aide teachers/parents in discussing technological issues with students/children. The four stages of this cycle include: awareness, guided practice, modeling and demonstration, and feedback and analysis. In this cycle there is also an emphasis on parent and community involvement in which we all should strive to have a universal understanding of the issues regarding technological issues occurring at school and in our homes.
The appropriate use of technology in school and at home is an important issue that should definitely be addressed by educators. Because technology has become such an integral part of our daily lives, it seems fitting that the proper use of such technology should be taught in our school systems. As an aspiring teacher, I feel that students need to know how to use technology in a responsible, safe, and appropriate manner. Since technology is forever changing, it is also important for students to be introduced to new technology with a positive attitude so that this outlook can be used to promote lifelong learning.
Question 1: What are some ways that you could use guided practice to teach digital citizenship?
Answer 1: Guided practice can help students realize that certain uses of technology are inappropriate. I think that a great way to get students to realize some of these inappropriate uses would be to role –play. Students can act out both the inappropriate and appropriate uses of technological devices such as iPods, cell phones, computers, etc. Another great way to guide students in the use of technology would be to have them reflect on their personal use of technology. I think that teachers should also guide appropriate use of technology by being a good role model as well. The best way to teach is to lead by example!
Question 2: How would you attempt to involve parents and the community in digital citizenship?
Answer 2: I would definitely begin with awareness. The lack of involvement by parents and the community is more than likely a result of their lack of awareness on the topic. I would encourage parents to become involved by sending a letter home explaining the importance of the appropriate use of technology. Maybe setting up a blog to explain both appropriate and not appropriate uses and ask for feedback from parents on how technology is used in their daily lives.
Wednesday, January 28, 2009
Intro Letter: Elizabeth (NETS-T 1)
My name is Elizabeth Nisley and I live in good ole Fallbrook – avocado capital of the world. My Dad is a retired Marine, and our family has moved around a lot. So it’s hard for me to say where I’m really from. Let’s see… I was born in Long Beach, moved to Arizona, Hawaii, Florida, Michigan, and then back to California. I guess I would say that I’m from Fallbrook since I’ve spent the majority of my life here. I attended Kindergarten through third grade in Hawaii, fourth grade in Michigan, and fifth grade through high school in Fallbrook, CA. After high school I went straight to San Diego State University where I signed up for the 8 year plan. I finally received my BA in Economics from SDSU, and plan on getting my credentials at CSUSM.
Technology… It’s a love/hate relationship. Sometimes I love it, and sometimes I hate it. I’m a PC kind of woman, but I really liked using the Macs in class and am thinking that I could at some point cross over to the dark side. I am experienced in the basics such as Microsoft Word, PowerPoint, and Excel. I’ve made a couple of websites using Dream weaver, and have experimented with database applications. I have access to Microsoft 2007 and 2003. I’d say I am pretty tech savvy. Technology is part of my daily life. My cell phone never leaves my side, my i pod is always floating around somewhere, and I use my computer on a daily basis. I don’t think I could survive without the internet…. I mean…how would I catch up on The Real Housewives of Orange County without it.
The CSUSM/COE did not have a direct impact on my decision to attend CSUSM, but I do agree wholeheartedly with their commitment to diversity, educational equity, and social justice. Our schools are now more diverse than ever. It is important that our teachers be fully committed to providing the best educational opportunities available to all. I believe that CSUSM is dedicated to providing every future teacher with the resources needed to achieve this. And that is why I chose Cal State San Marcos’ credential program. Oh, and it has the added bonus of being only 25 minutes from my house. That’s to say, I don’t miss commuting to San Diego State.
Technology… It’s a love/hate relationship. Sometimes I love it, and sometimes I hate it. I’m a PC kind of woman, but I really liked using the Macs in class and am thinking that I could at some point cross over to the dark side. I am experienced in the basics such as Microsoft Word, PowerPoint, and Excel. I’ve made a couple of websites using Dream weaver, and have experimented with database applications. I have access to Microsoft 2007 and 2003. I’d say I am pretty tech savvy. Technology is part of my daily life. My cell phone never leaves my side, my i pod is always floating around somewhere, and I use my computer on a daily basis. I don’t think I could survive without the internet…. I mean…how would I catch up on The Real Housewives of Orange County without it.
The CSUSM/COE did not have a direct impact on my decision to attend CSUSM, but I do agree wholeheartedly with their commitment to diversity, educational equity, and social justice. Our schools are now more diverse than ever. It is important that our teachers be fully committed to providing the best educational opportunities available to all. I believe that CSUSM is dedicated to providing every future teacher with the resources needed to achieve this. And that is why I chose Cal State San Marcos’ credential program. Oh, and it has the added bonus of being only 25 minutes from my house. That’s to say, I don’t miss commuting to San Diego State.
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