This is a classroom newsletter that was formatted in Microsoft Word.
Newsletter
Wednesday, February 25, 2009
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.
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