Monday, May 11, 2009
Excel Data Spreadsheet (NETS 3)
This is a data graph and spreadsheet I created using Microsoft Excel and based on a tutorial called Media Matters (http://movies.atomiclearning.com/k12/la_mmnts_ex07) on Atomic Learning, which is linked here on my blog in my Interesting Links to Check Out.
GoogleDocs - Copyright Bay (NETS 4)
This is a document that I created collaboratively with two of my peers using GoogleDocs. This document looks at copyright laws as they pertain to education.
Saturday, May 9, 2009
Journal 10 - "Is Blogging Worth the Risk?"
Maxlow, J. & Nielsen, L. (2009, May). Is blogging worth the risk?. Learning & Leading with Technology, 36, Retrieved May 7, 2009, from http://www.learningandleading-digital.com/learning_leading/200905/
This Point/Counterpoint article in ISTE’s L&L covers the important topic of blog-related risks. In today’s technology-driven world, it’s easy to get pulled into all of the innovative techie tools available to us as people and as educators. In our excitement, we sometimes forget to consider the risks that may come with these innovative technologies – especially those tools that are web-based. Blogging is no exception. So are the advantages of becoming a member of the blogosphere worth the risks that online exposure can bring about? Although I thought both authors of this article’s argument brought up great points, I still believe that blogging is an important technology that educators should use to their advantage.
Question 1 – What are some of the risks involved with blogging?
As Lisa Nielsen mentioned in this Point/Counterpoint article, a teacher who blogs is going to be under much more of a microscope than a teacher who doesn’t, and is therefore subject to much more scrutiny. Then there are risks involved in introducing students to the blogosphere. Privacy issues may arise and letting students publish blogs is going to require monitoring on the teacher’s part. All of these risks to mean more work for teachers who are often already suffering from work overload, but there are some serious benefits to be gained from the extra work that these risks present educators with – which leads me to my next question.
Question 2 – How can educators use the risks involved with the technology of blogging to their advantage?
Although it is unfortunate that with great technology can also come great risk, this doesn’t necessarily have to be negative thing for teachers. In fact, educators can actually use the risks involved in blogging to their advantage. How, you ask? Simple, it’s all about modeling responsibility. The inherent risks involved in blogging present teachers with an opportunity to model for their students how to practice digital-age citizenship and responsibility!
This Point/Counterpoint article in ISTE’s L&L covers the important topic of blog-related risks. In today’s technology-driven world, it’s easy to get pulled into all of the innovative techie tools available to us as people and as educators. In our excitement, we sometimes forget to consider the risks that may come with these innovative technologies – especially those tools that are web-based. Blogging is no exception. So are the advantages of becoming a member of the blogosphere worth the risks that online exposure can bring about? Although I thought both authors of this article’s argument brought up great points, I still believe that blogging is an important technology that educators should use to their advantage.
Question 1 – What are some of the risks involved with blogging?
As Lisa Nielsen mentioned in this Point/Counterpoint article, a teacher who blogs is going to be under much more of a microscope than a teacher who doesn’t, and is therefore subject to much more scrutiny. Then there are risks involved in introducing students to the blogosphere. Privacy issues may arise and letting students publish blogs is going to require monitoring on the teacher’s part. All of these risks to mean more work for teachers who are often already suffering from work overload, but there are some serious benefits to be gained from the extra work that these risks present educators with – which leads me to my next question.
Question 2 – How can educators use the risks involved with the technology of blogging to their advantage?
Although it is unfortunate that with great technology can also come great risk, this doesn’t necessarily have to be negative thing for teachers. In fact, educators can actually use the risks involved in blogging to their advantage. How, you ask? Simple, it’s all about modeling responsibility. The inherent risks involved in blogging present teachers with an opportunity to model for their students how to practice digital-age citizenship and responsibility!
Journal 9 - "The Kids Are All Right"
Waters, John K. (March 2009). The Kids Are All Right. T-H-E Journal, Retrieved April 10, 2009, from http://www.thejournal.com/articles/24104
A recent study found that certain technological activities that students are engaging in should not be disregarded as unusable in education. Many of the friendship-driven, interest-driven, social-driven, “messing around” technologies that students use have some serious potential as educational tools. Such technologies can be very valuable educational tools and a great way to engage students and make education more relevant to them. The idea behind using these technologies in education is the concept of self-directed learning (Waters 2009).
“One of the most important things I think educators should take away from this study is that they need to find a way to be open and receptive to the things students are doing online on their own, “ says Heather Horst who was a researcher on the project. Students today are incredibly technologically savvy and are very interested in what the internet and technology have to offer them socially, so why not encourage students to use these technologies educationally as well? It could even create a positive bond between student and teacher. “One of the best things that teachers can do is to have their students teach them how to navigate the technology,” Boyd says. “When teachers are willing to change the power dynamics and learn from their students, trust is built” (Waters 2009).
Question 1 – What are some problems that could arise if “messing around” technologies were integrated into education?
There could be potential for problems when integrating “messing around” technologies into the classroom. Boundaries would have to be put in place and students would need to be monitored in some activities to insure that they stay on task and practice responsible digital-age citizenship. Even considering the need for these boundaries, I believe integrating such technologies into the classroom is a great idea. Anything to help make education relevant to my students and to help them take responsibility for their own education is a good idea in my book.
Question 2 – Why is it important for teachers to allow the power dynamics to change between them and their students?
I am a firm believer in the idea that everyone has something to offer in a learning environment. And I believe that I can learn just as much from my students as they can from me. In order to learn from my students, I have to be willing to break down barriers that may exist between us. In order to do this I must build trust with my students, and that may require a shift in power dynamics.
A recent study found that certain technological activities that students are engaging in should not be disregarded as unusable in education. Many of the friendship-driven, interest-driven, social-driven, “messing around” technologies that students use have some serious potential as educational tools. Such technologies can be very valuable educational tools and a great way to engage students and make education more relevant to them. The idea behind using these technologies in education is the concept of self-directed learning (Waters 2009).
“One of the most important things I think educators should take away from this study is that they need to find a way to be open and receptive to the things students are doing online on their own, “ says Heather Horst who was a researcher on the project. Students today are incredibly technologically savvy and are very interested in what the internet and technology have to offer them socially, so why not encourage students to use these technologies educationally as well? It could even create a positive bond between student and teacher. “One of the best things that teachers can do is to have their students teach them how to navigate the technology,” Boyd says. “When teachers are willing to change the power dynamics and learn from their students, trust is built” (Waters 2009).
Question 1 – What are some problems that could arise if “messing around” technologies were integrated into education?
There could be potential for problems when integrating “messing around” technologies into the classroom. Boundaries would have to be put in place and students would need to be monitored in some activities to insure that they stay on task and practice responsible digital-age citizenship. Even considering the need for these boundaries, I believe integrating such technologies into the classroom is a great idea. Anything to help make education relevant to my students and to help them take responsibility for their own education is a good idea in my book.
Question 2 – Why is it important for teachers to allow the power dynamics to change between them and their students?
I am a firm believer in the idea that everyone has something to offer in a learning environment. And I believe that I can learn just as much from my students as they can from me. In order to learn from my students, I have to be willing to break down barriers that may exist between us. In order to do this I must build trust with my students, and that may require a shift in power dynamics.
Journal 8 - Podcasting
Podcasting is a great technology that all educators should get on board with. A podcast is sort of like a web-based broadcast that can be accessed online or downloaded to be viewed or listened to on an iPod or MP3 player. This technology is a great resource for teachers. A teacher could record an audio file of a lecture for his or her students and podcast. As this technology has grown, more and more podcasts have been created. Students can download study guides, take virtual history tours, and listen to book reviews. Not only can teachers use this technology to provide materials for their students, but students can create podcasts for class assignments.
Podcasting is a very easy technology to use. First, create an audio or video recording of a lecture, book review, or whatever it is you want to podcast. Then use a program such as LoudBlog (http://www.loudblog.de) to upload the podcast to the internet. LoudBlog takes care of coding and uploading for you. Then have students subscribe to the podcast through an aggregator, or program, like iTunes. Using an aggregator like this allows students to download the podcast to their computer and their iPod automatically and allows them to access the podcast at any time, rather than having to “tune in” to a broadcast a set time. This automatic update system is a great way to insure that students are actually receiving the material. This is a great technology and one that I will definitely be looking into using in my classroom.
Podcasting is a very easy technology to use. First, create an audio or video recording of a lecture, book review, or whatever it is you want to podcast. Then use a program such as LoudBlog (http://www.loudblog.de) to upload the podcast to the internet. LoudBlog takes care of coding and uploading for you. Then have students subscribe to the podcast through an aggregator, or program, like iTunes. Using an aggregator like this allows students to download the podcast to their computer and their iPod automatically and allows them to access the podcast at any time, rather than having to “tune in” to a broadcast a set time. This automatic update system is a great way to insure that students are actually receiving the material. This is a great technology and one that I will definitely be looking into using in my classroom.
Journal 7 - "Mining for Gold"
Bigenho, C. (March 2009). Mining for Gold. Leading & Learning with Technology, Retrieved April 8, 2009, from http://www.learningandleading-digital.com/learning_leading/200904/
What is this RSS button icon that keeps showing up on sites all over the internet? Is it important for educators? Yes it is. RSS stands for rich site summary, or real simple syndication. RSS feeds are a great way to keep all of our online subscription information organized. “A program known as an aggregator collects new information posted on the internet. Users can then visit a single page to view all the new information in their aggregators” (Bigenho 2009).
There are two different kinds of aggregators: internet-hosted and client-based. Internet-hosted aggregators are convenient because they allow you to access RSS feeds from any computer with internet access, so you can view your feeds from virtually anywhere. Client-based aggregators are part of a computer’s operating system, and are therefore only accessible from that computer system. So how can educators use RSS feeds? Teachers can use RSS feeds to subscribe to student blogs, subscribe to social bookmarks, and feed content to HTML pages, just to name a few classroom uses. RSS feeds are new (and to some a bit scary) but this is a great tool for educators, and we should all be excited to learn to use this resource to our advantage in the classroom.
Question #1 – How can I use this new technology to my advantage as a future teacher?
I love the idea of subscribing to student blogs and having my computer alert me when there is new content to be viewed is an incredible concept. Teachers have so many responsibilities, writing lesson plans, grading homework assignments, keeping in contact with parents, fellow teachers, and administrators, and so much more. Knowing that there is a technology out there that can help save teachers even a little bit of time in their busy schedules is a great relief.
Question #2 – How can this technology help my students?
Many students have trouble keeping school things organized. With more and more educational tools coming up online, things are becoming even more difficult to keep organized. RSS aggregators can help with this. The ability to visit only one page to see all information gathered online rather than having to remember each individual site that a student visited. RSS aggregators are an incredible organizational tool that can help students become much more effective in school.
What is this RSS button icon that keeps showing up on sites all over the internet? Is it important for educators? Yes it is. RSS stands for rich site summary, or real simple syndication. RSS feeds are a great way to keep all of our online subscription information organized. “A program known as an aggregator collects new information posted on the internet. Users can then visit a single page to view all the new information in their aggregators” (Bigenho 2009).
There are two different kinds of aggregators: internet-hosted and client-based. Internet-hosted aggregators are convenient because they allow you to access RSS feeds from any computer with internet access, so you can view your feeds from virtually anywhere. Client-based aggregators are part of a computer’s operating system, and are therefore only accessible from that computer system. So how can educators use RSS feeds? Teachers can use RSS feeds to subscribe to student blogs, subscribe to social bookmarks, and feed content to HTML pages, just to name a few classroom uses. RSS feeds are new (and to some a bit scary) but this is a great tool for educators, and we should all be excited to learn to use this resource to our advantage in the classroom.
Question #1 – How can I use this new technology to my advantage as a future teacher?
I love the idea of subscribing to student blogs and having my computer alert me when there is new content to be viewed is an incredible concept. Teachers have so many responsibilities, writing lesson plans, grading homework assignments, keeping in contact with parents, fellow teachers, and administrators, and so much more. Knowing that there is a technology out there that can help save teachers even a little bit of time in their busy schedules is a great relief.
Question #2 – How can this technology help my students?
Many students have trouble keeping school things organized. With more and more educational tools coming up online, things are becoming even more difficult to keep organized. RSS aggregators can help with this. The ability to visit only one page to see all information gathered online rather than having to remember each individual site that a student visited. RSS aggregators are an incredible organizational tool that can help students become much more effective in school.
Journal 6 - "Grow Your Personal Learning Network"
Warlick, D. (March 2009). Grow Your Personal Learning Network. Leading & Learning with Technology, Retrieved April 8, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/MarchAprilNo6/36612w.pdf
Personal learning networks, or PLNs, are not a new concept. However, the use of technology to grow our personal learning networks is constantly changing as the technology we use changes. Using technology to grow your personal network can be very successful, but with all of the information out there things can quickly get out of control. Although technology is the source of this problem, it can also be the solution. New technologies can help us collect, store, and organize all of that information as well.
There are three different types of PLNs: personally maintained synchronous connections, personally and socially maintained semi-synchronous connections, and dynamically maintained asynchronous connections. The first of these types is the traditional network of people and places you’ve always had, but can be enhanced with technologies like chat, instant and text messaging, teleconferencing (such as Skype), Twitter, and virtual worlds (such as Second Life). “Semi-synchronous refers to the idea that collaboration doesn’t have to happen in real time” and can involve such technological tools as mailing lists, wikis, GoogleDocs, Twitter, group discussion boards and comment walls on Facebook, and commenting on blogs (Warlick 2009). Dynamically maintained asynchronous connections differ slightly from the other two types in that they connect us with content sources rather than with other people. These connections use tools like RSS aggregators and social bookmarking sites (like del.icio.us).
Question #1 – How can technological PLNs support learning in and out of the classroom?
Technological personal learning networks are great for learning in and out of the classroom because technology is everywhere. These PLNs give students and educators a great opportunity to branch out and really expand their personal learning networks. These tools are also a great way for students and teachers to connect with each other in and out of the classroom for a richer learning experience.
Question #2 – How can semi-synchronous connections encourage collaborative learning?
The ability to collaborate without having to meet face to face or in real time opens the door for so many collaborative learning opportunities. For example, students from and English class could collaborate with students from a History class using GoogleDocs without having to worry about being in the same classroom at the same time. Technological PLNs are a great resource for collaborative learning.
Personal learning networks, or PLNs, are not a new concept. However, the use of technology to grow our personal learning networks is constantly changing as the technology we use changes. Using technology to grow your personal network can be very successful, but with all of the information out there things can quickly get out of control. Although technology is the source of this problem, it can also be the solution. New technologies can help us collect, store, and organize all of that information as well.
There are three different types of PLNs: personally maintained synchronous connections, personally and socially maintained semi-synchronous connections, and dynamically maintained asynchronous connections. The first of these types is the traditional network of people and places you’ve always had, but can be enhanced with technologies like chat, instant and text messaging, teleconferencing (such as Skype), Twitter, and virtual worlds (such as Second Life). “Semi-synchronous refers to the idea that collaboration doesn’t have to happen in real time” and can involve such technological tools as mailing lists, wikis, GoogleDocs, Twitter, group discussion boards and comment walls on Facebook, and commenting on blogs (Warlick 2009). Dynamically maintained asynchronous connections differ slightly from the other two types in that they connect us with content sources rather than with other people. These connections use tools like RSS aggregators and social bookmarking sites (like del.icio.us).
Question #1 – How can technological PLNs support learning in and out of the classroom?
Technological personal learning networks are great for learning in and out of the classroom because technology is everywhere. These PLNs give students and educators a great opportunity to branch out and really expand their personal learning networks. These tools are also a great way for students and teachers to connect with each other in and out of the classroom for a richer learning experience.
Question #2 – How can semi-synchronous connections encourage collaborative learning?
The ability to collaborate without having to meet face to face or in real time opens the door for so many collaborative learning opportunities. For example, students from and English class could collaborate with students from a History class using GoogleDocs without having to worry about being in the same classroom at the same time. Technological PLNs are a great resource for collaborative learning.
Friday, May 8, 2009
Collaborative Webtools Wiki Page (NETS 3)
This is a wiki page that I created on wetpaint.com about a web tool called Museum Box. This wiki page is part of a whole collaborative web tools wiki that each student from two EdTech classes contributed to. This page is also linked to left under Interesting Links to Check Out. The link is titled My Webtools Wiki Page.
Wednesday, May 6, 2009
iMovie - Putting It In Perspective (NETS 1,3,4,5)
This is a movie I created and edited using Apple's iMovie software. This two minute video outlines how to draw using perspective.
Wednesday, April 29, 2009
iMovie - CSUSM Promo (NETS 1, 3, 4, 5)
This is a one minute video I created using Apple's iMovie software to promote my university.
Tuesday, March 24, 2009
Inspiration (NETS 5)
This is a cluster map I created using a program called Inspiration. This map organizes and describes the NETS for teachers that are outlined by ISTE.
Friday, March 13, 2009
PowerPoint - NETS-S Grades 9-12 (NETS 3, 5)
ISTE NETS-S Grades 9-12
View more presentations from colli078.
This is a slide presentation that I created using Microsoft PowerPoint. It outlines some grade level specific assignment ideas that meet the NETS for students.
Wednesday, March 11, 2009
Journal 5 - "Collaboration in a Web 2.0 Environment"
Bull, G. (2006, April). Collaboration in a web 2.0 environment. Learning & Leading with Technology, 33, Retrieved March 1, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_33_2006_2005_/April_No_7_/April_2006.htm
This article introduces the many ways that students and teachers can collaborate and interact through the use of the many web tools that are available to us today in a “web 2.0” environment. Blogging is a great starting point for collaborative technologies to use in education, but blogs are really only the tip of the iceberg. Social bookmarking sites, collaborative online tools such as GoogleDocs and TaDa collaborative lists, and RSS feeds have opened up a whole new world of opportunities in collaborative education. Not only are these collaborative tools great for their ability to allow multiple people to collaboratively contribute to one assignment, but they also break down the barriers of time and location constraints. Because these collaborative tools are available online, students and teachers are not limited to using these tools just in the classroom. Collaborative assignments can be accessed anytime, anywhere, from any computer with internet access!
Question 1 – What could be some disadvantages to using the collaborative tools available in this “web 2.0” environment?
As with anything that is web-based, online collaborative tools do carry with them some risks. Such risks mean more responsibility for teachers, as these risks would require teachers to monitor students’ online work. Depending on school resources, another disadvantage could be the requirement of a computer with internet access. However, technological integration has reached many schools at this point, and most local libraries have internet access as well, so this is a disadvantage that can be overcome.
Question 2 – Considering these disadvantages, is it too risky for teachers to explore these collaborative web tools and use them in their classrooms and curriculums?
Absolutely not. Working online does require some extra care, but this gives teachers an opportunity to teach their students to be digitally responsible. The opportunities that collaborative online educational tools provide the teaching profession with are vast and incredible, and it would be a shame if educators did not take advantage of these opportunities.
This article introduces the many ways that students and teachers can collaborate and interact through the use of the many web tools that are available to us today in a “web 2.0” environment. Blogging is a great starting point for collaborative technologies to use in education, but blogs are really only the tip of the iceberg. Social bookmarking sites, collaborative online tools such as GoogleDocs and TaDa collaborative lists, and RSS feeds have opened up a whole new world of opportunities in collaborative education. Not only are these collaborative tools great for their ability to allow multiple people to collaboratively contribute to one assignment, but they also break down the barriers of time and location constraints. Because these collaborative tools are available online, students and teachers are not limited to using these tools just in the classroom. Collaborative assignments can be accessed anytime, anywhere, from any computer with internet access!
Question 1 – What could be some disadvantages to using the collaborative tools available in this “web 2.0” environment?
As with anything that is web-based, online collaborative tools do carry with them some risks. Such risks mean more responsibility for teachers, as these risks would require teachers to monitor students’ online work. Depending on school resources, another disadvantage could be the requirement of a computer with internet access. However, technological integration has reached many schools at this point, and most local libraries have internet access as well, so this is a disadvantage that can be overcome.
Question 2 – Considering these disadvantages, is it too risky for teachers to explore these collaborative web tools and use them in their classrooms and curriculums?
Absolutely not. Working online does require some extra care, but this gives teachers an opportunity to teach their students to be digitally responsible. The opportunities that collaborative online educational tools provide the teaching profession with are vast and incredible, and it would be a shame if educators did not take advantage of these opportunities.
Journal 3 - "Keep Them Chatting"
Cole, J (2008).Keep them chatting. Leading & Learning with Technology. 36, 32-33.
Many teachers can find it difficult to hold stimulating classroom discussions and to keep students’ attention in online discussions. So what is a teacher to do? According to Jeanie Cole, teachers don’t have to write off class discussions just yet. In her article “Keep Them Chatting,” Cole offers suggestions for creating stimulating and successful online discussions. Her first suggestion is “to plan the objectives and outcomes for the discussion” (Cole 2008). Cole then suggests that teachers use questions in these discussions that encourage students to work together to learn the material. Some types of questions that can help achieve such results include, but are not limited to, the following: high-level, open-ended questions, the inquiry method, the discrepant event inquiry method, and personal examples. Guided chatting can be the answer to all of our classroom discussion problems.
Question 1 – What makes “chatting” a good community building tool to use in the classroom?
Chatting is a great tool for any teacher to use. It can be customized to work with any subject at any grade level. It encourages students to collaborate with each other on classroom projects. Chatting is also a great classroom tool because it creates a way for students to research and discover the material for themselves. I believe strongly in helping students take responsibility for their own education in order to make learning more personally relevant and successful.
Question 2 – How can teachers use “chatting” assignments to introduce students to other technologies?
Another great thing about chatting is it gives teachers a great opportunity to introduce students to other great technologies available today. Chatting can open the door for students to use such great (free) collaborative online tools as GoogleDocs and wikis. These tools can open the door for even more in depth student collaboration. Chatting is just another way to help our students become technologically savvy in a very technological world.
Many teachers can find it difficult to hold stimulating classroom discussions and to keep students’ attention in online discussions. So what is a teacher to do? According to Jeanie Cole, teachers don’t have to write off class discussions just yet. In her article “Keep Them Chatting,” Cole offers suggestions for creating stimulating and successful online discussions. Her first suggestion is “to plan the objectives and outcomes for the discussion” (Cole 2008). Cole then suggests that teachers use questions in these discussions that encourage students to work together to learn the material. Some types of questions that can help achieve such results include, but are not limited to, the following: high-level, open-ended questions, the inquiry method, the discrepant event inquiry method, and personal examples. Guided chatting can be the answer to all of our classroom discussion problems.
Question 1 – What makes “chatting” a good community building tool to use in the classroom?
Chatting is a great tool for any teacher to use. It can be customized to work with any subject at any grade level. It encourages students to collaborate with each other on classroom projects. Chatting is also a great classroom tool because it creates a way for students to research and discover the material for themselves. I believe strongly in helping students take responsibility for their own education in order to make learning more personally relevant and successful.
Question 2 – How can teachers use “chatting” assignments to introduce students to other technologies?
Another great thing about chatting is it gives teachers a great opportunity to introduce students to other great technologies available today. Chatting can open the door for students to use such great (free) collaborative online tools as GoogleDocs and wikis. These tools can open the door for even more in depth student collaboration. Chatting is just another way to help our students become technologically savvy in a very technological world.
Journal 2 - "Museums in the Classroom"
Reissman, R (2008).Museums in the classroom. Leading & Learning with Technology. 36, 36-37.
Field trips. They can be pricey, time consuming, and stressful at times. What if it were possible to take students on field trips without the cost, the travel time, or the headache? With today’s technology you can!! In her article titled “Museums in the Classroom,” Rose Reissman shares an incredible resource available to teachers and students in today’s technological classroom. Reissman has listed some online museum resources that teachers and students can access free of charge. This could be a great alternative to the traditional museum visit.
Question 1 – Should we completely replace physical field trips with technologies like “Museums in the Classroom”?
Although technologies like these are an excellent resource available to teachers and students today, I don’t believe that we should completely do away with traditional field trips. Many museums have interactive exhibits for students now. This is something students would not be able to experience in an online museum visit. Also, there are some things that you simply can’t substitute for the real thing. For example, seeing a picture of a Rembrandt in an online art gallery is not the same as seeing the actual brushstrokes of the artist firsthand. Certain things just can’t be substituted with cyberspace.
Question 2 – How can I implement these technological in my future high school English classroom?
The Folger Shakespeare Library in Washington D.C. has a great website (http://www.folger.edu/index.cfm) with all kinds of resources for any teacher interested in teaching Shakespeare. One especially awesome feature of this website is the Shakespeare Collection Highlights section (http://www.folger.edu/collslideshow.cfm?collectionid=84&pos=25&#slideshow). This allows visitors to the site to view some of the pieces of the Shakespearean collection that the Folger Shakespeare Library has. This collection includes all kinds of Shakespearean artwork and artifacts. One available image on this website is what appears to be a playbill for Titus Andronicus from 1594. This could be a great addition to any Shakespeare unit, and it can be accessed without having to fly your whole class to the nation’s capital!
Field trips. They can be pricey, time consuming, and stressful at times. What if it were possible to take students on field trips without the cost, the travel time, or the headache? With today’s technology you can!! In her article titled “Museums in the Classroom,” Rose Reissman shares an incredible resource available to teachers and students in today’s technological classroom. Reissman has listed some online museum resources that teachers and students can access free of charge. This could be a great alternative to the traditional museum visit.
Question 1 – Should we completely replace physical field trips with technologies like “Museums in the Classroom”?
Although technologies like these are an excellent resource available to teachers and students today, I don’t believe that we should completely do away with traditional field trips. Many museums have interactive exhibits for students now. This is something students would not be able to experience in an online museum visit. Also, there are some things that you simply can’t substitute for the real thing. For example, seeing a picture of a Rembrandt in an online art gallery is not the same as seeing the actual brushstrokes of the artist firsthand. Certain things just can’t be substituted with cyberspace.
Question 2 – How can I implement these technological in my future high school English classroom?
The Folger Shakespeare Library in Washington D.C. has a great website (http://www.folger.edu/index.cfm) with all kinds of resources for any teacher interested in teaching Shakespeare. One especially awesome feature of this website is the Shakespeare Collection Highlights section (http://www.folger.edu/collslideshow.cfm?collectionid=84&pos=25&#slideshow). This allows visitors to the site to view some of the pieces of the Shakespearean collection that the Folger Shakespeare Library has. This collection includes all kinds of Shakespearean artwork and artifacts. One available image on this website is what appears to be a playbill for Titus Andronicus from 1594. This could be a great addition to any Shakespeare unit, and it can be accessed without having to fly your whole class to the nation’s capital!
Journal 1 - "Passport to Digital Citizenship"
Ribble, M (2008). Passport to digital citizenship. Leading & Learning with Technology. 36, 14-17.
In this article, Ribble discusses the need for teaching students today about the importance of what has come to be known as “digital citizenship”. So what exactly is digital citizenship anyway? According to Ribble, “digital citizenship describes the norms of appropriate, responsible behavior with regard to technology.” Our students are inundated with all kinds of technology every day. All of this technology can be an advantage to teachers if we choose to use it to our advantage. Part of that process includes educating ourselves, our communities, and our students on the proper use of the technologies available to us today. Ribble outlines how to educate everyone in digital citizenship through the use of awareness, guided practice, modeling and demonstration, and feedback and analysis.
Question 1 – Why is it important to involve the community in digital citizenship?
Students are not in the classroom twenty four hours a day. If the community at large is not included in digital citizenship awareness and education, students will not have the support they need outside of the classroom. Without the help of the community, there will be a disconnect between students’ use of technology in the classroom and their use of technology outside of school. In order to insure that our students acquire a complete understanding of the importance of digital citizenship it is absolutely crucial for us, as educators, to involve the entire community in the education process.
Question 2 – How can teachers best show students how to use technology responsibly?
I believe the best way for teachers to show students what responsible technology use looks like is by actually practicing responsible use in the classroom. If we are not following the guidelines of digital citizenship ourselves, how can we ask our students to use technology responsibly? If students see teachers using technology responsibly, not only will they see that responsible use is important, they will also see that it’s doable.
In this article, Ribble discusses the need for teaching students today about the importance of what has come to be known as “digital citizenship”. So what exactly is digital citizenship anyway? According to Ribble, “digital citizenship describes the norms of appropriate, responsible behavior with regard to technology.” Our students are inundated with all kinds of technology every day. All of this technology can be an advantage to teachers if we choose to use it to our advantage. Part of that process includes educating ourselves, our communities, and our students on the proper use of the technologies available to us today. Ribble outlines how to educate everyone in digital citizenship through the use of awareness, guided practice, modeling and demonstration, and feedback and analysis.
Question 1 – Why is it important to involve the community in digital citizenship?
Students are not in the classroom twenty four hours a day. If the community at large is not included in digital citizenship awareness and education, students will not have the support they need outside of the classroom. Without the help of the community, there will be a disconnect between students’ use of technology in the classroom and their use of technology outside of school. In order to insure that our students acquire a complete understanding of the importance of digital citizenship it is absolutely crucial for us, as educators, to involve the entire community in the education process.
Question 2 – How can teachers best show students how to use technology responsibly?
I believe the best way for teachers to show students what responsible technology use looks like is by actually practicing responsible use in the classroom. If we are not following the guidelines of digital citizenship ourselves, how can we ask our students to use technology responsibly? If students see teachers using technology responsibly, not only will they see that responsible use is important, they will also see that it’s doable.
Wednesday, February 25, 2009
Classroom Newsletter (NETS 1)
NewsletterCC
This is a classroom newsletter that I designed using Microsoft Word.
Publish at Scribd or explore others:
This is a classroom newsletter that I designed using Microsoft Word.
Social Bookmarking (NETS 3)
National Archives
On the National Archives website I chose to explore the exhibit titled “Powers of Persuasion: Poster Art from World War II”. This exhibit archives a variety of promotional posters that were a major part of life in the U.S. during WWII. This exhibit is incredibly informative and provides students and teachers with an opportunity to view actual artifacts from a pivotal time in our country’s history. It is so important to use primary sources in a classroom. Using primary sources helps to insure that the information you are providing your students with is relevant and, most importantly, accurate.
National Education Association
I chose the following three areas from the NEA’s “Becoming a Culturally Competent Educator”:
- Engage school staff in discussions and activities that offer an opportunity to explore attitudes, beliefs, and values related to cultural diversity and cultural competence.
- Network with other schools that are developing and implementing culturally competent systems. Adapt the processes and information that are consistent with your school's needs and interests.
- Network with parent, family, minority community, and faith-based organizations concerned with the needs of diverse students. Solicit their involvement and input in the design and implementation of initiatives for culturally, linguistically, racially, and ethnically diverse groups.
I believe whole-heartedly in the idea of teaching for the individual. I chose these three areas because I believe that teaching to each of my students’ individual needs requires the collaboration of teachers, families, schools, and the community. Through such a collaboration, teachers can gain a well-rounded understanding of all of their students and adapt their teaching styles accordingly.
KidsClick!
Through KidsClick.org I found a great site called Poets.org. This site is an excellent resource for any high school English teacher. It provides biographical information on a vast array of poets as well as many links providing information regarding the poets. This site is also a great resource for high school students as it is listed at a reading level of grades 9-12.
Kathy Schrock’s Guide for Educators
I explored the Literature & Language Arts section of Kathy Schrock’s Guide for Educators listed under the Subject Access section. This is a great site that contains a long list of links related to the Literature and Language Arts subjects. These links are a valuable resource for any English teacher. Some links provide lesson plans and classroom activities and others allow teachers to access literary archives. I can definitely see myself using any one of these great resources in my future classroom.
Instructional Module on Multiple Intelligences
While exploring Multiple Intelligences, I read a section exploring the relationship between Differentiated Instruction and Multiple Intelligences. I found this section incredibly informative and interesting. I believe in individualized instruction, and this segment of the Multiple Intelligences website offered a more in depth look at applying differentiated instruction in the classroom. This is a model that I can see myself applying in my future classroom to help me provide my students with the individualized instruction they need.
Teaching Tolerance
Under the Classroom Activities link on the Teaching Tolerance website I found a classroom “game” called Origins. This activity has students explore the origins of words to better understand their history and meaning. This activity is a great way for students to gain a deeper understanding of words and phrases as well as understand some of the more derogatory and prejudiced meanings of many of the common words and phrases used today. I would love to apply this game to vocabulary lessons in my future classroom. I think it would be a great way for my students to truly understand the words they are studying while also learning how to live a more tolerant lifestyle.
Multicultural Education & Equity Awareness Quiz
I found questions 11 and 13 of the quiz to be the most interesting:
11.) Based on a 2007 report from the Economic Policy Institute, the annual earnings of the average full-time U.S. worker is roughly equal to: the daily earnings of the average CEO in the U.S.
13.) According to the U.S. Census Bureau, how many U.S. citizens are millionaires?
Roughly 2,600,000
I was aware that there is a large socio-economic gap in America, but I was not aware how vast that gap was. As the daughter of average working class parents, I was especially shocked to see the comparison between the annual and daily incomes of average full-time workers and CEOs.
Netiquette Guidelines
Score: 100%
It is absolutely crucial to teach students about Netiquette. So much of our students’ worlds take place online now that it is important that they learn the rules of online behavior. Many students are unaware that there are rules for online behavior because they tend to forget the human element (Rule #1 of Netiquette: Remember the human.) If we can teach our students proper Netiquette, they can learn to use the internet properly and successfully. @}->--
This assignment focused on the importance of and possibilities available through social bookmarking on delicious.
Tuesday, January 27, 2009
Intro Letter of Carley Collier
My name is Carley Collier. I have lived here in San Marcos since I was born. I attended elementary school at Richland Elementary School. I was a member of the first "graduating" class of Woodland Park Middle School. I spent all four years of high school at San Marcos High and graduated from there in 2004. I spent my first two years of college at Palomar College working on my G.E. credits for transfer and my Associate's degree. I received two AA degrees from Palomar in May of 2006 - one in General Studies - Arts and Humanties, and the other in Liberal Arts & Sciences. Finally, I received my BA in Literature and Writing with a concentration in Writing from right here at CSUSM in May of 2008.
I have had the privilege of growing up with technology. Technology is such a major part of daily life in the world we live in now that it's pretty difficult NOT to have experiences with technology. Technology and all of its advances have always fascinated me, and I couldn't imagine going a day without the conveniences of modern technology that are available to me. How humankind survived without cell phones, the internet, and digital cameras is beyond me! Besides the daily technologies I use, I have been especially interested in computer animation and graphic arts since high school. I have taken classes on PhotoShop, computer animation, and basic computer skills. Though hesitant at first, I am now totally onboard with Office 07 and use it regularly. I have some experience working with very basic webpage design using Google Page Creator, and I have dabbled in iMovie. I am primarily a PC user, but I had the privilege of working with Macs in the computer course I took last spring. I love my PCs at home, but I also love the features and programs (such as iMovie) that Macs have to offer! :D
The focus of CSUSM's CoE on "educational equity" and its "commitment to student centered education" are what draw me to this particular program. As a student with a learning disability I believe strongly in the importance of focusing on the individual needs of each and every student. I believe that every student that will one day walk through my classroom door will have something special to offer my class, and I appreciate that there is a teacher credential program out there that will teach me how to reach all of my students and learn from (and teach) what each student will bring to my future classroom. I want to give each and every one of my future students the opportunity to find and express their own unique voice, and I believe I can acheive that through educational equity and a commitment to student centered education. Thanks to the CoE here at CSUSM, this is more than just a hope, it's a possibility.
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