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.
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.
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