Annetta, L. (2009). Designing and evaluating educational video games. Learning & Leading with Technology, 36, Retrieved August 7, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/SeptemberOctoberNo2/L_L_September_October_2008.htm
Educators are realizing that what today’s children do after school is very different from what children of past generations have done. With a lot of today’s learning emphasis being placed on end-of-grade instruction preparing students for tests, how can move children away from the rote memorization of facts towards developing skills that connect and manipulate information? One of the answers is through gaming.
North Carolina schools are introducing virtual learning environments in the science for grades K-12 through HIFIVES, Highly Interactive Fun Internet Virtual Environments in Science. Students explore a virtual world by having teams of students assume the roles of characters in the games and work collaboratively to solve challenges. Many plots of the K-12 games involve story-lines that align closely to movies and television, CSI for example, because those story-lines engage the student population.
A four-year project is underway that is enabling teachers and students to design and evaluate educational video games that will enhance student learning. By using source code from Half-Life 2 students and teachers can develop their own games that align with state science and mathematics curriculum objectives by using “drag and drop” tools as opposed to having to write the code to develop the games. Class assignments can be more engaging and effective if instead of assigning a research paper, teachers would have their students create a game to teach one another the subject matter. This North Carolina gaming initiative has been made possible by the funds allotted from a National Science Foundation grant.
How can this get rolled out to other schools? The success of this program can be showcased to other school districts by using teacher and student testimonials and presenting the video games that were developed.
What might be the limitations to rolling this out on a broader scale? If schools do not have the necessary computer equipment available for teachers and students to use in this capacity, then the rollout would be delayed until additional funding is available so it can be purchased.
Monday, August 10, 2009
Friday, August 7, 2009
Web 2.0 - Class wiki (Nets T 1, 2, 3 & 5)
This is a page that I made on our Web 2.0 class wiki using WetPaint. I researched and reported on a great quiz tool, QuizStar.
http://csusmwebtools.wetpaint.com/
http://csusmwebtools.wetpaint.com/
Journal Article #9 - Science & Technology
Mader, J., Smith, B. (2009). Science + technology = creativity (and Fun!). Learning & Leading with Technology, 35, Retrieved August 4, 2009, from http://www.learningandleading-digital.com/learning_leading/200908/
How can we as educators get science students to break out of the stereotypical scientific model of linear thinking with an implicit following of a set of procedures and protocols to help investigate and solve problems? There is a three-step process that will help science students be creative in their scientific endeavors.
The first step is to afford students with opportunities to use the tools of scientific and creative inquiry. In the first project students will be asked to complete an assignment with clear laboratory and investigative procedures, but will also be asked to use a microphone, digital camera or camcorder to present their findings. With each additional assignment have students use a different technological tool so they have more choices in their digital toolbox. As time goes on, you will be able to challenge students more by giving them assignments or project that are more vague in procedural expectations and have open-ended product descriptions. This type of assignment or project hones in on cognitive skills and allows students to refer back to their digital “toolbox” to use the type of technological tool that would best help them get to their final product.
The second step involves time. At first students may need additional time to become more familiar with the software and hardware tools that they will be using as science students, but as they become proficient with the tools less time will be needed. The final step happens after the students have all the equipment needed in their digital toolboxes and have been given ample time to complete assignments. At this juncture, you can be vague with students on describing the final product. Give students all the required content, but don’t be specific about their mode of delivering the final product. This encourages creativity and innovativeness.
How does technology breed creativity in science? By allowing students to present their findings to one another they can showcase their creativity and get cool new ideas from other students.
What would be a good way to gauge students’ proficiencies with all of the tools used throughout the school year? Have a final project that is vague in nature, but requires all of the technological tools to be incorporated or used in some manner.
How can we as educators get science students to break out of the stereotypical scientific model of linear thinking with an implicit following of a set of procedures and protocols to help investigate and solve problems? There is a three-step process that will help science students be creative in their scientific endeavors.
The first step is to afford students with opportunities to use the tools of scientific and creative inquiry. In the first project students will be asked to complete an assignment with clear laboratory and investigative procedures, but will also be asked to use a microphone, digital camera or camcorder to present their findings. With each additional assignment have students use a different technological tool so they have more choices in their digital toolbox. As time goes on, you will be able to challenge students more by giving them assignments or project that are more vague in procedural expectations and have open-ended product descriptions. This type of assignment or project hones in on cognitive skills and allows students to refer back to their digital “toolbox” to use the type of technological tool that would best help them get to their final product.
The second step involves time. At first students may need additional time to become more familiar with the software and hardware tools that they will be using as science students, but as they become proficient with the tools less time will be needed. The final step happens after the students have all the equipment needed in their digital toolboxes and have been given ample time to complete assignments. At this juncture, you can be vague with students on describing the final product. Give students all the required content, but don’t be specific about their mode of delivering the final product. This encourages creativity and innovativeness.
How does technology breed creativity in science? By allowing students to present their findings to one another they can showcase their creativity and get cool new ideas from other students.
What would be a good way to gauge students’ proficiencies with all of the tools used throughout the school year? Have a final project that is vague in nature, but requires all of the technological tools to be incorporated or used in some manner.
Journal Article #8 - One-to-One Tools
Bouterse, B., Corn, J.O., Halstead, E.O. (2009). Choosing the perfect tools for one-to-one. Learning & Leading with Technology, 35, Retrieved August 4, 2009, from http://www.learningandleading-digital.com/learning_leading/200908/
As technology becomes more and more integrated with our daily activities more schools will strive to adopt a one-to-one policy to better students computing capabilities so they can be more proficient both inside and outside of school. This article discusses the criteria that should be considered when a school or district is considering what sort of one-to-one computing environment they would like to create. Some important questions to ask when selecting hardware and software options are:
- Will the computing device be used for single purpose (word processing or graphing) or as a multi-purpose machine ready to accept new software, content, or internet capability?
- What operating system do you have the resources to support (Windows, Linux, Mac OS)?
- Do you want to install local applications, use web applications, or both?
- Do you want to install local content (files, data, documents, presentations, and images) onto the devices hard drive, use web content, or both?
- Will you be using peripheral equipment – probes, microscopes, GPS units, digital cameras, printers or projectors?
- What can you do to protect the computing device from everyday wear and tear from the students and staff?
- What is the total cost of ownership for the technology?
- What will overall customer (student/teacher) satisfaction be with the technology that is chosen?
One-to-one computing may be costly, but it is a worthwhile investment as it is investing in the student’s ability to successfully navigate in a world that is increasingly utilizing computers.
What is the benefit of using web-based applications? By using web-based applications computer portability becomes less of an issue since documents and work can be accessed from any computer with Internet access.
Why is it important to consider more than just the cost of the device when making a one-to-one computing environment decision? Although the cost of the actual device may be less expensive than the other devices you are considering, there are other costs associated with the device that can contribute to an overall higher total cost of ownership. Other factors that should contribute to your decision making should be: the cost of support for the device and it’s software package, the cost of training personnel to become proficient in using the device, costs associated with connectivity and networking with the new devices, additional costs of software needing to be purchased because they are not included on the chosen device, replacement costs and the cost of any retrofitting that must take place.
As technology becomes more and more integrated with our daily activities more schools will strive to adopt a one-to-one policy to better students computing capabilities so they can be more proficient both inside and outside of school. This article discusses the criteria that should be considered when a school or district is considering what sort of one-to-one computing environment they would like to create. Some important questions to ask when selecting hardware and software options are:
- Will the computing device be used for single purpose (word processing or graphing) or as a multi-purpose machine ready to accept new software, content, or internet capability?
- What operating system do you have the resources to support (Windows, Linux, Mac OS)?
- Do you want to install local applications, use web applications, or both?
- Do you want to install local content (files, data, documents, presentations, and images) onto the devices hard drive, use web content, or both?
- Will you be using peripheral equipment – probes, microscopes, GPS units, digital cameras, printers or projectors?
- What can you do to protect the computing device from everyday wear and tear from the students and staff?
- What is the total cost of ownership for the technology?
- What will overall customer (student/teacher) satisfaction be with the technology that is chosen?
One-to-one computing may be costly, but it is a worthwhile investment as it is investing in the student’s ability to successfully navigate in a world that is increasingly utilizing computers.
What is the benefit of using web-based applications? By using web-based applications computer portability becomes less of an issue since documents and work can be accessed from any computer with Internet access.
Why is it important to consider more than just the cost of the device when making a one-to-one computing environment decision? Although the cost of the actual device may be less expensive than the other devices you are considering, there are other costs associated with the device that can contribute to an overall higher total cost of ownership. Other factors that should contribute to your decision making should be: the cost of support for the device and it’s software package, the cost of training personnel to become proficient in using the device, costs associated with connectivity and networking with the new devices, additional costs of software needing to be purchased because they are not included on the chosen device, replacement costs and the cost of any retrofitting that must take place.
Journal Article #7 - Beyond Social Networking
Reynard, R. (2009). Beyond social networking: building toward learning communities. The Journal, July, Retrieved August 1, 2009, from http://thejournal.com/Articles/2009/07/15/Beyond-Social-Networking-Building-Toward-Learning-Communities.aspx?Page=1
This article suggests that the use of social networking tools in teaching and learning is only the beginning of a longer and more complex process of socially constructed learning and ultimately collaboration and knowledge building. Social networking provides new ways to connect and share information and create networks of immediately, but it does not necessarily lead to learning communities or the sharing of ideas. An active learning community involves effective relationships, idea exchange and knowledge construction. The instructor must support the learning communities and sharing of ideas to engage students beyond social networking to the social construction of knowledge. The teacher can do so by: maintaining a constant presence; maximizing variety in how information is processed and applied by using a variety of supporting tools, such as a blog and a wiki; creating workable focus areas by synthesizing broadly scoped ideas to ensure that ideas are managed and grown; providing a customized approach to each student so every student feels connected to the subject at hand and by integrating the new ideas students offer so they understand their participation in the learning community.
With expert intervention by the teacher, social networking tools are forums for encouraging student confidence and learner autonomy and developing collaborative learning skills. Our goal as educators should be to encourage children to develop the ability to interpret and construct dynamic models of real-world processes, pool knowledge and compare notes with others to develop a collective intelligence and have the ability to travel across diverse communities.
What is a good way to engage students by using a social networking site? Provide students with a problem to solve or information to research and discuss how using delicious.com, a social bookmarking site would be beneficial to use. Have the students sign up for a delicious account and complete the research and reflect on how delicious helped them find the research.
How can instructors encourage students to become learning community participants using social networking? Create a class project in which each student plays a role in finding out one piece of information on a broader subject. The student would share their information to the class by using the social networking site. After every student has contributed, the instructor would be able to present the subject and recap what each student’s contribution was to the overall subject matter, thus each student would see their contribution to the final presentation as valuable.
This article suggests that the use of social networking tools in teaching and learning is only the beginning of a longer and more complex process of socially constructed learning and ultimately collaboration and knowledge building. Social networking provides new ways to connect and share information and create networks of immediately, but it does not necessarily lead to learning communities or the sharing of ideas. An active learning community involves effective relationships, idea exchange and knowledge construction. The instructor must support the learning communities and sharing of ideas to engage students beyond social networking to the social construction of knowledge. The teacher can do so by: maintaining a constant presence; maximizing variety in how information is processed and applied by using a variety of supporting tools, such as a blog and a wiki; creating workable focus areas by synthesizing broadly scoped ideas to ensure that ideas are managed and grown; providing a customized approach to each student so every student feels connected to the subject at hand and by integrating the new ideas students offer so they understand their participation in the learning community.
With expert intervention by the teacher, social networking tools are forums for encouraging student confidence and learner autonomy and developing collaborative learning skills. Our goal as educators should be to encourage children to develop the ability to interpret and construct dynamic models of real-world processes, pool knowledge and compare notes with others to develop a collective intelligence and have the ability to travel across diverse communities.
What is a good way to engage students by using a social networking site? Provide students with a problem to solve or information to research and discuss how using delicious.com, a social bookmarking site would be beneficial to use. Have the students sign up for a delicious account and complete the research and reflect on how delicious helped them find the research.
How can instructors encourage students to become learning community participants using social networking? Create a class project in which each student plays a role in finding out one piece of information on a broader subject. The student would share their information to the class by using the social networking site. After every student has contributed, the instructor would be able to present the subject and recap what each student’s contribution was to the overall subject matter, thus each student would see their contribution to the final presentation as valuable.
Wednesday, August 5, 2009
Classroom Newsletter (Nets T 1 & 3)
I created a classroom newsletter using microsoft word. A newsletter is a great way to communicate class events and information to students and parents. In my newsletter I used columns, clipart, drop caps, graphics and bullets to make it visually appealing.
NewsletterJE#2
NewsletterJE#2
Nets S Power Point Presentation (Nets T 1, 2, 3 & 5)
This is a powerpoint presentation that I did which incorporated the use of custom slides, graphics, hyperlinks, slide transitions and special effects. This presentation represents my knowledge of ISTE Nets S (students) and the sample lesson plans I created for performance indicators for grades K-2.
Power Point
View more presentations from jilledmo.
Excel Crossword Puzzle (Nets T 1, 2 & 3)
I watched a tutorial on Atomic Learning that showed how to create a crossword puzzle using Microsoft Excel. I created a crossword puzzle about Speech Pathology by using different patterns and colors, conditional formatting, cell notations and using two different sheets in a workbook. I also made a template so students can work on and solve the puzzle. This would be a fun exercise for students to do on any subject.
speechpathology_crossJE-1
speechpathology_crossJE-1
iMovie Project (NETS T 1, 2 & 3)
I used iMovie to create a one minute video promoting CSUSM. I used several editing features like screen effects, title slides, transitions and audio.
Tuesday, August 4, 2009
Inspiration (Nets T 1 & 3)
In this assignment I used the software, Inspiration, which is a graphic organizer. I used clip art, hyperlinks and graphics to create the flowchart that shows the artifacts I used with their corresponding NETS T. It is a great tool because it can help students organize their ideas visually and it can be easily used in any subject area.
Monday, July 27, 2009
Journal Article #4 - Course Management Systems
I chose to explore the different course management systems available to teachers. A course management system (CMS) is a collection of software tools providing an online environment for course interactions. The traditional course management systems, Blackboard, Moodle or WebCT help teachers disseminate information to students by posting course content, assignments and grades in a central location that students can access over the internet. Additionally, CMS’s contain an integrated email tool that allows participants to send announcement email messages to the entire class or to a subset of the class, chat tools for students to interact with one another online and threaded discussion boards enabling communication among class participants.
By looking at several threads posted under course management systems I found a study done by Humboldt University that compared Moodle, a “Open Source” free, learning management system software to Blackboard, a learning management software partially owned by Microsoft which charges approximately $8,600 per year in licensing fees. This report is a great way for teachers to assess the functionality and efficiency of both course management systems. The noted advantages of using Moodle are that it is easier to provide individual feedback on all assignments as well as it is easier to track each student’s activity in class by being able to view when and how often parts of class are accessed and where students access the course. The noted advantages of Blackboard are that it has a more polished appearance, better grade book, the threaded discussions easily differentiation between read and unread posts and announcements are more prominently displayed upon entering the course.
By looking at several threads posted under course management systems I found a study done by Humboldt University that compared Moodle, a “Open Source” free, learning management system software to Blackboard, a learning management software partially owned by Microsoft which charges approximately $8,600 per year in licensing fees. This report is a great way for teachers to assess the functionality and efficiency of both course management systems. The noted advantages of using Moodle are that it is easier to provide individual feedback on all assignments as well as it is easier to track each student’s activity in class by being able to view when and how often parts of class are accessed and where students access the course. The noted advantages of Blackboard are that it has a more polished appearance, better grade book, the threaded discussions easily differentiation between read and unread posts and announcements are more prominently displayed upon entering the course.
Journal Article #3 - Assessment Made Easy
Zucker, A. A. (2009). Assessment made easy. Learning and Leading With Technology, June, Retrieved July 27, 2009, from http://www.learningandleading-digital.com/learning_leading/20090607/
This article discusses the success that Denver School of Science and Technology (DSST) has experienced by being a one-to-one laptop school that uses technology as a means to quickly assess and help students in various subject matter. Every graduating senior of DSST has been accepted into a four-year college or university, which is a huge feet considering that the average public school graduation rate is 52% in Denver.
There are several reasons that the laptop program has improved student performance. The first is that the one-to-one laptop enables a model of instant assessment and feedback for assignments and tests. Students and teachers use software installed on all of the school’s laptops once a week that allows teachers to generate reports to show where students need improvement in regards to their ACT test scores that measure college readiness standards. Additionally the laptops help language arts teachers more effectively teach writing to students. Student’s electronic works are submitted to teachers who in turn can use their tablet computer and projector to show students how she would edit an anonymous passage written by a student. Teachers and students also use Moodle, which is an open source program that enables students to participate in class discussions in a password-protected environment.
Having a one-to-one laptop program does not guarantee the success of the students. What does determine the success of the students is the school utilizing the laptops as vehicles to help it achieve its core mission.
Why is instant feedback so important for students? Getting feedback on work is an essential part of the learning process. The faster students get the feedback on the work, the faster they will be able to incorporate that feedback and learn from it.
In what way, aside from test scores, does this program help students prepare for college? College work is increasingly performed on computers and the more proficient students are at using computers, different programs and software, the better prepared they will be for learning in a college environment.
This article discusses the success that Denver School of Science and Technology (DSST) has experienced by being a one-to-one laptop school that uses technology as a means to quickly assess and help students in various subject matter. Every graduating senior of DSST has been accepted into a four-year college or university, which is a huge feet considering that the average public school graduation rate is 52% in Denver.
There are several reasons that the laptop program has improved student performance. The first is that the one-to-one laptop enables a model of instant assessment and feedback for assignments and tests. Students and teachers use software installed on all of the school’s laptops once a week that allows teachers to generate reports to show where students need improvement in regards to their ACT test scores that measure college readiness standards. Additionally the laptops help language arts teachers more effectively teach writing to students. Student’s electronic works are submitted to teachers who in turn can use their tablet computer and projector to show students how she would edit an anonymous passage written by a student. Teachers and students also use Moodle, which is an open source program that enables students to participate in class discussions in a password-protected environment.
Having a one-to-one laptop program does not guarantee the success of the students. What does determine the success of the students is the school utilizing the laptops as vehicles to help it achieve its core mission.
Why is instant feedback so important for students? Getting feedback on work is an essential part of the learning process. The faster students get the feedback on the work, the faster they will be able to incorporate that feedback and learn from it.
In what way, aside from test scores, does this program help students prepare for college? College work is increasingly performed on computers and the more proficient students are at using computers, different programs and software, the better prepared they will be for learning in a college environment.
Journal Article #2 - How Teenagers Consume Media
Robson, M. (2009, July 13). How teenagers consume media: the report that shook the
city. Retrieved July 23, 2009, from guardian.co.uk Web site:
http://www.guardian.co.uk/business/2009/jul/13/teenage-media-habits-morgan-stanley
This is an article written by 15 year-old intern working with Morgan Stanley. He writes about the research that he has done on how teenagers currently consume various forms of media as well as how they utilize technology. Teens do not regularly listen to traditional radio as they are primarily interested in listening to music, not advertising, and are now opting to use online streaming sites that are advertising free and where they can control the type of music they are listening to. Teenagers listen to music mostly while they are doing something else, like using the computer or traveling. Most teenagers have never purchased a cd and 8 out of 10 obtain music illegally from file sharing sites. Teens like to have a hard file of their music so that it is easily transferable from their computer to a portable electronic device like an ipod or cellphone.
Teenagers still tune into television and most teenagers own a television, many of them opting to upgrade to an HD ready t.v. How they watch t.v. has changed. Many teenagers are using cable providers with recording features that enable them to watch what they want when they want as well as enabling them to fast forward through commercials. The amount of television watched fluctuates with if the teenager is viewing a program that lasts for a particular duration. Boys tend to watch more t.v. during the football season.
Newspapers are a thing of the past for teenagers because they like the way that the internet and t.v. summarize the news and do not like the bulkiness of a traditional newspaper. They do periodically read tabloids and free sheets because they are smaller and more portable in nature, making it easier for them to read on a bus or train.
Ninety nine percent of teenagers have a cell phone, but do not sign long term contracts and use the pay as you go option. The teens keep their cell phone usage basic and only use features that are available to them at no cost. All teenagers have access to computers either at school or at home. If a teen does own a computer 9 out of 10 of them own a PC because of its affordability in comparison to Macs and the fact that schools run Windows.
What is the most important part of this article in regards to education? The most telling portion of this report is that all teenagers have access to computers either at home or at school. It is important integrate computer use as part of the curriculum because increasing computer skills among teenagers better prepares them for continued education or work after high school.
What can a teacher do to educate students on the legal ramifications of illegally acquiring music from file sharing websites? The teacher could create a lesson plan that covers why artists are against file sharing and what has happened to individuals who have been caught illegally obtaining music through file sharing websites.
city. Retrieved July 23, 2009, from guardian.co.uk Web site:
http://www.guardian.co.uk/business/2009/jul/13/teenage-media-habits-morgan-stanley
This is an article written by 15 year-old intern working with Morgan Stanley. He writes about the research that he has done on how teenagers currently consume various forms of media as well as how they utilize technology. Teens do not regularly listen to traditional radio as they are primarily interested in listening to music, not advertising, and are now opting to use online streaming sites that are advertising free and where they can control the type of music they are listening to. Teenagers listen to music mostly while they are doing something else, like using the computer or traveling. Most teenagers have never purchased a cd and 8 out of 10 obtain music illegally from file sharing sites. Teens like to have a hard file of their music so that it is easily transferable from their computer to a portable electronic device like an ipod or cellphone.
Teenagers still tune into television and most teenagers own a television, many of them opting to upgrade to an HD ready t.v. How they watch t.v. has changed. Many teenagers are using cable providers with recording features that enable them to watch what they want when they want as well as enabling them to fast forward through commercials. The amount of television watched fluctuates with if the teenager is viewing a program that lasts for a particular duration. Boys tend to watch more t.v. during the football season.
Newspapers are a thing of the past for teenagers because they like the way that the internet and t.v. summarize the news and do not like the bulkiness of a traditional newspaper. They do periodically read tabloids and free sheets because they are smaller and more portable in nature, making it easier for them to read on a bus or train.
Ninety nine percent of teenagers have a cell phone, but do not sign long term contracts and use the pay as you go option. The teens keep their cell phone usage basic and only use features that are available to them at no cost. All teenagers have access to computers either at school or at home. If a teen does own a computer 9 out of 10 of them own a PC because of its affordability in comparison to Macs and the fact that schools run Windows.
What is the most important part of this article in regards to education? The most telling portion of this report is that all teenagers have access to computers either at home or at school. It is important integrate computer use as part of the curriculum because increasing computer skills among teenagers better prepares them for continued education or work after high school.
What can a teacher do to educate students on the legal ramifications of illegally acquiring music from file sharing websites? The teacher could create a lesson plan that covers why artists are against file sharing and what has happened to individuals who have been caught illegally obtaining music through file sharing websites.
Journal Article #1 - Do Teachers Need a Personal Trainer?
Owens, A. M. (2009). Do your teachers need a personal trainer?. Learning & Leading with Technology, 36, Retrieved 7/16/2009, http://www.learningandleading-digital.com/learning_leading/20090607/
The challenge that many educational technologists have is that they are spread too thin and can not give each teacher the individual attention that they would want to in order to help them continually integrate new technologies into their lesson plans and classrooms. This article discusses an effective solution to meet the challenges of providing ample help to teachers who are learning new technologies. Aileen Owens, institutional technology coordinator for a school district in Pennsylvania, and the director of instructional technology at Dusque University worked with one another to create a Student Internship Program for Institutional Technology. The internship pairs teachers who need technology support with university students who have the corresponding technological skills. This program benefits both parties by meeting the needs of teachers who need technology assistance as well providing the university students valuable practice of in class teacher and student training. The first year of the program was such a wonderful experience for teachers and students that the Internship Program has evolved and is now part of the instructional technology curriculum at Dusque University.
How could teachers take advantage of this program?
Teachers could have an initial brainstorming meeting with their intern about the subject matter they would like to enrich by utilizing technology in their teaching. Based off of the brainstorm, the teacher and intern would map out and finalize a technology-integrated lesson plan.
How can this program be grown?
Institutional technology coordinators could work with more colleges in the area. They could use the success of the internship program at Dusque University as a model for other colleges to emulate.
The challenge that many educational technologists have is that they are spread too thin and can not give each teacher the individual attention that they would want to in order to help them continually integrate new technologies into their lesson plans and classrooms. This article discusses an effective solution to meet the challenges of providing ample help to teachers who are learning new technologies. Aileen Owens, institutional technology coordinator for a school district in Pennsylvania, and the director of instructional technology at Dusque University worked with one another to create a Student Internship Program for Institutional Technology. The internship pairs teachers who need technology support with university students who have the corresponding technological skills. This program benefits both parties by meeting the needs of teachers who need technology assistance as well providing the university students valuable practice of in class teacher and student training. The first year of the program was such a wonderful experience for teachers and students that the Internship Program has evolved and is now part of the instructional technology curriculum at Dusque University.
How could teachers take advantage of this program?
Teachers could have an initial brainstorming meeting with their intern about the subject matter they would like to enrich by utilizing technology in their teaching. Based off of the brainstorm, the teacher and intern would map out and finalize a technology-integrated lesson plan.
How can this program be grown?
Institutional technology coordinators could work with more colleges in the area. They could use the success of the internship program at Dusque University as a model for other colleges to emulate.
Thursday, July 16, 2009
Social Bookmarking
National Archives
I looked at the eyewitness section of the National Archives that contains eyewitness accounts about dramatic moments in U.S. history. These eyewitness accounts are in the form(s) of letters, diaries, audio and film recordings. The eyewitness account that I explored was about a navy officer, Jeremiah A. Denton Jr, who was shot down and captured by the North Vietnamese during the Vietnam war on July 18, 1965. He was held captive as a prisoner of war by the North Vietnamese for seven years and seven months, experiencing solitary confinement and brutal mistreatment.
The North Vietnamese arranged for Navy Commander Denton to be interviewed by a Japanese reporter as part of a propaganda campaign. During the interview as he was affirming the United State’s position on the Vietnam war, he blinked the word torture in Morse code. This video footage was the first confirmation that United States P.O.W.s were being tortured.
The value of using primary sources in the classroom is that the sources themselves are the most effective way of conveying the event(s) that took place. Although a student can read about how Commander Denton blinked Torture in Morse code, it is much more powerful and impactful for a student to see the video footage of the actual interview.
National Education Association
The students groups at risk for achievement gaps are - Racial and ethnic minorities (American Indians & Alaska Natives, Asian Americans & Pacific Islanders, Blacks and Hispanics), English language learners, students with disabilities, boys/girls, students from low-income families and Gay, Lesbian, Bi-sexual and Transgender students.
Three areas that fit my teaching style:
1) Engage school staff in discussions and activities that offer an opportunity to explore attitudes, beliefs, and values related to cultural diversity and cultural competence. I feel as if it is important to know “where my peers are coming from” in terms of cultural diversity and cultural knowledge. This is a great way to learn from other teachers.
2) Build and use a network of "natural helpers" at school and in the community as well as "experts" who have knowledge of the culturally, linguistically, racially, and ethnically diverse groups served by your school. This is a great way to lean on people who have more experience with dealing with a culture(s) you are not very familiar with. By utilizing natural helpers you have a support group that will help you learn a lot about the community.
3) 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. This fits my teaching style because I believe that gathering input from several groups – ie parents, families, minority communities and faith based organizations is important because I can utilize their expertise and ideas to create a well-rounded and thorough approach to address and teach diverse groups in my classroom.
Cyberbullying
I received a score of 7 on this quiz, which puts me in the cyber risky area. The areas that I participated in and gave me this score were forwarding a private IM/email, posting pictures or information of/on someone else on a website without their consent and I’ve used information I found online to follow, tease or embarrass someone in person. I feel there is a grey area that isn’t addressed correctly on this quiz in regards to posting pictures or information on someone else without their permission. I post pictures of my friends and I all the time on Facebook and I wouldn’t consider that cyberbullying. I have mostly forwarded a private IM or email to someone else to “tell the story” instead of me having to tell them what happened or what was said verbally. I did tease a friend about a posting that was on their facebook before, but I felt as if it was in good fun. As the description for my score states…I should try not to repeat my behaviors because they may be causing pain for someone else.
An important thing that I learned on this site that can help me in my classroom would be to explain to students what is considered online bullying, how online bullying can affect students and what has happened to students who were found guilty of online bullying in the past. I would explain that bullying online is not tolerated and that if they do so, they can legally be tracked down through online services or internet service providers and they can be found and held responsible for what they say and do online.
Kathy Schrock’s Guide for Educators
The area that I chose under Subject Access was Special Education and the area under that category that is of interest to me is the link to the Speech Language Pathology Web Sites. That link to the Speech Language Pathology web sites is great because it directs me to so many speech and language resources, i.e. the speech and language milestone chart that I can use to measure children’s baselines and progress, games and activities that I can do with speech delayed children as well as information that I can pass along to parents to help their speech delayed children at home.
The area that I thought would be very useful under Teacher Helpers was the Bulletin Board section. I am not very creative and I know that creating a welcoming classroom as space is very important so using this as a resource to help me do so will be wonderful.
Multiple Intelligences
The multiple intelligence quiz that I took showed that my top three intelligences as:
intrapersonal (88)
musical (81)
interpersonal (75)
The video I watched entitled Big Thinkers made me realize that technology is such an important way for educators to create a student centered classroom instead of a teacher centered classroom. It was enlightening to hear how technology could be used to help each student learn based off of what intelligence(s) they are highest in and that takes the task off of the teacher of having to teach the same thing eight different ways to account for the eight different intelligences their students may have.
Teaching Tolerance
Grade – Early Education
Subject – Social Studies
Topic – Social Activism & Change
The lesson I chose is That’s Not Fair. In this lesson, students experience the effects of unequal resources on student achievement, share their thoughts on educational differences and take action to bring about change. The way that I would use this lesson in a classroom is by incorporating it into a lesson plan about equality. I would start by explaining the Civil Rights Movement and then have the students complete the art exercise.
Multicultural Education
The question that I thought was most interesting was in the equity and diversity quiz. The questions asks how many grams of cocaine or crack results in a mandatory sentence of five years in prison. The answer to this question clearly shows that the laws are more favorable towards the wealthy versus the disadvantaged. A person possessing 500 grams of cocaine (largely used by wealthy people) and person possessing only 5 grams of crack (largely used by economically disadvantaged people) would receive the same sentence. Five hundred grams of cocaine and five grams of crack have roughly the same amount of drug per gram.
The other question that I found very interesting was in The Who Said It – A Re-perception Quiz. In this quiz, for each question you are supposed to select what person out of the four choices you are given said the quote in that question. I was shocked that Abraham Lincoln said the following quote given that he was the president who signed the Emancipation Proclamation that freed so many slaves. “ I am not now, nor have ever been in favor of bringing about in any way the social or political equality of the white and black races. I am not now nor have ever been in favor of making voters or jurors of Negroes, nor of qualifying them to hold office, nor of intermarriages with white people. There is a physical difference between the white and black races which will forever forbid the two races living together on social or political equality. There must be a position between superior and inferior, and I am in favor of assigning the superior position to the white man.”
Netiquette
I scored 100% =^D It is important to let students know about netiquette because knowing the rules of cyberspace and remembering the human will help prevent students from hurting other students and making them (:-\ and it will help students have a positive online image.
I looked at the eyewitness section of the National Archives that contains eyewitness accounts about dramatic moments in U.S. history. These eyewitness accounts are in the form(s) of letters, diaries, audio and film recordings. The eyewitness account that I explored was about a navy officer, Jeremiah A. Denton Jr, who was shot down and captured by the North Vietnamese during the Vietnam war on July 18, 1965. He was held captive as a prisoner of war by the North Vietnamese for seven years and seven months, experiencing solitary confinement and brutal mistreatment.
The North Vietnamese arranged for Navy Commander Denton to be interviewed by a Japanese reporter as part of a propaganda campaign. During the interview as he was affirming the United State’s position on the Vietnam war, he blinked the word torture in Morse code. This video footage was the first confirmation that United States P.O.W.s were being tortured.
The value of using primary sources in the classroom is that the sources themselves are the most effective way of conveying the event(s) that took place. Although a student can read about how Commander Denton blinked Torture in Morse code, it is much more powerful and impactful for a student to see the video footage of the actual interview.
National Education Association
The students groups at risk for achievement gaps are - Racial and ethnic minorities (American Indians & Alaska Natives, Asian Americans & Pacific Islanders, Blacks and Hispanics), English language learners, students with disabilities, boys/girls, students from low-income families and Gay, Lesbian, Bi-sexual and Transgender students.
Three areas that fit my teaching style:
1) Engage school staff in discussions and activities that offer an opportunity to explore attitudes, beliefs, and values related to cultural diversity and cultural competence. I feel as if it is important to know “where my peers are coming from” in terms of cultural diversity and cultural knowledge. This is a great way to learn from other teachers.
2) Build and use a network of "natural helpers" at school and in the community as well as "experts" who have knowledge of the culturally, linguistically, racially, and ethnically diverse groups served by your school. This is a great way to lean on people who have more experience with dealing with a culture(s) you are not very familiar with. By utilizing natural helpers you have a support group that will help you learn a lot about the community.
3) 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. This fits my teaching style because I believe that gathering input from several groups – ie parents, families, minority communities and faith based organizations is important because I can utilize their expertise and ideas to create a well-rounded and thorough approach to address and teach diverse groups in my classroom.
Cyberbullying
I received a score of 7 on this quiz, which puts me in the cyber risky area. The areas that I participated in and gave me this score were forwarding a private IM/email, posting pictures or information of/on someone else on a website without their consent and I’ve used information I found online to follow, tease or embarrass someone in person. I feel there is a grey area that isn’t addressed correctly on this quiz in regards to posting pictures or information on someone else without their permission. I post pictures of my friends and I all the time on Facebook and I wouldn’t consider that cyberbullying. I have mostly forwarded a private IM or email to someone else to “tell the story” instead of me having to tell them what happened or what was said verbally. I did tease a friend about a posting that was on their facebook before, but I felt as if it was in good fun. As the description for my score states…I should try not to repeat my behaviors because they may be causing pain for someone else.
An important thing that I learned on this site that can help me in my classroom would be to explain to students what is considered online bullying, how online bullying can affect students and what has happened to students who were found guilty of online bullying in the past. I would explain that bullying online is not tolerated and that if they do so, they can legally be tracked down through online services or internet service providers and they can be found and held responsible for what they say and do online.
Kathy Schrock’s Guide for Educators
The area that I chose under Subject Access was Special Education and the area under that category that is of interest to me is the link to the Speech Language Pathology Web Sites. That link to the Speech Language Pathology web sites is great because it directs me to so many speech and language resources, i.e. the speech and language milestone chart that I can use to measure children’s baselines and progress, games and activities that I can do with speech delayed children as well as information that I can pass along to parents to help their speech delayed children at home.
The area that I thought would be very useful under Teacher Helpers was the Bulletin Board section. I am not very creative and I know that creating a welcoming classroom as space is very important so using this as a resource to help me do so will be wonderful.
Multiple Intelligences
The multiple intelligence quiz that I took showed that my top three intelligences as:
intrapersonal (88)
musical (81)
interpersonal (75)
The video I watched entitled Big Thinkers made me realize that technology is such an important way for educators to create a student centered classroom instead of a teacher centered classroom. It was enlightening to hear how technology could be used to help each student learn based off of what intelligence(s) they are highest in and that takes the task off of the teacher of having to teach the same thing eight different ways to account for the eight different intelligences their students may have.
Teaching Tolerance
Grade – Early Education
Subject – Social Studies
Topic – Social Activism & Change
The lesson I chose is That’s Not Fair. In this lesson, students experience the effects of unequal resources on student achievement, share their thoughts on educational differences and take action to bring about change. The way that I would use this lesson in a classroom is by incorporating it into a lesson plan about equality. I would start by explaining the Civil Rights Movement and then have the students complete the art exercise.
Multicultural Education
The question that I thought was most interesting was in the equity and diversity quiz. The questions asks how many grams of cocaine or crack results in a mandatory sentence of five years in prison. The answer to this question clearly shows that the laws are more favorable towards the wealthy versus the disadvantaged. A person possessing 500 grams of cocaine (largely used by wealthy people) and person possessing only 5 grams of crack (largely used by economically disadvantaged people) would receive the same sentence. Five hundred grams of cocaine and five grams of crack have roughly the same amount of drug per gram.
The other question that I found very interesting was in The Who Said It – A Re-perception Quiz. In this quiz, for each question you are supposed to select what person out of the four choices you are given said the quote in that question. I was shocked that Abraham Lincoln said the following quote given that he was the president who signed the Emancipation Proclamation that freed so many slaves. “ I am not now, nor have ever been in favor of bringing about in any way the social or political equality of the white and black races. I am not now nor have ever been in favor of making voters or jurors of Negroes, nor of qualifying them to hold office, nor of intermarriages with white people. There is a physical difference between the white and black races which will forever forbid the two races living together on social or political equality. There must be a position between superior and inferior, and I am in favor of assigning the superior position to the white man.”
Netiquette
I scored 100% =^D It is important to let students know about netiquette because knowing the rules of cyberspace and remembering the human will help prevent students from hurting other students and making them (:-\ and it will help students have a positive online image.
Monday, July 13, 2009
Introduction of Jill Edmonson
Hi, my name is Jill Edmonson. I was born in Albequerque and lived there for three months until my parents moved to Phoenix, thankfully:) I went from k-12 in Phoenix. I attended all public schools, although my parents allowed me to choose if I wanted to go to the private highschool. I chose to stay with all of my friends in the public highschool, which I am sure my parents were happy about given that meant no yearly tuition for highschool. I went to the University of Arizona and graduated in 1997 with my B.S. in Marketing. I am entering the world of school again after a long time away and I am excited to be back. It is very different the second time around especially since I know that school will enable me to obtain the skills that I want and need to switch to a career that I want to be in - speech pathology.
My experience with technology has been mostly in the working world, where I have used the programs in Microsoft Office, Lotus Notes and I have a little bit of Dream Weaver experience. Now I find myself using technology primarily as a means to keep in touch with my friends and family and now webct for school. I would be lost without my blackberry or being able to use email on a daily basis. I recently got a facebook account, which has been a great way of reuniting with so many people. My most recent technology love is Skype. My brother, his wife and my three and a half year old neice live in Spain and it is amazing that I can see them and talk to them by using Skype. My neice and I have a weekly story time on Skype, pretty amazing. I was always a pc user, but switched to a mac about two years ago and I am not going back.
The COE mission statement wasn't a factor in my applying to CSUSM because I applied here initially because it was local and CSUSM will be launching the master's of education in speech pathology that I want to pursue in Fall of 2010. The part of the COE mission statement that speaks to me the most is the focus on student centered learning since it is very important to treat each child as an individual and teach to their strengths, which hopefully I will be able to do if I am a speech pathologist in the educational system.
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