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
Wednesday, August 5, 2009
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.
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