This is a presentation that was collaboratively done for my cultural diversity class. It compares three schools within two school districts and the diversity of the students and teachers.
Wednesday, May 6, 2009
Reward Systems Powerpoint (NETS 3)
This is a presentation that was done collaboratively using Google Docs for my Foundations of Teaching class at CSUSM. It addresses the different intrinsic and extrinsic rewards that are used in schools.
Collaborative Web 2.0 Wiki (NETS 5)
This wiki was created on WetPaint and contains an example of a trading card made on a website called Big Huge Trading Card Maker. This is a fun tool that can be used in a classroom for introductory facts, animal reports, state reports, president reports, vocabulary words, and many others.
Copyright Paper (NETS 4)
This paper was a collaboration with another student done on Google Docs. It addresses the copyright laws as they relate to teachers, using information from the Fair Use Harbor website tutorial.
Wednesday, April 29, 2009
iMovie Software Proficiency (NETS 3)
This movie was created using iMovie. It is designed to be a public service announcement enticing prospective students to choose Cal State San Marcos. By creating this movie, I learned the editing tools that are needed to create longer videos. I edited and modified video clips and still frames. I added titles, screen effects, music, and transitions to the movie.
Thursday, April 9, 2009
Journal #10 Wikipedia: Friend or Foe? by Thomas Hammond and David Farhie (NETS 5)
Farhie, D. and Hammond, T. (April 2009). Wikipedia: Friend or Foe? Learning and Leading With Technology, Retrieved April 8, 2009, from http://www.iste.org.-am-template.cfm.section=april_no_07&template_/
This article gave the positive and negative sides of using Wikipedia as a classroom resource. The “friend”, Assistant Professor Hammond, stated that Wikipedia offers a chance for open curriculum that uses critical thinking and knowledge construction. Wikipedia should also be used as a structure for information rather than a direct source. Hammond also suggests that Wikipedia can be used for students to compare and contrast topics. For example, an article on Castro is different in English than it is in Spanish. Students can analyze Wikipedia information alongside the information found in a textbook, again offering the opportunity for critical thinking.
On the “foe” side of using Wikipedia is Farhie, a high school educator. He argues that Wikipedia should not be used as a resource in the classroom. He refers to Wikipedia as a huge collection of well-written research papers. He questions the qualifications of those who post on Wikipedia, and says it may have half-truths and misinformation.
1. Would you allow the use of Wikipedia in your classroom?
I think students should be allowed to examine different resources that are available to them and they should be taught how to determine the credibility of a resource. They should also cross check facts before accepting them as the truth. I think it would be a useful tool in the classroom as long as it was not the only tool students use.
2. In what way would you assign students a research project using Wikipedia?
I recently taught my fourth grade students about biographies and had them choose a person they wanted to do a presentation on in front of the class. They used Wikipedia to gather information and pictures. While helping them search, I pointed out that the most credible resources were ones that were directly related to the person, such as the Baseball Hall of Fame for Babe Ruth, etc. The students used other resources as well so that they had a well-rounded view of their chosen person.
This article gave the positive and negative sides of using Wikipedia as a classroom resource. The “friend”, Assistant Professor Hammond, stated that Wikipedia offers a chance for open curriculum that uses critical thinking and knowledge construction. Wikipedia should also be used as a structure for information rather than a direct source. Hammond also suggests that Wikipedia can be used for students to compare and contrast topics. For example, an article on Castro is different in English than it is in Spanish. Students can analyze Wikipedia information alongside the information found in a textbook, again offering the opportunity for critical thinking.
On the “foe” side of using Wikipedia is Farhie, a high school educator. He argues that Wikipedia should not be used as a resource in the classroom. He refers to Wikipedia as a huge collection of well-written research papers. He questions the qualifications of those who post on Wikipedia, and says it may have half-truths and misinformation.
1. Would you allow the use of Wikipedia in your classroom?
I think students should be allowed to examine different resources that are available to them and they should be taught how to determine the credibility of a resource. They should also cross check facts before accepting them as the truth. I think it would be a useful tool in the classroom as long as it was not the only tool students use.
2. In what way would you assign students a research project using Wikipedia?
I recently taught my fourth grade students about biographies and had them choose a person they wanted to do a presentation on in front of the class. They used Wikipedia to gather information and pictures. While helping them search, I pointed out that the most credible resources were ones that were directly related to the person, such as the Baseball Hall of Fame for Babe Ruth, etc. The students used other resources as well so that they had a well-rounded view of their chosen person.
Wednesday, April 1, 2009
Journal #9 "The Kids Are All Right" by John K. Waters (NETS 5)
Waters, John K. "The Kids Are All Right” T.H.E. Journal, 3/29/2009, http://www.thejournal.com/articles/23872
This was an interesting article explaining the advantages of teachers allowing their students to use technology n the classroom. It goes in to detail about how teachers should not stifle the everyday use of technology by their teenage students. A study was done where a team of twenty-eight researchers and collaborators interviewed over eight hundred young people and their parents over a three-year period. After spending more than 5000 hours observing teens on websites such as MySpace and Facebook, they believe that their findings fill significant gaps in our understanding of how young people learn and develop social skills online. The researchers believe that the information they compiled will help teachers close the distance between them and their students that the digital age has lengthened.
The article divided kids online participation into three levels: Hanging out, messing around, and geeking out. The hanging out level is the one where students engage in lightweight social contact. Friendships are formed and contact moves fairly seamlessly between online and offline worlds of teens, compensating in some ways for their increasingly restricted lives. The messing around level is where kids start to explore an interest and it is self-directed. A lot of search activities occur at this level. Finally, the geeking out level is a level of intense interest in media and technology. Students may delve deeper into interests and start to evaluate media content. Students develop interests that they then share and build common relationships with peers. The key to this level is for teachers to be open to it and figure out a way to use the passion for technology in the classroom.
The bottom line is that teachers need to refrain from prohibiting students to use the technology in class. Teachers need to participate in the online activities and accept that technology is not going away and they need to embrace the use of digital media.
1. If the teacher is not as technologically savvy as their students, will they lose their power in the classroom?
Teachers do not have to worry if they are not as good at navigating the technology as their students. Any projects that come up are interest driven and online, the student may have the upper hand, but in the classroom, the teacher is still in control. If a teacher opens their classroom up for self-directed learning, they may be surprised at the results. They may even have their students teach them how to navigate the virtual world!
2. What is an example of how a student’s computer use can be accepted and welcomed into the classroom?
For example, if a student is extremely talented at graphic design, a teacher may invite her to share her skills and give a workshop to her classmates on how to use different art related programs on the computer. You might find another talented artist in the class who just didn’t know how to utilize technology to showcase their work. Consequently, the student conducting the workshop develops confidence and self esteem while sharing her knowledge. This helps to develop the classroom community and also to help promote diversity in the curriculum, which could also be tied into another standard, such as Art History.
This was an interesting article explaining the advantages of teachers allowing their students to use technology n the classroom. It goes in to detail about how teachers should not stifle the everyday use of technology by their teenage students. A study was done where a team of twenty-eight researchers and collaborators interviewed over eight hundred young people and their parents over a three-year period. After spending more than 5000 hours observing teens on websites such as MySpace and Facebook, they believe that their findings fill significant gaps in our understanding of how young people learn and develop social skills online. The researchers believe that the information they compiled will help teachers close the distance between them and their students that the digital age has lengthened.
The article divided kids online participation into three levels: Hanging out, messing around, and geeking out. The hanging out level is the one where students engage in lightweight social contact. Friendships are formed and contact moves fairly seamlessly between online and offline worlds of teens, compensating in some ways for their increasingly restricted lives. The messing around level is where kids start to explore an interest and it is self-directed. A lot of search activities occur at this level. Finally, the geeking out level is a level of intense interest in media and technology. Students may delve deeper into interests and start to evaluate media content. Students develop interests that they then share and build common relationships with peers. The key to this level is for teachers to be open to it and figure out a way to use the passion for technology in the classroom.
The bottom line is that teachers need to refrain from prohibiting students to use the technology in class. Teachers need to participate in the online activities and accept that technology is not going away and they need to embrace the use of digital media.
1. If the teacher is not as technologically savvy as their students, will they lose their power in the classroom?
Teachers do not have to worry if they are not as good at navigating the technology as their students. Any projects that come up are interest driven and online, the student may have the upper hand, but in the classroom, the teacher is still in control. If a teacher opens their classroom up for self-directed learning, they may be surprised at the results. They may even have their students teach them how to navigate the virtual world!
2. What is an example of how a student’s computer use can be accepted and welcomed into the classroom?
For example, if a student is extremely talented at graphic design, a teacher may invite her to share her skills and give a workshop to her classmates on how to use different art related programs on the computer. You might find another talented artist in the class who just didn’t know how to utilize technology to showcase their work. Consequently, the student conducting the workshop develops confidence and self esteem while sharing her knowledge. This helps to develop the classroom community and also to help promote diversity in the curriculum, which could also be tied into another standard, such as Art History.
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