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.
Saturday, March 28, 2009
Journal #8: Microblogging (NETS 3)
I chose to look up microblogging on Web 2.0 because I just joined Twitter and was hoping to learn how to better use it. I already have a Facebook and MySpace account, so I wanted to learn the differences between them. With microblogging a subscriber can broadcast short messages to other subscribers of the service. Microposts can be made public on a Web site and/or distributed to a private group of subscribers. Subscribers can read microblog posts online or request that updates be delivered in real time to their computer, blackberry, or cell phone.
The advantages of microblogging are the instantaneous networking opportunities, the immediate responses, and the ability to share ideas and resources. Twitter can also be used with edtech and edublogs.
There is another microblogging option called Edmoto, which offers private microblogging for notes, links, files, assignments, and events. Each class has a unique access code that the teacher assigns to the students. Another advantage to Edmoto is that no email address is required.
Another example of a microblogger service is Utterli, and the advantages of this one is that you are not limited by 140 characters, and it includes audio, pics, and videos. Microblogging can be public or private.
There are some other cool tools from the web 2.0 page, Roxio Photoshow is an online program where you can make your own slideshow with your pictures. You can add captions, backgrounds, and music. Then you can share privately or publicly with family and friends. This would be a fun tool to use in the classroom to keep a history of classroom events and projects and then email to students home at the end of the year. A teacher could make photoshows of field trips, special events, or just about anything. Students could also use photoshow to introduce themselves, or to showcase a presentation, such as a biography, or special interest topic.
Kerpoof was another interesting tool to be used int eh classroom. Students can write a story about something and then make a picture or a movie to with it. They can also draw their own picture to go with their story. This would be a great tool to use in a special education classroom and early elementary ages.
The advantages of microblogging are the instantaneous networking opportunities, the immediate responses, and the ability to share ideas and resources. Twitter can also be used with edtech and edublogs.
There is another microblogging option called Edmoto, which offers private microblogging for notes, links, files, assignments, and events. Each class has a unique access code that the teacher assigns to the students. Another advantage to Edmoto is that no email address is required.
Another example of a microblogger service is Utterli, and the advantages of this one is that you are not limited by 140 characters, and it includes audio, pics, and videos. Microblogging can be public or private.
There are some other cool tools from the web 2.0 page, Roxio Photoshow is an online program where you can make your own slideshow with your pictures. You can add captions, backgrounds, and music. Then you can share privately or publicly with family and friends. This would be a fun tool to use in the classroom to keep a history of classroom events and projects and then email to students home at the end of the year. A teacher could make photoshows of field trips, special events, or just about anything. Students could also use photoshow to introduce themselves, or to showcase a presentation, such as a biography, or special interest topic.
Kerpoof was another interesting tool to be used int eh classroom. Students can write a story about something and then make a picture or a movie to with it. They can also draw their own picture to go with their story. This would be a great tool to use in a special education classroom and early elementary ages.
Sunday, March 22, 2009
NETS PowerPoint (NETS 3)
Check out this SlideShare Presentation:
NETS PowerPoint
View more presentations from Tward001.
Inspiration NETS for Teachers (NETS 1,2)
Check out this SlideShare Presentation:
Saturday, March 21, 2009
Journal #7 "Mining for Gold" by Chris Bigenho (NETS 5)
Bigenho, C. (3/2009). Mining for Gold. Learning and Leading With Technology, Retrieved March 21, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_March_April.htm
This article was about how teachers can use an RSS feed to manage information for lessons and receive notification when a student posts on their classroom blog. Using an RSS (Real Simple Syndication) feed, the information comes to the user, rather than the user going out to search for the information. Once you subscribe to an RSS feed, a program known as an aggregator, such as Google reader, or Netvibes collects new information posted on the Internet. The new desired information will be periodically sent to a central location to be viewed at the user’s convenience. An RSS feed can also be used for lesson planning, for example, if a teacher is doing a unit on the presidential election, he or she can adjust their feed to pull all of the information on the Democratic and Republican candidates that becomes available, either through media sites or conservative and liberal blogs. Another advantage of using an RSS feed is that by subscribing to students’ blogs, a teacher does not have to visit each blog every day to see if the student posted something because the aggregator will notify teacher of any new posts made.
RSS readers or aggregators are divided into two types, the client side and Internet hosted. Recent operating systems have integrated aggregators and some browsers have options for feed readers. The advantage of using an Internet hosted reader is that you can access your feeds from any computer. So, if you move between work and school computers, this is the best choice.
1. How can students use an RSS feed for classroom work?
A classroom teacher can post material on the school’s learning management system so students can access the information before coming to class. Students can also add to the information because they will be using a social bookmarking site to manage topics. This will also help ready students for college and the workforce. Many sites are now adding RSS feeds to their websites.
2. How can a student use an RSS feed along with social bookmarking?
There is so much information on the web that may or may not be reliable, if you use a social bookmarking site, like Delicious, many people have already scanned for reliability and have narrowed down the results. You can also subscribe to the RSS feed for your desired search so that all subsequently marked Web sites tagged will come to you as well. If a student uses a social bookmarking site to manage and categorize entries, the tagging structure will be available to their classmates as well, creating a collaborative environment.
This article was about how teachers can use an RSS feed to manage information for lessons and receive notification when a student posts on their classroom blog. Using an RSS (Real Simple Syndication) feed, the information comes to the user, rather than the user going out to search for the information. Once you subscribe to an RSS feed, a program known as an aggregator, such as Google reader, or Netvibes collects new information posted on the Internet. The new desired information will be periodically sent to a central location to be viewed at the user’s convenience. An RSS feed can also be used for lesson planning, for example, if a teacher is doing a unit on the presidential election, he or she can adjust their feed to pull all of the information on the Democratic and Republican candidates that becomes available, either through media sites or conservative and liberal blogs. Another advantage of using an RSS feed is that by subscribing to students’ blogs, a teacher does not have to visit each blog every day to see if the student posted something because the aggregator will notify teacher of any new posts made.
RSS readers or aggregators are divided into two types, the client side and Internet hosted. Recent operating systems have integrated aggregators and some browsers have options for feed readers. The advantage of using an Internet hosted reader is that you can access your feeds from any computer. So, if you move between work and school computers, this is the best choice.
1. How can students use an RSS feed for classroom work?
A classroom teacher can post material on the school’s learning management system so students can access the information before coming to class. Students can also add to the information because they will be using a social bookmarking site to manage topics. This will also help ready students for college and the workforce. Many sites are now adding RSS feeds to their websites.
2. How can a student use an RSS feed along with social bookmarking?
There is so much information on the web that may or may not be reliable, if you use a social bookmarking site, like Delicious, many people have already scanned for reliability and have narrowed down the results. You can also subscribe to the RSS feed for your desired search so that all subsequently marked Web sites tagged will come to you as well. If a student uses a social bookmarking site to manage and categorize entries, the tagging structure will be available to their classmates as well, creating a collaborative environment.
Monday, March 16, 2009
Journal #6 "Grow Your Personal Learning Network" by David Warlick (NETS 5)
Donna Twardy
EDUC 422
March 16, 2009
This article was about how today’s educators can keep up with technology by creating their own Personal Learning Network (PLN). In the past, a PLN could encompass friends, families, and colleagues, all who share resources and professional information. However, due to the changing times, information and communication technologies are multiplying and there is a vast amount of resources that educators can keep current on to share with their students, or to use in lesson planning.
The three types of PLN’s discussed in the article are Personally maintained synchronous connections, which include instant messaging, teleconferencing, and virtual worlds. Some examples of these are iChat, Skype, Twitter, or Second Life. These are compared to attending a meeting at work, but without the traditional barriers of geography, background, language, and culture.
The second type of PLN discussed is the Personally and socially maintained semi synchronous connections, which include collaboration tools such as Google Docs, group discussion boards, and comment walls like Facebook. The advantage of these types of sites is that one can participate in a discussion regardless of the hour, or time zone.
The third type of PLN is the Dynamically maintained asynchronous connections, which connects the user with content sources he or she has identified as valuable. The information comes to the user, rather than the user going out to search for the information. The main tool in this category is the RSS aggregator, such as Google reader, or Netvibes. One can subscribe to an RSS feed and the new desired information will be periodically sent to a central location to be viewed at the user’s convenience. Delicious is another valuable social bookmarking tool that falls into this category. This technology has inspired a shift from hunting and gathering information to having the information organize and deliver itself to you.
1. How are these PLN’s used in a classroom?
A classroom teacher can use PLN’s to integrate current information into lesson plans. For example, in a unit on the Iditarod race in Alaska, a teacher can add an RSS feed to their network to get daily information on the race to share with the class. The temperature and weather conditions are updated regularly, and the status of certain mushers can be tracked with an RSS feed.
2. How is an RSS feed different from using a Google search for information?
There is so much information on the web that a Google search may return hundreds of thousands of results, most of which you would have to scan for reliability. However, if you use a social bookmarking site, like Delicious, many people have already scanned for reliability and have narrowed down the results for you. The bookmarked sites are likely of better quality since someone valued them to bookmark them for later use. You can also subscribe to the RSS feed for your desired search so that all subsequently marked Web sites tagged will come to you as well.
Warlick, D. (3/2009). Grow your personal learning network. Learning and Leading With Technology, Retrieved March 16, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_March_April.htm
EDUC 422
March 16, 2009
This article was about how today’s educators can keep up with technology by creating their own Personal Learning Network (PLN). In the past, a PLN could encompass friends, families, and colleagues, all who share resources and professional information. However, due to the changing times, information and communication technologies are multiplying and there is a vast amount of resources that educators can keep current on to share with their students, or to use in lesson planning.
The three types of PLN’s discussed in the article are Personally maintained synchronous connections, which include instant messaging, teleconferencing, and virtual worlds. Some examples of these are iChat, Skype, Twitter, or Second Life. These are compared to attending a meeting at work, but without the traditional barriers of geography, background, language, and culture.
The second type of PLN discussed is the Personally and socially maintained semi synchronous connections, which include collaboration tools such as Google Docs, group discussion boards, and comment walls like Facebook. The advantage of these types of sites is that one can participate in a discussion regardless of the hour, or time zone.
The third type of PLN is the Dynamically maintained asynchronous connections, which connects the user with content sources he or she has identified as valuable. The information comes to the user, rather than the user going out to search for the information. The main tool in this category is the RSS aggregator, such as Google reader, or Netvibes. One can subscribe to an RSS feed and the new desired information will be periodically sent to a central location to be viewed at the user’s convenience. Delicious is another valuable social bookmarking tool that falls into this category. This technology has inspired a shift from hunting and gathering information to having the information organize and deliver itself to you.
1. How are these PLN’s used in a classroom?
A classroom teacher can use PLN’s to integrate current information into lesson plans. For example, in a unit on the Iditarod race in Alaska, a teacher can add an RSS feed to their network to get daily information on the race to share with the class. The temperature and weather conditions are updated regularly, and the status of certain mushers can be tracked with an RSS feed.
2. How is an RSS feed different from using a Google search for information?
There is so much information on the web that a Google search may return hundreds of thousands of results, most of which you would have to scan for reliability. However, if you use a social bookmarking site, like Delicious, many people have already scanned for reliability and have narrowed down the results for you. The bookmarked sites are likely of better quality since someone valued them to bookmark them for later use. You can also subscribe to the RSS feed for your desired search so that all subsequently marked Web sites tagged will come to you as well.
Warlick, D. (3/2009). Grow your personal learning network. Learning and Leading With Technology, Retrieved March 16, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_March_April.htm
Saturday, February 28, 2009
Journal #5 "Collaboration in a Web 2.0 Environment" by Glen Bull (NETS 5)
Donna Twardy
February 28, 2009
Journal #5
Bull, Glen (April 2006). Collaboration in a web 2.0 environment. Learning and Leading With Technology, Retrieved February 26, 2009, from http://www.iste.org.-AM-Template.cfm.Section=April_No_07&Template_
This was a very interesting article about how exposure to a Web 2.0 environment can help students in the classroom. Web 1.0 means that the users have to go to the information they want conversely, a Web 2.0 situation means that the information comes to the users. This includes blogs and community shared resources.
By using an RSS (Really Simple Syndication), which is available on quite a few websites, students can easily access and share common interests and resources. “Syndicated feeds can be used to follow multiple student postings, facilitate collaborative writing, share images associated with group projects, and track news topics related to a subject area”.
Another useful collaboration tool that was discussed in the article was a web based word processor. Students can use this tool for group projects because it allows them to jointly edit a document. Some examples of this are the Writely and Googledocs programs. Once the document is published, it can be followed through an RSS reader on a blog. Other applications that students can use are joint checklists and photo sharing.
1. What are the benefits of the above-mentioned programs?
The programs are easy to learn, free, and can be accessed form any computer with an internet connection. They encourage collaboration among students and also promote their digital citizenship. These types of skills prepare them for the workplace.
2. What grade level can students start using a web 2.0 environment?
Students in first grade can be introduced to the basic document sharing programs. For example, they can make an Igoogle homepage and learn how to type a document into GoogleDocs to share with other students. They can also access it from home with their parents help. This will encourage them to write and help each other to work on group projects.
February 28, 2009
Journal #5
Bull, Glen (April 2006). Collaboration in a web 2.0 environment. Learning and Leading With Technology, Retrieved February 26, 2009, from http://www.iste.org.-AM-Template.cfm.Section=April_No_07&Template_
This was a very interesting article about how exposure to a Web 2.0 environment can help students in the classroom. Web 1.0 means that the users have to go to the information they want conversely, a Web 2.0 situation means that the information comes to the users. This includes blogs and community shared resources.
By using an RSS (Really Simple Syndication), which is available on quite a few websites, students can easily access and share common interests and resources. “Syndicated feeds can be used to follow multiple student postings, facilitate collaborative writing, share images associated with group projects, and track news topics related to a subject area”.
Another useful collaboration tool that was discussed in the article was a web based word processor. Students can use this tool for group projects because it allows them to jointly edit a document. Some examples of this are the Writely and Googledocs programs. Once the document is published, it can be followed through an RSS reader on a blog. Other applications that students can use are joint checklists and photo sharing.
1. What are the benefits of the above-mentioned programs?
The programs are easy to learn, free, and can be accessed form any computer with an internet connection. They encourage collaboration among students and also promote their digital citizenship. These types of skills prepare them for the workplace.
2. What grade level can students start using a web 2.0 environment?
Students in first grade can be introduced to the basic document sharing programs. For example, they can make an Igoogle homepage and learn how to type a document into GoogleDocs to share with other students. They can also access it from home with their parents help. This will encourage them to write and help each other to work on group projects.
Wednesday, February 25, 2009
Saturday, February 21, 2009
Journal #4 "Create, Colaborate, Communicate..." by Chris Riedel (NETS 5)
Donna Twardy
February 19, 2009
Journal #4 “Create, Collaborate, Communicate: Empowering Students with 21st Century Skills by Chris Riedel
Chris Riedel, "Create, Collaborate, Communicate: Empowering Students With 21st Century Skills," T.H.E. Journal, 1/27/2009, http://www.thejournal.com/articles/23872
This article was about how education needs to focus more on engaging students in technology. “According to a study that ranked 55 industry sectors by their level of IT intensiveness, "education ranked 55 ... below coal mining." The article says that employers want candidates that are competent in creative problem solving, possess critical thinking and analytical skills, and who use information gathering skills. Our schools need to embrace the robust skills that students use in their everyday lives and allow them to integrate them into the classroom curriculum. The article explains educators are doing them a disservice by not doing so.
The article goes on to give sixteen things educators need to do to prepare students to become the emerging leaders of the future. These include: Hug a geek, create a social network, develop problem solving skills, start collaborating, use project based learning, develop information processing skills, give kids a global voice, discover RSS, improve critical thinking skills, discover social bookmarking, use interactive video conferencing, integrate web 2.0 into curriculum, promote 1; 1 computing, and focus on staff development.
1. How could you promote collaboration in your classroom using one of the tools mentioned in the article?
I could use Google Docs in the classroom for student to collaboratively work on a group project. This would allow them to work together at school and from home and help to edit each other’s work. This would work well for students who may not have computers at home since they can access Google Docs at the public library. I would also use real life project based learning so that students have those skills when entering the workplace.
2. Why is it important to prepare student to use technology in the workplace?
Today’s workplace is fast paced and students need to have the adaptability and willingness to change along with it. It is not like in the 1950’s when a person would get a job and retire after thirty years. People today may have four or more careers throughout their lifetime. We need to prepare the future leaders to be productive and marketable additions to the workplace.
February 19, 2009
Journal #4 “Create, Collaborate, Communicate: Empowering Students with 21st Century Skills by Chris Riedel
Chris Riedel, "Create, Collaborate, Communicate: Empowering Students With 21st Century Skills," T.H.E. Journal, 1/27/2009, http://www.thejournal.com/articles/23872
This article was about how education needs to focus more on engaging students in technology. “According to a study that ranked 55 industry sectors by their level of IT intensiveness, "education ranked 55 ... below coal mining." The article says that employers want candidates that are competent in creative problem solving, possess critical thinking and analytical skills, and who use information gathering skills. Our schools need to embrace the robust skills that students use in their everyday lives and allow them to integrate them into the classroom curriculum. The article explains educators are doing them a disservice by not doing so.
The article goes on to give sixteen things educators need to do to prepare students to become the emerging leaders of the future. These include: Hug a geek, create a social network, develop problem solving skills, start collaborating, use project based learning, develop information processing skills, give kids a global voice, discover RSS, improve critical thinking skills, discover social bookmarking, use interactive video conferencing, integrate web 2.0 into curriculum, promote 1; 1 computing, and focus on staff development.
1. How could you promote collaboration in your classroom using one of the tools mentioned in the article?
I could use Google Docs in the classroom for student to collaboratively work on a group project. This would allow them to work together at school and from home and help to edit each other’s work. This would work well for students who may not have computers at home since they can access Google Docs at the public library. I would also use real life project based learning so that students have those skills when entering the workplace.
2. Why is it important to prepare student to use technology in the workplace?
Today’s workplace is fast paced and students need to have the adaptability and willingness to change along with it. It is not like in the 1950’s when a person would get a job and retire after thirty years. People today may have four or more careers throughout their lifetime. We need to prepare the future leaders to be productive and marketable additions to the workplace.
Thursday, February 19, 2009
Social Bookmarking (NETS 2)
I chose Eyewitness from the National archives website. It had some eyewitness accounts and videos from people who were actually at historic events. I love History, so that is why that one caught my eye. I think that this would be a good resource to use in the classroom if you were learning about something like the Titanic, or the assassination of a president.
On the National Education Association website, the three areas that will fit my teaching style are to determine which diverse groups we are serving at our school, to have discussions with staff about ways to further our professional development regarding cultural competence, and to network with other schools to determine various ways to demonstrate cultural competence. I think it would be hard to engage school staff in discussions and activities that offer an opportunity to explore attitudes, beliefs, and values related to cultural diversity and cultural competence in my current position as an Instructional Aide. I think it would be different if I were a teacher on staff, especially since I will be in Special Education.
From the KidsClick website, I found an interesting site on bats with a readability level of 3.6. I actually shared it with the class I worked in yesterday and they loved it!
From Kathy Schrock's website, I found some cool slide show presentations that I can use in the classroom. One of them was titled "The 4 c's; computers, curriculum, communication, and the classroom. This presentation showed how to identify and locate technology resources and
evaluate them for accuracy and suitability, reflect on professional practice to make informed decisions regarding the use of technology in support of student learning and diversity, and to use technology to communicate and collaborate with peers, parents, the large community.
From the Instructional Module on Multiple Intelligences, I learned that I have an Intrapersonal personality. This is not really news to me since I have always done better working alone than in groups. I am independent in both my personal and my work life. Now the key is to determine how to be the best teacher I can be with an Intrapersonal personality type. I also found the linguistics area interesting.
From the Teaching Tolerance website, I chose the Defenders of Justice classroom activity. In this activity for grades 3-5, students summarize biographies of individuals who fought racism and helped make it possible for a black man to serve as President of the United States. Students compare thoughts on different biographies and talk about the path that made it possible for our president to be elected in 2009.
My score on the multicultural assessment was 8 wrong and 7 correct. These were some tough questions. I can't believe some of the statistics. Hopefully if I take this assessment again in a year, I will get more correct. I found number 6 interesting, "The U.S. military budget is by far the highest of any country in the world. How much higher is the U.S. military budget than that of China, the world’s second biggest military spender? "The answer was 7 times higher. Unbelievable when we have the budget problems all over the news right now. I also found it fascinating that over 2,600,000 people in the U.S. are millionaires.
=^D (big grin)
Netiquette is very important to teach in the classroom. I especially like rule number five because it stresses the importance of spelling and grammar. I cannot even tell you how many times I have received emails from people with basic words spelled incorrectly. This really bugs me! You can use spell check on email, people;<
On the National Education Association website, the three areas that will fit my teaching style are to determine which diverse groups we are serving at our school, to have discussions with staff about ways to further our professional development regarding cultural competence, and to network with other schools to determine various ways to demonstrate cultural competence. I think it would be hard to engage school staff in discussions and activities that offer an opportunity to explore attitudes, beliefs, and values related to cultural diversity and cultural competence in my current position as an Instructional Aide. I think it would be different if I were a teacher on staff, especially since I will be in Special Education.
From the KidsClick website, I found an interesting site on bats with a readability level of 3.6. I actually shared it with the class I worked in yesterday and they loved it!
From Kathy Schrock's website, I found some cool slide show presentations that I can use in the classroom. One of them was titled "The 4 c's; computers, curriculum, communication, and the classroom. This presentation showed how to identify and locate technology resources and
evaluate them for accuracy and suitability, reflect on professional practice to make informed decisions regarding the use of technology in support of student learning and diversity, and to use technology to communicate and collaborate with peers, parents, the large community.
From the Instructional Module on Multiple Intelligences, I learned that I have an Intrapersonal personality. This is not really news to me since I have always done better working alone than in groups. I am independent in both my personal and my work life. Now the key is to determine how to be the best teacher I can be with an Intrapersonal personality type. I also found the linguistics area interesting.
From the Teaching Tolerance website, I chose the Defenders of Justice classroom activity. In this activity for grades 3-5, students summarize biographies of individuals who fought racism and helped make it possible for a black man to serve as President of the United States. Students compare thoughts on different biographies and talk about the path that made it possible for our president to be elected in 2009.
My score on the multicultural assessment was 8 wrong and 7 correct. These were some tough questions. I can't believe some of the statistics. Hopefully if I take this assessment again in a year, I will get more correct. I found number 6 interesting, "The U.S. military budget is by far the highest of any country in the world. How much higher is the U.S. military budget than that of China, the world’s second biggest military spender? "The answer was 7 times higher. Unbelievable when we have the budget problems all over the news right now. I also found it fascinating that over 2,600,000 people in the U.S. are millionaires.
=^D (big grin)
Netiquette is very important to teach in the classroom. I especially like rule number five because it stresses the importance of spelling and grammar. I cannot even tell you how many times I have received emails from people with basic words spelled incorrectly. This really bugs me! You can use spell check on email, people;<
Friday, February 13, 2009
Journal #3 "Keep Them Chatting" (NETS 5)
Donna Twardy
February 19, 2009
Journal #3 “Keep Them Chatting” by Jeanie Cole
Cole, J. (2009 February). Keep them chatting. Learning and Leading with Technology, 4, Retrieved February 15, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
“Keep Them Chatting” was an article about how to keep students interested and involved in an online class. So often, students are inclined to regurgitate information or copy from the Internet. Online instructors need to develop a way to hold students accountable while challenging them to higher-level thinking. The article gave some techniques for stimulating online discussions. One of these techniques includes creating high-level open-ended questions for the students. These types of questions stimulate the student’s creativity and encourage them to think of situations or events in a different way than the “textbook” approach. An example of this type of question is, “If you could choose any historical figure from the 1800’s to be the president in 2009, who would it be? Give reasons for your choice and how you think that person would change present day society.”
Another technique is to use the inquiry method question. Students must research and use problem-solving skills to formulate their answers. The next technique is the discrepant event inventory method. This technique has the student view an unexplained video, photo, or simulation and then answer a question about it using their detailed research. The teacher provides guidelines and requirements.
Another strategy is to have the students use illogical comparisons to compare two unrelated things or events. This encourages students to use analytical and evaluation skills. Finally, the last technique is to use personal examples. The example of this technique from the article is for the student to create the perfect roller coaster and create a list of the rise, run, maximum speed, g-force element and other examples. Then the students are tasked to find real life examples of roller coasters that meet the requirements they listed. Then they give a presentation of their findings for other students to evaluate
The techniques the article offered cannot only be used in an online classroom, but can also be valuable strategies in a traditional classroom.
1. What is an example of a high level open-ended question that a teacher can use for upper elementary aged students who are working on social studies?
An example of an open-ended question would be “ If early explorers had not circumnavigated the world, how do you think history of the United States would have been changed? Explain the affects of the changes we might see today.”
2. How are these techniques valuable to the online classroom teacher and students?
The benefits for the teacher who uses these techniques in the online classroom are the creative aspect that they can add into a lesson by using the open ended questions and the personal examples. They can stimulate the discussions amongst their students in a positive and creative way. They encourage them to explore different possibilities. The benefit for a student is to feel safe in exploration. Since their classmates are also participating with the same types of techniques, they may feel more confident to experiment or take educational risks.
February 19, 2009
Journal #3 “Keep Them Chatting” by Jeanie Cole
Cole, J. (2009 February). Keep them chatting. Learning and Leading with Technology, 4, Retrieved February 15, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
“Keep Them Chatting” was an article about how to keep students interested and involved in an online class. So often, students are inclined to regurgitate information or copy from the Internet. Online instructors need to develop a way to hold students accountable while challenging them to higher-level thinking. The article gave some techniques for stimulating online discussions. One of these techniques includes creating high-level open-ended questions for the students. These types of questions stimulate the student’s creativity and encourage them to think of situations or events in a different way than the “textbook” approach. An example of this type of question is, “If you could choose any historical figure from the 1800’s to be the president in 2009, who would it be? Give reasons for your choice and how you think that person would change present day society.”
Another technique is to use the inquiry method question. Students must research and use problem-solving skills to formulate their answers. The next technique is the discrepant event inventory method. This technique has the student view an unexplained video, photo, or simulation and then answer a question about it using their detailed research. The teacher provides guidelines and requirements.
Another strategy is to have the students use illogical comparisons to compare two unrelated things or events. This encourages students to use analytical and evaluation skills. Finally, the last technique is to use personal examples. The example of this technique from the article is for the student to create the perfect roller coaster and create a list of the rise, run, maximum speed, g-force element and other examples. Then the students are tasked to find real life examples of roller coasters that meet the requirements they listed. Then they give a presentation of their findings for other students to evaluate
The techniques the article offered cannot only be used in an online classroom, but can also be valuable strategies in a traditional classroom.
1. What is an example of a high level open-ended question that a teacher can use for upper elementary aged students who are working on social studies?
An example of an open-ended question would be “ If early explorers had not circumnavigated the world, how do you think history of the United States would have been changed? Explain the affects of the changes we might see today.”
2. How are these techniques valuable to the online classroom teacher and students?
The benefits for the teacher who uses these techniques in the online classroom are the creative aspect that they can add into a lesson by using the open ended questions and the personal examples. They can stimulate the discussions amongst their students in a positive and creative way. They encourage them to explore different possibilities. The benefit for a student is to feel safe in exploration. Since their classmates are also participating with the same types of techniques, they may feel more confident to experiment or take educational risks.
Friday, February 6, 2009
Journal #2 "Museums in the Classroom" by Rose Reissman (NETS 5)
Journal #2 “Museums in the Classroom” by Rose Reissman
Reissman, R. (2009 February). Museums in the Classroom. Learning and Leading with Technology, 4, Retrieved February 15, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
This was a very interactive article with some great links to cybermuseum resources. It mentioned the benefits of a virtual field trip to a museum are student-centered, investigative and offer collaborative learning. A teacher can incorporate a virtual field trip as a literacy and content tool in instruction. Some examples given were a cybermuseum visit to the American Red Cross to enhance lessons on community service and volunteerism, or a visit to the National Cryptologic Museum to augment math literacy and puzzle solving skills. The teacher can use these virtual field trips to add excitement to the classroom by appointing a docent “tour guide”, printing admission tickets, or having visitors sign a guest book.
I actually had fun surfing the cybermuseum sites. I followed one all the way to the Mayflower and ended up looking up my ancestors.
1. What benefits would a teacher enjoy by incorporating a virtual field trip into their lesson plan?
The benefits for the teacher are the creative aspect that they can add into a lesson by using the virtual field trip. They can foster a child’s curiosity and exposure to safe websites. They can involve parents and the community by sending home newsletters with updates on cybermuseum trips and pictures of their child acting as the docent in the classroom, “selling” admission tickets, or exploring multicultural aspects of the experience.
2. How can a teacher interrelate digital citizenship and virtual field trips?
The elements of digital citizenship that relate to the virtual field trips are: digital access, digital literacy, digital etiquette, and digital security. Teachers can also promote Internet safety by using awareness, guided practice, modeling and demonstration, and feedback and analysis.
Reissman, R. (2009 February). Museums in the Classroom. Learning and Leading with Technology, 4, Retrieved February 15, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
This was a very interactive article with some great links to cybermuseum resources. It mentioned the benefits of a virtual field trip to a museum are student-centered, investigative and offer collaborative learning. A teacher can incorporate a virtual field trip as a literacy and content tool in instruction. Some examples given were a cybermuseum visit to the American Red Cross to enhance lessons on community service and volunteerism, or a visit to the National Cryptologic Museum to augment math literacy and puzzle solving skills. The teacher can use these virtual field trips to add excitement to the classroom by appointing a docent “tour guide”, printing admission tickets, or having visitors sign a guest book.
I actually had fun surfing the cybermuseum sites. I followed one all the way to the Mayflower and ended up looking up my ancestors.
1. What benefits would a teacher enjoy by incorporating a virtual field trip into their lesson plan?
The benefits for the teacher are the creative aspect that they can add into a lesson by using the virtual field trip. They can foster a child’s curiosity and exposure to safe websites. They can involve parents and the community by sending home newsletters with updates on cybermuseum trips and pictures of their child acting as the docent in the classroom, “selling” admission tickets, or exploring multicultural aspects of the experience.
2. How can a teacher interrelate digital citizenship and virtual field trips?
The elements of digital citizenship that relate to the virtual field trips are: digital access, digital literacy, digital etiquette, and digital security. Teachers can also promote Internet safety by using awareness, guided practice, modeling and demonstration, and feedback and analysis.
Wednesday, January 28, 2009
Journal 1: "Passport to Digital Citizenship" (NETS 5)
Journal #1 “Passport to Digital Citizenship”
Ribble, M. (2009 January). Passport to digital citizenship. Learning and Leading with Technology, 4, Retrieved January 31, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/DecemberJanuaryNo4/36414r.pdf
This article addresses the fact that we are in an age where most of us feel lost without our technology. Laptops, cell phones, blackberries, etc. have become such an integral part of our work and personal lives that we rely on them for basic things, such as storing our address book or looking up driving directions. The article focuses on using technology appropriately and teaching our students to do so while supporting collaboration, learning, and productivity.
“Passport to Digital Citizenship” describes the nine elements that are key to the concept of digital citizenship. These elements include: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security (Ribble, 2009).
The article also covers the process for implementing the ideas into the daily lives called the Four-Stage Technology Learning Framework for Teaching Digital Citizenship. This is basically the same framework that teachers use in many lessons; awareness, guided practice, modeling and demonstration, and feed back and analysis. Another key point Ribble addresses is the fact that parents and community members need to get involved in the conversation about how these nine elements should be addressed with children.
My thoughts are that the article does address an important issue; we do need to take responsibility for how our students use technology. The families need to get involved since many homes have computers, and many children have Ipods or cell phones. Since there is no censorship on the Internet, children can access many unfavorable sites and/or people. The issue of cyber bullying is becoming more prevalent in the news. We need to teach children how to constructively use the Internet in a safe and productive way. They also must learn to use cell phones responsibly. They need to learn when it is appropriate to text or talk on the phone. In my opinion, I think all children as well as adults, should use basic manners when on the cell phone. I have seen people at the checkout in stores talking on the phone while trying to complete a transaction and I think this is rude. Texting or talking on the phone while driving is not safe, yet I see people do it all of the time. Not only is it our responsibility to teach the proper etiquette and use of technology but we must also be role models to our youth.
Questions
1. As an elementary school teacher how would you use one of the nine elements in your classroom to promote digital citizenship?
As an elementary school teacher, I think it would be most appropriate for that age level to focus on the element of digital access. I would show the students how to access the Internet and how to use its different search engines, such as Google or Wikipedia for research and how to determine the validity of websites. I would teach them the difference between .com, .org., .edu, and . gov web addresses. I would also teach students that they can access computers at the local public library if they do not have access to one at home. I would also address the other types of technology that this age group might encounter, for example, cell phone and Ipod use and etiquette. I would make an effort to show students that they can fully participate in a digital society as this element describes.
2. Why do you think it is important to promote digital citizenship in schools?
It is part of the shared responsibility between the home and the school to educate today’s youth about technology and how to safely and effectively use it. Schools should promote awareness, safe opportunities to explore, and a chance to for students to investigate the different technologies available to them. The education of digital citizenship should be as commonplace as teaching responsibility, commitment, and other common character traits in the schools.
Ribble, M. (2009 January). Passport to digital citizenship. Learning and Leading with Technology, 4, Retrieved January 31, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/DecemberJanuaryNo4/36414r.pdf
This article addresses the fact that we are in an age where most of us feel lost without our technology. Laptops, cell phones, blackberries, etc. have become such an integral part of our work and personal lives that we rely on them for basic things, such as storing our address book or looking up driving directions. The article focuses on using technology appropriately and teaching our students to do so while supporting collaboration, learning, and productivity.
“Passport to Digital Citizenship” describes the nine elements that are key to the concept of digital citizenship. These elements include: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security (Ribble, 2009).
The article also covers the process for implementing the ideas into the daily lives called the Four-Stage Technology Learning Framework for Teaching Digital Citizenship. This is basically the same framework that teachers use in many lessons; awareness, guided practice, modeling and demonstration, and feed back and analysis. Another key point Ribble addresses is the fact that parents and community members need to get involved in the conversation about how these nine elements should be addressed with children.
My thoughts are that the article does address an important issue; we do need to take responsibility for how our students use technology. The families need to get involved since many homes have computers, and many children have Ipods or cell phones. Since there is no censorship on the Internet, children can access many unfavorable sites and/or people. The issue of cyber bullying is becoming more prevalent in the news. We need to teach children how to constructively use the Internet in a safe and productive way. They also must learn to use cell phones responsibly. They need to learn when it is appropriate to text or talk on the phone. In my opinion, I think all children as well as adults, should use basic manners when on the cell phone. I have seen people at the checkout in stores talking on the phone while trying to complete a transaction and I think this is rude. Texting or talking on the phone while driving is not safe, yet I see people do it all of the time. Not only is it our responsibility to teach the proper etiquette and use of technology but we must also be role models to our youth.
Questions
1. As an elementary school teacher how would you use one of the nine elements in your classroom to promote digital citizenship?
As an elementary school teacher, I think it would be most appropriate for that age level to focus on the element of digital access. I would show the students how to access the Internet and how to use its different search engines, such as Google or Wikipedia for research and how to determine the validity of websites. I would teach them the difference between .com, .org., .edu, and . gov web addresses. I would also teach students that they can access computers at the local public library if they do not have access to one at home. I would also address the other types of technology that this age group might encounter, for example, cell phone and Ipod use and etiquette. I would make an effort to show students that they can fully participate in a digital society as this element describes.
2. Why do you think it is important to promote digital citizenship in schools?
It is part of the shared responsibility between the home and the school to educate today’s youth about technology and how to safely and effectively use it. Schools should promote awareness, safe opportunities to explore, and a chance to for students to investigate the different technologies available to them. The education of digital citizenship should be as commonplace as teaching responsibility, commitment, and other common character traits in the schools.
Saturday, January 24, 2009
Introduction letter- Donna Twardy
My name is Donna Twardy. I was raised in Tucson, Arizona until I was eleven years old, so I went to elementary school there. Then, my family moved to the Rancho Penasquitos area, so I attended Black Mountain Middle School and then Mt. Carmel High School. I dabbled in some courses at Palomar Community College, but then decided I was making enough money working at Vons grocery store. I thought, “why get a college degree if I was happy at my job?” Well, eighteen years, a husband, and two kids later, I realized what a mistake I made! I now knew I wanted more out of life than working at a grocery store. I went back to college while working full time to finally earn my bachelors degree. I attended the University of Phoenix. My main reason for choosing UoP is because I thought I was going to be the oldest student in class if I went anywhere else. I have since gotten over this hang-up and that is what brings me to Cal State San Marcos.
I have a PC, and have limited experience using a MAC, but like what I have seen so far. I use technology at my job as an Instructional Aide in a special day class in San Marcos. I have eight computers in my classroom and my students use several software programs and web based learning tools. I also have experience with creating and editing IEP’s using the online program through NCCSE. Some technology that I use at home includes a digital camera, an Ipod, CD player, the Wii and Xbox 360 gaming systems, and two laptop computers.
The part of the CSUSM mission statement that I agree with the most is the last sentence, “Our practices demonstrate a commitment to student-centered education, diversity, collaboration, professionalism, and shared governance”. I have worked in the San Marcos Unified School district for over four years and have seen these concepts in action. The special education program is absolutely student centered and focused on inclusion and diversity. The collaboration amongst students, staff, and families is seen daily. I have seen several student teachers from CSUSM come though my classroom over the years and the common thread they have all shared is their commitment to professionalism and their focus on the students. I am very excited to be a part of the credential program at Cal State San Marcos.
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