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.
Subscribe to:
Posts (Atom)
Posts
