Sunday, May 2, 2010
Inspiration - NETS-T 1-5
Graphically organize relationships between work in class and NETS-T using Inspiration
Saturday, May 1, 2010
CSUSM Web 2.0 Tools for Educators Wiki - NETS-T 1,2,3,5
Contribute to Educators Wiki using Cool Tools for Schools
Copyright Issues/Internet Safety - NETS-T 1,3,4,5
Collaborate on copyright/internet safety resources using Google Docs
Classroom Newsletter: Math World Newsletter - NETS-T 1,3
Classroom Information Newsletter for parents and students
Thursday, April 29, 2010
Journal #7: Interactive Whitboards - NETS-T 1,2,3,5
Evaluate and reflect on Classroom 2.0 technology tool
Definition: from U.S. Department of Education
"Interactive whiteboards are used in many schools as replacements for traditional whiteboards or flipcharts. They provide ways to show students anything which can be presented on a computer's desktop (educational software, web sites, and others). In addition, interactivewhiteboards allow teachers to record their instruction and post the material for review by students at a later time. This can be a very effective instructional strategy for students who benefit from repetition, who need to see the material presented again, for students who are absent from school, for struggling learners, and for review for examinations. Brief instructional blocks can be recorded for review by students—they will see the exact presentation that occurred in the classroom with the teacher's audio input. This can help transform learning and instruction."
SmartBoard or Promethean
In this discussion Leigh Newton seeks information about competing whiteboard products SmartBoard or Promethean. I learned from this discussion that there are many things to consider when deciding on which Interactive White Board (IWB) to purchase; like, price, features, ease of learning, ease of use, portability, compatibility, hardware and software, and quality. When it comes to price the SmartBoard is very expensive compared to other brands like Interwrite Pad. The Promethean and SmartBoard have more or less the same features. Most of the comments favor the Promethean when it comes to ease of use and ease of learning. The Promethean is also more portable because only hardware that is needed is the projector and laptop; evidently, the SmartBoard projector should be mounted on the ceiling to cut down on shadowing. The Promethean has issues with their pen, which is not easily replaced if it cracks. One comment alluded that Promethean is compatible with other IWB files, but others suggested that a school should stick with one or the other. Although it does sound like Smarboard and Promethean are the leaders in the IWB market, there are many others that should be considered before purchasing; like, Polyvision (Eno), eBeam, Mimeo,Starboard, Interwrite, and Numonics to name a few. When it comes to buying electronics one must often do much research.
Interactive Whiteboards vs. Wireless Slates
In this discussion Michelle Nebel is weighing the pro and cons between a projector and an interactive whiteboard or just a projector and wireless slate. From what I gathered the interactive whiteboard is more collaborative, and would require students to leave their seats. The wireless tablets could be use for collaborative projects as well but one cursor on the main screen would have to be managed. The price on the wireless tablets is less by about 80%. If you are teaching a class and collaboration is not such an issue, then the wireless tablets can help manage the classroom because the teacher could instruct from different places in the room, like next to the talkative pupil.
Definition: from U.S. Department of Education
"Interactive whiteboards are used in many schools as replacements for traditional whiteboards or flipcharts. They provide ways to show students anything which can be presented on a computer's desktop (educational software, web sites, and others). In addition, interactivewhiteboards allow teachers to record their instruction and post the material for review by students at a later time. This can be a very effective instructional strategy for students who benefit from repetition, who need to see the material presented again, for students who are absent from school, for struggling learners, and for review for examinations. Brief instructional blocks can be recorded for review by students—they will see the exact presentation that occurred in the classroom with the teacher's audio input. This can help transform learning and instruction."
SmartBoard or Promethean
In this discussion Leigh Newton seeks information about competing whiteboard products SmartBoard or Promethean. I learned from this discussion that there are many things to consider when deciding on which Interactive White Board (IWB) to purchase; like, price, features, ease of learning, ease of use, portability, compatibility, hardware and software, and quality. When it comes to price the SmartBoard is very expensive compared to other brands like Interwrite Pad. The Promethean and SmartBoard have more or less the same features. Most of the comments favor the Promethean when it comes to ease of use and ease of learning. The Promethean is also more portable because only hardware that is needed is the projector and laptop; evidently, the SmartBoard projector should be mounted on the ceiling to cut down on shadowing. The Promethean has issues with their pen, which is not easily replaced if it cracks. One comment alluded that Promethean is compatible with other IWB files, but others suggested that a school should stick with one or the other. Although it does sound like Smarboard and Promethean are the leaders in the IWB market, there are many others that should be considered before purchasing; like, Polyvision (Eno), eBeam, Mimeo,Starboard, Interwrite, and Numonics to name a few. When it comes to buying electronics one must often do much research.
Interactive Whiteboards vs. Wireless Slates
In this discussion Michelle Nebel is weighing the pro and cons between a projector and an interactive whiteboard or just a projector and wireless slate. From what I gathered the interactive whiteboard is more collaborative, and would require students to leave their seats. The wireless tablets could be use for collaborative projects as well but one cursor on the main screen would have to be managed. The price on the wireless tablets is less by about 80%. If you are teaching a class and collaboration is not such an issue, then the wireless tablets can help manage the classroom because the teacher could instruct from different places in the room, like next to the talkative pupil.
Journal #9: Professional Learning to Improve Achievement - NETS-T 3,4,5
Reflect on educational journal using ISTE publication and Citation Machine
McAnear, A. (2009). Professional learning to improve achievement for all students. 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/L_L_June_July_2009.htm
Anita McAnear discusses in her article the correlation between professional development and student learning. She relays that the research done at Stanford University concludes that professional learning is crucial to improve academic achievement. The article also touches on the availability that teachers have to improve their skills with collaboration, professional learning, involvement in curriculum decision, and mentors. To help show a road map how teachers become professional learners, Southwest Educational Development Laboratory outlined a learning cycle called the Professional Teaching and Learning Cycle (PTLC). Included in the PTLC learning cycle for teachers are discussing learning expectation, instructional strategies, development of lessons for strategies, how to gather evidence if a lesson plan worked, alternate strategy methods. Teachers in the United States are fortunate to have resources and support to improve their job, and many dedicated organizations committed to improving the achievement gap.
How was the data gathered to conclude that improving professional learning results in higher student achievement?
This article does not provide any details to this question, but it seems like a very difficult experiment to measure. First of all, wouldn’t the observed students used in the experiment have to have been taught by same teacher without professional development and then later with professional development? Then it would be hard to tell if the students improved because they had consistency with a teacher, and/or the teacher naturally improved with experience.
How, when, and who meets to collaborate on Professional Teaching and Learning Cycle?
I looks like PTLC sessions are arranged through the SEDL, and are intended for District curriculum developers, principals, vice principals, teacher leaders, technical assistance providers. I would imagine if this program proves successful and gains momentum that more facilities would appear. Perhaps with the technology to collaborate from ones home, sessions could be held via internet.
McAnear, A. (2009). Professional learning to improve achievement for all students. 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/L_L_June_July_2009.htm
Anita McAnear discusses in her article the correlation between professional development and student learning. She relays that the research done at Stanford University concludes that professional learning is crucial to improve academic achievement. The article also touches on the availability that teachers have to improve their skills with collaboration, professional learning, involvement in curriculum decision, and mentors. To help show a road map how teachers become professional learners, Southwest Educational Development Laboratory outlined a learning cycle called the Professional Teaching and Learning Cycle (PTLC). Included in the PTLC learning cycle for teachers are discussing learning expectation, instructional strategies, development of lessons for strategies, how to gather evidence if a lesson plan worked, alternate strategy methods. Teachers in the United States are fortunate to have resources and support to improve their job, and many dedicated organizations committed to improving the achievement gap.
How was the data gathered to conclude that improving professional learning results in higher student achievement?
This article does not provide any details to this question, but it seems like a very difficult experiment to measure. First of all, wouldn’t the observed students used in the experiment have to have been taught by same teacher without professional development and then later with professional development? Then it would be hard to tell if the students improved because they had consistency with a teacher, and/or the teacher naturally improved with experience.
How, when, and who meets to collaborate on Professional Teaching and Learning Cycle?
I looks like PTLC sessions are arranged through the SEDL, and are intended for District curriculum developers, principals, vice principals, teacher leaders, technical assistance providers. I would imagine if this program proves successful and gains momentum that more facilities would appear. Perhaps with the technology to collaborate from ones home, sessions could be held via internet.
Journal #8: Tapping the Wealth of Social Networks for Professional Development - NETS-T 3,4,5
Reflect on educational journal using ISTE publication and Citation Machine
Greenhow, CG. (2009). Tapping the wealth of social networks for professional development. 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/L_L_June_July_2009.htm
Christine Greenhow points out some of the advantageous of the collaborating applications used throughout the world. For instance, Twitter, Facebook, MySpace, blogs can put people one step away from public figures. These applications can also assist in everyday job situations, like the example with the grant program, where it was discovered via Twitter that the grant up for review had already been tried. The article goes on to build case that social networking could reshape the democratic culture, where everyone’s opinion can be viewed instantaneously, along with up to date information. These powerful tools are being researched and analyzed to see the affects they can have on education. I thought it was interesting that social networking triggered more peer validation, thus making students more creative, clever and articulate in their online presentation. This indicates two things: one that students are capable of doing great work when they are motivated, and that peer pressure is a strong motivator. Social networking has also been credited with providing students with a support team that can help students transition into the college life, or facilitate students helping each other with clarity of homework assignments.
Are high school teachers being encouraged to apply social networking technologies to research projects?
I would think the advantageous to allowing student to use social networking technologies to complete research projects outweigh the disadvantageous. I know some schools use to not allow the use of the internet for research projects because teachers did not want students to simple cut and paste the research project together; consequently not really learning much. But now that the education department has embraced technology, I would think that teachers are now very much encouraged to have students use social networking tools. Research projects can be designed where students would actually learn more and would not be able to simple cut and paste. For example, if the research project required five or more references on a topic, the student would have to integrate the information from the five sources, which would make cutting and pasting very difficult. The traditional encyclopedia route for research is gone.
The article points out that broadcasting anecdotal evidence gathered can help teachers troubleshoot and gain recognition. Could broadcasting also be used to evaluate teachers?
I would think teachers need to consider that anything they broadcast publicly can be used for them and against them. That said; I would imagine that when a teacher tries to facilitate a free flow of ideas, there would be some safeguards so that gathered evidence could be better filtered. Information shared should be honest and accurate, but with Twitter anyone can say anything.
Greenhow, CG. (2009). Tapping the wealth of social networks for professional development. 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/L_L_June_July_2009.htm
Christine Greenhow points out some of the advantageous of the collaborating applications used throughout the world. For instance, Twitter, Facebook, MySpace, blogs can put people one step away from public figures. These applications can also assist in everyday job situations, like the example with the grant program, where it was discovered via Twitter that the grant up for review had already been tried. The article goes on to build case that social networking could reshape the democratic culture, where everyone’s opinion can be viewed instantaneously, along with up to date information. These powerful tools are being researched and analyzed to see the affects they can have on education. I thought it was interesting that social networking triggered more peer validation, thus making students more creative, clever and articulate in their online presentation. This indicates two things: one that students are capable of doing great work when they are motivated, and that peer pressure is a strong motivator. Social networking has also been credited with providing students with a support team that can help students transition into the college life, or facilitate students helping each other with clarity of homework assignments.
Are high school teachers being encouraged to apply social networking technologies to research projects?
I would think the advantageous to allowing student to use social networking technologies to complete research projects outweigh the disadvantageous. I know some schools use to not allow the use of the internet for research projects because teachers did not want students to simple cut and paste the research project together; consequently not really learning much. But now that the education department has embraced technology, I would think that teachers are now very much encouraged to have students use social networking tools. Research projects can be designed where students would actually learn more and would not be able to simple cut and paste. For example, if the research project required five or more references on a topic, the student would have to integrate the information from the five sources, which would make cutting and pasting very difficult. The traditional encyclopedia route for research is gone.
The article points out that broadcasting anecdotal evidence gathered can help teachers troubleshoot and gain recognition. Could broadcasting also be used to evaluate teachers?
I would think teachers need to consider that anything they broadcast publicly can be used for them and against them. That said; I would imagine that when a teacher tries to facilitate a free flow of ideas, there would be some safeguards so that gathered evidence could be better filtered. Information shared should be honest and accurate, but with Twitter anyone can say anything.
Monday, April 26, 2010
Journal #6: A New Concept of Digital Citizenship for the Digital Age - NETS-T 3,4,5
Reflect on educational journal using ISTE publication and Citation Machine
Greenhow, CG. (2010). A New concept of citizenship for the digital age. 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25564&DirectListComboInd=D
Driven by the need to make our future workforce in the United States competent and able to compete in the information age, six categories were formulated by the ISTE and Partnership for 21st Century Skills. In the article “A New concept of citizenship for the digital age”, Christine Greenhow takes us through the digital citizenship category and explores the evolution of its definition. The concept of digital citizenship is hard to define and varies between countries, cultures and even standards-setting agencies. NETS-S has formally defined digital citizenship; however, their definition seems much broader than traditional definitions. NETS-S incorporates legal, ethical, safe, and responsible uses of information when measuring good online behavior. Whereas, traditional definitions of digital citizenship refer more to how a citizen uses electronic resources. Other institutions, such as University of Kansas has expanded the concept of digital citizenship to include access to information. Research and more articles like this are doing teachers and parents a service by keeping us aware of cyber bullying and number of other ethical dilemmas. Hopefully, by defining digital citizenship and surrounding issues we can prevent bad behavior.
What is the purpose of defining digital citizenship?
I think the purpose to defining what digital citizenship is to help civilization understand important issues that the 21st century generations will be facing. I think NETS-S does a good job at defining the intent of being a good citizen in the digital world. When I think of a good citizen, I think of someone who obeys the laws and is considerate of others. Perhaps by defining good digital citizenship, sound laws can be made for the good and safety of all citizens.
Should government ensure equitable access to learning and job opportunities?
According to the National Association of Colleges more than 50% of employers will be using 2.0 technologies to help sift through potential hires. That being said, the government should not try and balance the seemingly unfair advantage that people have with better access to technologies over those who don’t. Struggles and innovations are what made this country great in the first place, not a socialist form of government. Many government programs I saw growing up in Detroit only ended up devastating the people they were suppose to help. There are still plenty of opportunities in this country for anyone who wants to work hard. Conversely, I could see having access as a potential problem for employees because everything you do online could possibly be used to not hire you.
Greenhow, CG. (2010). A New concept of citizenship for the digital age. 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25564&DirectListComboInd=D
Driven by the need to make our future workforce in the United States competent and able to compete in the information age, six categories were formulated by the ISTE and Partnership for 21st Century Skills. In the article “A New concept of citizenship for the digital age”, Christine Greenhow takes us through the digital citizenship category and explores the evolution of its definition. The concept of digital citizenship is hard to define and varies between countries, cultures and even standards-setting agencies. NETS-S has formally defined digital citizenship; however, their definition seems much broader than traditional definitions. NETS-S incorporates legal, ethical, safe, and responsible uses of information when measuring good online behavior. Whereas, traditional definitions of digital citizenship refer more to how a citizen uses electronic resources. Other institutions, such as University of Kansas has expanded the concept of digital citizenship to include access to information. Research and more articles like this are doing teachers and parents a service by keeping us aware of cyber bullying and number of other ethical dilemmas. Hopefully, by defining digital citizenship and surrounding issues we can prevent bad behavior.
What is the purpose of defining digital citizenship?
I think the purpose to defining what digital citizenship is to help civilization understand important issues that the 21st century generations will be facing. I think NETS-S does a good job at defining the intent of being a good citizen in the digital world. When I think of a good citizen, I think of someone who obeys the laws and is considerate of others. Perhaps by defining good digital citizenship, sound laws can be made for the good and safety of all citizens.
Should government ensure equitable access to learning and job opportunities?
According to the National Association of Colleges more than 50% of employers will be using 2.0 technologies to help sift through potential hires. That being said, the government should not try and balance the seemingly unfair advantage that people have with better access to technologies over those who don’t. Struggles and innovations are what made this country great in the first place, not a socialist form of government. Many government programs I saw growing up in Detroit only ended up devastating the people they were suppose to help. There are still plenty of opportunities in this country for anyone who wants to work hard. Conversely, I could see having access as a potential problem for employees because everything you do online could possibly be used to not hire you.
Saturday, April 24, 2010
Friday, April 23, 2010
Rubrics NETS-S Power Point - NETS-T 1,2,3
Create Rubric to collaborate and assess PowerPoint presentation
Friday, April 16, 2010
Social Bookmarking (Delicious) - NETS-T 1,2,3,4
Bookmark important sites using Delicious
#1 The primary sources found in the Archives helps put to rest many disputes about accuracy. For instance, many people still question the validity of the state of Israel. By using the national archive I was able to find the history and proof that Israel was indeed recognized by the United Nations. under the bookmark 'Recognition of the State of Israel', I saw the original letter Harry S. Truman sign that recognized the provisional government as the de facto authority of the new state of Israel in Israel in Palestine.
#2 NEA- Acheivement Gap describes the difference of test scores between variying groups of students. Studies have shown that certain groups are at risk; mainly minority and low income groups of students usually lag behind White and Asian students. Similarily, young boys fall behind young girls, and High School girls fall behind High School boys.
Networking with other schools fits my style of teaching. I like to be involved with community activities that promote culture, education, and that bring people together. For example, all schools in a community could organize bilingual scrabble tournaments.
I like the idea of using “natural helpers” as well as “experts” to build a network of knowledge about the communities’ culture, language, ethnicity and other related information. This knowledge could help in designing my curriculum, help in how to relate information to students and parents, and help in understanding my students and what they are facing.
Networking with parents also fits my teaching style. Teaming with parents, faith-based organizations, minority and majority community, and family members to design and implement programs that bridge the diverse groups in the community would be fun and rewarding. Organizing a monthly meeting with parents, where perhaps an attractive program would be developed that would offer kids a safe and fun place to place age appropriate games.
#3 I was glad to learn that I am a Cyber Saint, scoring a zero in the “Are You a Cyberbully?” quiz.
IN the Offsite Internet activities and schools article it was apparent that proving whether cyberbullying occurred at school or off campus is a tricky thing to prove; and the onus of proof is on the school. Knowing that, I would have a discussion with my students on Cyberbullying. I would have them identify all possible areas of Cyberbullying. Then I would solicit ways that Cyberbullying could be monitored, they could very well know how to provide the proof necessary for disciplinary action should an offence occur. I would also have the student discussion cover Instant messaging. Students should be given clear guidelines of when to use IM, what to communicate in an IM, and what the consequences can result when inappropriate IM are sent.
#4 Under the Subject Access area on Kathy Schrocks’s web site I found the Mathematics link very interesting. I was familiar with many of the web sites suggested for math and even had some of them already bookmarked. I will use this site as resource to find a variety of examples and approaches to help my students better understand a mathematical construct. I will also encourage students to use this site when doing their homework; almost like they would use a tutor.
I also was comforted to have available Kathy’s “Teacher Helpers”. It is encouraging to have a head start when creating a slide show or presentation. These areas were places I focused on because I will no doubt be utilizing them. This site will save me time because the outline of my presentations or slide shows will be in place. All I would have to do is tweak the content parts, which will be a better use of my time.
#5 My top intelligence are
#6 Level: Grades 9 to 12 - Subject: Math and Technology
I would use the Creating a Unit on Air Quality lesson to teach my students that through cooperative learning, required math standards (Bar Graphs, Box Plots and Stem and Leaf Plots, Two Variable Data – correlations) can be used to solve relevant world issues. I would start the lesson with an open discussion on air quality and the effects on health. After an interest has developed, I would split them into group, and go over the objective of the lesson, which is to find the city with the worst air quality. Next I would outline each day’s activities to accomplish the goal. For each day’s activity I would work in the math lesson necessary to complete the activity.
#7 The following two questions I found interesting were:
#1 The primary sources found in the Archives helps put to rest many disputes about accuracy. For instance, many people still question the validity of the state of Israel. By using the national archive I was able to find the history and proof that Israel was indeed recognized by the United Nations. under the bookmark 'Recognition of the State of Israel', I saw the original letter Harry S. Truman sign that recognized the provisional government as the de facto authority of the new state of Israel in Israel in Palestine.
#2 NEA- Acheivement Gap describes the difference of test scores between variying groups of students. Studies have shown that certain groups are at risk; mainly minority and low income groups of students usually lag behind White and Asian students. Similarily, young boys fall behind young girls, and High School girls fall behind High School boys.
Networking with other schools fits my style of teaching. I like to be involved with community activities that promote culture, education, and that bring people together. For example, all schools in a community could organize bilingual scrabble tournaments.
I like the idea of using “natural helpers” as well as “experts” to build a network of knowledge about the communities’ culture, language, ethnicity and other related information. This knowledge could help in designing my curriculum, help in how to relate information to students and parents, and help in understanding my students and what they are facing.
Networking with parents also fits my teaching style. Teaming with parents, faith-based organizations, minority and majority community, and family members to design and implement programs that bridge the diverse groups in the community would be fun and rewarding. Organizing a monthly meeting with parents, where perhaps an attractive program would be developed that would offer kids a safe and fun place to place age appropriate games.
#3 I was glad to learn that I am a Cyber Saint, scoring a zero in the “Are You a Cyberbully?” quiz.
IN the Offsite Internet activities and schools article it was apparent that proving whether cyberbullying occurred at school or off campus is a tricky thing to prove; and the onus of proof is on the school. Knowing that, I would have a discussion with my students on Cyberbullying. I would have them identify all possible areas of Cyberbullying. Then I would solicit ways that Cyberbullying could be monitored, they could very well know how to provide the proof necessary for disciplinary action should an offence occur. I would also have the student discussion cover Instant messaging. Students should be given clear guidelines of when to use IM, what to communicate in an IM, and what the consequences can result when inappropriate IM are sent.
#4 Under the Subject Access area on Kathy Schrocks’s web site I found the Mathematics link very interesting. I was familiar with many of the web sites suggested for math and even had some of them already bookmarked. I will use this site as resource to find a variety of examples and approaches to help my students better understand a mathematical construct. I will also encourage students to use this site when doing their homework; almost like they would use a tutor.
I also was comforted to have available Kathy’s “Teacher Helpers”. It is encouraging to have a head start when creating a slide show or presentation. These areas were places I focused on because I will no doubt be utilizing them. This site will save me time because the outline of my presentations or slide shows will be in place. All I would have to do is tweak the content parts, which will be a better use of my time.
#5 My top intelligence are
- Naturalistic at 67
- Intrapersonal at 63%
- Musical and Logical-Mathematics at 56%
#6 Level: Grades 9 to 12 - Subject: Math and Technology
I would use the Creating a Unit on Air Quality lesson to teach my students that through cooperative learning, required math standards (Bar Graphs, Box Plots and Stem and Leaf Plots, Two Variable Data – correlations) can be used to solve relevant world issues. I would start the lesson with an open discussion on air quality and the effects on health. After an interest has developed, I would split them into group, and go over the objective of the lesson, which is to find the city with the worst air quality. Next I would outline each day’s activities to accomplish the goal. For each day’s activity I would work in the math lesson necessary to complete the activity.
#7 The following two questions I found interesting were:
- Compared with White women, how likely are African American women in the U.S. to die during childbirth due to a lack of access to prenatal care, according to the Agency for Healthcare Research and Quality? This question made me curios as to whether or not the autopsy claimed the cause of death was due to a lack of parental care. I guess I would like to know what care White women are receiving that African American women are not receiving. Then I would like to know why our government would allow such an injustice, where one group is provided with a service and another is denied.
- According to a study by the American Association of Physicians for Human Rights, what percentage of physicians report witnessing a colleague giving reduced care or refusing care to lesbian, gay, or bisexual patients? This worries me because I assumed doctors were working under some guidelines where they never turn away any citizen (legal or not).
Sunday, April 11, 2010
Journal #4: Playing with Skype - NETS-T 3,4,5
Reflect on educational journal using ISTE publication and Citation Machine
Weller, T. (2010). Playing with skype. 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd=
Travis J. Weller makes an excellent point about using technology, such as Skypes, to utilize subject expert knowledge from around the world to better teach students. The example given in this article, where three noted composers speak to music students before they performed their music shows the benefit to using Skypes to communicate. In this case the students were very much engaged, as they shared a give and take conversation with the composers. Implicit in this example, is that Skypes also gave the composer his perspective as to how he intended the music to be played. Imagine the affect on operas if Skpys could have been used on composers such as Puccini and Verdi. Weller also drives home the point of how simple and cost effective it is to use Skypes. Having the ability to acquire many expert opinions or perspectives on any subject matter sure seems like a boon for future students.
If Skypes becomes commonplace in the classroom, where subject experts are employed around the world, would teachers still need to be subject experts?
The credentialing of teachers might not change that much, even though theoretically the teacher may never have to teach on any subject. If the teacher’s role shifts more to a facilitator rather than a teacher, the teacher will still have to be responsible for what is taught.
Are there, or should there be standard regulations, certifications, and protocols when it comes to using subject experts?
Although using subject experts and Skypes seems like a great idea, there might be a can of worms opened up if this becomes the norm. Teachers have to be credentialed; perhaps subject experts should have to be credentialed too. How will it be decided who is a subject expert? Would subject experts or teachers be held accountable for students’ education performance on standardized tests?
Weller, T. (2010). Playing with skype. 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd=
Travis J. Weller makes an excellent point about using technology, such as Skypes, to utilize subject expert knowledge from around the world to better teach students. The example given in this article, where three noted composers speak to music students before they performed their music shows the benefit to using Skypes to communicate. In this case the students were very much engaged, as they shared a give and take conversation with the composers. Implicit in this example, is that Skypes also gave the composer his perspective as to how he intended the music to be played. Imagine the affect on operas if Skpys could have been used on composers such as Puccini and Verdi. Weller also drives home the point of how simple and cost effective it is to use Skypes. Having the ability to acquire many expert opinions or perspectives on any subject matter sure seems like a boon for future students.
If Skypes becomes commonplace in the classroom, where subject experts are employed around the world, would teachers still need to be subject experts?
The credentialing of teachers might not change that much, even though theoretically the teacher may never have to teach on any subject. If the teacher’s role shifts more to a facilitator rather than a teacher, the teacher will still have to be responsible for what is taught.
Are there, or should there be standard regulations, certifications, and protocols when it comes to using subject experts?
Although using subject experts and Skypes seems like a great idea, there might be a can of worms opened up if this becomes the norm. Teachers have to be credentialed; perhaps subject experts should have to be credentialed too. How will it be decided who is a subject expert? Would subject experts or teachers be held accountable for students’ education performance on standardized tests?
Journal #3: Navigate the Digital Rapids - NETS-T 3,4,5
Reflect on educational journal using ISTE publication and Citation Machine
Lindsay, J. (2010). Navigate the digital rapids. 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
This article addresses some of the issues facing teachers as they use digital technologies for connected learning projects. Julie Lindsay and Vicki Davis note, teachers are going to have to research technology trends, find out what technologies are accepted in school districts, become proficient in new technologies by networking with other teachers (reduce the fear factor), enable and encourage student to learn new technologies while creating school projects, and at the same time teach students to conduct themselves in a professional and respectful manner when communicating digitally. In general, I agree with the authors views in navigating the digital rapids, I would only be very careful as to what privileges students get with the school network. Many script kiddies and hackers start their career off in high school, where they have time and think they have nothing to lose.
What are the benefits in using an educational network?
This article does not elaborate on the power that is harnessed from connected learning, but I trust that there is great value with students working together. For one thing, this teaches kids about real world job environments, where employees usually have to work on teams. This requires professionalism, respect and everyone pulling their weight. It also requires asking for help when you need it, as well as giving help when you can.
How can a teacher keep pace with his or her students when it comes to learning the latest digital tools?
Not only do teachers, and parents for that matter, have a demanding job to do, they usually have a family to take care of; which means they do not have as much time to learn and play with the latest gismos as children do. The only problem I see with this is if students are using these digital tools inappropriately and know how to cover their tracks. I would not be surprised if more seminars are given to teachers on how to safe guard against delinquent digital citizenship.
Lindsay, J. (2010). Navigate the digital rapids. 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
This article addresses some of the issues facing teachers as they use digital technologies for connected learning projects. Julie Lindsay and Vicki Davis note, teachers are going to have to research technology trends, find out what technologies are accepted in school districts, become proficient in new technologies by networking with other teachers (reduce the fear factor), enable and encourage student to learn new technologies while creating school projects, and at the same time teach students to conduct themselves in a professional and respectful manner when communicating digitally. In general, I agree with the authors views in navigating the digital rapids, I would only be very careful as to what privileges students get with the school network. Many script kiddies and hackers start their career off in high school, where they have time and think they have nothing to lose.
What are the benefits in using an educational network?
This article does not elaborate on the power that is harnessed from connected learning, but I trust that there is great value with students working together. For one thing, this teaches kids about real world job environments, where employees usually have to work on teams. This requires professionalism, respect and everyone pulling their weight. It also requires asking for help when you need it, as well as giving help when you can.
How can a teacher keep pace with his or her students when it comes to learning the latest digital tools?
Not only do teachers, and parents for that matter, have a demanding job to do, they usually have a family to take care of; which means they do not have as much time to learn and play with the latest gismos as children do. The only problem I see with this is if students are using these digital tools inappropriately and know how to cover their tracks. I would not be surprised if more seminars are given to teachers on how to safe guard against delinquent digital citizenship.
Journal #2: Learning with Media - NETS-T 3,4,5
Reflect on educational journal using ISTE publication and Citation Machine
Bull, G. (2010). Finding students who learn with media. 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListComboInd=D
Creating digital documentaries sounds like more fun than work. My first assumption was that most kids would jump at the chance to create a digital documentary instead of writing a typical essay. Even if a student’s interest in the content is low, he or she is learning a skill that can be used for fun or other school activities. Like everything, one size does not fit all, and some students may shy away from technology and learning new things. It sounds like Primary Access Movie Maker bridges technical minded students and not so technical minded students, where both type of students can focus more on learning objectives rather than learning the media tool. I liked how this article covered the concern teachers’ face with engaging students. Continued assessments will help guide teachers on how best to use media tools.
If a history teacher employed Primary Access Moviemaker to teach about World War I, should his or her students be graded on how much they know about World War I? Or how well their documentary came out?
Although this article does not directly answer that question, it looks like students can work on their projects from home provided that they have internet access. Having internet access could be an advantage for some kids, and therefore it would not be equitable if their grade depended on how well their World War I movie came out. In addition to the project, I would also give a multiple choice test on the subject being taught, and give the test score more weight for the student’s grade.
Are schools encouraging teachers to use more media type tools for assignments?
I would think that learning how to use the latest technology will only benefit students. Granted, the 3R (Reading, writing & arithmetic) still come first in an education for kids, learning how to use the latest technical tools maybe gaining importance in an education. More and more jobs require knowing how to use technical tools, such as media tools.
Bull, G. (2010). Finding students who learn with media. 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListComboInd=D
Creating digital documentaries sounds like more fun than work. My first assumption was that most kids would jump at the chance to create a digital documentary instead of writing a typical essay. Even if a student’s interest in the content is low, he or she is learning a skill that can be used for fun or other school activities. Like everything, one size does not fit all, and some students may shy away from technology and learning new things. It sounds like Primary Access Movie Maker bridges technical minded students and not so technical minded students, where both type of students can focus more on learning objectives rather than learning the media tool. I liked how this article covered the concern teachers’ face with engaging students. Continued assessments will help guide teachers on how best to use media tools.
If a history teacher employed Primary Access Moviemaker to teach about World War I, should his or her students be graded on how much they know about World War I? Or how well their documentary came out?
Although this article does not directly answer that question, it looks like students can work on their projects from home provided that they have internet access. Having internet access could be an advantage for some kids, and therefore it would not be equitable if their grade depended on how well their World War I movie came out. In addition to the project, I would also give a multiple choice test on the subject being taught, and give the test score more weight for the student’s grade.
Are schools encouraging teachers to use more media type tools for assignments?
I would think that learning how to use the latest technology will only benefit students. Granted, the 3R (Reading, writing & arithmetic) still come first in an education for kids, learning how to use the latest technical tools maybe gaining importance in an education. More and more jobs require knowing how to use technical tools, such as media tools.
Journal #1 - Virtual Field Trip - NETS-T 3,4,5
Reflect on educational journal using ISTE publication and Citation Machine
Zanetis, J. (2010). Beginners guide to interactive virtual field trips. learning and leading. 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
Virtual Field Trips (VFT) provide some advantages over regular field trip when it comes to educating kids. As stated by Jan Zanetis in her article ‘The Beginner's Guide to Interactive Virtual Field Trips’ cost and availability make VFTs attractive. Gas prices, parents' time away from work (opportunity costs), admission fees all drive up the cost when taking kids to a real world field trip. There is also the difficulty of finding a place of interest that is nearby and available to entertain a large group of kids. Students from big cities might have an easier time finding attractive field trip sites than students from rural areas. In any case, VFTs offer rural and urban students a much larger choice of interesting places to visit. Plus asynchronous VFT sites are available whenever; which surely eases scheduling issues. Another reason VFTs are good learning tools is that the topic material is filtered and polished. Thus, the lesson will almost always yield the effect a teacher expects; whereas, real world field trips do not always go as planned.
Does the CILC program provide some sort of test or survey that could measure the effectiveness of a given VFT?
Having a way to determine whether or not students comprehend what they are watching would be a good tool to improve existing and future VFTs. This could be said of real world field trips too. A good comprehensive test would lead kids to focus on the main points of topic, and would also provide an outline for discussions.
What advantages do real world field trips have over virtual field trips?
Sometimes there are intangible lessons in life that textbooks and movies cannot give. Going on a real world field trip with your classmates are sometimes the best experiences kids have in school. The lesson is almost secondary to these kids. Excited kids being in a different setting with friends provides opportunities to teach kids social skills on how to behave appropriately. VFTs have their advantages, but real world field trips will always have theirs.
Zanetis, J. (2010). Beginners guide to interactive virtual field trips. learning and leading. 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
Virtual Field Trips (VFT) provide some advantages over regular field trip when it comes to educating kids. As stated by Jan Zanetis in her article ‘The Beginner's Guide to Interactive Virtual Field Trips’ cost and availability make VFTs attractive. Gas prices, parents' time away from work (opportunity costs), admission fees all drive up the cost when taking kids to a real world field trip. There is also the difficulty of finding a place of interest that is nearby and available to entertain a large group of kids. Students from big cities might have an easier time finding attractive field trip sites than students from rural areas. In any case, VFTs offer rural and urban students a much larger choice of interesting places to visit. Plus asynchronous VFT sites are available whenever; which surely eases scheduling issues. Another reason VFTs are good learning tools is that the topic material is filtered and polished. Thus, the lesson will almost always yield the effect a teacher expects; whereas, real world field trips do not always go as planned.
Does the CILC program provide some sort of test or survey that could measure the effectiveness of a given VFT?
Having a way to determine whether or not students comprehend what they are watching would be a good tool to improve existing and future VFTs. This could be said of real world field trips too. A good comprehensive test would lead kids to focus on the main points of topic, and would also provide an outline for discussions.
What advantages do real world field trips have over virtual field trips?
Sometimes there are intangible lessons in life that textbooks and movies cannot give. Going on a real world field trip with your classmates are sometimes the best experiences kids have in school. The lesson is almost secondary to these kids. Excited kids being in a different setting with friends provides opportunities to teach kids social skills on how to behave appropriately. VFTs have their advantages, but real world field trips will always have theirs.
Friday, April 9, 2010
Peter C. Dunn, Quick Profile - Introductory Letter
My name is Peter Dunn and was raised in Detroit, Michigan. I attended 6 schools for my high school diploma. Enduring, I mean enjoying, Catholic schools for 1st, 2nd, 4th, 9th and 10th grades, and public schools for the other grades. My friends from the neighborhood, whom I attended school with for 5th through 8th grade, still get together and stay in touch. My college career was similar to my k-12 career, as I went to 5 different colleges. I received a BS in Math/CS and a Masters in Applied Math. Developing good study habits in 9th and 10th grade helped me through college, and working while going to college took forever; next life I'll take out a loan.
My relationship with computers is a love hate relationship. On one hand it's stimulating to learn, use and develop applications, but on the other it is hard to keep up with all the technologies. I have made my living the last 22 years working with software. I am proficient at all the obsolete languages, and coming up to speed in .Net/C#. I started developing software on Mainframes for EDS/GM in PL/1 for their CGS (Computer Graphic System) application. My life took a turn when I started a software company (Brendan Technologies, Inc.). At Brendan (early 90s) our application supported Amiga, Mac, and Windows users and was written in True Basic. Later, I worked for Lucent Technologies for 6 years using and learning Unix/Linux, C++, Pearl, vi, X25...etc. Currently I am back with Brendan where we are targeting PC users and therefor converting our application to .NET C#. I use a variety of applications and technologies to test our software, such as: TestComplete, XML, XSTL, Nant, Cruise Control...etc. Even though I have dealt with many aspects of software (Networks, Security, Data Bases, Backups, etc) I feel it is changing so fast that it is impossible to keep up with it all.
The mindset that jumped out at me about the mission statement was the part about preparing thoughtful educators and promoting professional practices. To achieve educational equity, where every student has fair chance at a quality education, requires life long learning and reflection. To me it means that a teacher can not simply go through the motions of teaching, but instead must strive to discover methods to reach all the students. When I applied to CSUSM I was not even aware of a mission statement, but after taking ED364 and ED350 I would say CSUSM is fulfilling their mission.
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