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.
Thursday, April 29, 2010
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?
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