I created a Public Service Announcement, while using Quicktime iMovie, to create a short movie about the hate crimes occurring on the CSUSM campus. This iMovie includes some statistics on hate crimes within California. iMovie is such a fun, and great way to get students more involved. You are able to put together your own video with clips, transitions,text, still photos, music, and much more!
Thursday, April 29, 2010
Wiki Assignment- NETS I, III, & V
Using Webpaint, and researching all of the Web 2.0 Classroom tools, I was able to make a Wiki. A wiki is a website that allows the easy creation and editing via any web browser. For this particular assignment, I decided to choose a Slideshow tool, known as "Slideshare". I created a Wiki page, answered a couple of questions, such as how I would apply this tool to my classroom as a future educator, and lastly, submitted a PowerPoint presentation I had previously done for this class, through Slideshare. Wiki is a great website to use; It is also a great resource for future teachers to learn about the many different technological tools available to us!
Saturday, April 24, 2010
Journal #6: Google Earth- NETS I, III
To begin this journal, I joined the Web 2.0 community. I then explored the many tools on this website, and chose "Google Earth". I had to follow two discussions or more related to this topic, to better understand it. After, I defined "Google Earth", and how I would use this in my classroom. "Google Earth" is such an amazing and fun program to use! It allows you to explore so much of the beautiful world we live in!
Petra, T. (2007, October 14). Cross-circular Uses of Google Earth. Retrieved 24 April 2010 from: http://www.classroom20.com/forum/topics/649749: Topic:58381
The classroom 2.0 tool that I chose to do is: Google Earth. Google Earth can be defined as: an information program that allows you to use a virtual globe, map, and geographic information to let you view Earth by satellite images. Google Earth is a wonderful program, which teachers are also beginning to incorporate it into their classrooms. One teacher named: Thomas Petra, has even incorporated this program into his middle school math classes. According to Petra, the students love this program, and have really gotten engaged by it. His math classes have used it to plot historic typhoons, which have struck the island from where they live. The students use typhoon data for the plotting, and added a path and image, and annotated everything. The students in his class a couple of times had asked, “What does this have to do with math?” The fact that students are having fun, and at the same time learning math, and do not even know it, this is sometimes a great way to get students engaged. Petra has even applied Google Earth to his eighth grade class, as a problem solving activity, in which they played the role of a Coast Guard. Their assignment was to conduct a search and rescue operation. He gave them wind, currents, and other parameters, and they had to devise a search plan and map it out on Google Earth.
In conclusion, Google Earth is an amazing, and fascinating tool that is available to us now, even as an app for those who have iPhones. For those who plan on being educators in the future, Google Earth is a great way to use technology, and teach your students at the same time. Tools such as: Google Earth, make learning fun, enjoyable, and results in more engagement.
Petra, T. (2007, October 14). Cross-circular Uses of Google Earth. Retrieved 24 April 2010 from: http://www.classroom20.com/forum/topics/649749: Topic:58381
The classroom 2.0 tool that I chose to do is: Google Earth. Google Earth can be defined as: an information program that allows you to use a virtual globe, map, and geographic information to let you view Earth by satellite images. Google Earth is a wonderful program, which teachers are also beginning to incorporate it into their classrooms. One teacher named: Thomas Petra, has even incorporated this program into his middle school math classes. According to Petra, the students love this program, and have really gotten engaged by it. His math classes have used it to plot historic typhoons, which have struck the island from where they live. The students use typhoon data for the plotting, and added a path and image, and annotated everything. The students in his class a couple of times had asked, “What does this have to do with math?” The fact that students are having fun, and at the same time learning math, and do not even know it, this is sometimes a great way to get students engaged. Petra has even applied Google Earth to his eighth grade class, as a problem solving activity, in which they played the role of a Coast Guard. Their assignment was to conduct a search and rescue operation. He gave them wind, currents, and other parameters, and they had to devise a search plan and map it out on Google Earth.
In conclusion, Google Earth is an amazing, and fascinating tool that is available to us now, even as an app for those who have iPhones. For those who plan on being educators in the future, Google Earth is a great way to use technology, and teach your students at the same time. Tools such as: Google Earth, make learning fun, enjoyable, and results in more engagement.
Collaborative NETS PowerPoint Rubric- NETS II
Together as a class, we collaborated and created a rubric on Rcampus.com, that we used to grade each other's PowerPoint presentations. As a future educator, this is a great source to use when grading my students.
Journal #9- NETS I, III, & V
Weller, Travis. "Playing With Skype." L & L 37.6 (2010). Retrieved 24 Apr 2010 from: http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd.
In the article, “Playing With Skype”, written by: Travis J. Weller, Weller discusses the incredible digital experience Skype has to offer. In the article, Weller talks about a community college in Pennsylvania, and how they used Skype to conduct a live concert band for whoever desired to watch it. Weller explains that one of his friends: Joseph M. Pisano, had helped him with this brilliant idea, and making it all come together. The equipment requirements were very minimal, and ended up being a very successful event. According to Weller, “Skype makes it possible for educators to seek out experts in their subject areas and invite them to share in the classroom or the rehearsal hall”.
Question #1: What is a way I could implement Skype into my future classroom?
As a future educator, and from experience, I can definitely say that sometime in the future, school is going to be all based on technology. In one of my internet Spanish classes last semester, my professor was always available to skype, to get extra help or to just ask a simple question. I thought this was such a good idea; I felt as though I was in the classroom, and actually interacting with my professor. I feel that somehow implementing Skype into my classroom is a very good idea. However, it may be a little more difficult with elementary school levels, but at the speed our society is going, nothing is impossible when it comes to technology nowadays.
Question #2: What is a con of having something such as Skype, available to your students?
Having Skype available to students, can result in social interaction, rather than academic interaction during class time. I also feel that sometimes it is better to learn directly, rather than using Skype, with other students and/or the teacher.
In the article, “Playing With Skype”, written by: Travis J. Weller, Weller discusses the incredible digital experience Skype has to offer. In the article, Weller talks about a community college in Pennsylvania, and how they used Skype to conduct a live concert band for whoever desired to watch it. Weller explains that one of his friends: Joseph M. Pisano, had helped him with this brilliant idea, and making it all come together. The equipment requirements were very minimal, and ended up being a very successful event. According to Weller, “Skype makes it possible for educators to seek out experts in their subject areas and invite them to share in the classroom or the rehearsal hall”.
Question #1: What is a way I could implement Skype into my future classroom?
As a future educator, and from experience, I can definitely say that sometime in the future, school is going to be all based on technology. In one of my internet Spanish classes last semester, my professor was always available to skype, to get extra help or to just ask a simple question. I thought this was such a good idea; I felt as though I was in the classroom, and actually interacting with my professor. I feel that somehow implementing Skype into my classroom is a very good idea. However, it may be a little more difficult with elementary school levels, but at the speed our society is going, nothing is impossible when it comes to technology nowadays.
Question #2: What is a con of having something such as Skype, available to your students?
Having Skype available to students, can result in social interaction, rather than academic interaction during class time. I also feel that sometimes it is better to learn directly, rather than using Skype, with other students and/or the teacher.
Thursday, April 22, 2010
Journal #8- NETS I, IV, & V
Lindsay, Julie, and Vicki Davis. "Navigate the Digital Rapids." L & L 37.6 (2010). Retrieved 22 Apr 2010 from: http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm.
In the article: “Navigate the Digital Rapids”, written by: Julie Lindsay and Vicki Davis, Lindsay and Davis discuss what digital citizenship is. Both define digital citizenship as, “transforming yourself into a professional who can effectively research technology trends, monitor the uses of technology in your school or district, avoid the fear factor that can easily paralyze you, and empower student- centered learning to create vibrant, exciting learning projects”. Lindsay and Davis talk about how throughout the years our society has changed, and all we use now is technology, therefore our teachers need to be taught how to accurately apply these to their classrooms.
Question #1: As a future educator, do you feel digital citizenship should be applied to your classroom?
Yes, as a future educator, I definitely feel it is important to apply digital citizenship to my classroom. From experience, almost all of my assignments in college are given, and must be turned in via the internet. This, in my opinion, is just the beginning. Where we will be in ten years, who knows, but it will definitely be interesting to see. I feel as though all of school where be done using technology, therefore it is definitely important for me to apply this to my classroom.
Question #2: As a future educator, how could you go about slowly adjusting to digital citizenship?
I feel that adjusting to digital citizenship is a gradual and slow process. From experience, while doing my observations, I couldn’t believe how technology knowledge based these children already are, especially at such a young age. As future educators, we need to know what to expect. We should slowly teach ourselves about the different programs our students will be using, maybe even take a class, so we are well prepared when that time comes.
In the article: “Navigate the Digital Rapids”, written by: Julie Lindsay and Vicki Davis, Lindsay and Davis discuss what digital citizenship is. Both define digital citizenship as, “transforming yourself into a professional who can effectively research technology trends, monitor the uses of technology in your school or district, avoid the fear factor that can easily paralyze you, and empower student- centered learning to create vibrant, exciting learning projects”. Lindsay and Davis talk about how throughout the years our society has changed, and all we use now is technology, therefore our teachers need to be taught how to accurately apply these to their classrooms.
Question #1: As a future educator, do you feel digital citizenship should be applied to your classroom?
Yes, as a future educator, I definitely feel it is important to apply digital citizenship to my classroom. From experience, almost all of my assignments in college are given, and must be turned in via the internet. This, in my opinion, is just the beginning. Where we will be in ten years, who knows, but it will definitely be interesting to see. I feel as though all of school where be done using technology, therefore it is definitely important for me to apply this to my classroom.
Question #2: As a future educator, how could you go about slowly adjusting to digital citizenship?
I feel that adjusting to digital citizenship is a gradual and slow process. From experience, while doing my observations, I couldn’t believe how technology knowledge based these children already are, especially at such a young age. As future educators, we need to know what to expect. We should slowly teach ourselves about the different programs our students will be using, maybe even take a class, so we are well prepared when that time comes.
Journal #7- NETS I, III, & V
Zanetis, Jan. "The Beginner's Guide to Interactive Virtual Field Trips." L & L 37.6 (2010): Retrieved 22 Apr 2010 from: http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D.
In the article, “The Beginner’s Guide to Interactive Virtual Field Trips” written by: Jan Zanetis, Zanetis discusses the alternative to actually bringing your classroom to the specific location you plan on attending for field trips. With the increase in technology over the years, field trips have become inaccessible to students, and rather teachers are now using: Asynchronous VFT’s. Asynchronous VFT’s are websites, which include text, audio, or video resources about specific topics. Therefore, instead of going to the desired place, students are taking virtual tours of it online, and being able to interact with other students, and other teachers, by being able to interact with them over the internet. This software has been proven to engage students. According to Zanetis, “VFT’s have many benefits for students of all ages. To be able to view, hear, and interact with people who are far away is powerful”. A woman named Janet Adams, has stated that since schools have begun to use VFT’s, she has seen a lot of changes in teaching and learning; “Virtual field trips have empowered teachers, librarians, administrators, and IT staff to create significant opportunities for their school to focus on a world beyond the chain link fence.” Therefore, Virtual Field Trips have become the new hottest thing for many teachers and students at various schools.
Question #1: What is one pro and one con of using VFT’s in a classroom?
From past experience, field trips were something I looked forward to. It was a day away from the school environment, and a social academic opportunity. As a future educator, I really feel by physically going on a field trip should still be present in classrooms; Children sit at their desks all day. Going on a field trip, allows them to become more engaged, interact with other teachers and students, and could even be considered some type of physical activity. In contrast, a pro of using VFT’s in the classroom, is teaching our children the many uses of technology. Also, students tend to get rowdy on field trips if not disciplined right. Therefore, by not leaving the classroom, students are more likely to be able to focus on the task it is that they are doing.
Question #2: As a future educator, how can I implement VFT’s into my classroom, without fully taking away field trips from my students?
As I stated previously, I feel field trips are very important for students. Therefore, I do not want to take them away from my students completely. I could balance both; For example, one field trip I could make a normal field trip, and then the next we can use VFT’s. It will also benefit my classroom, because by using various tools, I am introducing my students to new things all the time, causing them to become even more engaged.
In the article, “The Beginner’s Guide to Interactive Virtual Field Trips” written by: Jan Zanetis, Zanetis discusses the alternative to actually bringing your classroom to the specific location you plan on attending for field trips. With the increase in technology over the years, field trips have become inaccessible to students, and rather teachers are now using: Asynchronous VFT’s. Asynchronous VFT’s are websites, which include text, audio, or video resources about specific topics. Therefore, instead of going to the desired place, students are taking virtual tours of it online, and being able to interact with other students, and other teachers, by being able to interact with them over the internet. This software has been proven to engage students. According to Zanetis, “VFT’s have many benefits for students of all ages. To be able to view, hear, and interact with people who are far away is powerful”. A woman named Janet Adams, has stated that since schools have begun to use VFT’s, she has seen a lot of changes in teaching and learning; “Virtual field trips have empowered teachers, librarians, administrators, and IT staff to create significant opportunities for their school to focus on a world beyond the chain link fence.” Therefore, Virtual Field Trips have become the new hottest thing for many teachers and students at various schools.
Question #1: What is one pro and one con of using VFT’s in a classroom?
From past experience, field trips were something I looked forward to. It was a day away from the school environment, and a social academic opportunity. As a future educator, I really feel by physically going on a field trip should still be present in classrooms; Children sit at their desks all day. Going on a field trip, allows them to become more engaged, interact with other teachers and students, and could even be considered some type of physical activity. In contrast, a pro of using VFT’s in the classroom, is teaching our children the many uses of technology. Also, students tend to get rowdy on field trips if not disciplined right. Therefore, by not leaving the classroom, students are more likely to be able to focus on the task it is that they are doing.
Question #2: As a future educator, how can I implement VFT’s into my classroom, without fully taking away field trips from my students?
As I stated previously, I feel field trips are very important for students. Therefore, I do not want to take them away from my students completely. I could balance both; For example, one field trip I could make a normal field trip, and then the next we can use VFT’s. It will also benefit my classroom, because by using various tools, I am introducing my students to new things all the time, causing them to become even more engaged.
JCCS Internet Safety- NETS I, IV, & V
Collaboratively, six of my classmates, including myself, explored the JCCS Internet Safety website, and learned more about Identity Safety, Cyberbullying, Cyber Predators, Privacy and Plagiarism, Inappropriate Content, and Social Networks. Each of us chose a topic, and had to choose a student assignment to complete for each topic. We used Google Docs to come up with the final project. This assignment was a great way to learn more about Internet Safety!
Internet Safety
Internet Safety
Sunday, April 11, 2010
Journal #5- NETS I, III, & V
Zanetis, Jan. (2010, March/April). The Beginner’s Guide to Interactive Virtual Field Trips. L&L, 37(5). Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No6_1&Template=/MembersOnly.cfm?&NavMenuID=4516&ContentID=25443DirectListComboInd=D
In the article, “The Beginner’s Guide to Interactive Virtual Field Trips” written by: Jan Zanetis, Zanetis discusses the alternative to actually bringing your classroom to the specific location you plan on attending for field trips. With the increase in technology over the years, field trips have become inaccessible to students, and rather teachers are now using: Asynchronous VFT’s. Asynchronous VFT’s are websites, which include text, audio, or video resources about specific topics. Therefore, instead of going to the desired place, students are taking virtual tours of it online, and being able to interact with other students, and other teachers, by being able to interact with them over the internet. This software has been proven to engage students. According to Zanetis, “VFT’s have many benefits for students of all ages. To be able to view, hear, and interact with people who are far away is powerful”. A woman named Janet Adams, has stated that since schools have begun to use VFT’s, she has seen a lot of changes in teaching and learning; “Virtual field trips have empowered teachers, librarians, administrators, and IT staff to create significant opportunities for their school to focus on a world beyond the chain link fence.” Therefore, Virtual Field Trips have become the new hottest thing for many teachers and students at various schools.
Question #1: What is one pro and one con of using VFT’s in a classroom?
From past experience, field trips were something I looked forward to. It was a day away from the school environment, and a social academic opportunity. As a future educator, I really feel by physically going on a field trip should still be present in classrooms; Children sit at their desks all day. Going on a field trip, allows them to become more engaged, interact with other teachers and students, and could even be considered some type of physical activity. In contrast, a pro of using VFT’s in the classroom, is teaching our children the many uses of technology. Also, students tend to get rowdy on field trips if not disciplined right. Therefore, by not leaving the classroom, students are more likely to be able to focus on the task it is that they are doing.
Question #2: As a future educator, how can I implement VFT’s into my classroom, without fully taking away field trips from my students?
As I stated previously, I feel field trips are very important for students. Therefore, I do not want to take them away from my students completely. I could balance both; For example, one field trip I could make a normal field trip, and then the next we can use VFT’s. It will also benefit my classroom, because by using various tools, I am introducing my students to new things all the time, causing them to become even more engaged.
In the article, “The Beginner’s Guide to Interactive Virtual Field Trips” written by: Jan Zanetis, Zanetis discusses the alternative to actually bringing your classroom to the specific location you plan on attending for field trips. With the increase in technology over the years, field trips have become inaccessible to students, and rather teachers are now using: Asynchronous VFT’s. Asynchronous VFT’s are websites, which include text, audio, or video resources about specific topics. Therefore, instead of going to the desired place, students are taking virtual tours of it online, and being able to interact with other students, and other teachers, by being able to interact with them over the internet. This software has been proven to engage students. According to Zanetis, “VFT’s have many benefits for students of all ages. To be able to view, hear, and interact with people who are far away is powerful”. A woman named Janet Adams, has stated that since schools have begun to use VFT’s, she has seen a lot of changes in teaching and learning; “Virtual field trips have empowered teachers, librarians, administrators, and IT staff to create significant opportunities for their school to focus on a world beyond the chain link fence.” Therefore, Virtual Field Trips have become the new hottest thing for many teachers and students at various schools.
Question #1: What is one pro and one con of using VFT’s in a classroom?
From past experience, field trips were something I looked forward to. It was a day away from the school environment, and a social academic opportunity. As a future educator, I really feel by physically going on a field trip should still be present in classrooms; Children sit at their desks all day. Going on a field trip, allows them to become more engaged, interact with other teachers and students, and could even be considered some type of physical activity. In contrast, a pro of using VFT’s in the classroom, is teaching our children the many uses of technology. Also, students tend to get rowdy on field trips if not disciplined right. Therefore, by not leaving the classroom, students are more likely to be able to focus on the task it is that they are doing.
Question #2: As a future educator, how can I implement VFT’s into my classroom, without fully taking away field trips from my students?
As I stated previously, I feel field trips are very important for students. Therefore, I do not want to take them away from my students completely. I could balance both; For example, one field trip I could make a normal field trip, and then the next we can use VFT’s. It will also benefit my classroom, because by using various tools, I am introducing my students to new things all the time, causing them to become even more engaged.
Saturday, April 10, 2010
Journal #4- NETS I, IV, & V
Bull, Glen. (2010, February). Finding Students Who Learn With Media. L&L, 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
In the article “Finding Students Who Learn with Media”, written by Glen Bull, Bull discusses PrimaryAccess MovieMaker. According to him, “student-created media offer significant opportunities for engagement and learning”. PrimaryAccess MovieMaker is a web-based authoring tool, which allows students to use their own creativity and imagination to the fullest. It is a fun way to learn, in which it lets students create their own “text, primary source images, and audio narration”. Therefore, the children interact with one another, to come up with various short online documentary films on their own. Not only does this get students engaged, but it motivates them to want to learn; At the same time they are learning more about what they can do with technology, they are also learning about Social Studies. Another tool Bull discusses in his article is: PrimaryAccess Storyboard. This allows students to create a visual historical narrative in a single class period. Again, at the same time the children are learning more on how to work technology, they are also bettering their English and Writing skills as well. In reference to Bull, “student disengagement is an immediate and persistent issue for many students and teachers. With careful planning, it is possible to increase student engagement by incorporating student- authored media into a formal classroom setting without increasing the amount of class time required to complete the projects. Students who were engaged by both content and media demonstrated greater higher-order thinking and creativity in their work.”
Question #1: As a future educator, do you feel this would be a good way to help engage students in your classroom?
Yes, as a future educator, I feel that this would definitely help students become engaged in a classroom. I, myself, was once a student myself, and know that using computers, and working with fellow classmates, would keep me more engaged and encouraged to want to learn more. I feel this is a brilliant opportunity to expand a child’s mind; Like I stated in the summary, the children are learning two things at the same time, rather than just one.
Question #2: What would be one con of having this available to students?
One con I feel would be keeping the students at work. From experience, especially while doing my observations, with younger grades, when children are put into groups, some children always end up doing more than others. Therefore, as a future teacher, I need to take charge of my classroom, and make sure everyone is participating and on task.
In the article “Finding Students Who Learn with Media”, written by Glen Bull, Bull discusses PrimaryAccess MovieMaker. According to him, “student-created media offer significant opportunities for engagement and learning”. PrimaryAccess MovieMaker is a web-based authoring tool, which allows students to use their own creativity and imagination to the fullest. It is a fun way to learn, in which it lets students create their own “text, primary source images, and audio narration”. Therefore, the children interact with one another, to come up with various short online documentary films on their own. Not only does this get students engaged, but it motivates them to want to learn; At the same time they are learning more about what they can do with technology, they are also learning about Social Studies. Another tool Bull discusses in his article is: PrimaryAccess Storyboard. This allows students to create a visual historical narrative in a single class period. Again, at the same time the children are learning more on how to work technology, they are also bettering their English and Writing skills as well. In reference to Bull, “student disengagement is an immediate and persistent issue for many students and teachers. With careful planning, it is possible to increase student engagement by incorporating student- authored media into a formal classroom setting without increasing the amount of class time required to complete the projects. Students who were engaged by both content and media demonstrated greater higher-order thinking and creativity in their work.”
Question #1: As a future educator, do you feel this would be a good way to help engage students in your classroom?
Yes, as a future educator, I feel that this would definitely help students become engaged in a classroom. I, myself, was once a student myself, and know that using computers, and working with fellow classmates, would keep me more engaged and encouraged to want to learn more. I feel this is a brilliant opportunity to expand a child’s mind; Like I stated in the summary, the children are learning two things at the same time, rather than just one.
Question #2: What would be one con of having this available to students?
One con I feel would be keeping the students at work. From experience, especially while doing my observations, with younger grades, when children are put into groups, some children always end up doing more than others. Therefore, as a future teacher, I need to take charge of my classroom, and make sure everyone is participating and on task.
Friday, April 9, 2010
Journal #3- NETS I, IV, & V
Levinson, Matt. (2010, February). Keeping the Peace. L&L, 37 (5). Retrieved from: http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25237&DirectListComboInd=D
In the article, “Keeping the Peace”, written by Matt Levinson, Levinson discusses a controversial issue, between the parents and teachers versus the students, at Nueva Middle School, when the school allowed instant messaging to be available to their students during and after school. The rampage it caused, made the district decide to look at the pros and cons of iChat, and in result, banned it. Students were sending instant messages to their classmates during class. Although, many teachers were not for it, the decision of the parents, was 50/50; Some felt it was a good source of social interaction, others felt it was a horrible idea, and thought it was inappropriate that a school would allow this. Although, this particular laptop program did not work out for the school, they considered it a “learning experience”. As a result, they came up with various ways to positively introduce and prepare everyone for the introduction of new technologies, such as: holding a boot camp for their 6th graders, to introduce them to the use of laptops, training sessions on how to conduct effective, and efficient online research, just to name a few.
Question #1: What is a better way this school could of approached this situation, and why?
A better way Nueva Middle School could’ve approached this situation, was like they had come up with after all this took place: creating a boot camp, not only for students but also parents. It is evident that children are beginning to use technology at such a young age, therefore, we have to look at the realism of this issue. Yes, instant messaging, myspacing, and facebooking can be dangerous. However, if parents are aware of their child’s use of these networking and social interaction sites, it is less dangerous. As future educators, we need to inform our students about sexual predators on these websites, and when it is appropriate to use sites, or IM. By doing so, it will create a safer technological environment for children, and less stress and concern for parents.
Question #2: What is a con of allowing students to IM, facebook, or myspace even after school?
This question stemmed due to my own experiences. Although I do not IM or myspace anymore, I definitely facebook, and can say this has kept me from doing school assignments/homework, and procrastinating. This is a major con, because after school, is usually the time children decide to do homework, because many children have bed times, so they try to get their homework done right when they get home. Also, another con is: cyber bullying. This has become a worldwide issue, due to internet use. We, as future educators, any supervisors, and parents need to be well aware of this, and make sure our children are using the internet for good purposes only.
In the article, “Keeping the Peace”, written by Matt Levinson, Levinson discusses a controversial issue, between the parents and teachers versus the students, at Nueva Middle School, when the school allowed instant messaging to be available to their students during and after school. The rampage it caused, made the district decide to look at the pros and cons of iChat, and in result, banned it. Students were sending instant messages to their classmates during class. Although, many teachers were not for it, the decision of the parents, was 50/50; Some felt it was a good source of social interaction, others felt it was a horrible idea, and thought it was inappropriate that a school would allow this. Although, this particular laptop program did not work out for the school, they considered it a “learning experience”. As a result, they came up with various ways to positively introduce and prepare everyone for the introduction of new technologies, such as: holding a boot camp for their 6th graders, to introduce them to the use of laptops, training sessions on how to conduct effective, and efficient online research, just to name a few.
Question #1: What is a better way this school could of approached this situation, and why?
A better way Nueva Middle School could’ve approached this situation, was like they had come up with after all this took place: creating a boot camp, not only for students but also parents. It is evident that children are beginning to use technology at such a young age, therefore, we have to look at the realism of this issue. Yes, instant messaging, myspacing, and facebooking can be dangerous. However, if parents are aware of their child’s use of these networking and social interaction sites, it is less dangerous. As future educators, we need to inform our students about sexual predators on these websites, and when it is appropriate to use sites, or IM. By doing so, it will create a safer technological environment for children, and less stress and concern for parents.
Question #2: What is a con of allowing students to IM, facebook, or myspace even after school?
This question stemmed due to my own experiences. Although I do not IM or myspace anymore, I definitely facebook, and can say this has kept me from doing school assignments/homework, and procrastinating. This is a major con, because after school, is usually the time children decide to do homework, because many children have bed times, so they try to get their homework done right when they get home. Also, another con is: cyber bullying. This has become a worldwide issue, due to internet use. We, as future educators, any supervisors, and parents need to be well aware of this, and make sure our children are using the internet for good purposes only.
Journal #2- NETS I, III, & V
Elliott, J. and Maguth, B. (2010). Using Podcasts to Develop a Global Perspective”. L&L, 37(5). Retrieved April 9, 2010 from: http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=Membersonly.cfm&NavMenuID=4495&ContentID=25244&DirectListComboInd=D
In the article “Using Podcasts to Develop Global Perspective”, written by both: Brad Maguth and Jeff Elliott, Maguth and Elliot define and describe what podcasting is, and how it can be implemented into classrooms, for an educational purpose as well. In this article, students were given an assignment while using Podcasting. They were put into groups, and had to research a global issue. After researching the global issue, they were to put together a script and small video, displaying to their audience the effects this global issue is causing, and the different perspectives of it all around the world. The Podcasting software, according to Maguth and Elliott, “involves a lot of planning, researching, writing, and editing even before students use the podcasting software, so the use of these digital technologies proved to be challenging and meaningful for them”. As a result, this allowed the students to interact with one another, and educate themselves by using technology.
Question #1: How was podcasting made beneficial for students, while doing this particular assignment?
While doing this particular assignment, the students became more engaged. When learning is made fun, it is proven, that students become more interested and motivated into what it is that they are doing. This particular assignment allowed the students to interact with one another. This is very beneficial, because many times student’s assignments are suppose to be done only by themselves. Also, because of the advancement with technology, it is known that are future classrooms will be focusing on doing most of their assignments and learning on computers. Lastly, it gave the students a chance to not only learn about the global issues, and different perspectives around the world, but also how to use a new technology software that they were unaware about before: Podcasting.
Question #2: As future educators, how could this be beneficial for us as well?
As future educators, it is our responsibility to get our students to be engaged and enthusiastic about learning. This is, at least, one of my main goals, that I plan to implement into my classroom. By having our students do an assignment such as this one, we will have better positive outcomes from our students.
In the article “Using Podcasts to Develop Global Perspective”, written by both: Brad Maguth and Jeff Elliott, Maguth and Elliot define and describe what podcasting is, and how it can be implemented into classrooms, for an educational purpose as well. In this article, students were given an assignment while using Podcasting. They were put into groups, and had to research a global issue. After researching the global issue, they were to put together a script and small video, displaying to their audience the effects this global issue is causing, and the different perspectives of it all around the world. The Podcasting software, according to Maguth and Elliott, “involves a lot of planning, researching, writing, and editing even before students use the podcasting software, so the use of these digital technologies proved to be challenging and meaningful for them”. As a result, this allowed the students to interact with one another, and educate themselves by using technology.
Question #1: How was podcasting made beneficial for students, while doing this particular assignment?
While doing this particular assignment, the students became more engaged. When learning is made fun, it is proven, that students become more interested and motivated into what it is that they are doing. This particular assignment allowed the students to interact with one another. This is very beneficial, because many times student’s assignments are suppose to be done only by themselves. Also, because of the advancement with technology, it is known that are future classrooms will be focusing on doing most of their assignments and learning on computers. Lastly, it gave the students a chance to not only learn about the global issues, and different perspectives around the world, but also how to use a new technology software that they were unaware about before: Podcasting.
Question #2: As future educators, how could this be beneficial for us as well?
As future educators, it is our responsibility to get our students to be engaged and enthusiastic about learning. This is, at least, one of my main goals, that I plan to implement into my classroom. By having our students do an assignment such as this one, we will have better positive outcomes from our students.
Journal #1- NETS I, III, & V
Johnson, Doug. (2009, December). Computing in the Clouds. L & L, 37(4),
Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volu me3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm
In the article “Computing in the Clouds”, written by Doug Johnson, Johnson discusses the positive outcome he has received from purchasing a net book. “A net book weighs about two to four pounds, contains a seven to ten inch screen, has wireless internet connectivity, has USB and memory card slots, and costs less than four hundred dollars. “ Although the net book is extremely small, Johnson explains that it can do as much as a regular computer can. According to Johnson, every school should require students to purchase one; In return, it would dramatically help schools out financially, especially due to our recent and ongoing budget cuts. “This offers several real advantages. Because of the files and the programs are all stored elsewhere, your local computer doesn’t have to hold much on its hard drive, so it can run faster or be smaller”. This line really caught my attention; I have had my laptop for quite awhile now, and due to all the files and programs I have had to download for school, my computer has begun to run extremely slow. By storing our files and programs elsewhere, would result in a great outcome: It would be great for my computer, and would cause me less frustration. Overall, as a future educator, I feel this would be a great option.
Question #1: By making it mandatory for all students to purchase a net book for school, as a future educator, how would this benefit us as teachers?
By making it mandatory for all students to purchase a net book, this will cause less financial issues for the school. As future teachers, this could be a very positive outcome. Recently, due to the California budget cuts, many teachers have gotten pink slips. By requiring students to purchase a net book, the school will not have to purchase computers, and rather, just require students to bring their net books to classes. This, in return, would result in extra money, and less pink slips could possibly be handed out, because it would cause less of a burden financially on a school.
Question #2: Realistically, why could this idea not work out as planned?
Realistically, this idea could not work out as planned, because depending on where you attend school, the socioeconomic status varies. Not all families, especially those who have one child, could afford to buy their children net books for school.
Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volu me3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm
In the article “Computing in the Clouds”, written by Doug Johnson, Johnson discusses the positive outcome he has received from purchasing a net book. “A net book weighs about two to four pounds, contains a seven to ten inch screen, has wireless internet connectivity, has USB and memory card slots, and costs less than four hundred dollars. “ Although the net book is extremely small, Johnson explains that it can do as much as a regular computer can. According to Johnson, every school should require students to purchase one; In return, it would dramatically help schools out financially, especially due to our recent and ongoing budget cuts. “This offers several real advantages. Because of the files and the programs are all stored elsewhere, your local computer doesn’t have to hold much on its hard drive, so it can run faster or be smaller”. This line really caught my attention; I have had my laptop for quite awhile now, and due to all the files and programs I have had to download for school, my computer has begun to run extremely slow. By storing our files and programs elsewhere, would result in a great outcome: It would be great for my computer, and would cause me less frustration. Overall, as a future educator, I feel this would be a great option.
Question #1: By making it mandatory for all students to purchase a net book for school, as a future educator, how would this benefit us as teachers?
By making it mandatory for all students to purchase a net book, this will cause less financial issues for the school. As future teachers, this could be a very positive outcome. Recently, due to the California budget cuts, many teachers have gotten pink slips. By requiring students to purchase a net book, the school will not have to purchase computers, and rather, just require students to bring their net books to classes. This, in return, would result in extra money, and less pink slips could possibly be handed out, because it would cause less of a burden financially on a school.
Question #2: Realistically, why could this idea not work out as planned?
Realistically, this idea could not work out as planned, because depending on where you attend school, the socioeconomic status varies. Not all families, especially those who have one child, could afford to buy their children net books for school.
Thursday, April 8, 2010
Inspiration- NETS I, II
Using Inspiration Software, I was able to creatively construct a graphical organizer, which contains artifacts I have done throughout the semester for this class, that can be incorporated into NETS-T. Each NETS-T contains two artifacts. Using Inspiration is a great way to allow your students to show their creativity.
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