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.
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