Blogging
A blog is a type of website, usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video. Entries are commonly displayed in reverse-chronological order. "Blog" can also be used as a verb, meaning to maintain or add content to a blog.
How can blogs be used in elementary classrooms?
One teacher leads a discussion about how to effectively use blogs in elementary classrooms. He feared that his students were just having a conversation with themselves electronically, he was seeking other ways to incorporate blogs into his classroom. There were many ideas; current events, having students develop expertise and personal interest, record math or science written explanations, learn how to comment on other students work, and also the teachers get the opportunity to experiment with blogs. I learned that blogs can be used for a number of things, they are a great alternative to using Microsoft word. When students have their own blog they can add work with pride to their personalized blog page.
What is the best way to address this issue: class webpage or blog?
Most people who responded suggested that the teacher have a class webpage and link student blogs to this. Apparently class web pages can look "unprofessional" and blogs have a specific format making them appear organized. I really liked the straight forward response, "Use a wiki if lots of teachers and lots of students need to post information. Use a blog if one teacher or one student needs to post information. Use Google Sites for individual teacher pages." I liked this response because it gives the classroom plenty of options and fulfills everyone's needs. I agree that teachers should have a class webpage and student blogs.
Thursday, April 29, 2010
Wednesday, April 28, 2010
Journal #10 Is Internet Access a Basic Human Right?
Maxlow, J., & Bernasconi, N. (2010). Is Internet access a basic human right?. Learning and Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Point_Counterpoint_Is_Internet_Access_a_.htm
When I think of basic human rights, the right to access the internet sure is not one of them. This article presents two arguments, one presenting the view that the internet is a basic right and the other opposing this view. The individual that believes the internet is a basic right points out that the internet plays a key role in our "freedom of expression, democratic participation, and economic livelihood." She points out that in order to know whats going on in the world and to participate in a number on things the internet is essential. I can't agrue with her when she asks "try to imagine a college graduate in 2020 finding a decent job where Internet skills aren’t important", I cannot image this either, the internet is growing so fast I can't even image what 2020 holds. On the other hand, another individual argues that access to the internet is not a right. He argues that it can enhance intelligence, potential, lifestyle and all of the above, but it is not a right. He argues that, "basic human rights do not govern what an individual can receive". He suggests that the internet is a privilege, not a right. He feels that the internet can aid exercising human rights, but the internet itself is not a right.
Where do you stand on this issue?
I believe that access to the internet is not a basic human right. I think that it is a privilege and not a right. There is no doubt in my mind that the internet is a wonderful tool and enhances plenty aspects in life; although, it is not a "human right" to get to experience this. If the internet was a basic human right then would that mean there would be computers in all jail cells?
Could you incorporate this article in your classroom in some way?
I think it would be a great idea to have students (5th grade and older) read this article. You could prompt students to write a paper presenting their belief. This would first of all make them realize how lucky they are to have such great access to the internet and it would get them to think. This assignment would also introduce them to writing argumentative essays. This article is very interesting and I think our youth would take a great interest in it as well.
When I think of basic human rights, the right to access the internet sure is not one of them. This article presents two arguments, one presenting the view that the internet is a basic right and the other opposing this view. The individual that believes the internet is a basic right points out that the internet plays a key role in our "freedom of expression, democratic participation, and economic livelihood." She points out that in order to know whats going on in the world and to participate in a number on things the internet is essential. I can't agrue with her when she asks "try to imagine a college graduate in 2020 finding a decent job where Internet skills aren’t important", I cannot image this either, the internet is growing so fast I can't even image what 2020 holds. On the other hand, another individual argues that access to the internet is not a right. He argues that it can enhance intelligence, potential, lifestyle and all of the above, but it is not a right. He argues that, "basic human rights do not govern what an individual can receive". He suggests that the internet is a privilege, not a right. He feels that the internet can aid exercising human rights, but the internet itself is not a right.
Where do you stand on this issue?
I believe that access to the internet is not a basic human right. I think that it is a privilege and not a right. There is no doubt in my mind that the internet is a wonderful tool and enhances plenty aspects in life; although, it is not a "human right" to get to experience this. If the internet was a basic human right then would that mean there would be computers in all jail cells?
Could you incorporate this article in your classroom in some way?
I think it would be a great idea to have students (5th grade and older) read this article. You could prompt students to write a paper presenting their belief. This would first of all make them realize how lucky they are to have such great access to the internet and it would get them to think. This assignment would also introduce them to writing argumentative essays. This article is very interesting and I think our youth would take a great interest in it as well.
Saturday, April 24, 2010
NETS PowerPoint (NETS-T, II, III)
I created a PowerPoint presentation to demonstrate how presentation software can enhance learning. This PowerPoint also demonstrates the transfer of knowledge to new technologies. I used this presentation software to present ISTE's NETS for Students. I researched the NETS for grades pre-kindergarten to second and came up with lessons that could fulfill these performance indicators. In creating this Powerpoint I used custom animation, transitions, hyperlinks, graphics, and photos in order to make my slide show visually pleasing.
Journal #9 Web 2.0. Today's Technologies, Tomorrow's Learning
Groff, J., & Haas, J. (2008). Web 2.0 today's technologies, tomorrow's learning. Learning & Leading with Technology, 36(2), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/SeptemberOctoberNo2/L_L_September_October_2008.htm
This article is about how "social networks, simulations, and digital gaming are bridging the gap between traditional scholastic culture and today's learners". Since much of most children's time is consumed by playing interactive games or spent social networks, researchers at MIT's Education Arcade are trying to find technology that are both educational and captivating. I like how they are looking at video games as potential beneficial resources and aren't ruling them out completely. The idea of using the Network tool Ning, sounds very intriguing. It is a resource that allows you to create a private network for your classroom where you can communicate holistically and individually with your students. Ning would be a great way for students to utilize their computer skills and experience a type of social network with their peers.
If MIT's Eduction Arcade came up with a free educational video game would you use it in your classroom?
I definitely would do so. Children already immerse themselves in meaningless computer games, why not get them involved in one that can teach them something. It might be a little extra work for the teacher to research and set up, but in the end it will hopefully pay off.
How can you get started with using technology in your classroom?
First you could explore the net for fun and interactive games and sites that are classroom friendly. Maybe ask a colleague how he/she uses technology in their class and borrow ideas. If you are really lost in the world of technology, take a tech class and apply what you learn in your classroom!
This article is about how "social networks, simulations, and digital gaming are bridging the gap between traditional scholastic culture and today's learners". Since much of most children's time is consumed by playing interactive games or spent social networks, researchers at MIT's Education Arcade are trying to find technology that are both educational and captivating. I like how they are looking at video games as potential beneficial resources and aren't ruling them out completely. The idea of using the Network tool Ning, sounds very intriguing. It is a resource that allows you to create a private network for your classroom where you can communicate holistically and individually with your students. Ning would be a great way for students to utilize their computer skills and experience a type of social network with their peers.
If MIT's Eduction Arcade came up with a free educational video game would you use it in your classroom?
I definitely would do so. Children already immerse themselves in meaningless computer games, why not get them involved in one that can teach them something. It might be a little extra work for the teacher to research and set up, but in the end it will hopefully pay off.
How can you get started with using technology in your classroom?
First you could explore the net for fun and interactive games and sites that are classroom friendly. Maybe ask a colleague how he/she uses technology in their class and borrow ideas. If you are really lost in the world of technology, take a tech class and apply what you learn in your classroom!
Journal #8 Tapping the Wealth of Social Networks for Professional Development
Greenhow, C. (2009). Tapping the wealth of social networks for professional development. Learning & Leading with Technology, 8(36), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/L_L_June_July_2009.htm
This article offers some great insight on social networking. I liked how they associate facebook with learning. Often times individuals post photos they have taken, artwork, poems, or just express their emotions through text via status updates. Their peers, friends, and/or family may "like" or comment on these posts; this article suggests that the feedback from others motivates people to improve or continue their interaction. The author suggests that this social network is creating social learning opportunities. I think this is absolutely true and is a great way for students to keep their self esteem at a healthy level. I also liked what was said about twitter, if used correctly twitter can be a great tool to get questions answered and communicate with multiple people. New social networks are often times perceived as a waste of time, but this article proves otherwise and I appreciate the authors insight.
How could you use twitter in the classroom?
Similar to what Dr. Heil has set up for Education 422; teachers can set us a class page on twitter. This will allow students to ask the teacher and their peers questions on homework or class assignments. I think this would be great because students can get their questions answered from home in a timely manner and not have to wait for a response from their teacher.
Is it okay for teachers to add students on social networks like Facebook?
I would say no. Teachers need to keep a professional relationship with students and keep their social lives private.
This article offers some great insight on social networking. I liked how they associate facebook with learning. Often times individuals post photos they have taken, artwork, poems, or just express their emotions through text via status updates. Their peers, friends, and/or family may "like" or comment on these posts; this article suggests that the feedback from others motivates people to improve or continue their interaction. The author suggests that this social network is creating social learning opportunities. I think this is absolutely true and is a great way for students to keep their self esteem at a healthy level. I also liked what was said about twitter, if used correctly twitter can be a great tool to get questions answered and communicate with multiple people. New social networks are often times perceived as a waste of time, but this article proves otherwise and I appreciate the authors insight.
How could you use twitter in the classroom?
Similar to what Dr. Heil has set up for Education 422; teachers can set us a class page on twitter. This will allow students to ask the teacher and their peers questions on homework or class assignments. I think this would be great because students can get their questions answered from home in a timely manner and not have to wait for a response from their teacher.
Is it okay for teachers to add students on social networks like Facebook?
I would say no. Teachers need to keep a professional relationship with students and keep their social lives private.
Journal #6 A New Concept of Digital Citizenship for the Digital Age
Greenhow, C. (2010). A New concept of citizenship for the digital age. Learning & Leading with Technology, 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
In "A New Concept of Digital Citizenship for the Digital Age" the author discusses what exactly digital citizenship entails. ISTE and the Partnership for 21st Century Skills in the United States have formulated definitions of six important 21st-century competencies: technological fluency, innovation, communication and collaboration, research and information fluency, problem solving, and digital citizenship. The question is how to meet this standard for digital citizenship. It is defined as the ability to practice and advocate online behavior that demonstrates legal, ethical, safe, and responsible uses of information and communication technologies. Individuals have attempted to research ways in which are useful to and safe in fulfilling the digital citzenship standard, for example; safe ways to blog and use social websites. There is still plenty of research that needs to be done in finding out which activities best satisfy digital citizenship.
How can I as a teacher improve digital citizenship early on?
Teachers can introduce students starting in kindergarten or first grade to computers; they can do this by teaching them correct terms and parts of the computer. After students know the different parts of the computer they can start exploring it first hand. Students can then use tools like, Microsoft, PowerPoint, Excel, and the internet to practice their new computer skills.
At what age would you recommend students to start having their own blog, facebook, etc.
I would say that the earlier the better for an education blog; as soon as the student has the skills to do so. As for facebook, I would say that after students are aware of cyber predators, cyber bullying, and the dangers of the internet. It is very important for students to know that the internet is not always safe, after they know this they can make better decisions when browsing the net.
In "A New Concept of Digital Citizenship for the Digital Age" the author discusses what exactly digital citizenship entails. ISTE and the Partnership for 21st Century Skills in the United States have formulated definitions of six important 21st-century competencies: technological fluency, innovation, communication and collaboration, research and information fluency, problem solving, and digital citizenship. The question is how to meet this standard for digital citizenship. It is defined as the ability to practice and advocate online behavior that demonstrates legal, ethical, safe, and responsible uses of information and communication technologies. Individuals have attempted to research ways in which are useful to and safe in fulfilling the digital citzenship standard, for example; safe ways to blog and use social websites. There is still plenty of research that needs to be done in finding out which activities best satisfy digital citizenship.
How can I as a teacher improve digital citizenship early on?
Teachers can introduce students starting in kindergarten or first grade to computers; they can do this by teaching them correct terms and parts of the computer. After students know the different parts of the computer they can start exploring it first hand. Students can then use tools like, Microsoft, PowerPoint, Excel, and the internet to practice their new computer skills.
At what age would you recommend students to start having their own blog, facebook, etc.
I would say that the earlier the better for an education blog; as soon as the student has the skills to do so. As for facebook, I would say that after students are aware of cyber predators, cyber bullying, and the dangers of the internet. It is very important for students to know that the internet is not always safe, after they know this they can make better decisions when browsing the net.
Thursday, April 22, 2010
NETS PowerPoint Rubric (NETS-T II, III)
My class and I created this rubric using a website called rCampus. Collaboratively we constructed specific guidelines to check for when grading our PowerPoint Presentations. This program is easy to use because the rubric is already created, all you have to do is customize a rubric. From this website I was able to print as many copies as I would like with room for comment. The tool rCampus made it easy for me to collaborate with my peers and at the same time analyze their work effectively.
Tuesday, April 20, 2010
Social Bookmarking ---> Delicious.com (NETS-T IV, V)
1. The Deadly Virus, The Influenza Epidemic of 1918
From this exhibit I learned about the plague of 1918. It killed more people than World War I. WWI claimed an estimated 16 million lives; the influenza epidemic that swept the world killed an estimated 50 million people. One fifth of the world's population was attacked by this deadly virus. Within months, it had killed more people than any other illness in recorded history! This site is a great resources for teachers to use when discussing the epidemic of 1918. It includes various primary sources: pictures, newspaper articles, personal letters, and government documents. The photos were very interesting because they reflect when it was like at that time and how people were attempting to take precautions against the illness. It is important to teach students what primary sources are and also use them in the classroom. Primary sources provide students an insight that secondary sources are unable to do. Primary sources give students a look into the past and and provide them with first hand information and images. Secondary sources are altered and the information given may alter the truth, primary sources come right from the area of study and are 100 percent authentic.
2. National Education Association, Achievement Gaps
Student Groups Experiencing Achievement Gaps
* Racial and ethnic minorities
* English language learners
* Students with disabilities
* Boys/girls
* Students from low-income families
Students who are at risk for experiencing achievement gaps are within the same groups of people who are experiencing them; along with gay, bisexual, and transgender people.
Becoming a culturally Competent Educator
I definitely would find out the the diverse groups served by my school. I would try to get a feel for which families were active in the school and encourage them to use resources provided by the school if it would benefit them. I figure that people should use the resources since they are out there and are free of charge. I am the type to engage students and staff in an extracurricular activity that explores culture and race. It would not only interest because we would be learning about different cultures, but it would make the students feel more comfortable knowing people care to explore their culture. It would make it easier on me as a teacher and also benefit my students to network with other schools. If they have culturally friendly ideas that students everywhere would enjoy, why not use them?! Networking opens the doors to new ideas and friends.
3. Stop Cyber Bullying
I am a Cyber Saint! I have only logged onto someones account with their permission. I can see this quiz relating more to a teenage audience. Teens are so involved in the internet these days that it is easy for them to be caught up in internet drama and a competition for attention.
The discussion on what methods work on different kind of cyber bullies interested me the most. It introduces teachers to the different types of cyber bullies in a way teachers can relate to. The four types of cyberbullies include: The Vengeful Angel,
The Power-Hungry or Revenge of the Nerds, The “Mean Girls”, and The Inadvertent Cyberbully or “Because I Can." It explains these classifications in a way that teachers can easily identify the type of bully they have on their hands and methods on how to deal with it. When teachers can identify the motive behind the bullying they are more easily able to address the situation. STOP cyberbullying is a great resource for teachers and students, I was very impressed by this site!
4. Kathy Schrock's Guide for Educators
Under the list "Subject Access" I chose to explore Weather Info & Maps. I found a very interesting site called Dan's Wild Wild Weather Page. This page was made by newsman and chief meteorologist Dan Satterfield. Satterfield designed this page for children and adults to teach them about weather and events in mother nature. This page is easy to navigate with information, maps, and pictures on an array of terms, from clouds to hurricanes. It teaches children about weather in a way that they can understand and comprehend. This information can easily be used in a classroom their is also an area designed for teachers including free science lessons plans, weather units, educator resources and much more!
Under the list "Teacher Helpers"I chose to explore Gadgets and Podcasting. The link iPod Touch in Education caught my eye. This link leads to a site created by Apple that explains how iPods can be used in the classroom as educational tools. The site was created my a number of teachers who share their experiences about using iPods in their classrooms. You can also check out various applications that are designed to help teach traditional subjects. This is something to consider using in a classroom if the iPods are available; image how much the children would love using an iPod!
5. Multiple Intelligences
Quiz- What's your learning style?
1) Intrapersonal 69%
2) Naturalistic 67%
3) Interpersonal 63%
Video-
I watched the video Multiple Intelligences Thrive in Smartville and I found it extremely interesting. The idea that everyone has 8 intelligences or ways of learning is an amazing concept. I have always thought that tests in school were sometimes unfair because not everyone is a good test taker nor can showcase how smart they are through a test. At a multiple intelligence school they take this issue into consideration and give their students a chance to show HOW they are smart. I would have loved to go to a school like this in my childhood, I have always felt that I was smart in ways that teachers did not recognize. I think the concept of Smartville is genius! Most kids love to "play house" and to have a town where children can learn and play at the same time is absolutely amazing. I would love to teach at a school that embraces the 8 intelligences.
6. Teaching Tolerance
Grades 3-5, Science and Health
Accepting Size Differences
This lesson is designed to teach students the importance of accepting students for who they are; big, fat, tall, skinny, short. They will identify their own biases and how the media has shaped some of their biases. After the lesson 3-5 graders will, * understand the purpose of adjectives, use adjectives to describe pictures of potential classmates, compare the use and fairness of those adjectives; and develop and commit to a classroom anti-harassment policy. Students will get the opportunity to judge and describe pictures of people and see how their words may effect someone emotionally. They will learn about differences and how they are not always a negative thing. This lesson is very valuable in my opinion. Having students learn this early on in the year can set the tone for the class and make people feel more comfortable and welcome. Teaching students this make students be more aware of their actions and accepting of their classmates.
7. Multicultural Education and Equity Awareness Quiz
Q- 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?
A- 52%
This is horrible! I cannot believe that is this a statistic, I wonder if this happens with certain races too. What happened to equal rights? This means that more than half the time a gay person goes in for medical treatment they are not getting adequate assistance, this is unfair and should be illegal.
Q- In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest countries in the world based on 40 indicators of child well-being. Which two countries received the lowest ratings?
A- The United States and the U.K.
This question surprises me. I would like to know what the 40 indicators being tested are because I don't see children in The U.S. being treated poorly at all. I can't image that the U.S. is among the two lowest.
8. The Netiquette Quiz
I received a 70% on the Netiquette quiz, I guess I need to brush up on my cyber etiquette! I would have my class take this quiz on netiquette because it even taught me things about the internet I wasn't aware of. Learning netiquette will help students effectively get their point across and also help them interpret messages people send them. Emoticons are a fun way of jazzing up plain text in the appropriate text. It is important to teach students that in school related work using emoticons is not okay. Emoticons can be fun and it is important to know what each one represents :)
From this exhibit I learned about the plague of 1918. It killed more people than World War I. WWI claimed an estimated 16 million lives; the influenza epidemic that swept the world killed an estimated 50 million people. One fifth of the world's population was attacked by this deadly virus. Within months, it had killed more people than any other illness in recorded history! This site is a great resources for teachers to use when discussing the epidemic of 1918. It includes various primary sources: pictures, newspaper articles, personal letters, and government documents. The photos were very interesting because they reflect when it was like at that time and how people were attempting to take precautions against the illness. It is important to teach students what primary sources are and also use them in the classroom. Primary sources provide students an insight that secondary sources are unable to do. Primary sources give students a look into the past and and provide them with first hand information and images. Secondary sources are altered and the information given may alter the truth, primary sources come right from the area of study and are 100 percent authentic.
2. National Education Association, Achievement Gaps
Student Groups Experiencing Achievement Gaps
* Racial and ethnic minorities
* English language learners
* Students with disabilities
* Boys/girls
* Students from low-income families
Students who are at risk for experiencing achievement gaps are within the same groups of people who are experiencing them; along with gay, bisexual, and transgender people.
Becoming a culturally Competent Educator
I definitely would find out the the diverse groups served by my school. I would try to get a feel for which families were active in the school and encourage them to use resources provided by the school if it would benefit them. I figure that people should use the resources since they are out there and are free of charge. I am the type to engage students and staff in an extracurricular activity that explores culture and race. It would not only interest because we would be learning about different cultures, but it would make the students feel more comfortable knowing people care to explore their culture. It would make it easier on me as a teacher and also benefit my students to network with other schools. If they have culturally friendly ideas that students everywhere would enjoy, why not use them?! Networking opens the doors to new ideas and friends.
3. Stop Cyber Bullying
I am a Cyber Saint! I have only logged onto someones account with their permission. I can see this quiz relating more to a teenage audience. Teens are so involved in the internet these days that it is easy for them to be caught up in internet drama and a competition for attention.
The discussion on what methods work on different kind of cyber bullies interested me the most. It introduces teachers to the different types of cyber bullies in a way teachers can relate to. The four types of cyberbullies include: The Vengeful Angel,
The Power-Hungry or Revenge of the Nerds, The “Mean Girls”, and The Inadvertent Cyberbully or “Because I Can." It explains these classifications in a way that teachers can easily identify the type of bully they have on their hands and methods on how to deal with it. When teachers can identify the motive behind the bullying they are more easily able to address the situation. STOP cyberbullying is a great resource for teachers and students, I was very impressed by this site!
4. Kathy Schrock's Guide for Educators
Under the list "Subject Access" I chose to explore Weather Info & Maps. I found a very interesting site called Dan's Wild Wild Weather Page. This page was made by newsman and chief meteorologist Dan Satterfield. Satterfield designed this page for children and adults to teach them about weather and events in mother nature. This page is easy to navigate with information, maps, and pictures on an array of terms, from clouds to hurricanes. It teaches children about weather in a way that they can understand and comprehend. This information can easily be used in a classroom their is also an area designed for teachers including free science lessons plans, weather units, educator resources and much more!
Under the list "Teacher Helpers"I chose to explore Gadgets and Podcasting. The link iPod Touch in Education caught my eye. This link leads to a site created by Apple that explains how iPods can be used in the classroom as educational tools. The site was created my a number of teachers who share their experiences about using iPods in their classrooms. You can also check out various applications that are designed to help teach traditional subjects. This is something to consider using in a classroom if the iPods are available; image how much the children would love using an iPod!
5. Multiple Intelligences
Quiz- What's your learning style?
1) Intrapersonal 69%
2) Naturalistic 67%
3) Interpersonal 63%
Video-
I watched the video Multiple Intelligences Thrive in Smartville and I found it extremely interesting. The idea that everyone has 8 intelligences or ways of learning is an amazing concept. I have always thought that tests in school were sometimes unfair because not everyone is a good test taker nor can showcase how smart they are through a test. At a multiple intelligence school they take this issue into consideration and give their students a chance to show HOW they are smart. I would have loved to go to a school like this in my childhood, I have always felt that I was smart in ways that teachers did not recognize. I think the concept of Smartville is genius! Most kids love to "play house" and to have a town where children can learn and play at the same time is absolutely amazing. I would love to teach at a school that embraces the 8 intelligences.
6. Teaching Tolerance
Grades 3-5, Science and Health
Accepting Size Differences
This lesson is designed to teach students the importance of accepting students for who they are; big, fat, tall, skinny, short. They will identify their own biases and how the media has shaped some of their biases. After the lesson 3-5 graders will, * understand the purpose of adjectives, use adjectives to describe pictures of potential classmates, compare the use and fairness of those adjectives; and develop and commit to a classroom anti-harassment policy. Students will get the opportunity to judge and describe pictures of people and see how their words may effect someone emotionally. They will learn about differences and how they are not always a negative thing. This lesson is very valuable in my opinion. Having students learn this early on in the year can set the tone for the class and make people feel more comfortable and welcome. Teaching students this make students be more aware of their actions and accepting of their classmates.
7. Multicultural Education and Equity Awareness Quiz
Q- 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?
A- 52%
This is horrible! I cannot believe that is this a statistic, I wonder if this happens with certain races too. What happened to equal rights? This means that more than half the time a gay person goes in for medical treatment they are not getting adequate assistance, this is unfair and should be illegal.
Q- In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest countries in the world based on 40 indicators of child well-being. Which two countries received the lowest ratings?
A- The United States and the U.K.
This question surprises me. I would like to know what the 40 indicators being tested are because I don't see children in The U.S. being treated poorly at all. I can't image that the U.S. is among the two lowest.
8. The Netiquette Quiz
I received a 70% on the Netiquette quiz, I guess I need to brush up on my cyber etiquette! I would have my class take this quiz on netiquette because it even taught me things about the internet I wasn't aware of. Learning netiquette will help students effectively get their point across and also help them interpret messages people send them. Emoticons are a fun way of jazzing up plain text in the appropriate text. It is important to teach students that in school related work using emoticons is not okay. Emoticons can be fun and it is important to know what each one represents :)
Thursday, April 15, 2010
Journal #5 Let the Kids Do the Work
Lawlor, J. (2010). Let the kids do the work. Learning and Leading with Technology, 6(37), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Let_the_Kids_Do_the_Work.htm
"Let the Kids Do the Work" is an inspiring article. Lawlor uses technology for the first time in his classroom and gets a tremendous response. He uses a program called Wiki to have students post their work and have the opportunity to reply to their peers work. His students actually ended up teaching him how to better navigate through Wiki, which is awesome since this shows they spent their spare time learning how to do this. This is what he refers to when he says, let the kids do the work. Also, it is great when students are able to give immediate feedback to their peers; since there are around 30 students and 1 teacher. This speeds up the revision step of papers. Students can really learn and benefit from each others feedback and it is great when they are mature enough to realize this. Lawlor talks about meeting kids where they live, when he says this he is referring to the internet. Children and especially teens are INFATUATED with the internet, so why not bring homework to their area of comfort? He also brings up a good point, he says that students who would normally be shy in a classroom setting are more open on the internet; "In cyberspace, everyone's voice carries equal weight." Lawlor makes some very good points in this article, I especially appreciate his sense of honesty.
What are other ways you can let the kids do the work using technology?
Well, you could assign a group of students to find out how to accomplish a certain task on wiki or another site, and teach this to a different group of students. You could also give points/a prize to students who make the most revisions on student blogs.
Would you encourage this in your classroom?
I definitely would. I think that it is important that students learn how to communicate through the internet and speak in front of groups. All methods of communication are important for students to be comfortable with; by having students teach teachers and other students they are building patience and leadership. As Lawlor said, "So I say, let the kids do the work. We may find that they learn more as a result."
"Let the Kids Do the Work" is an inspiring article. Lawlor uses technology for the first time in his classroom and gets a tremendous response. He uses a program called Wiki to have students post their work and have the opportunity to reply to their peers work. His students actually ended up teaching him how to better navigate through Wiki, which is awesome since this shows they spent their spare time learning how to do this. This is what he refers to when he says, let the kids do the work. Also, it is great when students are able to give immediate feedback to their peers; since there are around 30 students and 1 teacher. This speeds up the revision step of papers. Students can really learn and benefit from each others feedback and it is great when they are mature enough to realize this. Lawlor talks about meeting kids where they live, when he says this he is referring to the internet. Children and especially teens are INFATUATED with the internet, so why not bring homework to their area of comfort? He also brings up a good point, he says that students who would normally be shy in a classroom setting are more open on the internet; "In cyberspace, everyone's voice carries equal weight." Lawlor makes some very good points in this article, I especially appreciate his sense of honesty.
What are other ways you can let the kids do the work using technology?
Well, you could assign a group of students to find out how to accomplish a certain task on wiki or another site, and teach this to a different group of students. You could also give points/a prize to students who make the most revisions on student blogs.
Would you encourage this in your classroom?
I definitely would. I think that it is important that students learn how to communicate through the internet and speak in front of groups. All methods of communication are important for students to be comfortable with; by having students teach teachers and other students they are building patience and leadership. As Lawlor said, "So I say, let the kids do the work. We may find that they learn more as a result."
Journal #4 Playing With Skype
Weller, T.J. (2010). Playing with skype. Learning and Leading with Technology, 6(37), Retrieved from http://ed422spr2010.blogspot.com/2010/04/journals-1-5-part-1-of-2-journal.html
I found the article "Playing With Skype" very eye opening. I use iChat (which is very similar to Skype) myself on a weekly basis to talk to friends who live in different cities across the U.S. I never thought how useful a program like Skype could be in a classroom. The article talks about how teachers used Skype in their music class to show live concert and have question and answer sessions with established individuals in the music field. Skype can be used for all subject areas and as mentioned in the article requires very minimal equipment. This article is similar to the Virtual Field Trips that were introduced to us earlier. I think both VFTs and skype lessons are great and let students get to experience things that don't usually happen everyday in class.
Does Skype charge a fee to open an account?
No. After doing some research on http://www.skype.com/features/ I found out that Skype has a lot more to offer than I originally thought. You are able to send a text message directly from Skype, forward a call to your cell phone, or set up an online number for friends and family to make a local call to your Skype, wherever in the world you are. It seems pretty simple to register, maybe I should open a Skype account!
How often should a teacher use Skype in the classroom?
I would say that as long as the Skype session is enriching the taught material, then as much as possible. The Skype sessions should be for education, not entertainment. I think Skype is a easy and fun way to get students engaged and become excited about learning.
I found the article "Playing With Skype" very eye opening. I use iChat (which is very similar to Skype) myself on a weekly basis to talk to friends who live in different cities across the U.S. I never thought how useful a program like Skype could be in a classroom. The article talks about how teachers used Skype in their music class to show live concert and have question and answer sessions with established individuals in the music field. Skype can be used for all subject areas and as mentioned in the article requires very minimal equipment. This article is similar to the Virtual Field Trips that were introduced to us earlier. I think both VFTs and skype lessons are great and let students get to experience things that don't usually happen everyday in class.
Does Skype charge a fee to open an account?
No. After doing some research on http://www.skype.com/features/ I found out that Skype has a lot more to offer than I originally thought. You are able to send a text message directly from Skype, forward a call to your cell phone, or set up an online number for friends and family to make a local call to your Skype, wherever in the world you are. It seems pretty simple to register, maybe I should open a Skype account!
How often should a teacher use Skype in the classroom?
I would say that as long as the Skype session is enriching the taught material, then as much as possible. The Skype sessions should be for education, not entertainment. I think Skype is a easy and fun way to get students engaged and become excited about learning.
Journal #3 Navigate the Digital Rapids
Lindsay, J., & Davis, V. (2010). Navigate the digital rapids. Learning and Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
"Navigate the Digital Rapids" discusses the decisions teachers are faced with when introducing their students to the world of technology. The article stresses the importance of teaching proper digital citizenship; this basically means teaching students how to navigate the internet and technology. Some students may take advantage of using the internet by posting inappropriate posts or pictures. The article warns teachers to have a plan for their punishment and even suspend the internet for a period of time, since it is a privilege. I think that the dangers of the internet do need to be properly addressed, but not completely feared. For example, the blogs that we have created in this course would be perfect for middle or high school students. Blogs give students a chance to post their thoughts, pictures, and leave comments for friends. I think that by introducing blogs for educational purposes is a great idea since it may encourage students to create a personal blog. Blogs are more internet safe then networking sites like, myspace or facebook. Blogs require a URL in order to find an individual, rather than a basic search engine on myspace or facebook.
How can you involve parents in helping build students digital citizenship?
Like I said, you could have students create class blogs with assignments and have parents check their homework through this. You could also assign that students have their parent teach them one thing about computers or technology in general. You could also assign your students to teach a parent something they learned in class, this will re-enforce that they actually know how to do the specific task.
Does the internet take away from actually learning class materials?
I don't know specific statistics, but I would say that in some instances it does, in general the internet can enhance understanding. The excitement of the internet for students who do not have computers at home may be a little distracted. On the other hand, students who have experience with computers may be more engaged and eager to learn with using a computer.
"Navigate the Digital Rapids" discusses the decisions teachers are faced with when introducing their students to the world of technology. The article stresses the importance of teaching proper digital citizenship; this basically means teaching students how to navigate the internet and technology. Some students may take advantage of using the internet by posting inappropriate posts or pictures. The article warns teachers to have a plan for their punishment and even suspend the internet for a period of time, since it is a privilege. I think that the dangers of the internet do need to be properly addressed, but not completely feared. For example, the blogs that we have created in this course would be perfect for middle or high school students. Blogs give students a chance to post their thoughts, pictures, and leave comments for friends. I think that by introducing blogs for educational purposes is a great idea since it may encourage students to create a personal blog. Blogs are more internet safe then networking sites like, myspace or facebook. Blogs require a URL in order to find an individual, rather than a basic search engine on myspace or facebook.
How can you involve parents in helping build students digital citizenship?
Like I said, you could have students create class blogs with assignments and have parents check their homework through this. You could also assign that students have their parent teach them one thing about computers or technology in general. You could also assign your students to teach a parent something they learned in class, this will re-enforce that they actually know how to do the specific task.
Does the internet take away from actually learning class materials?
I don't know specific statistics, but I would say that in some instances it does, in general the internet can enhance understanding. The excitement of the internet for students who do not have computers at home may be a little distracted. On the other hand, students who have experience with computers may be more engaged and eager to learn with using a computer.
Wednesday, April 14, 2010
Journal #2 Finding Students Who Learn Through Media
Bull, G., Alexander, C., & Ferster, B. (2010). Finding students who learn with media. Learning and Leading with Technology, 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
This article was very interesting because I learned about sources that I haven't even heard of before. I checked out the PrimaryAccess MovieMaker and I was impressed! I think it is easy enough for children to create without and it's on the internet! The MovieMaker reminded me of a power point, but BETTER! It is a great way for children to learn the content of the subject, experiment with technology, and this gives them the opportunity to use their creativity. It was helpful the way the author ranked the childrens technology level with content. It was good to hear that with high technology and high content, "students demonstrated a high level of content knowledge, and their knowledge of the curricular material extended beyond the requirements of the class assignments." This encourages me to use these resources in the classroom.
What do you do if some students lack technologically skills and cannot keep up the rest of the class?
(i.e. do not have a computer at home)
This is likely to happen in most diverse classrooms. It would be best to teach the children basic computer skills one-on-one or in a small group. This way additional instruction does not take away from valuable class time. I would also encourage the children to use the school or public library computers to gain practice. Some children in the classroom may have an iPhone, iPod, and/or computer and another may have nothing; this is way it is important to learn about each student and accommodate their skills appropriately.
What do you do if the majority of students demonstrate high technology and low content?
This is a tough question to answer. I would say that if students were engaged by the storyboarding activity but not by the content, this needs to be used for more simple concepts that are easier to grasp. By using simpler ideas or material being reviewed, the children can gain technological skills and subconsciously absorb the previously taught concepts.
This article was very interesting because I learned about sources that I haven't even heard of before. I checked out the PrimaryAccess MovieMaker and I was impressed! I think it is easy enough for children to create without and it's on the internet! The MovieMaker reminded me of a power point, but BETTER! It is a great way for children to learn the content of the subject, experiment with technology, and this gives them the opportunity to use their creativity. It was helpful the way the author ranked the childrens technology level with content. It was good to hear that with high technology and high content, "students demonstrated a high level of content knowledge, and their knowledge of the curricular material extended beyond the requirements of the class assignments." This encourages me to use these resources in the classroom.
What do you do if some students lack technologically skills and cannot keep up the rest of the class?
(i.e. do not have a computer at home)
This is likely to happen in most diverse classrooms. It would be best to teach the children basic computer skills one-on-one or in a small group. This way additional instruction does not take away from valuable class time. I would also encourage the children to use the school or public library computers to gain practice. Some children in the classroom may have an iPhone, iPod, and/or computer and another may have nothing; this is way it is important to learn about each student and accommodate their skills appropriately.
What do you do if the majority of students demonstrate high technology and low content?
This is a tough question to answer. I would say that if students were engaged by the storyboarding activity but not by the content, this needs to be used for more simple concepts that are easier to grasp. By using simpler ideas or material being reviewed, the children can gain technological skills and subconsciously absorb the previously taught concepts.
Journal #1 The Beginner's Guide to Interactive Virtual Field Trips
Zanetis, J. (2010). The Beginner's guide to interactive virtual field trips. Learning and Leading with Technology, 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
In the journal article "The Beginner's Guide to Interactive Virtual Field Trips," the title speaks for itself. Since traditional field trips are not as inexpensive as they were in the past, children do not get to experience visiting and learning about new places. Virtual Fields Trips are essentially free and children can get the same through the internet or videoconferencing equipment. The article introduces two types of VFTs, asynchronous and interactive VFTs. Asynchronous VFTs are available over the internet through video, text, or pictures. They are not live, but are able to for example give a tour of a historic site or museum as if the children through video. Asynchronous VFTs can be effective, but not as exciting as interactive trips. Interactive VFTs are interactive experiences where a person from one location interacts with a class in another location. This is an exciting experience because the class can see the host LIVE and is able to ask questions and see what is happening at that moment in time as if they were actually there. VTFs are great because students can visit different areas, states, and even parts of the world without having to leave their classroom!
Would I actually use VFTs in my own classroom? How easy is it?
I think I would use VFTs in my classroom, with the resources online it is easy to access asynchronous VFTs and their is a list of places willing to host an interactive VFTs. So there are really no excuses for not letting your class experience VFTs! Virtual field trips not only expose students to new places, they can also expose them to the new technologies that are available. After their VFT experience they may become more interested in learning about computers and technology in general.
What are the disadvantages of virtual field trips?
One obvious disadvantage to VFTs is that the students are not actually going to the site of the trip, which would enhance their experience. Also, videoconferencing equipment may be hard to get your hands on. As mentioned in the article, after contacting your school, you may also want to contact your district. RESOURCES ARE OUT THERE it just may take some time and effort to get what you need. The concerns mentioned above are really the only disadvantages I see in VFTs. I think that they should be at the very least used once a year in a classroom to expose children to new experiences.
In the journal article "The Beginner's Guide to Interactive Virtual Field Trips," the title speaks for itself. Since traditional field trips are not as inexpensive as they were in the past, children do not get to experience visiting and learning about new places. Virtual Fields Trips are essentially free and children can get the same through the internet or videoconferencing equipment. The article introduces two types of VFTs, asynchronous and interactive VFTs. Asynchronous VFTs are available over the internet through video, text, or pictures. They are not live, but are able to for example give a tour of a historic site or museum as if the children through video. Asynchronous VFTs can be effective, but not as exciting as interactive trips. Interactive VFTs are interactive experiences where a person from one location interacts with a class in another location. This is an exciting experience because the class can see the host LIVE and is able to ask questions and see what is happening at that moment in time as if they were actually there. VTFs are great because students can visit different areas, states, and even parts of the world without having to leave their classroom!
Would I actually use VFTs in my own classroom? How easy is it?
I think I would use VFTs in my classroom, with the resources online it is easy to access asynchronous VFTs and their is a list of places willing to host an interactive VFTs. So there are really no excuses for not letting your class experience VFTs! Virtual field trips not only expose students to new places, they can also expose them to the new technologies that are available. After their VFT experience they may become more interested in learning about computers and technology in general.
What are the disadvantages of virtual field trips?
One obvious disadvantage to VFTs is that the students are not actually going to the site of the trip, which would enhance their experience. Also, videoconferencing equipment may be hard to get your hands on. As mentioned in the article, after contacting your school, you may also want to contact your district. RESOURCES ARE OUT THERE it just may take some time and effort to get what you need. The concerns mentioned above are really the only disadvantages I see in VFTs. I think that they should be at the very least used once a year in a classroom to expose children to new experiences.
Saturday, April 10, 2010
Introducing Vanessa Blair to 422!
Hello! My name is Vanessa Blair and I was born and raised in Oceanside, CA. Kindergarten through high school I went to local schools in Oceanside. I went to college at San Diego State University and graduated in December 2009. I really enjoyed living and going to school in San Diego. I am currently a server at Bj's Brewhouse in Carlsbad until I start the credential program in the fall (hopefully)=/
I am definitely a Mac girl =] I grew up using Macintosh computers in my home. My Dad would kill me if I ever decided to purchase a PC! I depend on technology GREATLY each day. My iPhone, digital camera, and lap top are my best friends. I am a firm believer that there is an app to get you out of every situation, ha!
I honestly had not read CSUSM's College of Education Mission Statement until today. I applied here because I moved back to Oceanside after I graduated college and it's the closest college to my home. Although, I do think this university has a lot to offer and I am excited to begin a new journey here. I agree with the mission statement and hope to one day take part in transforming public education in elementary level classrooms.
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