EDUC 422 was by far my favorite class this semester. I walked into this class thinking that I was computer savvy, but little did I know. I had no idea there are so many great web pages and resources out there. I actively participated and I like to think that I helped make learning fun for my peers. I believe that my constant questions and engagement kept the professor on his toes. I answered each question on the class blog weekly, I used Twitter when it was necessary and I even jazzed up my blog. I am walking away with knowledge about computers, websites, iphones, and most importantly NETS. This class was a perfect example on how learning can be fun and exciting for the students.
I never missed a class :)
Thursday, May 6, 2010
Wednesday, April 28, 2010
Wiki- Storymash NETS I, III, & V
For this Wiki assignment I used wetpaint.com to pick a technology tool that I would like to develop in my classroom. I chose to read further into Storymash. Using storymash students and teachers can collaboratly read and write a story via the internet at storymash.com. After I completed the tutorials I used embedit.com to post it to my blog.
Thursday, April 22, 2010
Spread Sheet. NETS I & III
I created this spread sheet using Microsoft excel. The crossword puzzle is bbased on geometric terms. I chose to do an acedemic subject such as math so that I could practice because I plan on using spread sheets with my future students. This was a fun and creative way to learn and get comfortable with excel.
Geo Crossword Ra
Geo Crossword Ra
JCCS Internet Safety NETS VI
Utilizing Google docs I was able to work collaboratively with my peers to research and gather information regarding Internet safety. I was able to do research the topic of cyber bullying and identity safety. All the topics listed in this assignment will serve as a good reference piece for as a future teachers to refer to.
Internet Safety
Internet Safety
PSA- Hate Crimes. NETS I, III, IV, & V
I created this quicktime movie using imovie. This was a Public Service Announcement to raise awarness of the hate crimes that have been taking place on campus. The movie incorporates the definiton of a hate crime as well as footage from on campus, here at Cal State University: San Marcos.
Sunday, April 18, 2010
Journal #9 "Playing With Skype" NETS I, III & IV
This journal was an introduction to skype, for me. I learned what it is and how I can use it in my classroom. It is an innovative way to bring technology and education together.
Weller, T. J. (2010). Playing with skype. L&L—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=25508&DirectListComboInd=
By Travis J. Weller
Pisano and Weller invited Jason Davis into their music class using Skype. Davis, a musician, talked about copyright laws, the music business, and censorship. In order to make this happen in a classroom some things are needed. The equipment that is needed in order to play with Skype is, a computer with internet, a data projector, at least one microphone, a webcam, some sound adaptors, and a projector screen. It may seem like a lot but almost all of the materials are available at your school though grants. Then go to www.skype.com , sign up and install. It is simple to you and very enriching. Skype gives educators the opportunity to connect with experts and utilize them in their classroom.
Two questions that came to mind were:
1. What is Skype?
According to Wikipedia Skype is a software application that allows users to make voice calls over the internet. I think it’s like chat, because you can see the person on the screen and they can talk to you.
2. Is there a time limit to how long the program will allow you to Skype?
According to Yahoo answers, as long as both parties have Skype there is no time limit, unless one party I overseas, then it tends to cut off after 30 minutes.
Weller, T. J. (2010). Playing with skype. L&L—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=25508&DirectListComboInd=
By Travis J. Weller
Pisano and Weller invited Jason Davis into their music class using Skype. Davis, a musician, talked about copyright laws, the music business, and censorship. In order to make this happen in a classroom some things are needed. The equipment that is needed in order to play with Skype is, a computer with internet, a data projector, at least one microphone, a webcam, some sound adaptors, and a projector screen. It may seem like a lot but almost all of the materials are available at your school though grants. Then go to www.skype.com , sign up and install. It is simple to you and very enriching. Skype gives educators the opportunity to connect with experts and utilize them in their classroom.
Two questions that came to mind were:
1. What is Skype?
According to Wikipedia Skype is a software application that allows users to make voice calls over the internet. I think it’s like chat, because you can see the person on the screen and they can talk to you.
2. Is there a time limit to how long the program will allow you to Skype?
According to Yahoo answers, as long as both parties have Skype there is no time limit, unless one party I overseas, then it tends to cut off after 30 minutes.
Journal #8 "Navigating The Digital Rapids" NETS VI & V
Lindsay, J., & Davis, V. (2010). Navigate the digital papids. L&L—Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
By Julie Lindsay and Vicki Davis
Digital citizenship can expand far from an educators grasp. The digital world is constantly changing, so how does one know what to teach and what is appropriate to teach? Will encouraging students to explore and engage in global collaborative environments soon get a teacher in trouble? These are just two of the questions that were mentioned in the article. The answer is to transform yourself into a professional who can effectively research technology trends, monitor the uses of technology, avoid the fear, and empower student centered learning. Customization is key. When students have the opportunity to customize it changes their learning experience. Standards and customization can coexist. Web 2.0 tools are efficient because they provide a foundation for a personal learning experience. Monitoring and engaging is a must when incorporating technology. It is the teacher’s role to lead by example and make sure the students don’t cross the line. Have a plan of action if a student does cross the line. In 2006 the authors of this article started the Flat Classroom Projects to bring together middle and senior high school students in a global collaborative effort. It is a place to collaborate with other educators.
Two questions that arose while reading this article were:
(This article was very well written in my opinion and it was hard to come up with questions.)
1. When teaching children the wonders of the internet what class time will this take away from?
I’m thinking that whatever subject matter that the teacher is planning on using the internet for, it would come out of that class. Another option is if the school as a whole plans on incorporating intercept use, there can be an assembly of some sort.
2. How will educators stay on top of the up and coming technology?
Even as a social light I can’t even stay on top of technology. I’m not exactly sure how they would stay one step ahead of their students. Any input on this one?
By Julie Lindsay and Vicki Davis
Digital citizenship can expand far from an educators grasp. The digital world is constantly changing, so how does one know what to teach and what is appropriate to teach? Will encouraging students to explore and engage in global collaborative environments soon get a teacher in trouble? These are just two of the questions that were mentioned in the article. The answer is to transform yourself into a professional who can effectively research technology trends, monitor the uses of technology, avoid the fear, and empower student centered learning. Customization is key. When students have the opportunity to customize it changes their learning experience. Standards and customization can coexist. Web 2.0 tools are efficient because they provide a foundation for a personal learning experience. Monitoring and engaging is a must when incorporating technology. It is the teacher’s role to lead by example and make sure the students don’t cross the line. Have a plan of action if a student does cross the line. In 2006 the authors of this article started the Flat Classroom Projects to bring together middle and senior high school students in a global collaborative effort. It is a place to collaborate with other educators.
Two questions that arose while reading this article were:
(This article was very well written in my opinion and it was hard to come up with questions.)
1. When teaching children the wonders of the internet what class time will this take away from?
I’m thinking that whatever subject matter that the teacher is planning on using the internet for, it would come out of that class. Another option is if the school as a whole plans on incorporating intercept use, there can be an assembly of some sort.
2. How will educators stay on top of the up and coming technology?
Even as a social light I can’t even stay on top of technology. I’m not exactly sure how they would stay one step ahead of their students. Any input on this one?
Journal #7 “The Beginner’s Guide to Interactive Virtual Field Trips” NETS I, III, & V
Zanetis, J. (2010). The Beginner's guide to interactive virtual field trips. L&L—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=25443&DirectListComboInd=D
By Jan Zanetis
Virtual field trips are growing more common due to the fact the real field trips are costly and most places that are desirable are inaccessible. Virtual field trips are field trips that don’t require students to leave the classroom. They can be conducted in several ways, by browsing a historic site, observing experiments, watching live demonstrations, and many more. Virtual field trips are internet based. Asynchronous virtual field trips are websites that devote themselves to specific topics, but the quality levels vary. Interactive virtual field trips are synchronous. It is when students that are in one place learn from people that ate in another location, using an h.323 videoconferencing technology. 30% of U.S schools already have this system so you may be able to obtain it for no additional cost. For the other 70%, grants and demos may be available.
Two questions that arose while reading this article were:
1. Do all the classrooms already have a television in them and/or a computer?
I found out that the h.323 is an accessory, so that doesn’t mean that a television would be readily available. Would the school have a television that can only be used with the videoconferencing tool? With everything being so costly now we have to keep in mind that although these technology based field trips are a great alterative to actual field trips, they may not be as realistic as they come off to be.
2. What training would take place for the educators?
Many old fashioned teachers still try to stay away from computers, and now we have a videoconferencing tool available. People are scared of the unknown, so how would this be marketed to make it appealing to all teachers. As the future generation of teachers move forward we are learning new technologies to incorporate into the classroom, but with each school district it would be ideal to have a training class.
By Jan Zanetis
Virtual field trips are growing more common due to the fact the real field trips are costly and most places that are desirable are inaccessible. Virtual field trips are field trips that don’t require students to leave the classroom. They can be conducted in several ways, by browsing a historic site, observing experiments, watching live demonstrations, and many more. Virtual field trips are internet based. Asynchronous virtual field trips are websites that devote themselves to specific topics, but the quality levels vary. Interactive virtual field trips are synchronous. It is when students that are in one place learn from people that ate in another location, using an h.323 videoconferencing technology. 30% of U.S schools already have this system so you may be able to obtain it for no additional cost. For the other 70%, grants and demos may be available.
Two questions that arose while reading this article were:
1. Do all the classrooms already have a television in them and/or a computer?
I found out that the h.323 is an accessory, so that doesn’t mean that a television would be readily available. Would the school have a television that can only be used with the videoconferencing tool? With everything being so costly now we have to keep in mind that although these technology based field trips are a great alterative to actual field trips, they may not be as realistic as they come off to be.
2. What training would take place for the educators?
Many old fashioned teachers still try to stay away from computers, and now we have a videoconferencing tool available. People are scared of the unknown, so how would this be marketed to make it appealing to all teachers. As the future generation of teachers move forward we are learning new technologies to incorporate into the classroom, but with each school district it would be ideal to have a training class.
Journal #6 Interactive Whiteboards NETS III & V
Classroom 2.0
Interactive Whiteboards
An interactive whiteboard (IWB) is a large display that connects to a computer and a projector. It is usually posted on the wall or a large floor stand. The projector displays what is on the computer’s desktop. Users can control the computer using a pen, a finger, or something along those lines.
The first thread that I followed was titled, “Are interactive whiteboards necessary?” In Mike’s opinion, the author, he does not see the need for an interactive whiteboard after using tools such as a projector, and a wireless drawing pad. Other minor tools he had used in the classroom are: Sketchcast, imagination Cubed and mu blog. He explains how these tools are significantly less money.
The second link that I followed was, “Interactive Whiteboards vs. Wireless Slates.” The question she proposed was, should classrooms be equipped with a projector and an interactive whiteboard or just a projector and a wireless slate. The best response that I read said that both would be beneficial with the right professional development. The only downside to using the slates is that they tend to become a teacher-focused tool instead of a student focused tool. Basically it said that it depends on the factuality and their training and abilities.
Interactive Whiteboards
An interactive whiteboard (IWB) is a large display that connects to a computer and a projector. It is usually posted on the wall or a large floor stand. The projector displays what is on the computer’s desktop. Users can control the computer using a pen, a finger, or something along those lines.
The first thread that I followed was titled, “Are interactive whiteboards necessary?” In Mike’s opinion, the author, he does not see the need for an interactive whiteboard after using tools such as a projector, and a wireless drawing pad. Other minor tools he had used in the classroom are: Sketchcast, imagination Cubed and mu blog. He explains how these tools are significantly less money.
The second link that I followed was, “Interactive Whiteboards vs. Wireless Slates.” The question she proposed was, should classrooms be equipped with a projector and an interactive whiteboard or just a projector and a wireless slate. The best response that I read said that both would be beneficial with the right professional development. The only downside to using the slates is that they tend to become a teacher-focused tool instead of a student focused tool. Basically it said that it depends on the factuality and their training and abilities.
Journal #4 "Finding Students Who Learn Through Media" NETS I, VI, & V
Bull, Alexander, Fester, G. C. B.(2010). Finding student 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
By Glen Bull
In 2005 a program was piloted using PrimaryAccess MovieMaker. The students were able to use their own text along with some primary source images to create a short online film. This program was geared towards the social studies standards. Since 2005 more than 10,000 students worldwide have incorporated this program into their schools and have created more than 20,000 short films. The Smithsonian American Art Museum allows students to use this movie maker to create documentaries in regards to the 1930s. Using the PrimaryAccess MovieMaker teachers are able to integrate student-authored media into their schools. It was revealed that approximately 40% of the students were engaged in both the historical content and the storyboard activity. So with careful planning it is possible to increase student engagement by incorporating student-authored media into a classroom setting.
Two questions that arose while reading this article were:
1. Were the students informed about citation and plagiarism?
Citations and plagiarism is a huge issue in our society. If the students were using primary sources, I would think that they would be taught the appropriate way to cite their sources. It wasn’t mentioned if this actually took place and if it was, was the time it took to learn proper citations taken into account.
2. What level of schooling was this program introduced to?
The article does not give a specific school in which this program was launched from. I’m thinking it was middle school because for this to be launched at an elementary level would be hard to believe considering how it was in 2005. Also middle school students would be more familiar with primary sources.
By Glen Bull
In 2005 a program was piloted using PrimaryAccess MovieMaker. The students were able to use their own text along with some primary source images to create a short online film. This program was geared towards the social studies standards. Since 2005 more than 10,000 students worldwide have incorporated this program into their schools and have created more than 20,000 short films. The Smithsonian American Art Museum allows students to use this movie maker to create documentaries in regards to the 1930s. Using the PrimaryAccess MovieMaker teachers are able to integrate student-authored media into their schools. It was revealed that approximately 40% of the students were engaged in both the historical content and the storyboard activity. So with careful planning it is possible to increase student engagement by incorporating student-authored media into a classroom setting.
Two questions that arose while reading this article were:
1. Were the students informed about citation and plagiarism?
Citations and plagiarism is a huge issue in our society. If the students were using primary sources, I would think that they would be taught the appropriate way to cite their sources. It wasn’t mentioned if this actually took place and if it was, was the time it took to learn proper citations taken into account.
2. What level of schooling was this program introduced to?
The article does not give a specific school in which this program was launched from. I’m thinking it was middle school because for this to be launched at an elementary level would be hard to believe considering how it was in 2005. Also middle school students would be more familiar with primary sources.
Journal #3 "Keeping The Peace" NETS IV & V
Levinson, M. (2010). Keeping the peace. 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=25237&DirectListComboInd=D
By Matt Levinson
In 2007 it was brought to attention that technology was no longer only for information and communication, but also for entertainment and socializing. When an instant messaging program was installed into the computers at school it brought up the topic of what was the appropriate use of technology at school. This controversial issue had well thought out reasons for both sides. One side which consisted of some faculty and parents, argued that exploration is a good learning method, while the other side which also consisted of some staff and parents argued that it isn’t safe and can be a distraction for some students. The decision was finally made to block ichat from the computers and the public did not hold their opinions. A year later a technology program was put into place to teach about technology and its benefits. A “boot camp” was put into place, so that every year the students participate in activities to learn about physical care, appropriate use, and ethics.
Two questions that arose in my mind were:
1. Were there different guidelines for the various stages of middle school?
I think that this issue should have been brought up. Sixth graders do not have the same maturity level as eight graders, so eight graders should have been allowed more freedom. I can see how a parent of a sixth grader would be concerned with their child chatting with an older student.
2. Would their ichats be monitored?
If a staff member was with the students after school and monitoring them, I doubt that they would risk getting caught using the program inappropriately. It was after school and the students did have access to the computers, but just because it is after hours does not mean that they can do as they please on the computers because they are still on campus and using a public computer.
By Matt Levinson
In 2007 it was brought to attention that technology was no longer only for information and communication, but also for entertainment and socializing. When an instant messaging program was installed into the computers at school it brought up the topic of what was the appropriate use of technology at school. This controversial issue had well thought out reasons for both sides. One side which consisted of some faculty and parents, argued that exploration is a good learning method, while the other side which also consisted of some staff and parents argued that it isn’t safe and can be a distraction for some students. The decision was finally made to block ichat from the computers and the public did not hold their opinions. A year later a technology program was put into place to teach about technology and its benefits. A “boot camp” was put into place, so that every year the students participate in activities to learn about physical care, appropriate use, and ethics.
Two questions that arose in my mind were:
1. Were there different guidelines for the various stages of middle school?
I think that this issue should have been brought up. Sixth graders do not have the same maturity level as eight graders, so eight graders should have been allowed more freedom. I can see how a parent of a sixth grader would be concerned with their child chatting with an older student.
2. Would their ichats be monitored?
If a staff member was with the students after school and monitoring them, I doubt that they would risk getting caught using the program inappropriately. It was after school and the students did have access to the computers, but just because it is after hours does not mean that they can do as they please on the computers because they are still on campus and using a public computer.
Journal #2 “Using Podcasts to Develop a Global Perspective” NETS I, VI, &V
Maguth , BM, & Elliott, J. (2010). Using Podcasts to develop a global perspective . Learning and Leading with Technology, 37. Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25244&DirectListComboInd=D
By: Brad M. Maguth and Jeff Elliot.
In a science and math class at a Columbus, Ohio high school they are using digital technologies such as podcasting to engage students. Podcasting allows students to interact with digital technologies and to apply what they know and reach a wider, even global audience. There students had been given the task to research a global issue from different perspectives and record their findings in a journal. Podcasting involves a lot of planning, researching, writing, and editing and all this is before the students could use the podcasting software. After the research phase students predicted how global experts and actors would respond to their debate questions, and then they would write a script. Once all of this is done the students created effective and well-aligned scripts then began recording their debates. They used the software in postproduction to edit out mistakes and to incorporate features, such as background music. By adding music they gained the skills to lower volume levels and rearrange audio clips. The final phase of the project was for the students to showcase their work on the internet.
Two questions that came to me while reading this article were:
1. Is postcasting only used to record debated subjects?
No. Anyone could podcast as long as they have the software. It can be audio only or audio with graphics.
2. Since podcasting is through Apple, does someone need a Mac in order to get the software?
Yes. They can play on your computer or audio player if it has video capabilities.
By: Brad M. Maguth and Jeff Elliot.
In a science and math class at a Columbus, Ohio high school they are using digital technologies such as podcasting to engage students. Podcasting allows students to interact with digital technologies and to apply what they know and reach a wider, even global audience. There students had been given the task to research a global issue from different perspectives and record their findings in a journal. Podcasting involves a lot of planning, researching, writing, and editing and all this is before the students could use the podcasting software. After the research phase students predicted how global experts and actors would respond to their debate questions, and then they would write a script. Once all of this is done the students created effective and well-aligned scripts then began recording their debates. They used the software in postproduction to edit out mistakes and to incorporate features, such as background music. By adding music they gained the skills to lower volume levels and rearrange audio clips. The final phase of the project was for the students to showcase their work on the internet.
Two questions that came to me while reading this article were:
1. Is postcasting only used to record debated subjects?
No. Anyone could podcast as long as they have the software. It can be audio only or audio with graphics.
2. Since podcasting is through Apple, does someone need a Mac in order to get the software?
Yes. They can play on your computer or audio player if it has video capabilities.
Journal #1 Computing In The Clouds NETS I & V
Johnson, D. (2010, December). Keeping the peace. Learning and Leading with Technology, 4, Retrieved from http://www.iste.org/
By: Doug Johnson
Cloud computing is when you can compute from many different computers, without using emails or flash drives. Nothing is saved onto your hard drive, meaning more storage for other things and your computer can run faster. A huge benefit from this is that you do not need a word processor on your computer, and we all know that these can be pricy. Basically the article is suggesting that schools switch over to using Netbooks because they are lightweight, small, they have static memory, smaller keyboards, wireless internet, webcams, microphones, speakers, they contain USB ports and memory card slots, and you can purchase one for under 400 dollars.
A downside is that if students are using these then that suggest that the teachers know how to work with them also. Educators would have to be trained not only with the device itself but also on how to teach using this device.
Two questions that came to mind while reading this article were:
1. Would there be some type of financial aid available for those that can’t accord it?
If this reached a national level I would assume that FAFSA would drop and be available to non-college students as well. Although 400 dollars doesn’t seem like much money to some people, it is a lot of money for families that struggle just to put food on the table.
2. Who would be responsible for a lost or stolen Netbook?
If schools are encouraging students to bring these to school, they should provide some sort of safe keeping for them. As adults we can be held accountable for our actions and held responsible for our belongings, but younger students should not be held full responsibility. I suggest that the schools provide lockers and some sort of contract that holds both the school and the student liable.
By: Doug Johnson
Cloud computing is when you can compute from many different computers, without using emails or flash drives. Nothing is saved onto your hard drive, meaning more storage for other things and your computer can run faster. A huge benefit from this is that you do not need a word processor on your computer, and we all know that these can be pricy. Basically the article is suggesting that schools switch over to using Netbooks because they are lightweight, small, they have static memory, smaller keyboards, wireless internet, webcams, microphones, speakers, they contain USB ports and memory card slots, and you can purchase one for under 400 dollars.
A downside is that if students are using these then that suggest that the teachers know how to work with them also. Educators would have to be trained not only with the device itself but also on how to teach using this device.
Two questions that came to mind while reading this article were:
1. Would there be some type of financial aid available for those that can’t accord it?
If this reached a national level I would assume that FAFSA would drop and be available to non-college students as well. Although 400 dollars doesn’t seem like much money to some people, it is a lot of money for families that struggle just to put food on the table.
2. Who would be responsible for a lost or stolen Netbook?
If schools are encouraging students to bring these to school, they should provide some sort of safe keeping for them. As adults we can be held accountable for our actions and held responsible for our belongings, but younger students should not be held full responsibility. I suggest that the schools provide lockers and some sort of contract that holds both the school and the student liable.
Thursday, April 8, 2010
Inspiration NETS III
Using the program Inspiration I was able to make this web diagram. This web diagram helped me organize my thoughts and ideas for my taskstream narratives. I linked two artifacts with each of the NETS standards.
Thursday, March 18, 2010
Nets Powerpoint NETS I & III
I created this PowerPoint using Microsoft PowerPoint. This slide show contains lesson plans according to the NETS standards for the grades that I want to teach. When I had my finished project I presented it to my peers and received feedback.
Check out this SlideShare Presentation:
Check out this SlideShare Presentation:
NETS Collaborative Powerpoint Rubric NETS I & III
As I class we were able to collaboratively develop this rubric. We used a website named rcampus.com. The rubric was based on the standards that we felt were appropriate for our powerpoints to be graded on. We then posted our rubric so that others may use it and we printed it out so that we could grade each others powerpoints.
Saturday, March 13, 2010
Social Bookmarkings through Delicious.com NETS I & V
As a class assignment I had to visit a number of different websites, add them to a favorite on delicious.com, tag them, and complete a brief assignment on each of them. I was required to visit several websites and bookmark them using the social bookmarking website, delicious.com. I now have these great resources bookmarked so that I can access them at ant time and from any computer.
1. National Archives-
I looked up the achievements of eleven American women. My favorite was on Marilyn Monroe :) The site gave a biography on her and some of her belongings that are still around today.
Archives are important and should be used in the classroom because they are a primary source. They have reliable information from a creditable source. Archives are complete for the most part, so that when doing research one can pull all or most of the information needed from one source instead of pulling pieces from a plethora of sources that may not even be reliable.
2. National Education Association-
The student groups that experience achievement gaps are as followed: racial and ethnic minorities, English language learners, students with disabilities, and boys and girls.
Three of the area that I feel will fit in my teaching styles are:
*Network with parent, family, minority community, and faith-based organizations concerned with the needs of diverse students. Solicit their involvement and input in the design and implementation of initiatives for culturally, linguistically, racially, and ethnically diverse groups.
*Gather and organize resource materials related to culturally diverse groups for use by school staff.
*Determine the diverse groups served by your school. Consider cultural, linguistic, racial, and ethnic diversity. Find out the degree to which families and students in these groups are accessing available school services.
-- Groups provide a great comfort level because there is a common base for that relates everyone. When people are comfortable, it is the perfect environment to learn. When parents and community members come together it usually brings a very diverse group and it can provide many ideas and input for cultural backgrounds and traditions. If enough parents or community members don't step forward it would be of benefit to communicate with other schools in the area because they might have vital information on the backgrounds of the local students. I take home survey will provide useful information. If parents or guardians answer personal history questions you can get to know where your students are coming from and use it to help them learn. With everyone’s ideas put together they can be used to incorporate with lesson plans and teaching styles to meet all the needs of the students.
3. Stop Cyberbullying
I took the cyberbullying test and I had done four of the items listed. The category I fell under was,
0 – 5 Points: Cyber Saint
Congratulations! You’re a cyber saint! Your online behavior is exemplary! Keep up the good work!
I now feel embarrassed for the four that I have done, but I feel like since I have experienced them, I now know how I can address them in a more effective way in the classroom. I am always on the Internet but I like to think that I have great social etiquette.
I learned that "mean girls" are the most immature of all cyberbullies. They bully for entertainment and to ego boost. This type usually occurs in groups and it can occur anywhere. There is usually a target in mind and once they are bored with that person, they move on. The duration of this type can fade quickly.
4. Kathy Schrock’s Guide for Educators
Under "Subject Access" I chose 'Holidays and Celebrations.' There were many great ideas and tips on how to incorporate these in the classroom. I really liked the idea of having a classroom calendar posted. The calendar will have the class holidays on it and it will be presented monthly. This will help the students learn the dates of the holidays and to get to know what they are. The grade level of the students will determine the depth that they will learn about each holiday.
Under "Teacher Helpers" I chose to read more about 'Critical Evaluation Information.' I learned that the ABC's of the Internet are: authority, bias, and citation. Authority is basically being able to evaluate a site and usually critical thinking be able to tell if it's a reliable source. Bias is being able to see if the site is trying to sway you in a certain way. This usually happens if they are sponsoring something.
5. Multiple Intelligences
I took the multiple intelligences test and my top three scoring categories were: Musical-94%, Interpersonal-88%, Intrapersonal-88%. I think this is really me. I thought some of the questions were kind of weird, but I believe that I was evaluated properly. The video I watched was, "Multiple Intelligences Leave No Child Left Behind". After watching this it was apparent to me that the students didn't get to express themselves in nearly enough subjects. I placed high in all the areas that the curriculum falls short in. Yes, there is creativity in arts and crafts but what about in the other subjects? I highly believe that we have incorporate imagination and creativity in more areas so that the students can express themselves more, and get to know themselves.
6. Teaching Tolerance
The activity I chose was:
A Song for Anti-Bullying
Level:Pre K to KGrades 1 to 2
Subject:Social Studies
I absolutely love this lesson. I would use this in my class during the beginning of the year. I am going to set my classroom environment early with class rules and discussions. Being kind is a concept that I want my students to grasp from the start. Teasing and bullying will not be tolerated. I will go over what bullying is and how it is not okay. I will go over how it is good to tell an adult if you are being bullied, so that that person can get help for you. Once it is apparent that all the students comprehend, we will then go into this lesson plan with the song.
7. Multicultural Education and Equity Awareness Quiz
This quiz surprised me in so many ways. It was so devastating. The first question to surprise me was number two, the question was, "Compared with White women, how likely are African American women in the U.S. to die during childbirth due to a lack of access to prenatal care, according to the Agency for Health care Research and Quality?" The answer was four times as likely. It's unbelievable but at the same time it's not. Another question that saddened and surprised me was, "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?" The answer was five times less likely. Both these questions and answers make me think how one teaches children about how cruel the world can be. I think if elementary teachers truly teach for the passion of it and believe in helping children, then future generations will look brighter.
8. Netiquette Guidelines
I took the Netiquette quiz and received a 60% on it. I thought I knew the Internet very well, but I guess not. I wonder how quickly the Internet norms change. Since the Internet world is so ambiguous it's hard to even put rules to it. For example, when writing in all caps, it can mean a lot of different things. It is so easy to mistake something or take something the wrong way. It is very important to teach children about Internet presence, also rules and regulations. Staying safe and protecting yourself on the Internet is a big topic and it is becoming more and more of a reality every day. Teaching children about the Internet will help them stay safe and use the Internet effectively. :^D
1. National Archives-
I looked up the achievements of eleven American women. My favorite was on Marilyn Monroe :) The site gave a biography on her and some of her belongings that are still around today.
Archives are important and should be used in the classroom because they are a primary source. They have reliable information from a creditable source. Archives are complete for the most part, so that when doing research one can pull all or most of the information needed from one source instead of pulling pieces from a plethora of sources that may not even be reliable.
2. National Education Association-
The student groups that experience achievement gaps are as followed: racial and ethnic minorities, English language learners, students with disabilities, and boys and girls.
Three of the area that I feel will fit in my teaching styles are:
*Network with parent, family, minority community, and faith-based organizations concerned with the needs of diverse students. Solicit their involvement and input in the design and implementation of initiatives for culturally, linguistically, racially, and ethnically diverse groups.
*Gather and organize resource materials related to culturally diverse groups for use by school staff.
*Determine the diverse groups served by your school. Consider cultural, linguistic, racial, and ethnic diversity. Find out the degree to which families and students in these groups are accessing available school services.
-- Groups provide a great comfort level because there is a common base for that relates everyone. When people are comfortable, it is the perfect environment to learn. When parents and community members come together it usually brings a very diverse group and it can provide many ideas and input for cultural backgrounds and traditions. If enough parents or community members don't step forward it would be of benefit to communicate with other schools in the area because they might have vital information on the backgrounds of the local students. I take home survey will provide useful information. If parents or guardians answer personal history questions you can get to know where your students are coming from and use it to help them learn. With everyone’s ideas put together they can be used to incorporate with lesson plans and teaching styles to meet all the needs of the students.
3. Stop Cyberbullying
I took the cyberbullying test and I had done four of the items listed. The category I fell under was,
0 – 5 Points: Cyber Saint
Congratulations! You’re a cyber saint! Your online behavior is exemplary! Keep up the good work!
I now feel embarrassed for the four that I have done, but I feel like since I have experienced them, I now know how I can address them in a more effective way in the classroom. I am always on the Internet but I like to think that I have great social etiquette.
I learned that "mean girls" are the most immature of all cyberbullies. They bully for entertainment and to ego boost. This type usually occurs in groups and it can occur anywhere. There is usually a target in mind and once they are bored with that person, they move on. The duration of this type can fade quickly.
4. Kathy Schrock’s Guide for Educators
Under "Subject Access" I chose 'Holidays and Celebrations.' There were many great ideas and tips on how to incorporate these in the classroom. I really liked the idea of having a classroom calendar posted. The calendar will have the class holidays on it and it will be presented monthly. This will help the students learn the dates of the holidays and to get to know what they are. The grade level of the students will determine the depth that they will learn about each holiday.
Under "Teacher Helpers" I chose to read more about 'Critical Evaluation Information.' I learned that the ABC's of the Internet are: authority, bias, and citation. Authority is basically being able to evaluate a site and usually critical thinking be able to tell if it's a reliable source. Bias is being able to see if the site is trying to sway you in a certain way. This usually happens if they are sponsoring something.
5. Multiple Intelligences
I took the multiple intelligences test and my top three scoring categories were: Musical-94%, Interpersonal-88%, Intrapersonal-88%. I think this is really me. I thought some of the questions were kind of weird, but I believe that I was evaluated properly. The video I watched was, "Multiple Intelligences Leave No Child Left Behind". After watching this it was apparent to me that the students didn't get to express themselves in nearly enough subjects. I placed high in all the areas that the curriculum falls short in. Yes, there is creativity in arts and crafts but what about in the other subjects? I highly believe that we have incorporate imagination and creativity in more areas so that the students can express themselves more, and get to know themselves.
6. Teaching Tolerance
The activity I chose was:
A Song for Anti-Bullying
Level:Pre K to KGrades 1 to 2
Subject:Social Studies
I absolutely love this lesson. I would use this in my class during the beginning of the year. I am going to set my classroom environment early with class rules and discussions. Being kind is a concept that I want my students to grasp from the start. Teasing and bullying will not be tolerated. I will go over what bullying is and how it is not okay. I will go over how it is good to tell an adult if you are being bullied, so that that person can get help for you. Once it is apparent that all the students comprehend, we will then go into this lesson plan with the song.
7. Multicultural Education and Equity Awareness Quiz
This quiz surprised me in so many ways. It was so devastating. The first question to surprise me was number two, the question was, "Compared with White women, how likely are African American women in the U.S. to die during childbirth due to a lack of access to prenatal care, according to the Agency for Health care Research and Quality?" The answer was four times as likely. It's unbelievable but at the same time it's not. Another question that saddened and surprised me was, "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?" The answer was five times less likely. Both these questions and answers make me think how one teaches children about how cruel the world can be. I think if elementary teachers truly teach for the passion of it and believe in helping children, then future generations will look brighter.
8. Netiquette Guidelines
I took the Netiquette quiz and received a 60% on it. I thought I knew the Internet very well, but I guess not. I wonder how quickly the Internet norms change. Since the Internet world is so ambiguous it's hard to even put rules to it. For example, when writing in all caps, it can mean a lot of different things. It is so easy to mistake something or take something the wrong way. It is very important to teach children about Internet presence, also rules and regulations. Staying safe and protecting yourself on the Internet is a big topic and it is becoming more and more of a reality every day. Teaching children about the Internet will help them stay safe and use the Internet effectively. :^D
Thursday, February 25, 2010
Classroom Newsletter NETS I
This is my classroom newsletter. I created this using Microsoft Word. I treated this as if it was a real newsletter that I was creating for my class. I learned how to produce a quality newsletter in a creative way and I will use this to communicate with my students and their parents.
Finished Newsletter
Finished Newsletter
Tuesday, January 26, 2010
Intro Letter
This is the introduction to my class blog. I will be using this blog to not only post my many wonderful assignments but also to keep in touch with my peers. This page will be a great reference for me because it contains the many assignments that I have created that all relate to teaching and technology.
Hi, my name is Rosalinda Avila. I am 21 years old and loving it. I have grown up in Vista, Ca and attended all my schools here. I went to Beaumont Elementary school, Lincoln Middle School, and I attended both Rancho Buena Vista and Vista High School. I attended Mira Costa Community College after high school graduation, and I transferred to Cal State San Marcos last semester.
Hi, my name is Rosalinda Avila. I am 21 years old and loving it. I have grown up in Vista, Ca and attended all my schools here. I went to Beaumont Elementary school, Lincoln Middle School, and I attended both Rancho Buena Vista and Vista High School. I attended Mira Costa Community College after high school graduation, and I transferred to Cal State San Marcos last semester.
I am a PC girl. I love my HP :) . I have to admit that I haven't given MACS a fair shot though. As soon as I step foot in my apartment the first thing I do is turn on my computer. My computer is my life. I am on facebook daily either on my PC or my ever so lovely iPhone. I am currently using Microsoft 07.
"Our practices demonstrate a commitment to
student-centered education, diversity, collaboration, professionalism, and shared governance." This part is great. I hope to teach with these ethics :) CSUSM has a great reputation and great programs and a excellent commitment to its students.
student-centered education, diversity, collaboration, professionalism, and shared governance." This part is great. I hope to teach with these ethics :) CSUSM has a great reputation and great programs and a excellent commitment to its students.
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