Tuesday, November 11, 2008
Saturday, November 8, 2008
Thursday, November 6, 2008
Journal 10
Journal 10: Making History
Shein, Esther (October 2008). Making History. The Journal, Retrieved November 2, 2008, from: http://www.thejournal.com/articles/23394
This article describes how different teachers use technology to inspire their students to learn using projects that require different technology. One example of this is a teacher who created pod casts and radio broadcasts from World War II. Each student group did different events and when the project was over, all the projects were played and the class learned as a whole about the different events that took place through this project. The projects mentioned in the article inspire students to get involved and work hard on them. They are excited to do these projects because they are creating something tangible through technology.
Questions
Do students feel more interested in technology-based projects?
I think they are. Students need a reason to create something and a grade is not always the best motivator. Technology allows students to learn, be creative and they can see how there work is evolving. Also, I believe students today prefer to do assignments using technology because it is something they enjoy doing.
What do teachers do if the technology in the classroom is cut out of the school budget that would allow for these projects?
Teachers need to establish quickly and with one voice that these projects and technology ideals are necessary for continued academic excellence in the classroom. Students and parents are only starting to understand who technology can be used, but teachers have already incorporated it. So teachers need to push the parents and community for these tools to continue to inspire students.
Shein, Esther (October 2008). Making History. The Journal, Retrieved November 2, 2008, from: http://www.thejournal.com/articles/23394
This article describes how different teachers use technology to inspire their students to learn using projects that require different technology. One example of this is a teacher who created pod casts and radio broadcasts from World War II. Each student group did different events and when the project was over, all the projects were played and the class learned as a whole about the different events that took place through this project. The projects mentioned in the article inspire students to get involved and work hard on them. They are excited to do these projects because they are creating something tangible through technology.
Questions
Do students feel more interested in technology-based projects?
I think they are. Students need a reason to create something and a grade is not always the best motivator. Technology allows students to learn, be creative and they can see how there work is evolving. Also, I believe students today prefer to do assignments using technology because it is something they enjoy doing.
What do teachers do if the technology in the classroom is cut out of the school budget that would allow for these projects?
Teachers need to establish quickly and with one voice that these projects and technology ideals are necessary for continued academic excellence in the classroom. Students and parents are only starting to understand who technology can be used, but teachers have already incorporated it. So teachers need to push the parents and community for these tools to continue to inspire students.
Journal 9
Journal 9:
Avoiding the 5 Most Common Mistakes in Using Blogs with Students
Reynard, Ruth (October 2008). Avoiding the 5 most common mistakes in using bogs with Students. The Journal, Retrieved November 2, 2008, from http://www.thejournal.com/articles/23434
This article describes the 5 most common mistakes regarding students and blogs. The first is concepts for blogs must be understood before a student tries to use it. If the use it and don’t understand they will reject it and be closed off to learning what it can do. The second is students need to be clear of what the assignment is asking for through course objectives so the student can focus on those ideals. Third, students need to understand that blogs are used as a class discussion and teachers need to make sure they don’t scare off a student with strong words or the student might stop posting all together. Fourth, a clear rubric must be established in order to successfully maintain legitimacy and fairness. Fifth, because technology is involved and everyone has there own speed, teachers need to be flexible with time lines for assignments to make sure everyone understands.
Questions
What is the most efficient way to use a blog?
The best way to use a blog is for activities that require student participation and reflection. If students discuss the topic through a blog more people who do not talk in class might speak up through the blog and everyone is able to participate.
Who should create the class blog?
Should the teacher, school or department create the blog. To be honest, I don’t think it matters who creates it, what matters is who uses it and who supervises the blog and the content that is placed on it. I understand some school officials might be more conservative or liberal content wise, but it is important that the person creating the blog follow the school districts rules to ensure no problems could come out of this tool.
Avoiding the 5 Most Common Mistakes in Using Blogs with Students
Reynard, Ruth (October 2008). Avoiding the 5 most common mistakes in using bogs with Students. The Journal, Retrieved November 2, 2008, from http://www.thejournal.com/articles/23434
This article describes the 5 most common mistakes regarding students and blogs. The first is concepts for blogs must be understood before a student tries to use it. If the use it and don’t understand they will reject it and be closed off to learning what it can do. The second is students need to be clear of what the assignment is asking for through course objectives so the student can focus on those ideals. Third, students need to understand that blogs are used as a class discussion and teachers need to make sure they don’t scare off a student with strong words or the student might stop posting all together. Fourth, a clear rubric must be established in order to successfully maintain legitimacy and fairness. Fifth, because technology is involved and everyone has there own speed, teachers need to be flexible with time lines for assignments to make sure everyone understands.
Questions
What is the most efficient way to use a blog?
The best way to use a blog is for activities that require student participation and reflection. If students discuss the topic through a blog more people who do not talk in class might speak up through the blog and everyone is able to participate.
Who should create the class blog?
Should the teacher, school or department create the blog. To be honest, I don’t think it matters who creates it, what matters is who uses it and who supervises the blog and the content that is placed on it. I understand some school officials might be more conservative or liberal content wise, but it is important that the person creating the blog follow the school districts rules to ensure no problems could come out of this tool.
Journal 8
Journal 8:
A “Fantastic Super” Use of Technology: Closing the Digital Divide
Curtis , Diane (2002, November 2). A '"Fantastic Super" Use of Technology: Closing the Digital Divide. Edutopia, Retrieved November 2, 2008, from:
http://www.edutopia.org/fantastic-super-use-technology
This article brings in the warm happy feeling of teachers, parents and students using and communicating through technology. A class web site for homework, e-mail and other communication is established making this school in Chapel Hill North Carolina a productive example of how technology helps empower students through technology and how parents and teachers can communicate through it. The digital divide is breaking down making teaching and learning more effective.
I believe this would be great to establish national. Students, parents, teachers all working together with breaking new technology and constant communication is how the system is designed to work. However, it is not always like this and technology can bridge that gap. The more technology, the more tools are established to communicate with parents and establish academic goals.
Questions
1. Chapel Hill is like Beverly Hills, and the schools student population is 571 and 71% are white students. What if you were to take this technology to Compton California, would the results be the same?
I don’t think the results would be the same. People who live in Compton don’t have a white population near 71%, they don’t have the money like Chapel Hill and one can argue that the population does not have the technological means to communicate to teachers from home to check on there students progress. Technology only works if it is available and understood by all parties involved.
2. What can be learned by this example school of how to integrate technology?
They started to teach technology based education at the lower levers, K-5, which gives these students the tools needed to understand the technological world. Older students are on a curve regarding technology, but if you start young scores will improve as the student grows according to this article
A “Fantastic Super” Use of Technology: Closing the Digital Divide
Curtis , Diane (2002, November 2). A '"Fantastic Super" Use of Technology: Closing the Digital Divide. Edutopia, Retrieved November 2, 2008, from:
http://www.edutopia.org/fantastic-super-use-technology
This article brings in the warm happy feeling of teachers, parents and students using and communicating through technology. A class web site for homework, e-mail and other communication is established making this school in Chapel Hill North Carolina a productive example of how technology helps empower students through technology and how parents and teachers can communicate through it. The digital divide is breaking down making teaching and learning more effective.
I believe this would be great to establish national. Students, parents, teachers all working together with breaking new technology and constant communication is how the system is designed to work. However, it is not always like this and technology can bridge that gap. The more technology, the more tools are established to communicate with parents and establish academic goals.
Questions
1. Chapel Hill is like Beverly Hills, and the schools student population is 571 and 71% are white students. What if you were to take this technology to Compton California, would the results be the same?
I don’t think the results would be the same. People who live in Compton don’t have a white population near 71%, they don’t have the money like Chapel Hill and one can argue that the population does not have the technological means to communicate to teachers from home to check on there students progress. Technology only works if it is available and understood by all parties involved.
2. What can be learned by this example school of how to integrate technology?
They started to teach technology based education at the lower levers, K-5, which gives these students the tools needed to understand the technological world. Older students are on a curve regarding technology, but if you start young scores will improve as the student grows according to this article
Journal 7 Google Earth
Journal 7: Google Earth
Technology is the use of old ideas and infuse them with new ideas to create new concepts. “Google Earth lets you fly anywhere on Earth to view satellite imagery, maps, terrain, 3D buildings and even explore galaxies in the Sky.”
http://www.classroom20.com/forum/topics/649749:Topic:127632
This is “ideal for an organization, upgrade to Pro to access the ultimate research, presentation, and collaboration tool for location-specific information.”
This site has lessons, collaborations and concepts for teachers to use to bring in technology and other aspects in the classroom to advance what only math books and worksheets can provide. By using real world models and scales theory is replaced with a tangible picture, making math more practical to teach using Google Earth.
I would use this tool in any social studies class because on can easily see map and charts of how people lived or migrated. Even why certain battles were fought in one place rather then another. It gives students real life images that makes it seem more real and virtually at the tips of there fingers.
One of the threads talked about Real World Math, with provides activities and lessons from the 5th grade on up. One lesson shows the 2004 Indian Ocean Tsunami. In the lesson students will use Google Earth maps and graphs to measure a distance a Tsunami wave will travel, elapsed time of the wave and the speed of the Tsunami using mathematical properties. http://realworldmath.org/Real_World_Math/2004_Indian_Ocean_Tsunami_Activity.html.
Technology is the use of old ideas and infuse them with new ideas to create new concepts. “Google Earth lets you fly anywhere on Earth to view satellite imagery, maps, terrain, 3D buildings and even explore galaxies in the Sky.”
http://www.classroom20.com/forum/topics/649749:Topic:127632
This is “ideal for an organization, upgrade to Pro to access the ultimate research, presentation, and collaboration tool for location-specific information.”
This site has lessons, collaborations and concepts for teachers to use to bring in technology and other aspects in the classroom to advance what only math books and worksheets can provide. By using real world models and scales theory is replaced with a tangible picture, making math more practical to teach using Google Earth.
I would use this tool in any social studies class because on can easily see map and charts of how people lived or migrated. Even why certain battles were fought in one place rather then another. It gives students real life images that makes it seem more real and virtually at the tips of there fingers.
One of the threads talked about Real World Math, with provides activities and lessons from the 5th grade on up. One lesson shows the 2004 Indian Ocean Tsunami. In the lesson students will use Google Earth maps and graphs to measure a distance a Tsunami wave will travel, elapsed time of the wave and the speed of the Tsunami using mathematical properties. http://realworldmath.org/Real_World_Math/2004_Indian_Ocean_Tsunami_Activity.html.
Journal 6
Journal 6
Inspiration and imovie
Question 1
I came to really like imovie. After I got the hang of most of it I thought it was fun and it brought out a little artistic me. It did take some time to understand what everything was and how it worked but it was fun and I recommend this to any teacher to see if it could help their class. Inspiration was just ok. It was like creating a bubble chart for and English paper. Not really revolutionary, but it serves a good purpose. I believe this program works best at the lower academic levels but not really strong for the high school level.
Question 2
I would incorporate imovie in my social science class by making short movies or clips depicting the events that were are reading. In sense I would make mini documentaries that would focus on what were are studying. This helps so I don’t have to lecture and the students don’t have to read all the time.
Inspiration I would not really use, but if I had to I would use it to make charts and graphs of events and people and places. It would be a giant bubble chart/time line for students to study from.
Question 3
I did not use atomic learning or any other software help. I just winged it and played with it until I got the basic idea. It took awhile but I did learn eventually how to use these programs.
Inspiration and imovie
Question 1
I came to really like imovie. After I got the hang of most of it I thought it was fun and it brought out a little artistic me. It did take some time to understand what everything was and how it worked but it was fun and I recommend this to any teacher to see if it could help their class. Inspiration was just ok. It was like creating a bubble chart for and English paper. Not really revolutionary, but it serves a good purpose. I believe this program works best at the lower academic levels but not really strong for the high school level.
Question 2
I would incorporate imovie in my social science class by making short movies or clips depicting the events that were are reading. In sense I would make mini documentaries that would focus on what were are studying. This helps so I don’t have to lecture and the students don’t have to read all the time.
Inspiration I would not really use, but if I had to I would use it to make charts and graphs of events and people and places. It would be a giant bubble chart/time line for students to study from.
Question 3
I did not use atomic learning or any other software help. I just winged it and played with it until I got the basic idea. It took awhile but I did learn eventually how to use these programs.
Friday, October 31, 2008
Saturday, October 25, 2008
Journal #5
Journal 5
Starkman, N (2008, July). Teachers & technology: june weston. T.H.E. Journal, Retrieved November 1, 2008, from
http://www.thejournal.com/articles/23000
This article is about June Weston, a special education teacher who uses technology to teach multiple subject areas to students with ranging academic performances. The American Education Corporation created A+nywhere Learning System which allows her students to take tests before and after academic sections to gather information regarding the students overall progress. This helps students and teachers gage their academic standings and allow students to progress at there own level. The one aspect that June Weston mentions is the difficulty teaching without traditional tools like books.
Questions
1. Can this system be implemented through our public schools for special education students?
I believe we will have problems using only this technology do to the amount of technology that already resides in our special ed. classes. For now, it would be difficult to just start from scratch using technology only in these classes do to students not being familiar with the new tech tools.
2. Where would this technology do the most good, at higher levels or lower levels in the school system?
I think this system would work better at the lower levels then have the students learn on it when they are young and have it follow them through the system. It would also allow teachers to evaluate students in long-term indicators as they progress through the system.
Starkman, N (2008, July). Teachers & technology: june weston. T.H.E. Journal, Retrieved November 1, 2008, from
http://www.thejournal.com/articles/23000
This article is about June Weston, a special education teacher who uses technology to teach multiple subject areas to students with ranging academic performances. The American Education Corporation created A+nywhere Learning System which allows her students to take tests before and after academic sections to gather information regarding the students overall progress. This helps students and teachers gage their academic standings and allow students to progress at there own level. The one aspect that June Weston mentions is the difficulty teaching without traditional tools like books.
Questions
1. Can this system be implemented through our public schools for special education students?
I believe we will have problems using only this technology do to the amount of technology that already resides in our special ed. classes. For now, it would be difficult to just start from scratch using technology only in these classes do to students not being familiar with the new tech tools.
2. Where would this technology do the most good, at higher levels or lower levels in the school system?
I think this system would work better at the lower levels then have the students learn on it when they are young and have it follow them through the system. It would also allow teachers to evaluate students in long-term indicators as they progress through the system.
Journsl #4
Journal 4
Disrupting Class: Student –Centric Education Is the Future
Christensen, C., & Horn, M. (2008, August/September). Disrupting class: Student-centric education is the future. Retrieved November 2, 2008, from Edutopia Web site:
http://www.edutopia.org/student-centric-education-technology
This article is simple, computers in the classroom don’t make better students, and it creates a larger bill for schools to pay. The article raises a lot of questions. A computer, according to the article, is not the education warrior. It is a tool that needs supplemental teachings like books and field trips. So far nothing has been established to prove that technology in the class, i.e. computers, is making a large difference in academic performance. Someday it might, but for now it is not.
Questions
1. If computers are not making a difference now when will they?
I believe that computers are making a difference, but not in all areas. Schools, teachers and students are all in different areas regarding technology literacy, what tech they have and how best to use it. When technology becomes more available for everyone, one will see a raise in academic performance do to a structured idea of how and what to implement with technology.
2. Will computers replace books and maybe teachers?
Currently, online classes are slowly removing students from the class and contact by there teachers. Also, information regarding these classes is online and so is much if not all the research. So, I believe at the lower and some higher academic levels it will remove them out entirely because students will look into a computer for answers not libraries or teachers.
Disrupting Class: Student –Centric Education Is the Future
Christensen, C., & Horn, M. (2008, August/September). Disrupting class: Student-centric education is the future. Retrieved November 2, 2008, from Edutopia Web site:
http://www.edutopia.org/student-centric-education-technology
This article is simple, computers in the classroom don’t make better students, and it creates a larger bill for schools to pay. The article raises a lot of questions. A computer, according to the article, is not the education warrior. It is a tool that needs supplemental teachings like books and field trips. So far nothing has been established to prove that technology in the class, i.e. computers, is making a large difference in academic performance. Someday it might, but for now it is not.
Questions
1. If computers are not making a difference now when will they?
I believe that computers are making a difference, but not in all areas. Schools, teachers and students are all in different areas regarding technology literacy, what tech they have and how best to use it. When technology becomes more available for everyone, one will see a raise in academic performance do to a structured idea of how and what to implement with technology.
2. Will computers replace books and maybe teachers?
Currently, online classes are slowly removing students from the class and contact by there teachers. Also, information regarding these classes is online and so is much if not all the research. So, I believe at the lower and some higher academic levels it will remove them out entirely because students will look into a computer for answers not libraries or teachers.
Thursday, October 23, 2008
Journal 3
Journal 3 Text Unto Others…As You Would Have them Text Unto You
Villano, M (2008, September). Text unto others . . . as you would have them text unto you. Retrieved November 2, 2008, from T.H.E. Journal Web site: http://www.thejournal.com/articles/23225_6
This article establishes the do’s and don’ts of the virtual world. If one posts something on the Internet, the world will see it and that it. Teachers and parents need to teach students what is appropriate to post because so things said on line can echo for eternity. Students will be help accountable for what they post, even if it is a joke the ramifications could be great. If students are going to post a comment or say something, they need to understand that there are consequences to those actions.
Questions
1 How can teachers teach what is appropriate to post?
First, teachers can threaten to read their posts or give them to their parents, which alone will keep most student in-check. More importantly the teacher needs to establish what is appropriate to post and watch over the class to make sure there are no issues.
2 How can students learn about the legal and illegal actions of what they down load or post.
Teachers and parents can send students to web sites that explain in detail what is permissible to post or down load and what is not.
Villano, M (2008, September). Text unto others . . . as you would have them text unto you. Retrieved November 2, 2008, from T.H.E. Journal Web site: http://www.thejournal.com/articles/23225_6
This article establishes the do’s and don’ts of the virtual world. If one posts something on the Internet, the world will see it and that it. Teachers and parents need to teach students what is appropriate to post because so things said on line can echo for eternity. Students will be help accountable for what they post, even if it is a joke the ramifications could be great. If students are going to post a comment or say something, they need to understand that there are consequences to those actions.
Questions
1 How can teachers teach what is appropriate to post?
First, teachers can threaten to read their posts or give them to their parents, which alone will keep most student in-check. More importantly the teacher needs to establish what is appropriate to post and watch over the class to make sure there are no issues.
2 How can students learn about the legal and illegal actions of what they down load or post.
Teachers and parents can send students to web sites that explain in detail what is permissible to post or down load and what is not.
Joural 2
JOURNAL
Groff, J, & Haas, J (2008). Web 2.0: Today's Technology,
Tomorrow's Learning. Learning & Leading with Technology ,
Retrieved November 2, 2008, from http://www.iste.org/Content/NavigationMenu/Publications/
This article describes social communication or networking through technology-based sights regarding individuals under the age of 18. The article names facebook, World of Warcraft and Second Life as a means for educators to grasp on to these communication aspects and uses them for academic means through sights like Ning. Educators can invite students into the site allowing for extended class communication. Also, every expanding technology allows for these sites to become more advanced allowing students and teachers to explore more ideas.
The article establishes what a great idea this is for everyone, and I agree, but I know some school districts don’t have the resources for this technology in every room, and student’s range from having all the technology to nothing. The implementation of this idea is great in theory; however, in reality I believe we are still a few years off from being ready to implement this full scale.
Questions
1. How do older teachers approach this technology with little or no experience with the newer forms of class tech that is slowly creeping in our schools?
First, teachers can take seminars to improve their technology skills and school officials will more likely be supportive for more tech help for these teachers. In my opinion, all teachers need to do try to implement it and the help should come from other teachers or administrators.
2. How do teachers keep the context of the site for academic needs and oversee the collective protection of the students.
Simply only allow your students access to the site, reject others from the site and constantly monitor the conversations and content that is introduced to the site. By making the context of the conversation about the subject the teacher introduced you keep the students focused and protect them from giving out information about them by only allowing the class on the site.
Groff, J, & Haas, J (2008). Web 2.0: Today's Technology,
Tomorrow's Learning. Learning & Leading with Technology ,
Retrieved November 2, 2008, from http://www.iste.org/Content/NavigationMenu/Publications/
This article describes social communication or networking through technology-based sights regarding individuals under the age of 18. The article names facebook, World of Warcraft and Second Life as a means for educators to grasp on to these communication aspects and uses them for academic means through sights like Ning. Educators can invite students into the site allowing for extended class communication. Also, every expanding technology allows for these sites to become more advanced allowing students and teachers to explore more ideas.
The article establishes what a great idea this is for everyone, and I agree, but I know some school districts don’t have the resources for this technology in every room, and student’s range from having all the technology to nothing. The implementation of this idea is great in theory; however, in reality I believe we are still a few years off from being ready to implement this full scale.
Questions
1. How do older teachers approach this technology with little or no experience with the newer forms of class tech that is slowly creeping in our schools?
First, teachers can take seminars to improve their technology skills and school officials will more likely be supportive for more tech help for these teachers. In my opinion, all teachers need to do try to implement it and the help should come from other teachers or administrators.
2. How do teachers keep the context of the site for academic needs and oversee the collective protection of the students.
Simply only allow your students access to the site, reject others from the site and constantly monitor the conversations and content that is introduced to the site. By making the context of the conversation about the subject the teacher introduced you keep the students focused and protect them from giving out information about them by only allowing the class on the site.
Friday, September 12, 2008
Introducing Chris
My name is Christopher Clements and am a native of San Diego county. I earned a B.A. in History from U.C.L.A. and am currently finishing up my last class to get into the single subject credential program at CSUSM. By day I am a substitute teacher from Fallbrook High School and Fallbrook Elementry School districts. By night I an a delivery driver for a pharmacy and help my girlfriend with her masters thesis.
In regards to technology I use my friends PS3, after that my experience with computers or programs of any sort is limited. I can research topics of all areas, but in aspects of blogging, going online or just using a computer, I am limited. If and when I do go online I am looking for political news or going to ESPN.com. I am a quick study but I find that the technology moves so fast I discover myself lagging behind 5th graders in computer knowledge.
However, my undergrad experience gave my the tools I need to take on technical challenges by myself. My professors through out loads of information, much of which was technical with little or no help. I had to take on a sink or swim mentality and I lived. So I feel I will take a great deal away from this class to one day spring me into a technical word that revolves around education. The education mission statement directly targets the idea of diversity, which means more than state census information. It also means technologically literate because the education system and world work force is being driven with further advancing technology. So it is our jobs as hopeful teachers that we will be able to install the means necessary to succeed in and advanced world.
In regards to technology I use my friends PS3, after that my experience with computers or programs of any sort is limited. I can research topics of all areas, but in aspects of blogging, going online or just using a computer, I am limited. If and when I do go online I am looking for political news or going to ESPN.com. I am a quick study but I find that the technology moves so fast I discover myself lagging behind 5th graders in computer knowledge.
However, my undergrad experience gave my the tools I need to take on technical challenges by myself. My professors through out loads of information, much of which was technical with little or no help. I had to take on a sink or swim mentality and I lived. So I feel I will take a great deal away from this class to one day spring me into a technical word that revolves around education. The education mission statement directly targets the idea of diversity, which means more than state census information. It also means technologically literate because the education system and world work force is being driven with further advancing technology. So it is our jobs as hopeful teachers that we will be able to install the means necessary to succeed in and advanced world.
Subscribe to:
Posts (Atom)
