Participation & Attendance

I truly enjoyed this class. Although it was my most challenging class, I worked hard and kept up with all assignments. I participated in the class questions and completed all assignmetns to the best of my ability. Working with macs were most difficult and I completed a majority of the assingments at home on my PC. Although I might have missed a couple classes due to my work schedule, I was always in the class working on assignments before the class started if needed. Thanks for a challenging and creative class.

Inspiration NETS I, V

This assignment allowed me to use the program on MAC called Inspiration to organize a brainstorm web of the NET standards and list two artifacts or assignments done that cover the areas of each NET.

imovie project NETS I, II, III

This assignment was a great use of creative innovation. I had the liberty of choosing every detail to make this video. Through the imovie software a PSA was created and this is also a good use of modeling digital-age technology and a way to customize and personalize learning strategies because students could create their movie in any form, with any materials.

WIKI NETS I, III, V

For this assignment I created a poll that could be used in the classroom to engage students. I used polldaddy.com It is a way to model digital age work and egage students in using new technological tools

Journal #9: Playing with Skype NETS II & V

Weller, T. (2010). Playing with skype. L & L, 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

The article discusses the author's experence bringing skype into his classroom. He talkes about howhe brought three music composers: Scott Watson, Brian Balmages and Andrew Boysen Jr. into the classroom to talk about their insights about the music industry they work in and their music composition. The three interviewees agreed to do a live concert via Skype and make the introduction for their pieces before the student ensembles performed them. The interduction lead to an interactive discussion that allowed students to ask the musicians questions. The article then goes on to discuss how easy it is to use skype to connect with a variety of experts that can be used in the classroom for teaching purposes. The article encourages the use of skype if it helps to engage students and create a richer form of teaching.

Would I use Skype in my classroom? And if so, what specifically would I use it to teach?
         I would use skype if it benefited the topic or person I was teaching about. In an English class, perhaps getting a hold of an author who wrote the book we were studying would offer much inight for students allowing them to ask questions about the novel. If we were learning about a specific time period or shakespeare, an expert in the field would be a great source to learn from and skype would be a creative, inexpensive way to interact with a speaker. Within an Eglish classroom, it seems skype would only be good for a few things, howeve rin an elementary setting, skype coud be used in many ways since subjects range from math to science. A scientist would be a fun way to talk with students and here stories from a person other than their teacher. This is another way to bring the curriculum alive.

Journal # 8: Navigate the digital rapids NETS IV & V

Lindsay , J, & Davis, V. (2010). Navigate the digital rapids. L & L, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm

This article is a guideline for digital teachers and how to present digital information to the students. It is true that most students thrive on customized tools, such as mobile technology, and customized learning environments. They reject one-size-fits-all curricula and thrive on activities that allow them to create.
Teachers who avoid customization often claim they cannot customize and meet standards at the same time. But meeting standardized learning outcomes does not mean you have to standardize the process. Customization allows students and teachers to create a connection. Teachers must be aware of the technology out there so they can include the most accurate and appropriate tools in their classroom. It is also a cool  idea to use networking as a form of community within the classroom. It is a good way to stay in touch and through a mdoe students understand. However, it is common for students to slip into a social-network mode of communicating. They may use textspeak or even inappropriate language, or they might upload pictures that are not acceptable in all global classrooms. This is where teachers must monitor in an engaged manner. It is also important to educate students on internet safety. Privacy levels and the information that students are allowed to disclose should be age appropriate. The article also reaveals the hard work put in my the authors, "Julie Lindsay and Vicki Davis who started the Flat Classroom Project (http://www.flatclassroomproject.org/) in 2006 to bring together middle and senior high school students in a global collaborative effort. This network is for educators who want to transform learning through global collaboration. It is a place to connect with other educators and proliferate ideas for worldwide connections".

Is there room for technology within my future English classroom?
   Although I may not be using the internet and technology within the classroom, it is possible to create fun and engaging activities to be completed outside the classroom. It is also important that I educate my students and follow these tips from this article even if I use technology in the slightest way.

Do you agree with the "putting the learning into the hands of the students" section of the article?
    Although I believe teachers must let students discover and teach themselves, I do not believe students should be allowed the administration rights to personalize, download and update software is not. Opposing this section, I do believe the students need to refer to a high authority and IT department for permission. The tools are still school property and a financial asset.

Journal #7: The Beginners Guide to Interactive Virtual Field Trips NETS II & V

Zanetis, J. (2010). The Beginners guide to interactive virtual field trips . L& L, 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

          The article suggests another oppertunity for students to take field trips without leaving the classroom. The author reveals the issue that travelling costs have increased, therefore many students are deprived of having field trip experienceds. She proposes the idea that through technology, students are able to enjoy the benefits of a field trip right from their classroom. Through the Internet and/or videoconferencing equipment, so that students can learn directly from experts in far-flung places. They can visit historical sites or video chat with scientists. With the help of asynchronous VFTs, "webpages devoted to a topic, a streaming video tour of a particular location, and a podcast of a host guiding you through a collection of photos" children can explore places and edcational topics with the click of their hand.
          Interactive VFTs are another for of virtual field trips which are, "synchronous, real-time experiences in which students in one location learn from informal educators in another location, such as a museum, historic castle, or organization such as NASA". This way would seem more exotic and like a true firld trip. Schools simply need a high functioning video confrencing equipment. The article gives a great example for schools who think this option is out of their budget, "300 museums, science centers, historical sites, and similar organizations that offer interactive VFTs to schools. Onsite credentialed experts usually present live, standalone, interactive lessons focusing on a curricular topic related to the organization"

What benefits would this technological device give me as a teacher within my classroom?
          This educational tool is yet another form of teaching. It engages students in a way that is less threatening than lecture notes and gives students the sense of release from teh classroom. With yougner kids creating an environment within the classroom that represents the place where we will investigate such as when studying coral reefs, visit the Great Barrier Reef through the internet, but also have students dress in beach wear and set the classroom up like it was on a tropical island. This gives kids a fun way to engage.

What can I do to make sure this tool is available in the school I will be teaching at?
        It is my job as a teacher to see if this tool is accessible and if not, ask for ways that it could be. According to the article, the district cordinator is usually able to help in finding a video confrencing unit. Another suggestion would be to contact some videoconferencing equipment vendors and ask if they can do interactive VFT demos for your school. There are always grants and assistance programs offered. Some videoconferencing equipment companies such as Polycom and Tandberg, for instance, match schools to potential funding sources and provide grant-writing assistance.

Journal #6: Blogging NETS III & V

1.) Blogging-A blog (a contraction of the term "web log") is a type of website, usually maintained by an individual with regular entries of commentary. Blogs can be personal journals or pictures, classroom communities for students to ask questions in a secluded environment, and people can use blogs as their personal webpage.  From the threaded discussions, I have learned from many posters how to create a blog, specific purposes, what sites work, and what sites do not. Another threaded discussion has posts of sample classroom blogs teachers currently use in their classroom. This is a great discussion board for new teachers to view sample blogs if they are thinking of creating one. Teachers on the board state that it is a great way to connect and interact with students. Blogs are a great way for students to interact with one another. If a classroom blog is created, students can have their own blog attached to the classroom blog and have access to their peer's blogs incase they need help or see a sample assignment that was posted on the blog. Many people on the Classroom 2.0 site are looking for fellow bloggers to chat and communicate with. 
http://www.classroom20.com/forum/topic/listForTag?tag=blogging

CROSSWORD NETS I & III

NETS PowerPoint Rubric NETS III & V

I created a rubric with the entire class and my teacher to use to grade our NETS for Students PowerPoint Presentations. This rubric was created collaboratively on the following website: http://www.rcampus.com/.

NewsletterMD NETS I

For this assignment, I created a newsletter that I could use in my classroom as a teacher. I used Microsoft Word and I created articles about the class and technology that will be used.

PowerPoint Presentation NETS I

For this assignment, I created a PowerPoint Presentation exemplifying the NETS Educational Technology Standards for Students. I created a slide for each standard and developed lesson plans and classroom activities explaining how the standard could be met in a middle school classroom.

Journal #4: Finding Students Who Learn with Media NETS III & V

Bull, G. (2010). Finding students who learn through media. L&L, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListComboInd=D

 This article presents student-created media that offers significant opportunities for engagement and learning. For the past five years, they have explored ways to incorporate Web-based authoring tools into the classroom curriculum. Through online tools, students are provided with access to primary source documents on websites that can be used for classes such as History, Art, English, and Science. Through PrimaryAccess.org, students can create their own authored videos with a plethora of sources through this cite. The article states that, "in a pilot study, teachers using PrimaryAccess Storyboard were able to incorporate it into their classes with no additional class time. Students using this tool performed as well on the teacher-designed examinations as those who wrote traditional essays as their class assignments." This article gives the conclusion that, "it is possible to increase student engagement by incorporating student-authored media into a formal classroom setting without increasing the amount of class time required to complete the projects. These conditions include tools designed for teaching combined with lessons designed to take advantage of these tools. However, even under these conditions, teachers may wish to employ differentiation strategies."

How would I integrate this tool into my classroom? I would use this program for one or two specific assignments, this technology states that it does not take outside class time to complete projects, however if there are multiple subjects that need to be taught, this element fills up most the time. However, this activity does look like it would energize students and give them a creative outlet to learn.
What assignments would you assign with the use of this program? I would create a vocabulary video that students were assigned a list of vocab words that they would have to incorporate and use properly in their script. Then the groups would film the videos creatively and in an appropriate setting which would be played in class the day teh assignment is due.

Journal #3: Keeping the Peace NETS III & V

Livingston, M . (2010). Keeping the peace. L&L, 37(5), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/FebruaryNo5/L_L_February_2010.htm

According to author Michael Bugeja, from the New York Times, "the baby boomers seem to see technology as information and communication. Their offspring and the emerging generation seem to see the same devices as entertainment and socializing." This is true since todays youth communicate over text messaging rather than calling the person. This article disscusses the pros adn cons of using laptops in a classroom. Some state that a student should have the freedom to explore and learn. Others however felt blindedsighted by laptop use in the classroom and had no say in the matter. One school banned iChat from the schools' laptops, however, "the situation turned into an issue of freedom of speech. But from the school's perspective, the academic purpose of the laptops had disappeared into a vortex of social networking, especially when it was occurring during the school day." I believe that the majority of students have computers at home and have cell phones and the knowledge of how to use them. There is no need for individual laptops in the classroom on a daily basis. Students can learn just fine with a pen and paper. The school has a bootcamp every year to orient incomming students on the proper way to use the computers and the acceptable-use policies.

Would I use laptops in my classroom if the oppertunity was available? I would not use laptops in my class on a daily basis. I plan on becoming an English teacher, therefore reading, grammar, and writing can all be done on a piece of paper. I do not believe that just because the technology is available as readily as it is, schools need to encompass their curriculum around it.
Do laptops in the classroom create more harm than good? I do believe there is a time and place where computers are purposeful and benificial to students. However, to a youth, communters are seen as a socializing device. With textmessaging in class, there will now be new programs developed to allow students to communicate even if major IM cites have been blocked.

Journal #2: Using Podcasts to Develop a Global Perspective NETS III & V

Maguth, B, & Elliot, J. (2010). Using Podcasts to develop a global perspective. L&L, 37(5), Retrieved from http://www.iste.org/AM/Template.cfmSection=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25244&DirectListComboInd=D
        
Teachers are responsible for making students aware of global challenges and also teaching them about cultural diversity. It is very important that students learn to understand, respect, and even collaborate with culturally diverse global populations in efforts to find solutions to these challenges. For example, the article talks about a technology, engineering, and math high school in Columbus, Ohio, that is using digital technologies such as podcasting to engage students in learning about other cultures. Podcasting not only allows students the opportunity to interact with digital technologies. Having a real audience through the Internet motivates students and encourages them to appreciate culturally diverse perspectives. This technology involves a lot of planning, researching, and writing even before students use the podcasting software. This creates an ongoing projec tin the classroom, everyone can be involved with. In Ohio, students worked together to come up with questions and predicted responses from the "invited" panelists. The actors drew on their research to develop a response in line with the views of their assigned personalities. In doing so, students were put in a position to discuss multiple views on an important global issue.

How would I intergrate podcasts into the classroom? This idea of using podcasts to connect with other countires outside the USA is a great tool to learn about Cultural Diversity. Through the internet, a community of school to connect and as a "penpal" project have disscussions with other classrooms across the globe.
Which grade level would be best suited for this kind of activity? I feel that to get the most out of the Podcasts, and lesson learned, middle schoolers would receive the most out of this activity. Their ability to research, learn the software, and understand culture diversity is great at this age.

Social Bookmarking (Delicious) NETS I, V

 
1.) National Archives: This exhibit reveals eyewitness accounts of historical moments in history through newspapers, letters, and diaries. For example there is an excerpt from  Dr. Robert King Stone, President Lincoln’s family physician, accounting his assassination. This is valuable for a classroom because it allows students to discover primary sources that are interesting to them and learn about historical events through the eyes of historical figures. This eliminates the boring reading through textbooks. 


2.)National Education Association: The student groups which experience achievement gaps are racial and ethnic minorities, english language learners, students with disabilities, and students from low-income families. "Becoming a Culturally Competent Educator"-
                1.Gather and organize resource materials related to culturally diverse groups for use by school staff. This fits my teaching style because I can easily organize resource materials related to culturally diverse groups by finding helpful websites movies, and books and gathering them in one place online or organizing movies and books in a specific section of the school library.
               2.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. Using emails, or telephone numbers to organize a cultural fair and include all involving organizations to create a booth and presentation to present at an assembly for kids to listen to then walk around and view the booths at a more in-depth level 
              3.Network with other schools that are developing and implementing culturally competent systems. Adapt the processes and information that are consistent with your school's needs and interests. Through email, or phone I would be able to connect schools together and create a community and integrated school district that as a whole can develop and implement important cultural competent interests. 


3.)Cyber Bullying:6-10 Points: Cyber Risky
 Chances are I haven’t done anything terrible and am guilty of cussing or logging on to a friends account to snoop, just for fun. Now I realize they are all offenses. As a teacher, I will try to be more away of text messages and IM-ing in the classroom. Hopefully teaching students to not reply to unknown senders will eliminate viruses from spreading. It is important to educate students about cyberbullying and the harmful effects because internet technology has become a part of our daily lives. Explaining that the best way to stop it is to ignore it. I will teach my students how to respond to and when to ignore bullying. With technology entering the classrooms, it is important to be aware of the effects. Keeping an eye out for suspicious IM's will keep only the acceptable technology in use. 


4.)Kathy Schrock's Guide for Educators: 
    This cite gives many links to all areas of education from mathematics to music. Neatly organized, this cite gives many links for students such as, homework help and Crayola Crayon Official Site. On the PE & Nutrition link, the website includes website links to the FDA, Health Lesson for Kids How to Use the Nutrition Facts Labels. These sites are very informative and great for the classroom to use when teaching health. The Assignments & Rubrics section under Teacher's Helpers is a great source for new teachers to access rubrics for class assignments for example, a "science experiment lab rubric" or a "powerpoint rubric". New teachers can easily access the rubrics, lesson plans, or sample assignments for their use in the classroom. Everything a teacher needs can be accessed through this site. 


5.)Multiple Intellignce:
My top three intelligences include, Intrapersonal (88%), Verbal-Linguistic (83%), and Interpersonal (63%). I watched the video Multiple Intelligences Thrive in Smartville. This video looks into Enota Multiple Intelligence School, where students are engaged in activities to stimulate their different intelligences. For example, they play shuffleboard math games. Multiple Intelligences are alive in this school, but also it is clear that authentic engagement from the students is alive here. Every students is being challenged through their individual strengths.


6.) Teaching Tolerance:
Grade: 1-2, Language Arts, Lesson on Kindness
I would use this assignment to teach kindness and respect to others. First I would read the class, Somebody Loves You, Mr. Hatch, a book teaching respect, love for one another, and acceptance. Second, I would have students pick a name out of a hat, making sure no one gets their name. They would then be this persons "secret admirer". First, you couldn't tell anyone whose name you picked – not even your best friend. Second, you didn't have to buy things for that person, but you could leave nice notes or do nice things for them without them knowing it was you. Third, you could try to trick your person by being especially nice to other people, too. And finally, we would reveal ourselves on Friday. our Friday morning Community Circle only a handful of students guessed their admirer. Then we went around the circle revealing who our secret friend was. Although Bobby was the biggest beneficiary of this exercise in kindness, all students learned a lesson in tolerance.


7.) Multicultural Awareness Quiz:
What portion of the U.S. Government budget goes to welfare and Social Security?
ans: less than 1% to welfare and 20% to Security. This answer surprised me because I believe a country is only as strong as its weakest member. I feel that our country needs to create a program to enable welfare people to be able to support themselves.
What percentage of gay, lesbian, bisexual, and transgender high school students report that their teachers “never” or “rarely” respond to homophobic remarks made by other students, according to a national study by GLSEN?


ans: 84.5%. This answer maddens me because if a racial comment was make I believe a majority of teachers would respond to this. Comments about sexual orientation are very important issues to repromand. It is every teachers' duty to respond to any comment of hate or prejudice.

8.) Netiquette: My grade was a 60%. I did not know a lot of the answers to the questions, making me realize there might be things that I send, write on the internet that are not appropriate. This is important to teach students because they are in constant use with computers and if technology is going to be implemented in the classroom then appropriate ettiquette must take place. It is important to teach them the proper way to use technology even if they have grown up using it.

Journal #1 Computing in the Clouds NETS III & V

          Johnson, D. (2009). Computing in the clouds. International Society for Technology in Education. v37.4 http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm

          In the article, Computing in the Clouds, author Doug Johnson introduces the concept of relying on applications and file storage on a network: either a local-area network, a district intranet, or the Internet. This eliminates the need to save information to external disks and even emailing documents to oneself. This is beneficial because if your computer crashes, all information will be located online and accessible from any computer with internet. This saves room on your computer as well, allowing it to run faster and more efficient. However, this idea off trusting an online network to secure all my information makes me a little hesitant. I don't believe turning over everything to technology and/or the internet is the best idea. Having a hard copy of document or storing them on a hard drive is the best back up for me. However, loading pictures online may be a good idea since picture take up a lot of memory on a computer. 
           So how would I bring this concept to the classroom? Would it work for me personally? Using this concept of "computing in the clouds" can only go so far in education. To implement this in the classroom, students must have access to a computer and this is not always the case. This does allow the piles and piles of papers to be saved online and eliminates paper waste. Personally, I love an organized file system in paper verses this computing with clouds idea. However, I am an "email it to yourself" person and I admit I have forgotten to email my document to myself and ended up not having it when I needed.

Maria Dixson: Intro Letter

My name is Maria Dixson and although I have traveled the USA every summer, I was born and raised in Oceanside, CA. I attended Magnolia Elementary, Valley Middle School, and completed my freshman year at Carlsbad High School. I decided to transfer to Vista High School for my sophomore to senior year because I wanted a change in scenery. I danced for the Panther Dancers in rallies and football games, loving the school spirit involvement. I started at CSUSM my freshman year and have loved it ever since! I decided to take a semester abroad, so this past Fall 09, I studied in Preston England at the University of Central Lancashire. This was the most amazing experience I have ever had and would recommend studying abroad to everyone in search for adventure!
Growing up with AOL instant messenger and pocket computer toys, "Giga-pets", technology has always been a part of my life. Over the years I have created a myspace and facebook account which allows me to communicate with friends and family. I am very dependent on my PC laptop and cell phone because the thought of being disconnected from my social network scares me! I am proficient in many computer programs and can navigate my way through the Internet. No to mention, my Directv. Without the skill of knowing how to record TV shows, I would never get to watch my favorite shows in my hectic schedule.
As a future teacher, the mission statement of the CSUSM/COE, represents everything I believe in, and everything a teacher should. The promise to "transform public education
by preparing thoughtful educators and advancing professional practices" give me the motivation to strive for excellence and become as best prepared as I can be. The mission statement also strives for diversity, social justice, and educational equality. Having past experience as dance instructor, I understand the diverse spectrum of students and how equality and individual attention is necessary to the success of a student. Technology is a new and innovative way to communicate and connect the instructor and student community.