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Saturday, May 8, 2010
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.
Thursday, May 6, 2010
Thursday, April 29, 2010
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.
Wednesday, April 21, 2010
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
Wednesday, April 14, 2010
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.
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.
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.
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.
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