Wednesday, May 6, 2009
My Wiki Page (NETS 5)
This is my wiki page, created through using WetPaint and a collaborative wiki for my Educ. 422 class at CSUSM.
Friday, May 1, 2009
Kristin's PowerPoint
This presentation was created using Microsoft PowerPoint 2007 to show a few of the Technology Standards for Teachers and to give examples of lessons that would satisfy those standards.
NETS PowerPoint Educ422
View more presentations from Kristinmb.
Wednesday, April 29, 2009
Spreadsheet Assignment (NETS 2, 3)
Area Chart
Spreadsheet Assignment
Both these spreadsheets were created using Microsoft Excel 2007 with the help of a web tutorial. It showed you how to input different information, create charts and label those charts.
Publish at Scribd or explore others:
Spreadsheet Assignment
Publish at Scribd or explore others:
Both these spreadsheets were created using Microsoft Excel 2007 with the help of a web tutorial. It showed you how to input different information, create charts and label those charts.
Copyright Paper (NETS 1, 3)
Copyright Paper
Publish at Scribd or explore others:
This paper was created as a collaborative document between myself and two classmates using GoogleDocs.
Wednesday, April 22, 2009
Wednesday, April 8, 2009
Journal #10: "Fusing Art and Technology"
This article, although not as technological as the rest of our journals, still includes technological aspects that have been integrated into education for the purpose of interesting and inspiring students. In this article, Downey visits an art ‘gallery’ of the art of students from a nearby magnet school. These works of art were mostly created in a graphic arts class, although the entire magnet school focused on art in general as well. One piece that the author focused on was an Andy Warhol-inspired piece created by an African-American seventh grader.
The teacher had asked his students to create a four square Warhol piece with specific concepts for each section – the first square was of three images of the student in a white shirt, black shirt, and white again, all superimposed on a background of rainbows. The second square was the student superimposed on a background of a tropical, red sunset sky; the third was the student with angel wings and a halo; and the fourth was an entirely blue square with the students head superimposed on a body and wings drawn with a black line. The article shares information about the magnet school and the graphic arts class that teaches students how to use many different tools in Photoshop.
Q1. What can benefits can we gain from implementing classes such as graphic arts?
A1. The benefits we gain from classes like this one are that students are interested in what they’re doing, and are having fun while they learn. A graphic arts class is more related to a traditional class setting than say a music class, but students are still learning, and these types of classes give students an outlet free from all the studying and stress that their other classes may give them.
Q2. Can the skills students learn in classes such as this help them in the future?
A2. Of course! These skills can turn into a passion and a career, or they may just help the students create projects and work harder in future classes. If, for example, your English Literature professor in college asks you to create a flyer for a poetry reading of Walter Whitman as an assignment, you can use more than just words – you can use photos of Whitman superimposed on a photo of your school, and add some students to liven it up. These are skills that can last a lifetime and be useful in school and in the workforce.
Downey, Allison L. (2009 March/April). Fusing Art and Technology. Learning and Leading with Technology, Vol. 36, Retrieved 08 April 2009, from http://www.learningandleading-digital.com/learning_leading/200904/
The teacher had asked his students to create a four square Warhol piece with specific concepts for each section – the first square was of three images of the student in a white shirt, black shirt, and white again, all superimposed on a background of rainbows. The second square was the student superimposed on a background of a tropical, red sunset sky; the third was the student with angel wings and a halo; and the fourth was an entirely blue square with the students head superimposed on a body and wings drawn with a black line. The article shares information about the magnet school and the graphic arts class that teaches students how to use many different tools in Photoshop.
Q1. What can benefits can we gain from implementing classes such as graphic arts?
A1. The benefits we gain from classes like this one are that students are interested in what they’re doing, and are having fun while they learn. A graphic arts class is more related to a traditional class setting than say a music class, but students are still learning, and these types of classes give students an outlet free from all the studying and stress that their other classes may give them.
Q2. Can the skills students learn in classes such as this help them in the future?
A2. Of course! These skills can turn into a passion and a career, or they may just help the students create projects and work harder in future classes. If, for example, your English Literature professor in college asks you to create a flyer for a poetry reading of Walter Whitman as an assignment, you can use more than just words – you can use photos of Whitman superimposed on a photo of your school, and add some students to liven it up. These are skills that can last a lifetime and be useful in school and in the workforce.
Downey, Allison L. (2009 March/April). Fusing Art and Technology. Learning and Leading with Technology, Vol. 36, Retrieved 08 April 2009, from http://www.learningandleading-digital.com/learning_leading/200904/
Journal #9: "The Kids are All Right"
In this article, John K. Waters discusses students and their use of technology outside of the classroom. The MacArthur Foundation did a study investigating the understanding of the impact of digital media and communications technologies on how young people learn. Originally this study was supposed to find the impact on how students would learn in the future and instead found that it is impacting the way young people learn right now. The results of this study showed that young people are already participating online at different levels and educators just need to learn how to use that to their advantage.
The three levels of participation that the study identified are “hanging out,” “messing around” and “geeking out.” These levels range from lightweight social contact to complete intense interest. Young people are learning how to use these new technologies faster and better than their adult counterparts, so if educators would learn how to use these in the classroom, they could relate to their students more easily and could possibly encourage them to participate more in the classroom if they used these technologies to their advantage.
Q1. How can we encourage students to participate more in the classroom?
A1. We can encourage student participation by using some of the things we know they already understand, enjoy, and possibly even use on their own time. These are things such as blogs, where students are writing stories or posting general information about themselves and their lives.
Q2. How can we exploit the use of new technologies in the classroom?
A2. I don’t really like the use of the word exploit – it sounds like we’re using something we shouldn’t to get something a person doesn’t want to give. We can take advantage of the students’ use of technology in the classroom by asking them to complete an assignment by using their favorite technology. For example, ask them to create a project about a play you are reading – some may create a skit through YouTube, some may re-write it as though it happened today using GoogleDocs… there are a range of possibilities.
Waters, John K. (March 2009). The Kids are All Right. T-H-E Journal, Retrieved 08 April 2009, from http://www.thejournal.com/articles/24104
The three levels of participation that the study identified are “hanging out,” “messing around” and “geeking out.” These levels range from lightweight social contact to complete intense interest. Young people are learning how to use these new technologies faster and better than their adult counterparts, so if educators would learn how to use these in the classroom, they could relate to their students more easily and could possibly encourage them to participate more in the classroom if they used these technologies to their advantage.
Q1. How can we encourage students to participate more in the classroom?
A1. We can encourage student participation by using some of the things we know they already understand, enjoy, and possibly even use on their own time. These are things such as blogs, where students are writing stories or posting general information about themselves and their lives.
Q2. How can we exploit the use of new technologies in the classroom?
A2. I don’t really like the use of the word exploit – it sounds like we’re using something we shouldn’t to get something a person doesn’t want to give. We can take advantage of the students’ use of technology in the classroom by asking them to complete an assignment by using their favorite technology. For example, ask them to create a project about a play you are reading – some may create a skit through YouTube, some may re-write it as though it happened today using GoogleDocs… there are a range of possibilities.
Waters, John K. (March 2009). The Kids are All Right. T-H-E Journal, Retrieved 08 April 2009, from http://www.thejournal.com/articles/24104
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