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
Journal #7: "Mining for Gold"
This article delves deep into the use of RSS usage and helps explain it to the readers by using “normal” language (as opposed to computer language) and gives examples pertinent to teachers, or anyone else in the education field. One of the first things Bigenho talks about it subscriptions and how useful they can really be. He says that if you subscribe to a website and subscribe to its information with something called an aggregator, you can control what information is sent to you this way, and you can adjust your feed from the website to send you only information pertinent to the topic you are using in your classroom.
RSS stands for Real Simple Syndication or Rich Site Summary. RSS is a technology that has two main parts: a feed and an aggregator. RSS feeds use a special HTML known as XML and include channel tags of specific information. Aggregators read those tags, track the subscribed page and send you new information when it is posted. Some examples of how to use RSS in your classroom are to subscribe to student blogs, subscribe to social bookmarks and feeding content to HTML pages.
Q1. What is a benefit of using RSS in your classroom?
A1. Some benefits are that you can subscribe to student blogs and the RSS aggregator will notify you when new information is posted so that you don’t have to waste time checking each blog every day for new postings. Also, using the technology of feeding content to HTML pages allows you to send all sorts of related information to one spot for easy access for your students.
Q2. Can RSS be used in an elementary school setting?
A2. Probably, but not nearly as much as in middle or high school settings. Elementary teachers could use bits and pieces of each part of the RSS technology, but not all of it would be accessible for students at such a young age.
Bigenho, Chris (2009, March/April). Mining for Gold. Learning and Leading with Technology, Retrieved 08 April 2009, from http://www.learningandleading-digital.com/learning_leading/200904/
RSS stands for Real Simple Syndication or Rich Site Summary. RSS is a technology that has two main parts: a feed and an aggregator. RSS feeds use a special HTML known as XML and include channel tags of specific information. Aggregators read those tags, track the subscribed page and send you new information when it is posted. Some examples of how to use RSS in your classroom are to subscribe to student blogs, subscribe to social bookmarks and feeding content to HTML pages.
Q1. What is a benefit of using RSS in your classroom?
A1. Some benefits are that you can subscribe to student blogs and the RSS aggregator will notify you when new information is posted so that you don’t have to waste time checking each blog every day for new postings. Also, using the technology of feeding content to HTML pages allows you to send all sorts of related information to one spot for easy access for your students.
Q2. Can RSS be used in an elementary school setting?
A2. Probably, but not nearly as much as in middle or high school settings. Elementary teachers could use bits and pieces of each part of the RSS technology, but not all of it would be accessible for students at such a young age.
Bigenho, Chris (2009, March/April). Mining for Gold. Learning and Leading with Technology, Retrieved 08 April 2009, from http://www.learningandleading-digital.com/learning_leading/200904/
Tuesday, April 7, 2009
Journal #6: "Grow Your Personal Learning Network"
Personal Learning Networks (PLNs) pull together data from many different online and technological tools and resources to provide users with information relevant to whatever topic they are looking at. PLNs help users to stay connected while they gain information necessary to what they happen to be working on. Some examples of PLNs are Twitter, Skype, Second Life, Diigo and Delicious. These networks open doors to information sources that weren’t available in recent years, and are making it easier to capture and tame the information overload that occurs.
There are three main types of PLNs: personally maintained synchronous connections, personally and socially maintained semi-synchronous connections, and dynamically maintained asynchronous connections. Synchronous connections are the traditional networks that include people and places you consult for answers to questions, solutions to problems and goal accomplishment. These networks can be enhanced with tools such as chat, instant messaging and Twitter. Semi-synchronous connections are connections that aren’t completely synchronous, but almost are. Synchronous is used as collaboration that does not have to happen in real time. Asynchronous connections are networks that connect us with content sources that we’ve identified as valuable. They bring us information that helps us to do our jobs.
Q1. What are some major educational benefits to using these PLNs?
A1. Some educational benefits from these PLNs are that we can talk with other classes from around the world – time is not an issue, we can obtain fresh information for reports or lessons that won’t bore us to tears, and we can visit places we could never take a field trip to through virtual tours.
Q2. What are some examples of how we can use these PLNs educationally?
A2. Some good examples of how to use PLNs educationally would by a class blog, asking students to upload photos to Flickr, using Google Docs for collaborative efforts, or to use Skype to share information and activities with classrooms from around the world.
Warlick, David (March/April 2009). Grow Your Personal Learning Network. Learning and Leading with Technology, Vol. 36, Retrieved 07 April 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/MarchAprilNo6/36612w.pdf
There are three main types of PLNs: personally maintained synchronous connections, personally and socially maintained semi-synchronous connections, and dynamically maintained asynchronous connections. Synchronous connections are the traditional networks that include people and places you consult for answers to questions, solutions to problems and goal accomplishment. These networks can be enhanced with tools such as chat, instant messaging and Twitter. Semi-synchronous connections are connections that aren’t completely synchronous, but almost are. Synchronous is used as collaboration that does not have to happen in real time. Asynchronous connections are networks that connect us with content sources that we’ve identified as valuable. They bring us information that helps us to do our jobs.
Q1. What are some major educational benefits to using these PLNs?
A1. Some educational benefits from these PLNs are that we can talk with other classes from around the world – time is not an issue, we can obtain fresh information for reports or lessons that won’t bore us to tears, and we can visit places we could never take a field trip to through virtual tours.
Q2. What are some examples of how we can use these PLNs educationally?
A2. Some good examples of how to use PLNs educationally would by a class blog, asking students to upload photos to Flickr, using Google Docs for collaborative efforts, or to use Skype to share information and activities with classrooms from around the world.
Warlick, David (March/April 2009). Grow Your Personal Learning Network. Learning and Leading with Technology, Vol. 36, Retrieved 07 April 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/MarchAprilNo6/36612w.pdf
Journal #8: "Google Earth"
The Technology tool that I followed a discussion of was Google Earth and education. First of all, GoogleEarth is an interactive / real time GPS type system. You can download this technology, and through a satellite, you can type in a specific address or area and that satellite will zoom in and show you a real time picture of the place you typed in.
The discussion(s) I followed began with a man talking about how he integrated this technology into his classroom to interest the students more. Google Earth is a web tool used for 3D images from satellites to assist in people’s travels and explorations, and now in classrooms. Google Earth is a fun tool to use just to get to places you’ve never been, but this discussion was about the use in and out of a classroom for educational purposes. Teachers are using Google Earth to teach about latitude and longitude, about how to figure numbers with miles or other measurements, geography and even geometry.
For example, if you ask your students to do an assignment on where they would love to visit, they could take themselves to Hawaii or to the Ice Hotel in Jukkasjärvi, Sweden without ever leaving the comfort of their home. Another example would be for the mission projects in fourth grade, or the state projects in fifth grade. If the students have never visited the mission they are building and writing a report about, they can jump onto Google Earth and zoom into the surrounding area of the mission and the mission itself. If the student has never visited Alaska, but is writing a report about it, Google Earth would be a great way to find some little known places in Alaska to talk about, and they can even print off pictures to show. These are just a few examples of the millions of places Google Earth will take you for educational or personal purposes.
Saturday, March 21, 2009
Friday, February 27, 2009
Journal #5: "Collaboration in a Web 2.0 Environment"
By: Glen Bull
“Collaboration…” is an article about all the different ways that people – students and teachers – can work together, on one project, from more than one location. This article not only gives written examples and explanations of syndication on the web, but it also shows visual examples of the links you may see on a webpage. Some of the possibilities for use of a Web 2.0 environment in the classroom are: following multiple student postings, such as individuals bogs; collaboration and syndication, where students can work on one document through the web and keep it all together, even if they are not; a web 2.0 desktop which updates itself with no direction from the user; and following a topic of interest where it mentions social bookmarking and the providing of links to related information. The author provides some good insights that would definitely help a teacher use technology in their classroom if they wanted to.
Q1: Which of the author’s suggestions would be most helpful in a classroom?
A1: I believe that the first suggestion – following multiple student postings, would provide the most assistance to the teacher at least. If each student is creating and posting to their own individual blog, it would be incredibly useful to have one place to tell you all the updates from each blog, as opposed to searching each one separately for any changes.
Q2: Which of the author’s suggestions would be least helpful in a classroom?
A2: I believe that the least helpful, at least in an elementary setting where I want to be, would be the Web 2.0 desktop. I don’t think that being updated on everything each student does would be something useful when the students are in 3rd grade. I think I would rather concentrate on showing them how to use the other tools before I was checking up on everything they did.
Bull, G (2006 April). “Collaboration in a Web 2.0 Environment”. Learning and Leading in Technology, Vol 33, Issue 7, Retrieved February 27, 2009, from http://www.iste.org/AM/Template.cfm?Section=April_No_7_&Template=/MembersOnly.cfm&ContentFileID=2642
“Collaboration…” is an article about all the different ways that people – students and teachers – can work together, on one project, from more than one location. This article not only gives written examples and explanations of syndication on the web, but it also shows visual examples of the links you may see on a webpage. Some of the possibilities for use of a Web 2.0 environment in the classroom are: following multiple student postings, such as individuals bogs; collaboration and syndication, where students can work on one document through the web and keep it all together, even if they are not; a web 2.0 desktop which updates itself with no direction from the user; and following a topic of interest where it mentions social bookmarking and the providing of links to related information. The author provides some good insights that would definitely help a teacher use technology in their classroom if they wanted to.
Q1: Which of the author’s suggestions would be most helpful in a classroom?
A1: I believe that the first suggestion – following multiple student postings, would provide the most assistance to the teacher at least. If each student is creating and posting to their own individual blog, it would be incredibly useful to have one place to tell you all the updates from each blog, as opposed to searching each one separately for any changes.
Q2: Which of the author’s suggestions would be least helpful in a classroom?
A2: I believe that the least helpful, at least in an elementary setting where I want to be, would be the Web 2.0 desktop. I don’t think that being updated on everything each student does would be something useful when the students are in 3rd grade. I think I would rather concentrate on showing them how to use the other tools before I was checking up on everything they did.
Bull, G (2006 April). “Collaboration in a Web 2.0 Environment”. Learning and Leading in Technology, Vol 33, Issue 7, Retrieved February 27, 2009, from http://www.iste.org/AM/Template.cfm?Section=April_No_7_&Template=/MembersOnly.cfm&ContentFileID=2642
Journal #4: "Create, Collaborate, Communicate..."
By: Chris Riedel
“Create, Collaborate, Communicate…” is an article that talks about trying to integrate the use of more technology into the teaching profession. The author, Chris Riedel, is a retired district CIO and is “an emerging technology evangelist.” He speaks about how low education is ranked according to its level of IT intensiveness, and says that we as educators need to change our curriculum to incorporate these students’ 21st century skills. According to Riedel “we are doing our students a disservice” by not using the technological tools they are so used to outside of school because these are the things that employers look for. The article goes on to name and explain 16 things educators need to do to prepare young learners to be the “leaders of tomorrow.” Some examples of these things are “Hug a Geek” – talk with someone who is technologically skilled and use their expertise for use in your classroom; “Start Collaborating” – use a program like GoogleDocs so that students can collaborate on one shared document; and “Discover Social Bookmarking” – students can share information and different websites by “tagging” them on one specific site to share with friends.
Q1: Should we include more technology into our lesson plans and curriculum?
A1: I think that is it definitely a good idea to use more technology in our lesson plans, but to put it in the curriculum and require that use is a bad idea. Not all teachers work well with technology and not all students necessarily learn well with technology, so we shouldn’t force something on them. Riedel mentions that we are doing students a “disservice” by not including more technology because that is what employers look for. In my opinion, we as educators are not and should not be required to assist students develop what an employer wants. We are there to educate these students and help them develop their minds, not a lot of technological skills. If they want or need those skills, they are offered as an elective course in secondary school or as college courses.
Q2: Is using a tool such as social bookmarking really a good way to keep students more engaged in what they’re learning?
A2: Yes and no. Yes, because it could be helpful for students to share websites with good information, especially when doing projects. However, once these bookmarks are taken care of, students would have the ability to move on to bookmarking other sites such as Myspace or Facebook; website that have no relation to the assignment and could quite possibly get them into trouble. These are things that we as educators are watching out for with our students, not encouraging them to do.
Riedel, C (2009, January). “Create, Collaborate, Communicate: Empowering Students With 21st Century Skills.” T-H-E Journal, Retrieved February 27, 2009, from http://www.thejournal.com/articles/23872_1
“Create, Collaborate, Communicate…” is an article that talks about trying to integrate the use of more technology into the teaching profession. The author, Chris Riedel, is a retired district CIO and is “an emerging technology evangelist.” He speaks about how low education is ranked according to its level of IT intensiveness, and says that we as educators need to change our curriculum to incorporate these students’ 21st century skills. According to Riedel “we are doing our students a disservice” by not using the technological tools they are so used to outside of school because these are the things that employers look for. The article goes on to name and explain 16 things educators need to do to prepare young learners to be the “leaders of tomorrow.” Some examples of these things are “Hug a Geek” – talk with someone who is technologically skilled and use their expertise for use in your classroom; “Start Collaborating” – use a program like GoogleDocs so that students can collaborate on one shared document; and “Discover Social Bookmarking” – students can share information and different websites by “tagging” them on one specific site to share with friends.
Q1: Should we include more technology into our lesson plans and curriculum?
A1: I think that is it definitely a good idea to use more technology in our lesson plans, but to put it in the curriculum and require that use is a bad idea. Not all teachers work well with technology and not all students necessarily learn well with technology, so we shouldn’t force something on them. Riedel mentions that we are doing students a “disservice” by not including more technology because that is what employers look for. In my opinion, we as educators are not and should not be required to assist students develop what an employer wants. We are there to educate these students and help them develop their minds, not a lot of technological skills. If they want or need those skills, they are offered as an elective course in secondary school or as college courses.
Q2: Is using a tool such as social bookmarking really a good way to keep students more engaged in what they’re learning?
A2: Yes and no. Yes, because it could be helpful for students to share websites with good information, especially when doing projects. However, once these bookmarks are taken care of, students would have the ability to move on to bookmarking other sites such as Myspace or Facebook; website that have no relation to the assignment and could quite possibly get them into trouble. These are things that we as educators are watching out for with our students, not encouraging them to do.
Riedel, C (2009, January). “Create, Collaborate, Communicate: Empowering Students With 21st Century Skills.” T-H-E Journal, Retrieved February 27, 2009, from http://www.thejournal.com/articles/23872_1
Journal #3: "Keep Them Chatting"
By: Jeanie Cole
“Keep Them Chatting” was an article that talked about how to get students to participate more in online classes. Students are often uninterested in what is going on and are tempted to just copy from the internet. This article gave several examples of different techniques used to keep kids interested and accountable. The first of these techniques was to ask a high-level, open-ended question to keep students engaged and learning. These are questions that have no right or wrong answer and can encourage students to be creative and use their imaginations as opposed to purely factual information. The example the article gave was: “if The Odyssey were written in the Wild West in the 1800s, what might have happened and why?” Other techniques offered were the inquiry method where students use research and problem-solving skills to answer a question; the discrepant event inquiry method, where students vies an unexplained occurrence through video, photo, etc and are asked to explore and explain possible reasons for what happened. The final two techniques given were to use personal examples where students could use something they were personally interested in as a research topic and the illogical comparisons technique where students would compare to completely non-related characters or situations. These techniques may sound silly, but if used properly, they could turn out to be incredibly valuable in any setting.
Q1: What is an example of illogical reasoning?
A1: An example of illogical reasoning would be to ask your students to compare and contrast Mickey Mouse and Abraham Lincoln. These are two persons/characters that are completely different and would seemingly have nothing in common. But to ask students to find something in common between them could force them to use their research skills and their creative reasoning skills at the same time.
Q2: How could you implement these techniques into a classroom that is not virtual?
A2: These techniques could be used when a class goes to the computer lab for a day, or as a creative writing assignment, or even as a group project. The article gave a great example of the personal examples technique; ask the students to describe the perfect roller coaster. An educator could use this as a group project to say describe the perfect roller coaster and then create a model example for the class using a computer program or tangible materials.
Cole, J (2009, February). "Keep Them Chatting". Learning and Leading with Technology, Vol 36, Issue 5, Retrieved February 27, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
“Keep Them Chatting” was an article that talked about how to get students to participate more in online classes. Students are often uninterested in what is going on and are tempted to just copy from the internet. This article gave several examples of different techniques used to keep kids interested and accountable. The first of these techniques was to ask a high-level, open-ended question to keep students engaged and learning. These are questions that have no right or wrong answer and can encourage students to be creative and use their imaginations as opposed to purely factual information. The example the article gave was: “if The Odyssey were written in the Wild West in the 1800s, what might have happened and why?” Other techniques offered were the inquiry method where students use research and problem-solving skills to answer a question; the discrepant event inquiry method, where students vies an unexplained occurrence through video, photo, etc and are asked to explore and explain possible reasons for what happened. The final two techniques given were to use personal examples where students could use something they were personally interested in as a research topic and the illogical comparisons technique where students would compare to completely non-related characters or situations. These techniques may sound silly, but if used properly, they could turn out to be incredibly valuable in any setting.
Q1: What is an example of illogical reasoning?
A1: An example of illogical reasoning would be to ask your students to compare and contrast Mickey Mouse and Abraham Lincoln. These are two persons/characters that are completely different and would seemingly have nothing in common. But to ask students to find something in common between them could force them to use their research skills and their creative reasoning skills at the same time.
Q2: How could you implement these techniques into a classroom that is not virtual?
A2: These techniques could be used when a class goes to the computer lab for a day, or as a creative writing assignment, or even as a group project. The article gave a great example of the personal examples technique; ask the students to describe the perfect roller coaster. An educator could use this as a group project to say describe the perfect roller coaster and then create a model example for the class using a computer program or tangible materials.
Cole, J (2009, February). "Keep Them Chatting". Learning and Leading with Technology, Vol 36, Issue 5, Retrieved February 27, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
Wednesday, February 25, 2009
Tuesday, February 17, 2009
Journal #2: "Museums in the Classroom"
By: Rose Reissman
This article was interactive and actually really interesting. I’m glad to have found these websites because they can provide some assistance when looking for something to do on the weekend. The article provides interactive web links for museum glossary terms, different museum websites – with virtual tours, and even has a link for students to design their very own “cybermuseum tours” and to get ideas for classroom exhibits. The website allows for teachers with no experience using museums as a tool to teachers who have a great deal of experience to have fun with these tools, and provides a resource guide to use. I followed a few of these links and ended up finding a long list of museums within 100 miles of me that I had never heard of, but would love to go to!
Q1: How would websites like this benefit a teacher, specifically an elementary teacher?
A1: These websites would assist any teacher, but in my opinion they could provide even more help for an elementary teacher. These web links can take students to sites to help create exhibits for the classroom and can give all kinds of pertinent information for projects. A third grade teacher could have their students follow one of these links and come up with their own “exhibit” for the classroom museum and make a day of touring the museum the students made themselves. What better way to get your young students involved and interested in their work?
Q2: How can a teacher integrate digital citizenship and virtual museum trips?
A2: Any teacher could use these web sites as examples when talking about digital literacy, digital etiquette, or digital security. Students could be taught how to maneuver through these sites properly and with the right amount of knowledge pertaining to keeping themselves and their computers safe.
Reissman, R. (February 2009). “Museums in the Classroom”. Learning and Leading with Technology, Vol 36, Issue 5, Retrieved February 17, from http://www.learningandleading-digital.com/learning_leading/200902/
This article was interactive and actually really interesting. I’m glad to have found these websites because they can provide some assistance when looking for something to do on the weekend. The article provides interactive web links for museum glossary terms, different museum websites – with virtual tours, and even has a link for students to design their very own “cybermuseum tours” and to get ideas for classroom exhibits. The website allows for teachers with no experience using museums as a tool to teachers who have a great deal of experience to have fun with these tools, and provides a resource guide to use. I followed a few of these links and ended up finding a long list of museums within 100 miles of me that I had never heard of, but would love to go to!
Q1: How would websites like this benefit a teacher, specifically an elementary teacher?
A1: These websites would assist any teacher, but in my opinion they could provide even more help for an elementary teacher. These web links can take students to sites to help create exhibits for the classroom and can give all kinds of pertinent information for projects. A third grade teacher could have their students follow one of these links and come up with their own “exhibit” for the classroom museum and make a day of touring the museum the students made themselves. What better way to get your young students involved and interested in their work?
Q2: How can a teacher integrate digital citizenship and virtual museum trips?
A2: Any teacher could use these web sites as examples when talking about digital literacy, digital etiquette, or digital security. Students could be taught how to maneuver through these sites properly and with the right amount of knowledge pertaining to keeping themselves and their computers safe.
Reissman, R. (February 2009). “Museums in the Classroom”. Learning and Leading with Technology, Vol 36, Issue 5, Retrieved February 17, from http://www.learningandleading-digital.com/learning_leading/200902/
Saturday, February 14, 2009
Social Bookmarking (NETS 1,3,4,5)
1. National Archives site: I looked at WWII posters and other propaganda and it was really interesting seeing all the ways they tried to recruit people for the military or to work in the factories while the original employees were gone. This resource, or any other primary resource, would be best in a classroom because that way you’re not getting second-hand information they may not be true.
2. I chose: gather and organize resource materials related to culturally diverse groups for use by school staff.; build and use a network of "natural helpers" at school and in the community; network with parent, family, minority community, and faith-based organizations concerned with the needs of diverse students. I chose these three areas because I am very organized and like to have materials on a topic, but I am also a people person and like to have peoples’ input on certain subjects that I do not know full well on my own.
3. I found a website by an author for kids books which contained activities for use in classrooms or with kids in general. It seemed interesting, fun and easy to maneuver. The reading level for the site was 3-6 grades.
4. I focused on an area that provided slide shows to assist teachers in different topics, and I chose this because it seemed like something that could be a usefull resource in the beginning of one’s teaching career, and it shows an example of how an experienced teacher would put together a presentation.
5. I learned that there are eight, possibly nine different intelligences that have been identified. I relate most to the “linguistic intelligence and the musical intelligence.
6. The lesson I chose is to help students learn about themselves as an individual and about independence. This is done through each student decorating a sheet of white paper with things about themselves that are different and unique, and when they are all done, they are taped together and the stripes are put on to make a flag. It shows that although everyone is different and unique as individuals, we can still unite and form a great union. I would use this activity for either a holiday like Flag Day or the 4th of July, or for when we were learning about the start of our nation and the Declaration of Independence. It could be a good activity for a lesson about culture and diversity as well.
7. I found that answers to the powder cocain/crack cocaine question interesting, and the answer to how many millionaires are in our country interesting. First of all, why is that the drug wealthy people use is somehow considered not as bad as the drug low-income people use? Shouldn’t all drugs be considered just as illegal? Second, why are there so many millionaires? If all these millionaires and multi-millionaires pooled some money together we could pay off all our state and federal debts!
8. My score on the quiz was 9 out of 10 (90%), which I think is pretty good. The question I got wrong was lame anyway ;-) I think we should teach students about netiquette because it helps them in their school work an it also will help them for when they are teens and adults using the internet and email consistently. Those are things that everyone should be educated about.
2. I chose: gather and organize resource materials related to culturally diverse groups for use by school staff.; build and use a network of "natural helpers" at school and in the community; network with parent, family, minority community, and faith-based organizations concerned with the needs of diverse students. I chose these three areas because I am very organized and like to have materials on a topic, but I am also a people person and like to have peoples’ input on certain subjects that I do not know full well on my own.
3. I found a website by an author for kids books which contained activities for use in classrooms or with kids in general. It seemed interesting, fun and easy to maneuver. The reading level for the site was 3-6 grades.
4. I focused on an area that provided slide shows to assist teachers in different topics, and I chose this because it seemed like something that could be a usefull resource in the beginning of one’s teaching career, and it shows an example of how an experienced teacher would put together a presentation.
5. I learned that there are eight, possibly nine different intelligences that have been identified. I relate most to the “linguistic intelligence and the musical intelligence.
6. The lesson I chose is to help students learn about themselves as an individual and about independence. This is done through each student decorating a sheet of white paper with things about themselves that are different and unique, and when they are all done, they are taped together and the stripes are put on to make a flag. It shows that although everyone is different and unique as individuals, we can still unite and form a great union. I would use this activity for either a holiday like Flag Day or the 4th of July, or for when we were learning about the start of our nation and the Declaration of Independence. It could be a good activity for a lesson about culture and diversity as well.
7. I found that answers to the powder cocain/crack cocaine question interesting, and the answer to how many millionaires are in our country interesting. First of all, why is that the drug wealthy people use is somehow considered not as bad as the drug low-income people use? Shouldn’t all drugs be considered just as illegal? Second, why are there so many millionaires? If all these millionaires and multi-millionaires pooled some money together we could pay off all our state and federal debts!
8. My score on the quiz was 9 out of 10 (90%), which I think is pretty good. The question I got wrong was lame anyway ;-) I think we should teach students about netiquette because it helps them in their school work an it also will help them for when they are teens and adults using the internet and email consistently. Those are things that everyone should be educated about.
Wednesday, February 4, 2009
Journal #1: "Passport to Digital Citizenship"
By: Mike Ribble
The article “Passport to Digital Citizenship” discusses the journey we embark on as teachers, students, administrators and parents while trying to teach and learn the appropriate uses of technology. The article tells us what digital citizenship is, and explains nine different elements of it. These elements, according to Mike Ribble, are “key to the concept of digital citizenship.” Within the article are four steps in the framework of learning technology that I think are a great way to explain how technology use should be taught. Technology can be a blessing or a burden, and which way you lean depends on how you were taught about using technology and how well you retained that knowledge.
Q1. How can I encourage the use of technology for a student who is already hesitant about learning it?
A1. Because technology is never the same for more than a minute, it can be difficult to learn and teach. However, if a student were hesitant to learn about technology and how to use it, I would show them the fun side. Show them the interesting facts they can find on the internet, and the fun games they can play. For older students, show them the amazing presentations they can make for their classes if they only learn how to use the technology.
Q2. As an elementary school teacher, how do I plan to incorporate the nine elements of digital citizenship into my classroom?
A2. Although the use of technology may be few and far between in a younger classroom, I hope to be able to incorporate some lessons involving technology. The elements that I would probably include most are the capabilities of using technology and the exchange of information. I would do this by using computer lab time to show my students the different fun things you can do with a computer and explain how and when to use those things appropriately.
Ribble, M (2009, January). "Passport to Digital Citizenship". Learning and Leading with Technology, Retrieved 2/2/09, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/DecemberJanuaryNo4/36414r.pdf
The article “Passport to Digital Citizenship” discusses the journey we embark on as teachers, students, administrators and parents while trying to teach and learn the appropriate uses of technology. The article tells us what digital citizenship is, and explains nine different elements of it. These elements, according to Mike Ribble, are “key to the concept of digital citizenship.” Within the article are four steps in the framework of learning technology that I think are a great way to explain how technology use should be taught. Technology can be a blessing or a burden, and which way you lean depends on how you were taught about using technology and how well you retained that knowledge.
Q1. How can I encourage the use of technology for a student who is already hesitant about learning it?
A1. Because technology is never the same for more than a minute, it can be difficult to learn and teach. However, if a student were hesitant to learn about technology and how to use it, I would show them the fun side. Show them the interesting facts they can find on the internet, and the fun games they can play. For older students, show them the amazing presentations they can make for their classes if they only learn how to use the technology.
Q2. As an elementary school teacher, how do I plan to incorporate the nine elements of digital citizenship into my classroom?
A2. Although the use of technology may be few and far between in a younger classroom, I hope to be able to incorporate some lessons involving technology. The elements that I would probably include most are the capabilities of using technology and the exchange of information. I would do this by using computer lab time to show my students the different fun things you can do with a computer and explain how and when to use those things appropriately.
Ribble, M (2009, January). "Passport to Digital Citizenship". Learning and Leading with Technology, Retrieved 2/2/09, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/DecemberJanuaryNo4/36414r.pdf
Thursday, January 22, 2009
Let me Introduce Myself...
My name is Kristin Bjerke, and I was born and raised in Oceanside, CA. I went to Empresa Elementary, Roosevelt Middle School, and Vista High School. From there I went to Palomar for my American Sign Language interpreting certificate, and when the interpreting didn't work the way I thought it would, I switched to Liberal Arts and transferred to Cal State Fullerton (Go Titans!) where I received my B.A. in Communications, along with a minor in Human Communications.My experience with technology isn't all that exciting. I grew up with change - I remember my walkman becoming a CD player; my VCR becoming a DVD player; and my cell phone, which was originally for emergencies while driving, is now attached to me at all times. Our computer was slow and now it's fast(er). I am a PC person, always have been. I've always used a computer for school and work, so I'm generally a quick learner when it comes to technology - when I want to be that is. I don't spend a lot on technology, my most recent purchase was a laptop in Spring of 2008, which I made sure had XP not Vista. I'm using Microsoft Office version 2007 and although it's a little annoying to have to remember to save things in compatibility mode, I like the way it's set up better than 2003.
The part of the CSUSM/COE Mission Statement that speaks to me most is the part that says "our practices demonstrate a commitment to student-centered education". This part stands out to me because not all schools think that way, and even fewer act that way. It's great to know that a school cares about the students and the education they're getting. The Mission Statement wasn't really a factor in my decision to apply to CSUSM; more it was the research I did into their program, the helpfulness of the people in the Education department, the proximity to my house and some reviews that my friends gave me of the school and its teachers. I've just always talked about being a teacher, and now that I found a good school for my credential I'm finally going to do it!
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