Wednesday, May 6, 2009
Excel Tutorial and EdTechProfile (NETS-T 1, 3, 5)
Excel Tutorial
For this assignment, I used a tutorial to create an excel spreadsheet, using text, data, and charts.
EdTechProfile
This chart compares the pre-assessment and the same assessment that I took after the course.
For this assignment, I used a tutorial to create an excel spreadsheet, using text, data, and charts.
EdTechProfile
This chart compares the pre-assessment and the same assessment that I took after the course.
Journal 10: "Transforming School Communities"
http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/AugustNo1/L_L_August_2008.htm
Transforming School Communities: Creating Dialog Using Web 2.0 Tools
By Helen Soulé
Transforming School Communities: Creating Dialog Using Web 2.0 Tools
By Helen Soulé
Fair Use Harbor (NETS-T 4)
Using the collaborative tool Google Docs, two peers and I created a document summarizing the webpage Fair Use Harbor. This website provides a tutorial about the laws, rules, and regulations concerning the legal and ethical use of digital information and infringement.
Wiki Webpage (NETS-T 5)
I created this webpage on the classroom Wiki. I explored the tool FotoFlexer, an image editing tool. I was able to share this page with my peers on the wiki, which encourages collaboration and exploring new technology for the classroom.
Journal 9: "The Kids Are All Right"
The article “The Kids Are All Right,” by John K. Waters, explores the findings of a study of the impact of technology on learning. The researchers interviewed more than 800 young people and their parents over 3 years, and spent more than 5,000 hours observing on websites like Facebook, MySpace, and YouTube. They were looking at the relationship between learning and participation in networking sites. They essentially found that there were three levels of digital interest among youth. The first stage is “Hanging Out” where their internet use is largely “friendship-driven practices.” Second is “Messing Around,” where students explore a topic that they are interested in. The third level is “Geeking Out,” where there is a level of intense interest, and the student becomes an expert on a certain area. The article reports that the study concluded that this is not a waste of time for these students, it is simply a different type of learning. The students are self-directed, and learn on their own terms and time schedules.
I like the point of view of this article. I also think it is important for students to find and develop their own interest in things and not force it upon them. It is important for teachers to be open to new ideas and to the different things their students are doing online.
1. Doesn’t this take away from the academic classroom?
I think there is a time and a place for allowing students to have freedom to do what they want on the internet. I think allowing them to explore their own interests on their own time is important as well. Self-motivation is definitely a quality that we want to instill in our students and this usually happens if they are interested in what they are learning.
2. How young is too young to allow students on networking sites, such as Facebook and MySpace?
These sites are largely un-regulated, so I think the teacher needs to be discerning regarding the sites the students visit with regards to the age of the children. This article mainly talks about teens, so I think it would be interesting to find resources for younger children to network with other students, even students across the globe. They should be taught proper etiquette and use of these sites throughout their education.
Waters, J. K. (2009, March). The Kids Are All Right. THE Journal, Retrieved April 25, 2009, from http://www.thejournal.com/articles/24104
I like the point of view of this article. I also think it is important for students to find and develop their own interest in things and not force it upon them. It is important for teachers to be open to new ideas and to the different things their students are doing online.
1. Doesn’t this take away from the academic classroom?
I think there is a time and a place for allowing students to have freedom to do what they want on the internet. I think allowing them to explore their own interests on their own time is important as well. Self-motivation is definitely a quality that we want to instill in our students and this usually happens if they are interested in what they are learning.
2. How young is too young to allow students on networking sites, such as Facebook and MySpace?
These sites are largely un-regulated, so I think the teacher needs to be discerning regarding the sites the students visit with regards to the age of the children. This article mainly talks about teens, so I think it would be interesting to find resources for younger children to network with other students, even students across the globe. They should be taught proper etiquette and use of these sites throughout their education.
Waters, J. K. (2009, March). The Kids Are All Right. THE Journal, Retrieved April 25, 2009, from http://www.thejournal.com/articles/24104
Wednesday, April 29, 2009
iMovie CSUSM Introduction (NETS-T 3)
This is a short clip that I created on iMovie, which introduces the Cal State San Marcos campus. On the program iMovie, I edited movie clips and added text and music to create my own short film.
Wednesday, April 15, 2009
Journal 8: GoogleEarth (NETS-T 5)
On this assignment, I explored the wiki website Classroom 2.0. This site provides descriptions and discussions of various technology tools that can be useful in the classroom. I decided to explore the tool Google Earth, and the discussions that took place on the Classroom 2.0 wiki.
Google Earth is a free program provided by Google which provides basically a “virtual globe,” on which you can view clear satellite images of the Earth. You can view satellite images of everything on the earth from maps, to terrain, to 3D buildings, to galaxies in outer space, to national monuments, and even your own house! Within the program, you can also measure distances, add placemarks, photos, and notes about various geographical locations.
From the two discussion threads on Classroom 2.0, I have read about various ways that this program can be used in the classroom. The posts seem to agree that Google Earth is an excellent resource that the students really enjoy using. I think it allows the lessons to become more real and interactive, especially when they can view crystal clear images of everything from the Eiffel Tower, to the White House, to your own school. I have also learned particularly about the cross-curricular uses of Google Earth. One teacher used Google Earth to plot historic typhoons that had hit their island. In this project, the students were using math to create graphs of historic events. Google Earth can also be a fun interactive too to teach longitude and latitude coordinates. One cool website they mentioned is “Google Lit trips” (http://www.googlelittrips.com/), where the students find the locations that the stories take place on Google Earth. It can also add immensely to history lessons, such as mapping the battlefields. Whenever you want students to put into perspective location, distance, or movements, Google Earth is an excellent resource!
Google Earth is a free program provided by Google which provides basically a “virtual globe,” on which you can view clear satellite images of the Earth. You can view satellite images of everything on the earth from maps, to terrain, to 3D buildings, to galaxies in outer space, to national monuments, and even your own house! Within the program, you can also measure distances, add placemarks, photos, and notes about various geographical locations.
From the two discussion threads on Classroom 2.0, I have read about various ways that this program can be used in the classroom. The posts seem to agree that Google Earth is an excellent resource that the students really enjoy using. I think it allows the lessons to become more real and interactive, especially when they can view crystal clear images of everything from the Eiffel Tower, to the White House, to your own school. I have also learned particularly about the cross-curricular uses of Google Earth. One teacher used Google Earth to plot historic typhoons that had hit their island. In this project, the students were using math to create graphs of historic events. Google Earth can also be a fun interactive too to teach longitude and latitude coordinates. One cool website they mentioned is “Google Lit trips” (http://www.googlelittrips.com/), where the students find the locations that the stories take place on Google Earth. It can also add immensely to history lessons, such as mapping the battlefields. Whenever you want students to put into perspective location, distance, or movements, Google Earth is an excellent resource!
Journal 7: "Mining for Gold"
The article “Mining for Gold,” by Christ Bigenho, is a great source of information regarding Real Simple Syndication, or RSS. RSS allows internet users to control the information they receive by subscribing to different sources of information. The program that collects the new information posted on the internet is called an aggressor. RSS feeds come from many different sources, including journals, newspapers, blogs, and wikis. Bigenho describes how this program can be used utilized in the classroom. First, as a teacher you can bookmark articles for students to read and post it on the school’s learning management system or website. Another way RSS can be used in the classroom is with students blogs. If students create an educational blog, you the teacher can then subscribe to their blogs. This way, you don’t have to keep checking to see if it is updated. With a program like Bloglines, you will be notified when there is new information posted on that blog. Bigenho also suggests the use of social bookmarking. This allows you to keep your favorite webpages organized as well as allows students to access sites that are tagged for their particular course. Finally, Bigenho talks about the use of feeding content to an html page. Dynamic content for a course can be fed to a program such as JavaScript through a program called Feed2JS.
This articled is very practical source for the use of technology in the classroom. Bigenho explains how the use of RSS can be a great resource for students and teachers to find important information and keep informed about current events.
1. Is this useful for elementary age students?
I think it can be useful for elementary age students because they are growing up in a technological age. The sooner we expose them to the exciting, informative, and proper use of the internet the better.
2. Is there such thing as too much information through RSS?
I think one negative is that you may be focused on finding new information that you may become overwhelmed with so much information. The sources you use through RSS should be specific and educational.
Bigenho, Chris (2009, March/April). Mining For Gold. Learning and leading with Technology, Retrieved April/25/2009, from: http://www.learningandleading-digital.com/learning_leading/200904/
This articled is very practical source for the use of technology in the classroom. Bigenho explains how the use of RSS can be a great resource for students and teachers to find important information and keep informed about current events.
1. Is this useful for elementary age students?
I think it can be useful for elementary age students because they are growing up in a technological age. The sooner we expose them to the exciting, informative, and proper use of the internet the better.
2. Is there such thing as too much information through RSS?
I think one negative is that you may be focused on finding new information that you may become overwhelmed with so much information. The sources you use through RSS should be specific and educational.
Bigenho, Chris (2009, March/April). Mining For Gold. Learning and leading with Technology, Retrieved April/25/2009, from: http://www.learningandleading-digital.com/learning_leading/200904/
Journal 6: "Grow Your Personal Learning Network"
In this article, David Warlick explores the world of Personal Learning Networks, or PLNs. He states that there are three main types of PLNs. The first is “personally maintained synchronous connections,” which includes real-time questions and answers. This can be found through chatting, text messaging, or teleconferencing. The second type of PLN is “personally and socially maintained semisynchronous connections.” By semisynchronous, he means that collaboration does not have to be instant, it can happen over a period of time. We use this type of PLN in Facebook and Twitter. Finally, the third type of PLN is “Dynamically maintained asynchronous connections.” This is the RSS tool that we have been learning about. In this type of PLN, the learner does not have to go searching for the information, the information is updated periodically and then comes to them.
I like how Warlick stressed the importance of cultivating and building your learning networks. It is easy just to be passive about your internet use. It is important to be intentional about finding valuable sources especially when there are so many new and creative resources we can use in the classroom!
1. What are some other negative affects of Personal Learning Networks?
Warlick mentioned that most people who build personal learning networks tend to find articles, websites, and sources that reflect their own point of view. He says we should try and find sources that challenge us to see other perspectives as well.
2. How can we use this as teachers?
This is such a great way to get any information that we need. It is also an awesome ways to collaborate with other teachers. We want to be the best teachers possible. This is possible through constantly learning from others, hearing new ideas, and working together to solve problems.
Warlick, D. (2009).Grow your personal learning network. Learning and Leading With Technology. Retrieved April/22/2009, from http://www.learningandleading-digital.com/
I like how Warlick stressed the importance of cultivating and building your learning networks. It is easy just to be passive about your internet use. It is important to be intentional about finding valuable sources especially when there are so many new and creative resources we can use in the classroom!
1. What are some other negative affects of Personal Learning Networks?
Warlick mentioned that most people who build personal learning networks tend to find articles, websites, and sources that reflect their own point of view. He says we should try and find sources that challenge us to see other perspectives as well.
2. How can we use this as teachers?
This is such a great way to get any information that we need. It is also an awesome ways to collaborate with other teachers. We want to be the best teachers possible. This is possible through constantly learning from others, hearing new ideas, and working together to solve problems.
Warlick, D. (2009).Grow your personal learning network. Learning and Leading With Technology. Retrieved April/22/2009, from http://www.learningandleading-digital.com/
Wednesday, March 25, 2009
Inspiration Concept Map (NETS-T 1)
Using the program Inspiration, I created a graphic organizer that illustrates the assignments I completed in the class Education 422 that meet the NETS-T standards. I added text and graphics to make the organizer visually appealing.
Wednesday, March 11, 2009
Journal 5: Collaboration in a Web 2.0 Environment
I have heard the words "syndication" and "Web 2.0" used, but have never fully comprehended the technological concepts these terms referred to. The article, 'Collaboration in a Web 2.o Environment" by Glen Bull, explains these terms and explores how we as educators can use syndication and collaboration in the classroom. In simple terms, Web 2.0 uses syndication which allows information to come to the user, rather than the user having to search for the information. Bull summarizes this by saying, "Syndicated feeds can be used to follow multiple student postings, facilitate collaborative writing, share images associated with group projects, and track news topics related to a subject area." These are all skills and resources we should use in our classrooms! One of the most available resource is RSS (Real Simple Syndication) where teachers can add live bookmarks and be notified when new content appears. Bull encourages the use of student blogs to submit assignments as well as collaborate with others in their class. In this way, students are using and developing skills that they use outside of the classroom as well. This article makes a lot of sense to me, and has great recommendations for applications to use in the classroom, such asRSS, Writely, TaDa, Flickr, and FeedDigest.
1. Are there any downfalls for using student blogs to submit assignments?
I think one downfall might be that student's writing skills may suffer. If they are submitting assignments on a blog, they may feel like they are writing on their own personal blog, instead of the writing with the formality and techniques associated with homework assignments. However, I do think the "pros" outweigh the "cons" in this instance. Like Bull states, the educational possibilities are unlimited!
2. I know we live in a technology-driven world, but I can't help but question, are the students who do not have unlimited internet access going to fall completely behind those that do?
I know that the internet is widespread and ever-expanding, but I somehow get the feeling that there are families and students that do not have unlimited access to the internet. I fear that these students will be completely lost and left behind their peers. A way to fix this would be to accommodate them with time before or after school, as well as set aside time during the day, for computer access. I hope that as technology grows in the classroom, the education gap does not become further apart.
Bull, Glen (2006, April). Collaboration in a Web 2.0 Environment. Learning and Leading with Technology, Retrieved March, 2009,from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_33_2006_2005_/April_No_7_/April_2006.htm
1. Are there any downfalls for using student blogs to submit assignments?
I think one downfall might be that student's writing skills may suffer. If they are submitting assignments on a blog, they may feel like they are writing on their own personal blog, instead of the writing with the formality and techniques associated with homework assignments. However, I do think the "pros" outweigh the "cons" in this instance. Like Bull states, the educational possibilities are unlimited!
2. I know we live in a technology-driven world, but I can't help but question, are the students who do not have unlimited internet access going to fall completely behind those that do?
I know that the internet is widespread and ever-expanding, but I somehow get the feeling that there are families and students that do not have unlimited access to the internet. I fear that these students will be completely lost and left behind their peers. A way to fix this would be to accommodate them with time before or after school, as well as set aside time during the day, for computer access. I hope that as technology grows in the classroom, the education gap does not become further apart.
Bull, Glen (2006, April). Collaboration in a Web 2.0 Environment. Learning and Leading with Technology, Retrieved March, 2009,from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_33_2006_2005_/April_No_7_/April_2006.htm
Journal 4: Create, Collaborate, Communicate
As a future teacher, I know that it there is a huge responsibility on me to prepare the students that walk into my class for real-life. In today's society, that means preparing students to live in an increasingly technology-driven world. Right now, the skills students learn in school do not match the necessary skills needed in the work place. This article, "Create, Collaborate, Communicate: Empowering Students With 21st Century Skills," discusses sixteen ideas on how to do just that from HowieDiBlasi . His first tip is to "Hug a Geek!" This may be one of the most awkward experiences of your life if taken literally! However, finding these "geeks" who are knowledgeable and competent in the digital world and asking for help can be the best resource for being on the front lines of teaching technology. I loveDiBlasi's tip about using "project-based learning." The students are the ones who develop the project, research the tools, and carry out the assignment. It is such an interesting way to get students to engage in an assignment and gain practical skills. Other tipsDiBlasi shares emphasize collaboration and communication. We hear a lot about collaboration in schools, but digital collaboration is not something I have ever seen taught. These are essential skills for students to learn; they will continue to use these skills throughout their lives. It is our job as educators to use all resources available to ensure our students are prepared for the future.
1. What does he mean by "if we're going to be competitive"?
As teachers, I don't think we view our field as a competitive industry. However, we have a lot of responsibility for influencing and molding those minds that will be a part of every industry in the future. Teaching is even behind the coal mining industry when it comes to the use of technology. I think he means that we are behind on the times, and it is critical that we catch up because we are shaping the future!
2. How will I use this in my classroom? Can I bring about this change in my classroom?
After reading this article, I definitely feel a weight of responsibility to change how education has implemented technology in the classroom thus far. I can use this article as a resource and reference for how I am using technology in the classroom. Before, I didn't necessarily see myself as a technical teacher, but I know the necessity of implementing most of these ideas. And through this class, computer classes in the future, and "hugging a geek," I hope to continue to learn and explore how to use technology to the fullest in the classroom and teach students these same skills.
Riedel, C. (2009, January). Create, Collaborate, Communicate: Empowering Students With 21st Century Skills. THE Journal, Retrieved March, 2009, from http://www.thejournal.com/articles/23872_3
1. What does he mean by "if we're going to be competitive"?
As teachers, I don't think we view our field as a competitive industry. However, we have a lot of responsibility for influencing and molding those minds that will be a part of every industry in the future. Teaching is even behind the coal mining industry when it comes to the use of technology. I think he means that we are behind on the times, and it is critical that we catch up because we are shaping the future!
2. How will I use this in my classroom? Can I bring about this change in my classroom?
After reading this article, I definitely feel a weight of responsibility to change how education has implemented technology in the classroom thus far. I can use this article as a resource and reference for how I am using technology in the classroom. Before, I didn't necessarily see myself as a technical teacher, but I know the necessity of implementing most of these ideas. And through this class, computer classes in the future, and "hugging a geek," I hope to continue to learn and explore how to use technology to the fullest in the classroom and teach students these same skills.
Riedel, C. (2009, January). Create, Collaborate, Communicate: Empowering Students With 21st Century Skills. THE Journal, Retrieved March, 2009, from http://www.thejournal.com/articles/23872_3
Powerpoint Presentation: NETS for PK-2 Profiles (NETS-T 1, 3)
I created a visually appealing PowerPoint presentation using text, hyperlinks, graphics, and transitions. In this presentation, I explored NETS for ages PK-2 and suggested potential lesson plans to meet these standards.
NETS Powerpoint
View more presentations from erozelle.
Journal 3: "Keep Them Chatting"
Although I have heard of online courses for college, I have never thought about having online course for K-12. The article "Keep Them Chatting" by Jennie Cole is about online discussions for K-12 chats, discussion boards, and wiki topics. She wants to challenge the assumption that students only do the bare minimum on online assignments. Cole believes that there are a couple different techniques that can stimulate online discussion. First, she emphasizes the use of "high-level, open-ended questions." I think these are the basic types of questions that we as teachers should ask all the time, in the classroom or online. Second, she describes the "inquiry method" which requires research and problem solving. This method is also basic for group work. I like that she encourages the use of shared Google documents to collaborate with other students. The "discrepant event inquiry method" is where students view an unexplained event, like a photo, video, or demonstration, then research this topic to make sense of it. This is the one method that I am not as familiar with. I would have loved a more in-depth explanation about this method. Finally, Cole encourages the use of personal examples. As a student myself, I know that the hands-on approach stimulates my own interest. Therefore, allowing students to create research real-life events or objects will create more interest in learning that topic.
1. How will I use this in my classroom?
This is something I honestly have not thought about before, using online chat and discussions. As a future special education teacher, I am interested in how this can work in a critical skills classroom. Even so, I think her discussion techniques for stimulating conversation can also be used in the classroom as well as online.
2. Do these techniques always work?
I think I am skeptical of these techniques. First of all, they are not exactly explained in detail, but only explained by certain examples. Second, I think students are students no matter how old, and most of the time are going to do the minimum required. These techniques are not all that revolutionary to change students completely.
Cole, Jeanie (2009, February). Keep Them Chatting. Learning and Leading with Technology, 36, Retrieved February, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
1. How will I use this in my classroom?
This is something I honestly have not thought about before, using online chat and discussions. As a future special education teacher, I am interested in how this can work in a critical skills classroom. Even so, I think her discussion techniques for stimulating conversation can also be used in the classroom as well as online.
2. Do these techniques always work?
I think I am skeptical of these techniques. First of all, they are not exactly explained in detail, but only explained by certain examples. Second, I think students are students no matter how old, and most of the time are going to do the minimum required. These techniques are not all that revolutionary to change students completely.
Cole, Jeanie (2009, February). Keep Them Chatting. Learning and Leading with Technology, 36, Retrieved February, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
Journal 2: Museums in the Classroom
Museums on the web, what a great idea! All students love field trips, but I don't think all students enjoy museums. I know I may have been an odd child, but I absolutely loved going to museums. (It may have prepared, and warned, my parents that I would major in history!) But, especially with this generation of computer savvy, technically literate children, the art of going to a museum may be less appreciated. This article, "Museums in the Classroom," compiles a list of different online museum resources, and there are websites for both students and teachers to use. It gives a Museum Resource website, which contains links to hundreds museums around America. There is also an educator’s guide that can help you best plan a trip to a museum. I also think that supplementing a lesson with research and artifacts from museums allows for a more in depth understanding of the specific subject. Although museums contain facts and figures, they are designed for entertainment, while also informing. The creative and interesting aspects are what draw people to museums. Therefore, cybermuseums will also have a certain entertainment value that will keep kids interested in researching and learning. I think it is a very creative idea to allow kids to create their own museum tours. This allows them to learn in depth about a particular subject that they are able to teach it themselves.
1. Should this take the place of going to museums?
I do think exploring cybermuseums is a great tool for teachers. Realistically you can only take one, maybe two, field trips museums in a school year. I don't think it should take the place of going to museums. But it is a great way explore all the museums you want to take your kids, but don't have the time or money to go!
2. How will I use this resource in the classroom?
I think there are several ways that I will use this resource in the classroom. I think I will mostly use it for Social Studies, but I might be able to use it for Math and English also. I can use the museum sites for my own preparation when researching for lessons. I can use sites to do activities in class. I can use it to prepare for field trips to a certain museum! I can also have the students explore these sites themselves. They can research for a project, or they can create their own museum tour.
Reissman, Rose (2009, February). Museums in the Classroom. Learning and Leading with Technology, 36, Retrieved February, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
1. Should this take the place of going to museums?
I do think exploring cybermuseums is a great tool for teachers. Realistically you can only take one, maybe two, field trips museums in a school year. I don't think it should take the place of going to museums. But it is a great way explore all the museums you want to take your kids, but don't have the time or money to go!
2. How will I use this resource in the classroom?
I think there are several ways that I will use this resource in the classroom. I think I will mostly use it for Social Studies, but I might be able to use it for Math and English also. I can use the museum sites for my own preparation when researching for lessons. I can use sites to do activities in class. I can use it to prepare for field trips to a certain museum! I can also have the students explore these sites themselves. They can research for a project, or they can create their own museum tour.
Reissman, Rose (2009, February). Museums in the Classroom. Learning and Leading with Technology, 36, Retrieved February, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
Wednesday, February 25, 2009
Wednesday, February 18, 2009
Social Bookmarking
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1. During World War II, the American people left at home were a huge part of the war effort. In order to get the public involved in all aspects of the war, persuasive posters were prevalent. This website from the National Archives called “Power of Persuasion,” explores the various posters, their themes, and strategies used during wartime on the home front. The posters displayed have various purposes, from recruiting men to labor intensive jobs, to encouraging women to find work, to discouraging wastefulness, to instilling fear of a common enemy.
I think primary sources are an invaluable tool in the classroom. Primary sources bring life into the material the class is studying. They allow students to imagine what it would have been like living in that time. Showing a classroom these images of persuasive posters creates a unique learning environment, rather than just reading about them. Primary sources can also reveal a different perspective than our own. For example, it would be interesting to compare this website of American wartime posters to that of German or Japanese wartime posters.
2. Below are the three areas I think I can work on to become a culturally competent educator.
Determine the diverse groups served by your school. Consider cultural, linguistic, racial, and ethnic diversity. Find out the degree to which families and students in these groups are accessing available school services. The first thing I would do is get to know the school that I am working. I can do this step through speaking with the administration and teachers as well as doing my own observations.
Gather and organize resource materials related to culturally diverse groups for use by school staff. This step definitely fits my teaching style. Especially as a history major, I am well versed in researching and gathering information. It is important to do your own research before beginning to teach others. Putting your own research and resources together makes the information readily available for others to access.
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. In order to be a culturally competent educator, I feel getting the community involved is invaluable. Schools should not be an isolated institution, but part of a whole body working to understand the cultural diversity of their neighborhood. This step would take time to research, build relationships, start discussions, and design initiatives, but the time spent doing this would impact the community long-term.
3. I was looking for a website of different fairy tales that I could share with my special ed class of K-2. This website I found is on KidSpace, the internet public library. This particular page has three different Mother Goose books, Three Little Kittens, Old Mother Hubbard, and Little Red Riding Hood. What I like about this site is that the kids can choose to either read it listen to the book or read it alone! This is very beneficial in a classroom of children at different reading levels. Those at higher levels also have the option to explore other interesting links from this site.
4. I really like the section under the Teacher’s Helper column, called Gadgets and Podcasting. It has several links to websites on the use of technology in the classroom. One of the most interesting to me was one called “Using iPods in the Early Childhood Classroom.” This site also has links to various websites on the use of digital cameras, camcorders, scanning, projectors, and even Geocaching for kids in the classroom. I would use this site for information about the proper use of technology in a classroom. I have recently been noticing that some teachers allow iPods in classrooms. Now, I can explore this website to see what different teachers have to say about this.
5. I have heard of this theory of multiple intelligences, but have not read about it in this detail. I was really interested in reading about the eight different intelligences, and being able to make initial observations about the students I know as well as my own intelligence! I was also interested in the section about listening to teach. The teacher should listen to know students, to the rhythm of the classroom, to social and cultural contexts, and to silence of the classroom. Through this listening, the teacher will begin to understand how each student learns.
6. The lesson I chose from Teaching Tolerance is called Identity Posters. First, you start a discussion about what the kids know about their own name. Then, you send home sheets to interview the parents about the background and reason for their name. We then discuss what they learned from this in class. Then we create their Identity Posters. Children can bring in pictures of themselves or their families, cut out pictures from magazines, or draw their own. With explanations on the posters, they show who they are and what makes them unique. These posters stay in the classroom and allow each child to remember who they are and where they came from.
7. One question I was shocked by was that Over 52% of physicians report witnessing a colleague giving reduced care or refusing care to lesbian, gay, or bisexual patients. This just seems unacceptable to me. Physicians should be treating their patients with equality and with respect. A second statistic that really just breaks my heart is that although the median annual income of white men with graduate degrees is $80,000, the median annual income for Latina and Native American women with graduate degrees is only $50,000 and $40,000. This is half as much as the while male with the same educational background. Anyone who is not shocked by this quiz has become too used to the idea that it is normal for society to be this way. Hopefully, we as educators are upset enough by these standards and statistics that we will work to change what is acceptable in society.
8. I scored a 90% on this quiz! I missed the question about “Scrolling the screen in a chat room” because I don’t spend time in chat rooms and didn’t know what scrolling was. :.( But now I do, so I know not to do it! I think Netiquette is important to teach in the classroom. In special education classes, we teach social skills and using the web is often a social experience. It is important to know the proper behavior and expectations for using the internet. The lessons about online communication are important because we often do forget that we are interacting with other real people. Knowing who we are interacting with and how we portray ourselves online is a valuable skill to teach. With proper Netiquette, the time the students spend online is productive and positive for everyone involved! %(|:-)
1. During World War II, the American people left at home were a huge part of the war effort. In order to get the public involved in all aspects of the war, persuasive posters were prevalent. This website from the National Archives called “Power of Persuasion,” explores the various posters, their themes, and strategies used during wartime on the home front. The posters displayed have various purposes, from recruiting men to labor intensive jobs, to encouraging women to find work, to discouraging wastefulness, to instilling fear of a common enemy.
I think primary sources are an invaluable tool in the classroom. Primary sources bring life into the material the class is studying. They allow students to imagine what it would have been like living in that time. Showing a classroom these images of persuasive posters creates a unique learning environment, rather than just reading about them. Primary sources can also reveal a different perspective than our own. For example, it would be interesting to compare this website of American wartime posters to that of German or Japanese wartime posters.
2. Below are the three areas I think I can work on to become a culturally competent educator.
Determine the diverse groups served by your school. Consider cultural, linguistic, racial, and ethnic diversity. Find out the degree to which families and students in these groups are accessing available school services. The first thing I would do is get to know the school that I am working. I can do this step through speaking with the administration and teachers as well as doing my own observations.
Gather and organize resource materials related to culturally diverse groups for use by school staff. This step definitely fits my teaching style. Especially as a history major, I am well versed in researching and gathering information. It is important to do your own research before beginning to teach others. Putting your own research and resources together makes the information readily available for others to access.
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. In order to be a culturally competent educator, I feel getting the community involved is invaluable. Schools should not be an isolated institution, but part of a whole body working to understand the cultural diversity of their neighborhood. This step would take time to research, build relationships, start discussions, and design initiatives, but the time spent doing this would impact the community long-term.
3. I was looking for a website of different fairy tales that I could share with my special ed class of K-2. This website I found is on KidSpace, the internet public library. This particular page has three different Mother Goose books, Three Little Kittens, Old Mother Hubbard, and Little Red Riding Hood. What I like about this site is that the kids can choose to either read it listen to the book or read it alone! This is very beneficial in a classroom of children at different reading levels. Those at higher levels also have the option to explore other interesting links from this site.
4. I really like the section under the Teacher’s Helper column, called Gadgets and Podcasting. It has several links to websites on the use of technology in the classroom. One of the most interesting to me was one called “Using iPods in the Early Childhood Classroom.” This site also has links to various websites on the use of digital cameras, camcorders, scanning, projectors, and even Geocaching for kids in the classroom. I would use this site for information about the proper use of technology in a classroom. I have recently been noticing that some teachers allow iPods in classrooms. Now, I can explore this website to see what different teachers have to say about this.
5. I have heard of this theory of multiple intelligences, but have not read about it in this detail. I was really interested in reading about the eight different intelligences, and being able to make initial observations about the students I know as well as my own intelligence! I was also interested in the section about listening to teach. The teacher should listen to know students, to the rhythm of the classroom, to social and cultural contexts, and to silence of the classroom. Through this listening, the teacher will begin to understand how each student learns.
6. The lesson I chose from Teaching Tolerance is called Identity Posters. First, you start a discussion about what the kids know about their own name. Then, you send home sheets to interview the parents about the background and reason for their name. We then discuss what they learned from this in class. Then we create their Identity Posters. Children can bring in pictures of themselves or their families, cut out pictures from magazines, or draw their own. With explanations on the posters, they show who they are and what makes them unique. These posters stay in the classroom and allow each child to remember who they are and where they came from.
7. One question I was shocked by was that Over 52% of physicians report witnessing a colleague giving reduced care or refusing care to lesbian, gay, or bisexual patients. This just seems unacceptable to me. Physicians should be treating their patients with equality and with respect. A second statistic that really just breaks my heart is that although the median annual income of white men with graduate degrees is $80,000, the median annual income for Latina and Native American women with graduate degrees is only $50,000 and $40,000. This is half as much as the while male with the same educational background. Anyone who is not shocked by this quiz has become too used to the idea that it is normal for society to be this way. Hopefully, we as educators are upset enough by these standards and statistics that we will work to change what is acceptable in society.
8. I scored a 90% on this quiz! I missed the question about “Scrolling the screen in a chat room” because I don’t spend time in chat rooms and didn’t know what scrolling was. :.( But now I do, so I know not to do it! I think Netiquette is important to teach in the classroom. In special education classes, we teach social skills and using the web is often a social experience. It is important to know the proper behavior and expectations for using the internet. The lessons about online communication are important because we often do forget that we are interacting with other real people. Knowing who we are interacting with and how we portray ourselves online is a valuable skill to teach. With proper Netiquette, the time the students spend online is productive and positive for everyone involved! %(|:-)
Tuesday, February 3, 2009
Journal 1: Passport to Digital Citizenship
The article, "Passport to Digital Citizenship" by Mike Ribble, examines the importance of teaching technology in the modern day. "Digital citizenship" is defined as the appropriate and responsible behavior regarding technology, as well as how we work with one another in a digital society. Ribble describes his nine elements to digital citizenship. These nine elements create a base of learning. They assess many different aspects of technology use, including if students are participating electronically in society, able to buy or sell good electronically, know how and when to use technology, know the legal rights and restrictions, and know the behavioral expectations with regard to technology. Along with the elements, there is also a four stage cycle of implementation. The four steps described are awareness, guided practice, modeling and demonstration, and feedback and analysis.
As students in this course, we know the practical implications the use of technology in the classroom. We are practicing appropriate and responsible use of technology right now! As we submit our weekly homework through a blog, we cannot deny the importance of technology in society today and the prevalence of technology in schools is only going to increase. I think Ribble has some good points in his article. He stresses the utmost importance of responsible and appropriate use of technology. I think technology can often be misused without even knowing its proper use or even without knowing the rules and restrictions. Educating teachers on this would be an obvious step, in order to pass on that information to the students.
However, I do not think the elements and process of digital citizenship is entirely practical. First and foremost, I am concerned about the cost of this program. As teachers are today are worried about losing their jobs or there are rumors of IOU handouts instead of paychecks, this is not a prime atmosphere for new programs to be implemented. Also, I think Ribble has looked at this from only one side. I do not think he explored the negative effects of this program in depth. What would the negative effects of this program have on schools and classrooms? What would have to be given up in order to implement this program?
Question 1: How is this practically applied for students in special education classrooms?
All students today will be faced with technology in the classroom and eventually in the workplace. The use of technology in special education classrooms will be modified. Essentially, though, teaching the appropriate use of technology is important in all classrooms.
Question 2: Ribble briefly mentions that students often have to "gear down" technologically in school as opposed to home. What is the positive effect of students having to "gear down" in school?
As teachers begin to focus more on the use of technology in classrooms, obviously something will have to be cut back. Also, having to gear down at school forces students to use other resources and rely on learning rather than on technology.
Ribble, M (2008, December). Passport to digital citizenship. Learning & Leading with Technology, Retrieved
Tuesday, January 27, 2009
Intro Letter of Me... Erin Rozelle!
Good Afternoon Class! My name is Erin Rozelle, but the kids at school call me Miss Erin. I am a native San Diegan. I lived in Mira Mesa for the first 17 years of my life. I attended Sandburg Elementary School, Challenger Middle School, and finally graduated from Mira Mesa High School in 2004. I went off to college in Santa Barbara (brutal, I know!). I attended a small private Christian school, called Westmont College. One of the most amazing experiences from college was actually leaving!... To study abroad of course. I spent 4 months in Lithuania, enjoying the culture and traveling. I received a BA in History, with a minor in Sociology in May 2008. I currently work for the Poway Unified School District as a substitute instructional assistant for Special Education.
I never particularly considered myself a "computer person," but I know I am dependent upon my computer, whether I know how it works or not! I love to use the computer for e-mails, g-chat, and facebook, especially to keep in touch with friends from college. I spend countless minutes researching movies, books, and anything that I have a curiosity about at any given moment throughout the day! When I went to college, I was so proud that I had worked the whole summer to save up for my very own laptop computer. With some help from my Dad, I bought Dell. Now, to be fair, this Dell got me through a hundred essays, a few all-nighters, extensive research, millions of e-mails, and a great photo collection. But after a few years, my Dell was not as dependable. And like a lot of Dells, we had a huge issue with overheating. The many cleanings, installing more memory, and an external fan improved its co
ndition somewhat. But I stopped taking it to class and the library, because the fan sounded like an airplane taking off. It got me through the rest of school, but now I use a PC desktop. The next time I buy a computer, it will definitely be a Mac. I know people usually stick with one or another, but I have no ties to the PC. I'm a regular Benedict Arnold who has been won over by Mac-users who rave about how much better they are! Especially since you can use cool programs, such as Photobooth to create pictures such as this one!Every time I read the CSUSM Mission Statement, it gets me excited to become a teacher. I am actually still in the process of applying for the program, and if I didn't agree with the mission statement, I would not apply for the school. One thing I love about the mission statement is that it is not only a far-off philosophical, unattainable goal. "We are committed to diversity, educational equity, and social justice." They could have stopped there. Many people, organizations, and institutions are committed to these things, but no one ever tells us how these things are going to come about. However, the College of Education states in their mission statement that it is "exemplified through reflective teaching, life-long learning, innovative research, and ongoing service." This is what I want to strive to be as a teacher, constantly reflecting, constantly learning, and constantly serving. Teaching is not only a job, and the COE understands the difference we teachers-to-be can make. In order to make the difference in society, the teachers need to be taught. I look forward to seeing how this is evident through each class I take at CSUSM.
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