Crossword - NETS 1,2

Movies With One Word Titles

This crossword was designed using an Excel spreadsheet. The clues appear if the mouse is rolled over the first letter of the word, and they are also listed on page 2. This project adapts learning experiences by incorporating digital tool and resources to promote student learning and creativity.

NETS-S PowerPoint Presentation - NETS 1,3

Journal #7: Podcasting - NETS 5

In joining the Classroom 2.0 community, I participated in a local and global learning community to explore creative applications of technology to improve student learning. I chose a tool from the Classroom 2.0 website that interested me (Podcasting) and followed two discussion threads about the technology. I defined the term and then discussed what I learned from the tool. Finally, I evaluated and reflected on current research and professional practice provided by other educators in the threads.

Podcasting

Definition - The term podcast comes from "iPod broadcast". Podcasting is a great way for people to create files (podcasts) that others can download to their media devices. Broadcasts were first designed as audio files to be listened to on an iPod or other portable device. Now, they are often listened to on computers and can be made with audio, images, and videos. A podcast has a web feed, known as RSS, that allows it to be cataloged and followed in various podcasting directories, such as iTunes.

What I learned from the tool:

I learned that podcasting is a very useful tool for educators. Teachers can provide podcasts to students or make podcasts with students. Itunes and websites, like www.podcastalley.com, offer thousands of free podcasts. You can subscribe to a podcast series or listen/view one episode. For example, www.howstuffworks.com offers over 200 podcasts available for free at iTunes. You can set up the free subcription and iTunes will save the next episode in a list for when you want it.
I learned that there is software available that makes creating a podcast fairly easy. You can simply record an mp3 audio file or a more advanced mp4 video file. Students become motivated to create podcasts in the classroom when they realize they can share it with an audience around the world. Their podcast can be save and then listed in iTunes, with other major content providers, like Disney and the Discovery Channel. The process of creating a podcast provides a valuable cross-curriculum learning opportunity for students and appeals to the various multiple intelligences of students.

Discussion Thread 1:

"Podcasting Daily Lessons"

This thread was started on September 28, 2009 and has 17 posts. The thread starts when a science teacher asks for ideas about how to create and use podcasts (or vodcasts) in her middle school classroom. She wanted to know how to include it in her daily lessons and wanted some suggestions. The first response was from a teacher who had a good experience using a bluetooth headset to record his voice while walking around the room. The next post in the thread was from a teacher who had started a podcasting club with her students using a Mac. She discussed how she used Powerpoint to make slides of vocabulary words and definitions. She saved the slides as .jpg files and then used Garage Band to make her podcast. She had her students add their voices. She also suggested using a Smartboard to make a podcast, and she offered a link to a youtube tutorial on how to use a Smartboard. Finally she discussed how there are some new video cameras on the market, like the Flip camera, that record straight to mp4 files, which then can be added to iMovie.
The next poster said that Promethian Activboards are another option other than the Smartboard for recording voice to something you are presenting. Other posters said that they use Audacity (someone recommended the beta version which allows for exporting to MP3 format easily) for recording and editing audio. One post had a link to a very interesting site, http://www.masterymaze.com with screencasts of different subjects, including dozens of Powerpoint presentation about world and U.S. history. Another post mentioned a teacher who uses a Flip video camera and tripod to record the audio and content on her Smartboard. She posts it to youtube and then embeds the link on the schoool wiki. Lastly, a poster introduces iPadio, a free service for consumers that allows you to record a podcast by using your phone. You call a toll free number and then the podcast, or "phlog", is posted on the iPadio site. Then from there, you are able to download or embed it to another site. One example of iPadio being used today is 13 year old Jordan Romeiro calling and giving daily updates from base camp on Mt. Everest - his phlog is linked to Facebook.

Discussion Thread 2:

"Great Post - 100 ways to use podcasting for learning & studying"

This thread was started on January 16, 2009 and has only 7 posts. The first post included a link to a blog showcasing the 100 ways to use podcasting. Although the thread is very short, I chose it for two reasons. First, there were posts that stated that the blog was removed and then that the link is dead. As sometimes happens, websites, like blogs, get deleted and the link cannot open the webpage that the poster has referred to. So what would have been available to others is now not accessible as originally intended. It an unfortunate consequence of the ever-changing internet. However, another poster saved the thread by including a different link to an article that he said was very similar. Secondly, I chose this thread because I discovered a lot of great content in the substituted online article that is found here - 100 Ways to Use Your iPod to Learn and Study Better. In the article there are links to many podcasts. By clicking on one of the links, I found podcast resources that I can use in the future from The Education Podcast Network. This is a site that serves as a directory of a wide range of podcasts categorized by subject matter.

NETS-S PowerPoint Rubric - NETS 2

This rubric was designed to assess the PowerPoint Presentations made by students in class. They were assessed and graded on how well they completed the slides, the content in the slides, and how they met the technology requirements. It provides the students with an assessment aligned with content and technology standards and the resulting data to inform learning and teaching.

Social Bookmarking (Delicious) - NETS 3,4,5

I joined the social bookmarking site www.delicious.com. After tagging (adding them to my account) several sites, I reviewed them below. I participated in a local and global commmunity to explore and share creative applications of technology to improve student learning.

#1 National Archives

I reviewed the "Charters of Freedom A New World is at Hand" Exhibit. The exhibit presents subheadings of "Making of the Charters", "The Declaration", "The Constitution", "The Bill of Rights", and "The Impact of the Charters". It is very comprehensive in its content. The history of the formation of the United States of America is summarized on each page along with images of original documents. It offers downloadable high resolution images of the founding documents.
I read about the Virginia Declaration of Rights written by George Mason which served as the basis for the first part of the federal Declaration of Independence written by Thomas Jefferson. In addition, I learned that George Mason was a vocal opponent of the originally draft of the U.S. Constitution, because, as he said, "it has no declaration of rights." So, James Madison relied on Mason's document when he wrote the Bill of Rights, the first 10 amendments to the U.S. Constitution.
Using primary sources in a classroom gives credibility and lays a foundation for understanding history based on fact and not opinion. In presenting the primary sources to students, a teacher brings to life conceptual ideas. In reviewing the founding documents of our country, students can gain an unbiased and accurate account of history.


#2 National Education Association

Achievement Gaps: Becoming a Culturally Competent Educator
Some students groups that experience achievement gaps are students who are disabled, English language learners, low-income, and minorities.
Areas which fit my teaching style:
1. "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." I believe this is the place to start on the road to being a culturally competent school. First assessing the involvement of families and students from the above diverse groups will give an indication where the efforts of outreach should be targeted. I could, like others, make the mistake of assumptions of certain groups, but a thorough study of the access and interaction that these groups make to the school is imperative. One of my strengths is community outreach, so I feel this action would fit well with my style. All must feel welcome and I would get out the message that available services are for all groups.
2. "Network with other schools that are developing and implementing culturally competent systems. Adapt the processes and information that are consistent with your school's needs and interests." I believe in not reinventing the wheel when it's already working. I have followed in the footsteps of masters at different levels of my education and employment, and I believe it would be most effective and efficient to network with other schools. This action matches my teaching style, because creating equity in a culturally diverse classroom and school is very important. I want to share what is working at our school and use what is working at other schools. Every school has different needs and interests and I would work diligently to customize the processes and information to implement a culturally competent system at my school.
3. "Gather and organize resource materials related to culturally diverse groups for use by school staff." This area matches my teaching style well because I believe knowledge is power and that other staff would benefit from resource materials that I will gather. My MacBrook Pro software comes with an organizer that is like a virtual library. I can scan the barcode of a book and develop a list of resources that can is organized. Then I can track the book when someone checks it out. I have an extensive personal library, and I would enjoy gathering and organizing resource materials that others can utilize. The goal is to expand the knowledge of school staff to improve the understanding and ultimately the achievement of diverse groups.


#3 Stop Cyber Bullying

My score on the quiz is 0 – 5 Points: Cyber Saint Your online behavior is exemplary! Keep up the good work! I have not engaged in any of the activities described in the quiz. I always treat people online or when texting like I would in person, with the utmost courtesy and respect for their privacy and feelings. Internet and phone communication can be anonymous, but I don't see the payoff in what is described in the quiz. I use the Golden Rule in life, and that is why I am not a cyberbully.
I reviewed the Instant Messaging 101 article. I didn't know much about IM, but now I understand it is what kids do online more than anything else. The most popular technology is AOL's AIM, and other free applications from Yahoo and MSN. SPAM that shows up in instant messaging is called SPIM. Students have used IM to cheat while in school. Children and parents must be aware of online predators trying to make IM connections. I also reviewed Parry Aftab's guide for schools on cyberbullying. I learned that cyberstalking or harrassment (when an adult is on one side of the other) is considered a crime in 46 states. There have been legal cases when a teacher or school sues after a student makes a defamatory insult online. Unfortunately, the ACLU has sued on behalf of the student with the defense the insult occurred off premises. The ACLU has won in most cases, costly the school over $50,000 in legal fees. However, recently courts are starting to rule more in favor of schools.
In my classroom, I will be more aware of the prevalence of devices that students may use to cheat by using IM. I will prohibit all devices. And I will feel confident that if a student should cyber bully or harrass me, another student or teacher, that there will be a case that will stand up in court.


#4 Kathy Schrock's Guide to Educators

This is a great resource. We have used the free clip art gallery, and I plan use this site for ideas frequently - to get and to give ideas that are working in the classroom. I read about first day, start of school ice breakers. An approach that was mentioned was asking students their expectations of the teacher and asking them how they learn best. Another idea was to ask students their favorite song, TV show, and movie and then pull them out at the end of the school year. Then I read a piece about gadgets in the classroom. Podcasts, digital cameras and camcorders, gps system, interactive whiteboards, and videoconferencing are some of the gadgets I see myself using with my students to enhance their education.


#5 Multiple Intelligences

Gardner's 8 separate human capacities: musical, verbal-linguistic, bodily-Kinesthic, interpersonal, visual-spatial, logical-mathematical, and intrapersonal, and naturalistic.
The results of the quiz:
1. 88% Logical-mathematical
2. 88% Intrapersonal
3. 88% Interpersonal

My top 3 scores were coincidentally equal, with Verbal-linguistic close behind at 83%. I took the quiz (although I remember it being longer) about two months ago and verbal-linguistic was the 2nd highest.
I watched the MI: Leave No Child Behind. The school that the video was about values all of the learning capacities equally. The school assesses each student and helps the student to identify his or her strengths. This helps the student focus on the choice of a career path. One teacher from the video lamented the interference of the No Child Left Behind Act. She said that its focus on testing gets in the way of MI- based teaching and reduces the creativity and originality. She also stated that we need to teach more processes of how to learn and not more information.


#6 Teaching Tolerance Lesson Idea

"Student Service Reflection: A Different Kind of Vacation
Grade: 6-8 Subject: Social Studies Topic: U.S. History
This article is written by a high school senior who heard the call to volunteer. He traveled with 40 other students and 2 teachers. It was not a school sanctioned trip, so the teachers were called leaders. They gave the students articles to reflect on and discuss on their 20 hour trip to New Orleans. The topic of the articles were global warming, racism, and poverty. The organization he was a part of was Common Ground Collective. Its core slogan is solidarity, not charity. In the Ninth Ward, he and the others help gut mold-infested houses to save the frames for the owners who claimed the houses. Otherwise, the houses that were flooded were to be bulldozed.
The teachers provided the group with the above topics of discussion which significantly added to the experience of the students. I was drawn to this article, because I too traveled on my spring break vacation in my senior year of college to a disaster area. I gutted houses with Habitat for Humanity in Charleston, S.C., which had been previously decimated by Hurricane Hugo. I was also lucky to help build a new house for a family who I met. I will never forget the smiles on the faces of the children. One of my favorite pictures is of me giving one of the girls, who was about 6, a piggyback ride. It was a memorable experience that I hope to share with students someday and show them that there is more to a vacation than getting a tan. You can make a difference in the lives of others who need a hand. One of the best ways of helping is getting your hands dirty in the process.


#7 EdChange Multicultural Awareness Quiz

I scored 10 correct / 5 incorrect
2 Questions from the Equity and Diversity Quiz I found most interesting:
Question

Based on a 2007 report from the Economic Policy Institute, the annual earnings of the average full-time U.S. worker is roughly equal to: the hourly earnings of the average CEO in the U.S. the daily earnings of the average CEO in the U.S. the weekly earnings of the average CEO in the U.S. the monthly earnings of the average CEO in the U.S.

The site stated the correct answer as the daily earnings. I find that hard to believe. If the average CEO makes $500,000, that's about $40,000 per month. I believe the average annual income of a U.S. worker is about the monthly earnings of a CEO.

Compared with their U.S.-born peers, how likely are immigrant men in the U.S., ages 18-39, to be in jail or prison, according to a 2008 report from the Immigration Policy Center?

15 times more likely
5 times more likely
equally likely
5 times less likely

The quiz stated the answer "5 times less likely" as the correct answer. This does not seem to me to be correct. I chose "5 times more likely", which would follow the logic of the other questions and answers.


#8 Netiquette

My Netiquette Quiz Score: 100%

Why I should teach students about Netiquette:
Netiquette stands for network etiquette or the etiquette of cyberspace. It is a set of rules for behaving properly online. The website presents excerpts from the book Netiquette by Virginia Shea. Shea's "Core Rules"are the classic introduction to the subject and are widely cited in cyberspace. They are guidelines for proper online behavior.
It is important to teach students about netiquette for several reasons. In the cyberspace culture there are social norms and core rules that students should follow. Students who are educated about these norms and rules are less likely to offend others and less likely to be offended. Mistakes can be avoided if you know the "core rules". Being sensitive to others' emotions is very important. Using emoticons, or textual expressions representing a writer's mood or facial expression, can help others understand your sentiment and meaning. :-> is an example and means both a smile of happiness or sarcasm. This dual meaning may actually lead to confusion, so I would not recommend it. Using an emoticon should clarify the tenor or sentiment of a statement. Teaching students about the benefits of netiquette and emoticons will allow them to have a better online experience.

Journal #5 - Social Studies in a Virtual World - NETS 5

As a member of ISTE (International Society for Technology in Education), I read Learning and Leading With Technology, an online journal published bimonthly that contains articles about the effective use of existing and emerging digital tools. I evaluated, reflected, and wrote Journal Reflections on this current research and professional practice on a regular basis. Teachers and researchers write articles in the journal sharing what is effective for educators using technology in the classroom in support of student learning. I summarized and evaluated the articles as well as posed and answered two questions relating to each article.

Wheelock, A. (2010). Social studies in a virtual world. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25604&DirectListComboInd=D

The author discusses his experiences with Second Life, the multi-user virtual environment (MUVE). He says it is "the most powerful development experience" of his career. Second Life, also used by gamers, allows him the opportunity to interact with fellow educators; learners use it to connect, as well. Themes of some of the "islands" are history, literature, and science. A Sunday morning meeting group formed called Virtual Pioneers. They are teachers from western New York who use Second Life to explore landmarks that exists in a virtual environment. The website for Virtual Pioneers exists on the Ning social network. Teachers who participate in Second Life can visit the Virtual Harlem, Roma, and Alamo islands. This group eventually grew and is part of Kathy Schrock's Lighthouse Learning Island. In addition to tours of landmarks, Second Life offers islands that focus on opinions on current topics such as U.S. political issues.

Question #1: Does Second Life and other MUVEs become addicting to educators? The online community that develops, although it offers many benefits, may be hard for some to break away from. The social site is for professional development, but I wonder how much time educators are spending on the site, away from family - especially when groups are meeting on Sunday mornings. Gamers and others become addicted to sites and it is very possible that teachers do too.

Question #2: Are these teacher-only islands and not accessible to students? The author described it as if they are only for a teacher's professional development, collaboration, and instruction planning. It seems that teachers can certainly share the content with their students in the classroom. After exploring the Virtual Pioneers site briefly, I saw that it is for teachers and that it is a social site dedicated to teachers.

Journal #4 - Playing with Skype - NETS 5

As a member of ISTE (International Society for Technology in Education), I read Learning and Leading With Technology, an online journal published bimonthly that contains articles about the effective use of existing and emerging digital tools. I evaluated, reflected, and wrote Journal Reflections on this current research and professional practice on a regular basis. Teachers and researchers write articles in the journal sharing what is effective for educators using technology in the classroom in support of student learning. I summarized and evaluated the articles as well as posed and answered two questions relating to each article.

Weller, T. (2010). Playing with skype. Learning & Leading with Technology, 37(6), Retrieved from https://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectLismboInd=

The author discusses his experiences with Skype as a music teacher. He created with basic technology an interactive musical experience with composers and his students using Skype. He provides a link to Skype for the reader of the article. I have not personally used this telecommunication product, although I have heard of it and seen its ads. Skype connects friends and family around the world and provides a free product on its site that people can use. As I was reading the article, I was wondering if and when the author would describe in detail how Skype works. I believe the article fell short in explaining how it works. He could have first introduced it in his first paragraphs. The article was brief, but it left me wanting to know more and research it further. He mentioned how other subject matter besides music could be enhanced by the use of outside experts. Students would definitely benefit by engaging the expert in questions and discussions. To receive personal instruction from someone like a composer of the piece a class is playing is invaluable. Today's students are fortunate to have technology like Skype and virtual field trips that did not exist a generation ago.

Question #1: How much does Skype cost for international calls and landlines?

In perusing the site, I noticed that not all calls are free. In making global connections to "flatten" classrooms, Skype would definitely be a valuable resource.

Question #2: How does Skype differ exactly from videoconferencing technology products from companies like Tanberg that are used for interactive Virtual Field Trips(VFTs)?

I am aware of the cost of videoconferencing products. I assume the big difference is the cost. I wonder how much of a difference and which applications would be better served using Skype?

Journal #3 - Navigate the Digital Rapids - NETS 5

As a member of ISTE (International Society for Technology in Education), I read Learning and Leading With Technology, an online journal published bimonthly that contains articles about the effective use of existing and emerging digital tools. I evaluated, reflected, and wrote Journal Reflections on this current research and professional practice on a regular basis. Teachers and researchers write articles in the journal sharing what is effective for educators using technology in the classroom in support of student learning. I summarized and evaluated the articles as well as posed and answered two questions relating to each article.

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

This article discusses the important topic of digital citizenship and offers links to collaborative online learning projects for students, teachers, and parents. Students are connected and they like to customize their digital experience. Teachers must also keep up and customize education tools. This article's authors reference a book Grown Up Digital: How the Net Generation Is Changing Your World by Don Tapscott as support for teachers customizing curricula in this digital age. I agree that if teachers, especially middle school and high school school teachers, do not keep up, their students will become disengaged from the classroom. Students who text, go online, and talk on their mobile phones outside of the classroom as a means of communication with family and friends would be very comfortable using technology in school to make global connections. These connections would enhance their educational experience and would not inhibit the meeting of academic standards. The term "digiteachers" is used in the article to describe teachers who use technology to customize and connect to "flatten" the classroom. Flattening the classroom means taking down the walls that constrain the learning process and virtually going above and beyond the traditional teaching methods. It is imperative that teachers become life-long learners of technology and keep up with the changes in this digital age.

Question #1: At what age are students ready to have the "admin rights" that empower them?

Generally, I would say middle school - perhaps 7th or 8th grade. But, am I being to critical and judgmental of elementary school students? I don't personally have experience with being a digital citizen when it comes to collaborative education beyond this course. I, in fact, haven't blogged before and don't participate in social networking sites. Although, now that I have gotten my feet wet, I will be more digitally social. It is a way of life of students. There are students with years of digital citizenship experience who are elementary school students and they would be ready to have "admin rights" before others their age without the experience. I suppose it depends on the experience of the students and the rules and instruction provided by the classroom teacher and the school's administration.

Question #2: Will the digital connections promoted by teachers have in the unintended consequence of straining relationships between students and their parents?

In other words, will the students become disengaged from their family if they are further connected to their computer, PDA, or other mobile device? Teachers certainly have good intentions when they make online projects part of the educational process. However, tension can arise within families when one member spends an inordinate amount of time at home digitally connected. The focus of the family time should not be communicating with those outside the family, whether it is with friends or for school. It would be wise for the teacher to stay connected with the parents to monitor any interference that digital projects may cause.

Journal #2 - Finding Students Who Learn With Media - NETS 5

As a member of ISTE (International Society for Technology in Education), I read Learning and Leading With Technology, an online journal published bimonthly that contains articles about the effective use of existing and emerging digital tools. I evaluated, reflected, and wrote Journal Reflections on this current research and professional practice on a regular basis. Teachers and researchers write articles in the journal sharing what is effective for educators using technology in the classroom in support of student learning. I summarized and evaluated the articles as well as posed and answered two questions relating to each article.

Bull, G., Alexander, C., & Ferster, B., (2010). Finding students who learn with media. Learning & Leading with Technology, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListComboInd=D

This article is about student-authored media and how to incorporate it into the classroom to increase student engagement. This media furthers the educational experience and can be created in the classroom during one to three classes. PrimaryAccess MovieMaker (www.primaryaccess.org) is an application that allows students to make documentary movies using audio and photo images. The Smithsonian American Art Museum uses PrimaryAccess to give students the ability to create movies in their Picturing the 1930s virtual exhibit. The authors' use of PrimaryAccess as a tool for students to create and share historical content has been a successful way to engage students. The application can automatically assess a child's performance with the use of traditional multiple choice exams.

Question #1: How does this PrimaryAccess MovieMaker software available online differ from Microsoft's MovieMaker installed on computers and how does it differ from Apple's iMovie?

It seems that it is a specific application for social studies learning. Are the other above-mentioned movie software programs used in today's classrooms as well with as much ease?

Or are they so time-consuming as to be prohibitive? In the article the authors discuss the time constraints. This sounds like a great alternative to traditional movie making software.

Question #2: Are there other online film making applications available to students and teachers that target other subjects?

The application described in the article cites the historical short movies that the students make. What about movies that focus on science or technology that is being created today? I plan on being a social studies teacher, so I am very enthused about this PrimaryAccess tool.

Journal #1 - The Beginner's Guide to Interactive Virtual Field Trips - NETS 5

As a member of ISTE (International Society for Technology in Education), I read Learning and Leading With Technology, an online journal published bimonthly that contains articles about the effective use of existing and emerging digital tools. I evaluated, reflected, and wrote Journal Reflections on this current research and professional practice on a regular basis. Teachers and researchers write articles in the journal sharing what is effective for educators using technology in the classroom in support of student learning. I summarized and evaluated the articles as well as posed and answered two questions relating to each article.

Zanetis, J. (2010). The Beginner's guide to interactive virtual field trips. Learning & Leading with Technology, 37(6), Retrieved from https://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D

I love this online journal article! This topic is of great interest to me professionally as a future teacher and personally as a father of two young boys. I can definitely see a need for these virtual field trips (VFTs) in our classrooms and in my own home.

The author provides many useful web links for a variety of VFTs, both asynchronous and interactive. The possibilities for instruction are endless. It seems that there is a world of online teaching tools available to the teacher who is motivated to find them. Asynchronous VFTs are not delivered in real time. Examples are webpages about a particular topic, streaming video tours, and podcasts of a host presenting a photo collection. Many VFT aggregator sites exist that have compiled a collection of K-12 programs. Interactive VFTs are a medium that provides opportunities to enchant and engage students. The author notes that at first there is a period of adjustment when teachers and student talk to a screen, but then they get used to it and it becomes second nature. It helps with you have an educated, informal, animated, and exciting instructor making the virtual presentation to the students. A resource to check for content is www.cilc.org. Some interactive VFTs charge a fee, but some are free such as those from NASA. These VFTs are exciting and useful tools to enhance the normal instruction in the classroom, and I intend to utilize them in my future classroom.

Question #1: Have local schools replaced traditional field trips with VFTs?

Further questions come to mind. How many schools / districts in San Diego County have a codec for interactive virtual field trips? Does my sons' elementary school have a h.323 videoconferencing technology system or one that is compatible and, if so, is it capable of IP-based connections? How many teachers at this school use VFTs at all?

These are questions I do not yet have an answer to. After the school district returns from spring break on Monday, I will be asking these questions of the administrative staff and my sons' teachers. I have seen more on campus field trips whereas the students in previous years traveled outside of the school grounds. I spoke to a 5th grader's mother who said the school principal wants to reduce the number of field trips, but she did not know why. We speculated it was because of costs, but further research is necessary. This mother lamented the fact that students used to visit places like the science museum, but now outside companies are hired that provide "science experts" in white lab coats that come on campus. I have not heard from any other parents that VFTs are being utilized in the school, so I am curious to find out. If not, I plan on finding some teachers that I know there who would be willing to provide them to their students

Question #2: Can parents use asynchronous VFTs in their own homes for their children?

These tools are invaluable. I know I have tried to bring my sons to as many local museums, art galleries, animal parks and zoos, and other places of educational value. Without waiting for trips around the country or world, I would love to offer these tours of far away places to my children now. As a parent, I would love to use my projector and put them up on the wall for my family to view. With the budget cuts here in the state of California and around the country, I would think that more and more schools would opt to hold VFTs in the classroom rather than spend the extra money to travel outside of the classroom. Despite the many benefits of students leaving the school site to travel to other sites, the overriding factor in education today is often the cost of programs. VFTs are a great solution. Even if schools are not cutting back on outside traditional VFTs, teachers should be adding them to the instruction. Parents, as well, should be included in these VFTs and be offered the invitation of attending class when they are held. Many parents would, if able, use these VFTs in their own home.

Introducing Bryan Giles

My name is Bryan Giles and I live in Carlsbad with my wife and two sons, ages 5 and 7. I grew up in Falmouth, MA on Cape Cod and went to Falmouth High School. I graduated with a Bachelor of Arts in Economics (with a minor in Political Science) from Bucknell University in Lewisburg, PA in 1992. I plan on entering the CSUSM Middle-Level Certificate credential program in the fall, specializing in Social Studies.

For the last 18 years I have used a PC for personal and business use. My experience with Apple / Mac has been in education, when I used an Apple II many years ago and then a Mac in college. I will be buying a laptop in the next couple of weeks, and I am now leaning towards a Mac. I would appreciate any input / advice about which would be better to use in the CSUSM credential program and then as a teacher. I use my PC and a cell phone on a daily basis. I am currently using Windows XP on my Dell desktop at home, and it is very slow!

The part of the mission statement that I relate to the most is the university's "commitment to student centered education, diversity". One of the tenets of my educational philosophy is giving all of my future students a voice in the educational process. I plan to teach based on student-led discussions and projects and create a learning environment that celebrates diversity.