Thursday, May 6, 2010
Wiki - Web 2.0 Tools For Educators - NETS 5
Through the Wiki site Cool Tools for Schools I designed a creative tool to share with other teachers and students. I created Flashcards of World Landmarks on a fun interactive online website called Braingle.com. These flashcards are made to teach and test content knowledge in an engaging manner. I demonstrated the effective use of a digital tool and resources by participating in a global learning community to explore creative applications of technology to improve student learning.
Ed Tech Profile - NETS 2
This profile reports my technological knowledge and skills and was derived from a quiz on the EdTech website. A graph displays my assessment level based on the quiz results. This formative and summative assessment is aligned with technology standards and uses the data to inform learning and teaching.
Self-Portrait Scan - NETS 1
I drew a picture of myself and then used a scanner to upload and save the
drawing to my computer as a jpeg (.jpg) file. This is a easy way for students to
use technology to advance learning, creativity, and innovation.
Class Newsletter - NETS 1,3
I created this newsletter using clip art, a drop cap, and wrapped text around graphics. By using the newsletter, I communicated relevant information and ideas effectively to students, parents, and peers using digital-age media.
Monday, May 3, 2010
Journal #10 - Cloud Computing - 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.
Johnson, D. (2009-2010). Computing in the clouds. Learning & Leading with Technology, 37(4), Retrieved May 7, 2010 from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm
The subtitle of this journal article is: Is there a storm looming on your school's budgetary horizon? Cloud computing may offer a silver lining. The author is writing for an audience of school teachers and administrators for grades K-12, virtually any educator who is interested in saving time and money. Cloud computing refers to file storage and applications that are on a network. This can be a local-area network, a district intranet, or the Internet. The biggest advantage is that cloud computing is free. Beyond that, the benefits are numerous. The user can operate from any computer at any location and work on the same document or project. The files and programs are stored in the network and not on your own computer. This makes your computer faster, because less is stored on your hard drive. Another benefit is that there is no need to use flash drives to transport files. Also, cloud computing offers the user the ability to share and collaboratively edit files with other users, locally or globally. A Wiki and Google Documents are examples of cloud-based applications.
Schools that use cloud computing can free up money by not buying applications like Microsoft Office and powerful desktops and laptops. Instead, money can be spent on inexpensive, less-powerful netbooks, at a cost of about $250. Then, all is needed is a web browser, spy-ware and anti-virus software on the netbook.
Question: What does this mean for the future of Microsoft? If the trend is cloud computing, Google will prosper and Microsoft, that sells its Office suite of applications, will suffer. Cost saving in schools is paramount now as schools and states struggle with budget deficits. I would believe as more school administrators are informed about the benefits, the more schools will participate in cloud computing. For businesses, there will still be a need for Microsoft's products that offer more functions. Google seems to have the jump on Microsoft on many levels, and it should be interesting to see how they compete in the future when it relates to cloud computing.
Question: If I can't get access to the Internet, then what? My biggest concern is relying on the Internet for my computing needs, and then not being able to access my files. There are offline capabilities in Gmail and Google Docs. Then I can sync my files later when reconnected. I believe it would be a risk for schools or individuals to become completely dependent on the Internet. It may be wise to have a back-up plan in place with other computers available that do not rely on cloud computing.
Johnson, D. (2009-2010). Computing in the clouds. Learning & Leading with Technology, 37(4), Retrieved May 7, 2010 from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm
The subtitle of this journal article is: Is there a storm looming on your school's budgetary horizon? Cloud computing may offer a silver lining. The author is writing for an audience of school teachers and administrators for grades K-12, virtually any educator who is interested in saving time and money. Cloud computing refers to file storage and applications that are on a network. This can be a local-area network, a district intranet, or the Internet. The biggest advantage is that cloud computing is free. Beyond that, the benefits are numerous. The user can operate from any computer at any location and work on the same document or project. The files and programs are stored in the network and not on your own computer. This makes your computer faster, because less is stored on your hard drive. Another benefit is that there is no need to use flash drives to transport files. Also, cloud computing offers the user the ability to share and collaboratively edit files with other users, locally or globally. A Wiki and Google Documents are examples of cloud-based applications.
Schools that use cloud computing can free up money by not buying applications like Microsoft Office and powerful desktops and laptops. Instead, money can be spent on inexpensive, less-powerful netbooks, at a cost of about $250. Then, all is needed is a web browser, spy-ware and anti-virus software on the netbook.
Question: What does this mean for the future of Microsoft? If the trend is cloud computing, Google will prosper and Microsoft, that sells its Office suite of applications, will suffer. Cost saving in schools is paramount now as schools and states struggle with budget deficits. I would believe as more school administrators are informed about the benefits, the more schools will participate in cloud computing. For businesses, there will still be a need for Microsoft's products that offer more functions. Google seems to have the jump on Microsoft on many levels, and it should be interesting to see how they compete in the future when it relates to cloud computing.
Question: If I can't get access to the Internet, then what? My biggest concern is relying on the Internet for my computing needs, and then not being able to access my files. There are offline capabilities in Gmail and Google Docs. Then I can sync my files later when reconnected. I believe it would be a risk for schools or individuals to become completely dependent on the Internet. It may be wise to have a back-up plan in place with other computers available that do not rely on cloud computing.
Journal #9 - Web 2.0. Today's Technologies, Tomorrow's Learning - 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.
Groff, J, & Haas, J. (2008). Web 2.0 today's technologies, tomorrow's learning. Learning & Leading with Technology, 36(2), Retrieved May 3, 2010 from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/SeptemberOctoberNo2/L_L_September_October_2008.htm
This article defines and discusses the role of social networks, digital games, and simulations in education today. The article answers the question of how educators can incorporate what students are doing outside the classroom into learning events in the classroom. The authors are researchers at MIT's The Education Arcade in Cambridge, MA. They reference other MIT research and anecdotal evidence from schools in Massachusetts of Web 2.0 technology being successfully used to enhance learning.
An example of social networking is Facebook. An example of a digital game is World of Warcraft, which provides scaffolding of increasingly difficult tasks. An example of a simulation is Second Life, which gives the user the chance to explore new ideas and tasks. Essentially, they bridge the gap between the traditions of teaching and the present digital lives of students.
While some teachers continue to push back against their use in the classroom, others are finding that their implementation is a positive. Social networking tools allow a teacher and students to collaborate and communicate ideas and learning, making the network private for the class if desired. Ning is a site that is being used by teachers who create a community to share best practices and curricula. Science teachers are using simulation to study the principles of evolution and factors in a forest fire. Social studies teachers and others can use digital games for critical, experiential learning. For instance, Muzzy Lane's Making History allows students to role-play as World War II leaders to take on challenges like diplomatic, economic, and military decisions. The author reports that the gain in conceptual knowledge from these games has contributed to higher scores, because of the subject matter reinforcement and development.
Question: Can social networking, games, and simulations interfere with standards-based curricula? I believe time can be made to introduce these Web 2.0 technologies in the classroom
without diminishing the learning of students. Carefully selected, focused use of these technologies can have a place.
Question: I will I know which technology to implement? By reaching out to a school Academic Technologist and other educators personally and online, a teacher can confidently and successfully implement a new educational technology. Technologies exist for all grade levels and age groups. I will need to spend some time exploring and playing with them first to decide which will be best for my students.
Groff, J, & Haas, J. (2008). Web 2.0 today's technologies, tomorrow's learning. Learning & Leading with Technology, 36(2), Retrieved May 3, 2010 from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/SeptemberOctoberNo2/L_L_September_October_2008.htm
This article defines and discusses the role of social networks, digital games, and simulations in education today. The article answers the question of how educators can incorporate what students are doing outside the classroom into learning events in the classroom. The authors are researchers at MIT's The Education Arcade in Cambridge, MA. They reference other MIT research and anecdotal evidence from schools in Massachusetts of Web 2.0 technology being successfully used to enhance learning.
An example of social networking is Facebook. An example of a digital game is World of Warcraft, which provides scaffolding of increasingly difficult tasks. An example of a simulation is Second Life, which gives the user the chance to explore new ideas and tasks. Essentially, they bridge the gap between the traditions of teaching and the present digital lives of students.
While some teachers continue to push back against their use in the classroom, others are finding that their implementation is a positive. Social networking tools allow a teacher and students to collaborate and communicate ideas and learning, making the network private for the class if desired. Ning is a site that is being used by teachers who create a community to share best practices and curricula. Science teachers are using simulation to study the principles of evolution and factors in a forest fire. Social studies teachers and others can use digital games for critical, experiential learning. For instance, Muzzy Lane's Making History allows students to role-play as World War II leaders to take on challenges like diplomatic, economic, and military decisions. The author reports that the gain in conceptual knowledge from these games has contributed to higher scores, because of the subject matter reinforcement and development.
Question: Can social networking, games, and simulations interfere with standards-based curricula? I believe time can be made to introduce these Web 2.0 technologies in the classroom
without diminishing the learning of students. Carefully selected, focused use of these technologies can have a place.
Question: I will I know which technology to implement? By reaching out to a school Academic Technologist and other educators personally and online, a teacher can confidently and successfully implement a new educational technology. Technologies exist for all grade levels and age groups. I will need to spend some time exploring and playing with them first to decide which will be best for my students.
Journal #8 - Tapping the Wealth of Social Networks for Professional Development - 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.
Greenhow, C. (2009). Tapping the wealth of social networks for professional development . Learning & Leading with Technology, 36(8), Retrieved May 3, 2010 from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/L_L_June_July_2009.htm
This article discusses the power of social networks like Facebook, MySpace, and Twitter. The author is an educational researcher and references her own work three times. She also reference some other studies that have been done on information and communication technologies. Millions of users can quickly exchange information in real-time. Besides, the pure social aspect, there are benefits like getting news instantly. I recall how images of the devastation from the earthquake in Haiti were shared on social networks and then broadcast on TV news programs. New York Times writer David Pogue reported on his use of Twitter and said that "no other communication channel can match its capacity for real-time, person-to-person broadcasting." The digital age is changing how students, teachers, and others get informed and inform other people. Many people use these networks like MySpace to share pictures, videos, artwork, or other creative work. They can receive feedback right away.
Research has shown that these communication technologies can have an impact on our economy. We can collaborate to share our collective intelligence, share our opinions with a wide audience, and help shape our democracy. Two trends that have emerged is the use of social bookmarking sites and the use of social networking tools. Delicious is a bookmarking site whereby teachers can annotate, recommend, and share scholarly resources. It is a very effective and efficient way to expand your base of resources. Classroom 2.0, Ning, Twitter, and Facebook can offer teachers emotional support for the creative sharing and well as during transitional times in their career. Problems can be solved and questions answered by the use of social networking to enable students to gain quick access to knowledge through their teacher's involvement in the above communication technologies.
Question: How can you trust the source for accurate information when Web 2.0 sites like Wikis are open, interactive sites that can be edited and digital manipulation of images can alter the truth?
I believe that you must verify the sources, like a reporter would before publishing an article. Rumors and spectacular images (like the one with the great white shark breaching to snatch a man from a helicopter) circulate online like wildfire. Alarming posts can cause a panic online at times. Eventually, these rumors are rooted out, but not before doing damage.
Question: How might I encourage social networking among students in order to foster collective intelligence that encompasses the traits of digital citizenship?
The article discusses the positive impact of peer validation and appreciation for those students sharing creatively online. However, not all comments are positive. I will teach students how to be good citizens by displaying safe, ethical, legal, and responsible behavior. I will also warn them that they may encounter cyber-bullies and encourage them to report this behavior.
Greenhow, C. (2009). Tapping the wealth of social networks for professional development . Learning & Leading with Technology, 36(8), Retrieved May 3, 2010 from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/L_L_June_July_2009.htm
This article discusses the power of social networks like Facebook, MySpace, and Twitter. The author is an educational researcher and references her own work three times. She also reference some other studies that have been done on information and communication technologies. Millions of users can quickly exchange information in real-time. Besides, the pure social aspect, there are benefits like getting news instantly. I recall how images of the devastation from the earthquake in Haiti were shared on social networks and then broadcast on TV news programs. New York Times writer David Pogue reported on his use of Twitter and said that "no other communication channel can match its capacity for real-time, person-to-person broadcasting." The digital age is changing how students, teachers, and others get informed and inform other people. Many people use these networks like MySpace to share pictures, videos, artwork, or other creative work. They can receive feedback right away.
Research has shown that these communication technologies can have an impact on our economy. We can collaborate to share our collective intelligence, share our opinions with a wide audience, and help shape our democracy. Two trends that have emerged is the use of social bookmarking sites and the use of social networking tools. Delicious is a bookmarking site whereby teachers can annotate, recommend, and share scholarly resources. It is a very effective and efficient way to expand your base of resources. Classroom 2.0, Ning, Twitter, and Facebook can offer teachers emotional support for the creative sharing and well as during transitional times in their career. Problems can be solved and questions answered by the use of social networking to enable students to gain quick access to knowledge through their teacher's involvement in the above communication technologies.
Question: How can you trust the source for accurate information when Web 2.0 sites like Wikis are open, interactive sites that can be edited and digital manipulation of images can alter the truth?
I believe that you must verify the sources, like a reporter would before publishing an article. Rumors and spectacular images (like the one with the great white shark breaching to snatch a man from a helicopter) circulate online like wildfire. Alarming posts can cause a panic online at times. Eventually, these rumors are rooted out, but not before doing damage.
Question: How might I encourage social networking among students in order to foster collective intelligence that encompasses the traits of digital citizenship?
The article discusses the positive impact of peer validation and appreciation for those students sharing creatively online. However, not all comments are positive. I will teach students how to be good citizens by displaying safe, ethical, legal, and responsible behavior. I will also warn them that they may encounter cyber-bullies and encourage them to report this behavior.
Sunday, May 2, 2010
Journal #6 - A New Concept of Citizenship for the Digital Age - 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.
Greenhow, C. (2010). A New concept of citizenship for the digital age. Learning & Leading with Technology, 37(6), Retrieved May 3, 2010 from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25564&DirectListComboInd=D
This article is about digital citizenship. It defines the term and discusses its research and its importance. The are six 21st century competencies that the International Society for Technology in Education (ISTE) and the partnership for 21st Century Skills have defined: technological fluency, innovation, communication and collaboration, research and information fluency, problem solving, and digital citizenship. The author states that digital citizenship is the least likely to be discussed in the educational research literature.
Students' involvement in Web 2.0 applications like blogging and social networking sites has prompted the conversation about what is "legal, ethical, safe, and responsible." Students are now participating as citizens online getting involved in volunteering, lobbying, campaigning, and keeping up on the social, cultural, and political current topics. Ways that students and others can be good digital citizens is respecting self and others by adjusting privacy settings, downloading music and other files legally, and encouraging other to be responsible online as well.
Teacher and student teachers need to teach students that what they do online will follow them when they apply to colleges and look for a job. Increasingly, U.S. employers are checking Facebook and LinkedIn to look for potential employees.
Question: Should cyber-bullying be protected under the freedom of speech clause in the U.S. Constitution?
I believe that cyber-bullying should not be tolerated. It should be a zero-tolerance violation that immediately and permanently restricts site access. Cyber-bullying has led to students feeling emotionally harassed and even, in the most extreme case, committing suicide. It must be taken seriously, just like regular bullying in schools. If reported by the victim, it should be noted and investigated by the police if there is a history of it from one user. An IP address can be traced by computer forensic investigators, increasing the chance of catching the bully.
Question: What are the benefits of students learning about digital citizenship? Students will become better educated about proper behavior online and hopefully that will remind students to also behave better offline. Another benefit is students can, anonymously if desired, become informed and act online in ways that they may have never done. The Internet gives students equitable access through digital communication and collaboration and the opportunity to be active citizens.
Greenhow, C. (2010). A New concept of citizenship for the digital age. Learning & Leading with Technology, 37(6), Retrieved May 3, 2010 from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25564&DirectListComboInd=D
This article is about digital citizenship. It defines the term and discusses its research and its importance. The are six 21st century competencies that the International Society for Technology in Education (ISTE) and the partnership for 21st Century Skills have defined: technological fluency, innovation, communication and collaboration, research and information fluency, problem solving, and digital citizenship. The author states that digital citizenship is the least likely to be discussed in the educational research literature.
Students' involvement in Web 2.0 applications like blogging and social networking sites has prompted the conversation about what is "legal, ethical, safe, and responsible." Students are now participating as citizens online getting involved in volunteering, lobbying, campaigning, and keeping up on the social, cultural, and political current topics. Ways that students and others can be good digital citizens is respecting self and others by adjusting privacy settings, downloading music and other files legally, and encouraging other to be responsible online as well.
Teacher and student teachers need to teach students that what they do online will follow them when they apply to colleges and look for a job. Increasingly, U.S. employers are checking Facebook and LinkedIn to look for potential employees.
Question: Should cyber-bullying be protected under the freedom of speech clause in the U.S. Constitution?
I believe that cyber-bullying should not be tolerated. It should be a zero-tolerance violation that immediately and permanently restricts site access. Cyber-bullying has led to students feeling emotionally harassed and even, in the most extreme case, committing suicide. It must be taken seriously, just like regular bullying in schools. If reported by the victim, it should be noted and investigated by the police if there is a history of it from one user. An IP address can be traced by computer forensic investigators, increasing the chance of catching the bully.
Question: What are the benefits of students learning about digital citizenship? Students will become better educated about proper behavior online and hopefully that will remind students to also behave better offline. Another benefit is students can, anonymously if desired, become informed and act online in ways that they may have never done. The Internet gives students equitable access through digital communication and collaboration and the opportunity to be active citizens.
Saturday, May 1, 2010
iMovie - NETS 3
This movie is a Public Service Announcement for California State University San Marcos promoting the university for future students. It was created with iMovie by editing video clips and adding a music file from iTunes, a voice over, and transitions. This project demonstrates fluency in technology systems and transfer of my current knowledge to iMovie, a new technology.
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