Monday, May 9, 2011
Tuesday, May 4, 2010
EdTech Profile CL...NETS-T II, V
This provides an example of my proficiency using technology and technology-based tools. This meets the NETS-T standards II, V because it shows my ability to learn and understand technology, which is part of a lifelong quest to become a more technologically savvy profession, and it's an example of a digital assessment of strengths and weaknesses in comparison to other individuals.
Copyright CL...NETS-T IV
To learn about copyrights, netiquette, cyberbullying, and the general legal and ethical issues surrounding Internet usage, I did a collaborative project about Internet safety. My group and I each researched topics regarding digital safety procedures. All of the information we learned and activities we participated in helped us to meet the NETS-T IV standard of promoting digital citizenship and responsibility
Newsletter CL...NETS-T I, II, III
My Newsletter meets these NETS-T standards because it provides a creative and customized document that promotes student creativity and raises student awareness of real class-based situations and projects. Additionally, my newsletter fosters communication between students, parents, and community members about course content and peripheral activities.
Saturday, May 1, 2010
CSUSM PSA CL...NETS-T I, II, III
In class, we used iMovie to create and edit a public service announcement about CSUSM. We learned to incorporate audio and video clips, insert freeze frames, and add transitions and voice-overs. The iMovie meets the NETS-T I, II, and III standards because it inspires student creativity, uses technological tools to develop student understanding and knowledge, and communicates relevant information to a wide audience.
Inspiration CL...NETS-T I, II, III
For this project, we created an online graphic organizer to help us determine what artifacts would be best used in our TaskStream narratives. This artifact meets the NETS-T I, II, and III because it provides a digital-age experience that meets the needs of individuals with a variety of learning styles, it serves as an effect method for communicating a variety of ideas and brainstorming concepts, and it fosters creativity in the learning and knowledge acquisition process.
Tuesday, April 27, 2010
Journal 10 CL...Web 2.0 Today's Technologies, Tomorrow's Learning
Groff, J., & Haas, J. (2008). Web 2.0 today's technologies, tomorrow's learning. Learning & Leading with Technology, 36(2), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/SeptemberOctoberNo2/L_L_September_October_2008.htm doi: ISSN 1082-5754
This article discusses how virtual games and other digital tools can be used to enhance the classroom environment. Part of the reason for using these tools in the classroom is bridging the gap between typical academic expectations and the culture of today’s students. These technological tools can aid in student learning and help students collaborate with one another. Also, they can create digital simulations of real-life situations that students would otherwise be unable to view. Some examples of digital games that are currently being used in the classroom are Ayiti, where players have to help a family that is trapped on an island to make decisions about building, purchases, and health care based on limited resources. Another one is Muzzy Lane’s Making History, where students face challenges while dealing with World Leaders in the WWII era. These games not only help students learn the history and content of a lesson, but they also help students gain real-world conceptual knowledge that can be applied to other situations. One problem is that not all schools have computers that can support these types of games and simulations. Another problem is that often these lessons are more interactive and students facilitate learning, which can cause road bumps and alter lesson plans . However, this can actually end up making the lesson more effective and relevant and will often help students learn better.
1. How do these games work in schools that are lacking in resources?
As the article explains, many schools now have computers that are powerful enough to support the software for these games. However, if not, a teacher can do a class lesson and then use the computer game in front of the class and have the students work together to make decisions. The teacher can then execute the decisions onto the game screen, and the students will still get to the see the results.
2. Will students resent adults attempting to utilize games and tools from their world
in the academic sphere?
I tend to believe that while students may at first say they resent games and fun technology tools being used for learning instead of recreation, in the long run, they will enjoy the games and prefer them to a standard lesson. I think that students today think more interactively and appreciate this type of stimulation in the classroom. Therefore, after initial protest, they will probably take a positive view of the programs.
This article discusses how virtual games and other digital tools can be used to enhance the classroom environment. Part of the reason for using these tools in the classroom is bridging the gap between typical academic expectations and the culture of today’s students. These technological tools can aid in student learning and help students collaborate with one another. Also, they can create digital simulations of real-life situations that students would otherwise be unable to view. Some examples of digital games that are currently being used in the classroom are Ayiti, where players have to help a family that is trapped on an island to make decisions about building, purchases, and health care based on limited resources. Another one is Muzzy Lane’s Making History, where students face challenges while dealing with World Leaders in the WWII era. These games not only help students learn the history and content of a lesson, but they also help students gain real-world conceptual knowledge that can be applied to other situations. One problem is that not all schools have computers that can support these types of games and simulations. Another problem is that often these lessons are more interactive and students facilitate learning, which can cause road bumps and alter lesson plans . However, this can actually end up making the lesson more effective and relevant and will often help students learn better.
1. How do these games work in schools that are lacking in resources?
As the article explains, many schools now have computers that are powerful enough to support the software for these games. However, if not, a teacher can do a class lesson and then use the computer game in front of the class and have the students work together to make decisions. The teacher can then execute the decisions onto the game screen, and the students will still get to the see the results.
2. Will students resent adults attempting to utilize games and tools from their world
in the academic sphere?
I tend to believe that while students may at first say they resent games and fun technology tools being used for learning instead of recreation, in the long run, they will enjoy the games and prefer them to a standard lesson. I think that students today think more interactively and appreciate this type of stimulation in the classroom. Therefore, after initial protest, they will probably take a positive view of the programs.
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