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.
Tuesday, May 4, 2010
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.
Journal 9 CL...Tapping the Wealth of Social Networks for Professional Development
Greenhow, C. (2009). Tapping the wealth of social networks for professional development. Learning & Leading with Technology, 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/L_L_June_July_2009.htm doi: ISSN 1082-5754
This article discusses how social networks can be beneficial in classroom settings. In addition to general appeal—that it allows a forum to network and publicize our works and opinions--social networking also promotes democracy and can encourage reflective, critical thinking and collaborative learning and intelligence. Some social networking sites include Twitter, Facebook, and MySpace. The article specifically focuses on social bookmarking sites such as Delicious and CiteULike. These sites allow individuals to share, recommend, and assemble pages that can serve as resources for research, academic tools, and interesting learning materials. Also, sites such as Ning, Twitter, and Classroom 2.0 can help to circulate questions, problem-solving techniques, and creative works. This can help teachers to improve their own work or find quick answers to questions. It can also help students gain emotional support and receive recognition for works well done.
1. How do social networks such as Twitter and Facebook influence students' writing and grammatical abilities?
I believe that technology and sharing works online is a great tool for students. However, there should be an emphasis on making sure students do not fall into writing for these sites as they would write in a chat or a non-academic related endeavor. People often use profanities, abbreviations, and generally poor writing when doing online chatting and communication, so while sharing academic work is a good idea with these sites, some grammar and usage rules should apply.
2. I think Twitter is incredibly difficult to understand and use. How accessible is twitter to most students?
I often believe that students who have grown up with technology are more able to understand and quickly grasp concepts that are technology-based. In my short time using Twitter, I find it to be difficult to get to where I am going, and, to be perfectly honest, I really don’t see any benefit to using it. I would assume that students who grew up using Twitter would find it easier to maneuver and would also enjoy it more as a social network (the way I appreciate facebook).
This article discusses how social networks can be beneficial in classroom settings. In addition to general appeal—that it allows a forum to network and publicize our works and opinions--social networking also promotes democracy and can encourage reflective, critical thinking and collaborative learning and intelligence. Some social networking sites include Twitter, Facebook, and MySpace. The article specifically focuses on social bookmarking sites such as Delicious and CiteULike. These sites allow individuals to share, recommend, and assemble pages that can serve as resources for research, academic tools, and interesting learning materials. Also, sites such as Ning, Twitter, and Classroom 2.0 can help to circulate questions, problem-solving techniques, and creative works. This can help teachers to improve their own work or find quick answers to questions. It can also help students gain emotional support and receive recognition for works well done.
1. How do social networks such as Twitter and Facebook influence students' writing and grammatical abilities?
I believe that technology and sharing works online is a great tool for students. However, there should be an emphasis on making sure students do not fall into writing for these sites as they would write in a chat or a non-academic related endeavor. People often use profanities, abbreviations, and generally poor writing when doing online chatting and communication, so while sharing academic work is a good idea with these sites, some grammar and usage rules should apply.
2. I think Twitter is incredibly difficult to understand and use. How accessible is twitter to most students?
I often believe that students who have grown up with technology are more able to understand and quickly grasp concepts that are technology-based. In my short time using Twitter, I find it to be difficult to get to where I am going, and, to be perfectly honest, I really don’t see any benefit to using it. I would assume that students who grew up using Twitter would find it easier to maneuver and would also enjoy it more as a social network (the way I appreciate facebook).
Journal 8 CL...A New Concept of Citizenship for the Digital Age
Greenhow, C. . (2010). A New concept of digital citizenship for the digital age. 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=25564&DirectListComboInd=D doi: ISSN 1082-5754
This article talks about the standards for digital citizenship that are part of the six 21st-century competencies. Digital citizenship refers to using and promoting online behavior that is legal, safe, ethical, and responsible. However, the article points out that it is often difficult to define and measure what digital citizenship entails because it can vary among countries, schools, cultures, and different agencies. One definition of digital citizenship includes having the online resources to be a citizen of your nation or residency; another includes the norms of behavior about using technological communication as a civic participant. It generally explains the rights and responsibilities that are associated with using digital technology. The article also discusses two recent works that discuss digital citizenry: Cyberbullying (which we looked at in class) and Moral Spaces in MySpace. Another important element of digital citizenship is ensuring equal access to career and learning opportunities online; this is important because many schools and employers are moving toward looking at students' work or for job prospects using digital technology.
1. How can digital citizenship be promoted?
Digital citizenship can be promoted through websites such as netiquette, which explains rules and courtesies for digital technology use. Also, teens are being taught about digital citizenship early on, and some of these teens continue the practice by teaching others how to be respective online citizens. Also, the content of digital citizenship can easily be incorporated into technology-based classes.
2. What is an example of cyberbullying?
An example of cyberbullying is the threatening or teasing of one individual by another individual via an online communication tool (such as A.I.M., chatrooms, or e-mail). The most common cyberbullying occurs on Instant Messaging, according to Finkelhor, Mitchell & Wolak 2000. Students are teased or gossiped about via these online tools, and this can seriously affect a child’s self esteem. Therefore, it is very important for educators to step in and help promote digital citizenship.
This article talks about the standards for digital citizenship that are part of the six 21st-century competencies. Digital citizenship refers to using and promoting online behavior that is legal, safe, ethical, and responsible. However, the article points out that it is often difficult to define and measure what digital citizenship entails because it can vary among countries, schools, cultures, and different agencies. One definition of digital citizenship includes having the online resources to be a citizen of your nation or residency; another includes the norms of behavior about using technological communication as a civic participant. It generally explains the rights and responsibilities that are associated with using digital technology. The article also discusses two recent works that discuss digital citizenry: Cyberbullying (which we looked at in class) and Moral Spaces in MySpace. Another important element of digital citizenship is ensuring equal access to career and learning opportunities online; this is important because many schools and employers are moving toward looking at students' work or for job prospects using digital technology.
1. How can digital citizenship be promoted?
Digital citizenship can be promoted through websites such as netiquette, which explains rules and courtesies for digital technology use. Also, teens are being taught about digital citizenship early on, and some of these teens continue the practice by teaching others how to be respective online citizens. Also, the content of digital citizenship can easily be incorporated into technology-based classes.
2. What is an example of cyberbullying?
An example of cyberbullying is the threatening or teasing of one individual by another individual via an online communication tool (such as A.I.M., chatrooms, or e-mail). The most common cyberbullying occurs on Instant Messaging, according to Finkelhor, Mitchell & Wolak 2000. Students are teased or gossiped about via these online tools, and this can seriously affect a child’s self esteem. Therefore, it is very important for educators to step in and help promote digital citizenship.
Journal 6 CL... Podcasting 101
Katz, S. (2010). Podcasting 101. Learning & Leading with Technology, 37(3), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/NovemberNo3/podcasting_101.htm doi: ISSN 1082-5754
This article discusses how to create a Podcast or Vodcast in an efficient and easy manner. The author, who leads a journalism class, got his students to create a CDS News podcast. The students called themselves the Podsquad and wrote, filmed, and edited their podcast. Next, they embedded video into the podcast, which turned it into a vodcast. Creating a podcast, according to Katz, increased the student’s writing, speaking, and camera skills. To create a podcast, you can use Garage Band on a Mac or Audacity on a PC. Then, you can record voices and add sound effects and music. This is then converted to an MP3 and put online with a program called Fetch. Podcast Maker makes publishing feed to a website easy and is relatively inexpensive. To determine the traffic and number of views per show, a Feedburner account is useful.
1. This article seemed to throw in a lot of technical language, and creating a podcast still seems obscure to me. Is the process very complicated?
I think that it is probably a pretty simple process once you understand the programs needed to record the material, turn it into an MP3, and upload it online. I have realized, through this class, that things that seem incredibly complicated on the computer are actually quite simple if they are taken step-by-step and one doesn’t become intimidated by technological terms. So, I think this would probably be relatively simple to do once it was explained.
2. What exactly is a podcast?
A podcast is a free online audio show. A vodcast is the same but with video added as well. It is delivered online through RSS feed. It is a pretty unique version of radio because the listener can choose what he/she wants to listen to and can also determine when to listen. It’s also cool because podcasters often get a foot in the door for the radio business through their self-created podcasts.
This article discusses how to create a Podcast or Vodcast in an efficient and easy manner. The author, who leads a journalism class, got his students to create a CDS News podcast. The students called themselves the Podsquad and wrote, filmed, and edited their podcast. Next, they embedded video into the podcast, which turned it into a vodcast. Creating a podcast, according to Katz, increased the student’s writing, speaking, and camera skills. To create a podcast, you can use Garage Band on a Mac or Audacity on a PC. Then, you can record voices and add sound effects and music. This is then converted to an MP3 and put online with a program called Fetch. Podcast Maker makes publishing feed to a website easy and is relatively inexpensive. To determine the traffic and number of views per show, a Feedburner account is useful.
1. This article seemed to throw in a lot of technical language, and creating a podcast still seems obscure to me. Is the process very complicated?
I think that it is probably a pretty simple process once you understand the programs needed to record the material, turn it into an MP3, and upload it online. I have realized, through this class, that things that seem incredibly complicated on the computer are actually quite simple if they are taken step-by-step and one doesn’t become intimidated by technological terms. So, I think this would probably be relatively simple to do once it was explained.
2. What exactly is a podcast?
A podcast is a free online audio show. A vodcast is the same but with video added as well. It is delivered online through RSS feed. It is a pretty unique version of radio because the listener can choose what he/she wants to listen to and can also determine when to listen. It’s also cool because podcasters often get a foot in the door for the radio business through their self-created podcasts.
Excel: Grammar Crossword CL...NETS-T II, III
To work with Excel, we created a crossword with conditional formatting. This included changing the background, setting the formatting, and using multiple worksheets. This shows my fluency in technology systems and allows me to customize student learning activities to suit the needs of individual learners for specialized information.
Wiki Page: Remember the Milk CL...NETS-T II, III, V
I collaborated on a classroom wiki in order to learn about tools that can be used to enhance classroom learning and planning. I used a tool called Remember the Milk, which is a collaborative Internet calendar and todolist. This promotes unity, collaboration, and enrichment among community and staff members, facilitates lifelong learning, and promotes professional growth.
Saturday, April 24, 2010
Journal 7 CL...Internet Calendars
Internet Calendars are shared via the Internet. These calendars can be shared and collaborated on by individuals online regardless of the application used to create the calendar. Some examples include iCal and Google Calendar.
In one discussion thread, I learned that Google Calendar has an iCal feed so that Mac users can import and share their calendars online with just a few clicks. Once imported, many different individuals can exchange and edit the same online calendar. Individuals can be invited to edit or "view only" so that they can either insert information into the calender or view the calendar without changing it. Apparently, there is also a program called Spanning Sync that syncs Google Calendar and iCal automatically. On PBWikiCalendar you can sync information from both PC and Mac calendars. This program allows you to make your calendar private or to access it from any computer once you've provided the correct login. Calgoo-In-Calendar Marketing is another Internet calendar that allows individuals to share calenders via social networks. Remember the Milk is an Internet Calendar and To Do List application that allows individuals to write and get instant reminders via different modes of technology, find the location of their appointments, and work collaboratively. Doodle and Calendar Hub are other Internet Calendar sites. Once created, Google calendars can be embedded into Classroom 2.0, wikis, or blogs. One of the people who responded to the thread also included a great resource of many Internet calendars at Classroom 2.0 page 2
This thread discusses creating a specific classroom organizer or planner that principals and substitutes, as well as students, can use. A new website that was created to create classroom planners was ChitCh.at.com. Another gradebook and scheduling tool via the Internet is HotChalk. Assign-A-Day on 4Teacher.org also allows teachers to create online to-do lists and calendars that teachers can work on collaboratively and students can view for their reference. OnCourse is another helpful collaborative calendar and task management system.
NETS-S PowerPoint CL...NETS-T I, II, III
A PowerPoint is created to show a progression of slides about a given topic and can include graphics, transitions, text, hyperlinks, and audio. My PowerPoint meets the NETS-T standards listed above because it incorporates digital tools to promote learning, serves as an outlet for real-world discussion of the NETS-S standards, and functions as an efficient media tool for communicating information to a diverse audience.
Friday, April 23, 2010
NETS-S PowerPoint Rubric CL...NETS-T II, III
My PowerPoint Rubric, which was created on rCampus.com, meets NETS-T II and III because it provides a formative assessment of students' progress or performance using a technology-based tool. The rubric also provides a fruitful tool for analyzing, evaluating, and assessing student learning. These online rubrics can be created by the teacher or selected from previously designed templates and provide opportunities to change the criteria based on course content or assignment themes.
Monday, April 19, 2010
Delicious: Social Bookmarking CL...NETS-T III, IV, V
Delicious is a social bookmarking website that allows users to tag, name, and share useful and interesting websites with peers, students, and co-workers. Delicious meets the NETS-T standards of modeling digital-age work and learning, promoting digital citizenship and responsibility, and engaging in professional growth and leadership because it makes web-based, collaborative research quick and easy, thereby facilitating lifelong learning via the web.
1. National Archives: Watergate
In the Watergate Files entry of the National Archives website, I saw an overview of the facts involved in the Watergate scandal. On June 17, 1972, five men broke into a Watergate office building to steal files from the Democratic National Committee headquarters. At the trial in 1973, four of the burglars and the planner of the operation pleaded guilty. At first, President Nixon refused to release tapes of conversations regarding Watergate. Finally, Nixon surrendered the tapes, and a Grand Jury found Nixon to be a participant in the scandal. After much controversy, Nixon resigned.
The benefits of using primary sources in my classroom are that they allow students to connect directly with sources of history and provide a first-hand, direct integration of events, people, and experiences. I think that primary sources increase the interactivity of a classroom and make the events and people being discussed seem more accessible and easier to understand. If possible, I believe primary sources are the best way of teaching historical events, and the Internet helps to bring primary sources right to students' fingertips.
2. National Education Association: Achievement Gaps
Achievement gaps indicate the difference in test scores between White students as compared with students from low-income levels and minority backgrounds. Some of the students at risk are American Indians and Alaska Natives, Asian Americans and Pacific Islanders, Blacks, Hispanics, and GLBT individuals.
Three areas of becoming a culturally competent educator that I believe fit my teaching style are:
1. Ensure that your school has a mission statement that commits to cultural competence as an integral component of all its activities. The cultural competence committee should be involved in developing this statement.
I chose this element because I believe that picking a school district that fits one's own belief systems is of the utmost importance. Therefore, if the school has a mission statement that I agree with, most likely I will have a better chance of teaching in a multicultural manner and being able to choose projects/read books that I feel will benefit my students on a cultural level.
2. Gather and organize resource materials related to culturally diverse groups for use by school staff.
This one is important because part of creating a multicultural classroom is having the resources and materials necessary to produce a multicultural lesson. If I plan activities that engage many cultural groups but have no materials to see them through, my lesson will not achieve its purposes of teaching a culturally diverse group of students.
3. Build and use a network of "natural helpers" at school and in the community as well as "experts" who have knowledge of the culturally, linguistically, racially, and ethnically diverse groups served by your school.
This is an important element for becoming a culturally competent educator because involving "natural helpers" and "experts" who can enhance cultural, linguistic, racial, and ethnic knowledge for my students provides a good way to make learning about culture accessible. I think that bringing a team of individuals who can provide examples and lead discussions would help students understand and appreciate culture.
3. Stop Cyber Bullying
Apparently, I am a cyber saint. While I have, on rare instances, signed on as a friend's account or forwarded a private message to a close friend, I have never done any of the above with any malice or bad intentions. And while I use bad language from time-to-time, it isn't directed at another individual or meant to put someone else down. Therefore, according to the quiz, I am a cyber saint!
One of the articles I read on this site was about instant messaging among students. I didn't know that viruses could be sent via instant messenger. The article also brought up the fact that it is harder to trace negative messages sent over instant messenger than it is to find the source in an e-mail. Lastly, I read an article about teenangels, students from the ages of 13 to 18, who help to make sure that the Internet remains safe and is used responsibly. These students are educated about cyber bullying issues and, in turn, educate others to help keep the cyber world a safer place. I believe that helping kids become aware of cyber safety is important, and these students are very noble to take initiative to ensure Internet safety for their peers and others.
4. Kathy Schrock's Guide for Educators
Under "Subject Access" for Literature, I found an Internet Anagram server. An anagram is the creation of a new word from a given base word. It involves changing the order and arrangement of letters. I believe that I could use this as a fun spelling activity for my students or a break from a more intense lesson. Lastly, I think that anagrams can be useful on homework assignments, so I could use this tool to build a worksheet that my students could do for homework about a vocabulary lesson. English classes are often filled with reading novels and boring activities to supplement lessons on vocabulary, spelling, and grammar. I think that fun tools like the anagram server will make dry lessons more accessible to students.
On the "Teacher's Helper" page, I found an article about determining the readability of a specific work of literature. Apparently, the program was developed by Edward Fry for a book called The Reading Teachers Books of Lists. This program uses a graph and a number of calculations to determine the grade level and readability of different works of literature. I think that this tool would be useful for any English teacher to help determine whether the book that he/she wants to teach is above or below the grade level that he/she hopes to reach. Many reading materials are predetermined by the school board, but this would be extremely helpful for supplementary reading materials.
5. Multiple Intelligences
According to the quiz, I am 94% intrapersonal, 58% verbal-linguistic, and 50% naturalistic. I watched the video "Multiple Intelligence Strive in Smartville. This video discussed a school called the Enota Multiple Intelligence Academy in Georgia that uses a theory that 8 different intelligences exist. This theory began with Howard Gardner and suggests that students are all smart in different ways. This school, and others that practice multiple intelligence learning, believes that we need to discover how each student is smart and teach in a variety of different ways to appeal to each student's unique intelligence. I think that this is a good approach to teaching so that students who learn in ways that differ from the standardized test-taking approach will be able to gain confidence in their intelligence and ability to learn.
6. Teaching Tolerance
For my 6th grade English class, I would like to teach a lesson on multiculturalism and tolerance through the use of collective poetry. Collective poetry involves using a shared pattern among students to create one collective rhyme in the end. The students use examples and phrases from their own lives, experiences, cultures, and ancestry. They then apply it to the patterned rhyme. This rhyme helps students learn about their fellow students, further delve into their own uniqueness and history, and master team work and social skills. To enact this lesson plan, I would need index cards (that the students would then number 1-5) and a list of questions for my students to answer. I would then have my students take turns reading the answer to each questions to the beat of the rhyme. This lesson would help with oral skills, writing and reading skills, knowledge of poetic beats, and an overall awareness of differences in culture, background, and opinion among peers.
7. EdChange Multicultural Awareness Quiz
The two questions I found most interesting were:
1. In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest countries in the world based on 40 indicators of child well-being. Which two countries received the lowest ratings?
I was really surprised by the answer to this question. Considering the fact that America and the U.K. are known for being wealthy, democratic, and (supposedly) very concerned with the well-being of their citizens (especially children), I would not expect that they would be the lowest rated for child well-being. This answer was shocking.
2. According to UNICEF, the wealth of the three richest people in the world is roughly equal to the combined Gross Domestic Product of:
To me, this question was also quite interesting. Though I had known from discussions with my parents that the three richest people in the world had wealth equivalent to the Gross Domestic Product of the 48 poorest countries, I was shocked when i originally heard this, and I am still shocked. The imbalances of wealth among individuals and nations is unfair, and I wish it were an easily rectifiable problem. I find it disgusting that certain people can live in such an abundance of material wealth while others are starving and dying from poverty all over the world.
8. Netiquette Guidelines
I received a 90% on the Netiquette Quiz. The one question I missed was about the purpose of writing in all capital letters online. Apparently, capital letters represent someone shouting :-V. I thought it meant that the message was important. I guess we learn something new every day!
The main reason it is important to teach students about Netiquette is because we are entering into a digital age where much of the conversation and interaction that occurs between people is online and web-based. For this reason, in order for our students to create a good impression on others, they must use proper online etiquette. Also, understanding the limits of online communication helps our students avoid wasting other Internet users' time. Lastly, it helps create a non-offensive and amiable relationship between conversationalists, which is very important as we move toward a predominantly Internet-based age.
1. National Archives: Watergate
In the Watergate Files entry of the National Archives website, I saw an overview of the facts involved in the Watergate scandal. On June 17, 1972, five men broke into a Watergate office building to steal files from the Democratic National Committee headquarters. At the trial in 1973, four of the burglars and the planner of the operation pleaded guilty. At first, President Nixon refused to release tapes of conversations regarding Watergate. Finally, Nixon surrendered the tapes, and a Grand Jury found Nixon to be a participant in the scandal. After much controversy, Nixon resigned.
The benefits of using primary sources in my classroom are that they allow students to connect directly with sources of history and provide a first-hand, direct integration of events, people, and experiences. I think that primary sources increase the interactivity of a classroom and make the events and people being discussed seem more accessible and easier to understand. If possible, I believe primary sources are the best way of teaching historical events, and the Internet helps to bring primary sources right to students' fingertips.
2. National Education Association: Achievement Gaps
Achievement gaps indicate the difference in test scores between White students as compared with students from low-income levels and minority backgrounds. Some of the students at risk are American Indians and Alaska Natives, Asian Americans and Pacific Islanders, Blacks, Hispanics, and GLBT individuals.
Three areas of becoming a culturally competent educator that I believe fit my teaching style are:
1. Ensure that your school has a mission statement that commits to cultural competence as an integral component of all its activities. The cultural competence committee should be involved in developing this statement.
I chose this element because I believe that picking a school district that fits one's own belief systems is of the utmost importance. Therefore, if the school has a mission statement that I agree with, most likely I will have a better chance of teaching in a multicultural manner and being able to choose projects/read books that I feel will benefit my students on a cultural level.
2. Gather and organize resource materials related to culturally diverse groups for use by school staff.
This one is important because part of creating a multicultural classroom is having the resources and materials necessary to produce a multicultural lesson. If I plan activities that engage many cultural groups but have no materials to see them through, my lesson will not achieve its purposes of teaching a culturally diverse group of students.
3. Build and use a network of "natural helpers" at school and in the community as well as "experts" who have knowledge of the culturally, linguistically, racially, and ethnically diverse groups served by your school.
This is an important element for becoming a culturally competent educator because involving "natural helpers" and "experts" who can enhance cultural, linguistic, racial, and ethnic knowledge for my students provides a good way to make learning about culture accessible. I think that bringing a team of individuals who can provide examples and lead discussions would help students understand and appreciate culture.
3. Stop Cyber Bullying
Apparently, I am a cyber saint. While I have, on rare instances, signed on as a friend's account or forwarded a private message to a close friend, I have never done any of the above with any malice or bad intentions. And while I use bad language from time-to-time, it isn't directed at another individual or meant to put someone else down. Therefore, according to the quiz, I am a cyber saint!
One of the articles I read on this site was about instant messaging among students. I didn't know that viruses could be sent via instant messenger. The article also brought up the fact that it is harder to trace negative messages sent over instant messenger than it is to find the source in an e-mail. Lastly, I read an article about teenangels, students from the ages of 13 to 18, who help to make sure that the Internet remains safe and is used responsibly. These students are educated about cyber bullying issues and, in turn, educate others to help keep the cyber world a safer place. I believe that helping kids become aware of cyber safety is important, and these students are very noble to take initiative to ensure Internet safety for their peers and others.
4. Kathy Schrock's Guide for Educators
Under "Subject Access" for Literature, I found an Internet Anagram server. An anagram is the creation of a new word from a given base word. It involves changing the order and arrangement of letters. I believe that I could use this as a fun spelling activity for my students or a break from a more intense lesson. Lastly, I think that anagrams can be useful on homework assignments, so I could use this tool to build a worksheet that my students could do for homework about a vocabulary lesson. English classes are often filled with reading novels and boring activities to supplement lessons on vocabulary, spelling, and grammar. I think that fun tools like the anagram server will make dry lessons more accessible to students.
On the "Teacher's Helper" page, I found an article about determining the readability of a specific work of literature. Apparently, the program was developed by Edward Fry for a book called The Reading Teachers Books of Lists. This program uses a graph and a number of calculations to determine the grade level and readability of different works of literature. I think that this tool would be useful for any English teacher to help determine whether the book that he/she wants to teach is above or below the grade level that he/she hopes to reach. Many reading materials are predetermined by the school board, but this would be extremely helpful for supplementary reading materials.
5. Multiple Intelligences
According to the quiz, I am 94% intrapersonal, 58% verbal-linguistic, and 50% naturalistic. I watched the video "Multiple Intelligence Strive in Smartville. This video discussed a school called the Enota Multiple Intelligence Academy in Georgia that uses a theory that 8 different intelligences exist. This theory began with Howard Gardner and suggests that students are all smart in different ways. This school, and others that practice multiple intelligence learning, believes that we need to discover how each student is smart and teach in a variety of different ways to appeal to each student's unique intelligence. I think that this is a good approach to teaching so that students who learn in ways that differ from the standardized test-taking approach will be able to gain confidence in their intelligence and ability to learn.
6. Teaching Tolerance
For my 6th grade English class, I would like to teach a lesson on multiculturalism and tolerance through the use of collective poetry. Collective poetry involves using a shared pattern among students to create one collective rhyme in the end. The students use examples and phrases from their own lives, experiences, cultures, and ancestry. They then apply it to the patterned rhyme. This rhyme helps students learn about their fellow students, further delve into their own uniqueness and history, and master team work and social skills. To enact this lesson plan, I would need index cards (that the students would then number 1-5) and a list of questions for my students to answer. I would then have my students take turns reading the answer to each questions to the beat of the rhyme. This lesson would help with oral skills, writing and reading skills, knowledge of poetic beats, and an overall awareness of differences in culture, background, and opinion among peers.
7. EdChange Multicultural Awareness Quiz
The two questions I found most interesting were:
1. In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest countries in the world based on 40 indicators of child well-being. Which two countries received the lowest ratings?
I was really surprised by the answer to this question. Considering the fact that America and the U.K. are known for being wealthy, democratic, and (supposedly) very concerned with the well-being of their citizens (especially children), I would not expect that they would be the lowest rated for child well-being. This answer was shocking.
2. According to UNICEF, the wealth of the three richest people in the world is roughly equal to the combined Gross Domestic Product of:
To me, this question was also quite interesting. Though I had known from discussions with my parents that the three richest people in the world had wealth equivalent to the Gross Domestic Product of the 48 poorest countries, I was shocked when i originally heard this, and I am still shocked. The imbalances of wealth among individuals and nations is unfair, and I wish it were an easily rectifiable problem. I find it disgusting that certain people can live in such an abundance of material wealth while others are starving and dying from poverty all over the world.
8. Netiquette Guidelines
I received a 90% on the Netiquette Quiz. The one question I missed was about the purpose of writing in all capital letters online. Apparently, capital letters represent someone shouting :-V. I thought it meant that the message was important. I guess we learn something new every day!
The main reason it is important to teach students about Netiquette is because we are entering into a digital age where much of the conversation and interaction that occurs between people is online and web-based. For this reason, in order for our students to create a good impression on others, they must use proper online etiquette. Also, understanding the limits of online communication helps our students avoid wasting other Internet users' time. Lastly, it helps create a non-offensive and amiable relationship between conversationalists, which is very important as we move toward a predominantly Internet-based age.
Thursday, April 15, 2010
Journal 5 CL...Let the Kids Do the Work
Lawlor, J. (2010). Let the kids do the work. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Let_the_Kids_Do_the_Work.htm doi: ISSN 1082-5754
This article discussed integrating wikis and the world of online communication into the English classroom. The author explains that while getting students involved in classroom discussions and assignments used to seem like pulling teeth, since he started a wiki, the students eagerly reply and take the time to both critique and teach their fellow students. One of the major benefits of the wiki is that students are able to coach their fellow students about assignments before they turn them into the teacher. Also, wikis enable students to go above and beyond the necessary classroom assignments. For example, Lawlor explained that one of his students realized that a few pages of the homework were missing from the wiki, so he/she formatted the wiki so that other classmates could do the assignment. Lawlor also said that students who were shy and reluctant to participate in class found themselves at home and eager to respond online.
1) How does creating homework assignments that involve the use of online tools work for students who don’t have computers?
I would assume that these students would explain their situation to the teacher after class, and he/she could adjust accordingly. Either the professor could make a written exception for these students or provide a bit of time for all students to go to computer labs or libraries in school in order to do the online portion of the assignment.
2) What exactly is a wiki? Is it like a blog?
Online, it explained that a wiki is a website that allows individuals to create and edit a number of shared webpages. It often functions in a community or network. To me, this sounds similar to a blog, and I could definitely see how using this in class could be interesting due to its interactivity. At first, I didn’t really want a blog, but I did enjoy reading my classmates comments on my blog and responding to theirs. I could see where students would enjoy communication on a wiki more than just a class discussion. But is there anything that separates a wiki from a blog? What makes a wiki unique? I am hoping to find out more about wikis in week three.
This article discussed integrating wikis and the world of online communication into the English classroom. The author explains that while getting students involved in classroom discussions and assignments used to seem like pulling teeth, since he started a wiki, the students eagerly reply and take the time to both critique and teach their fellow students. One of the major benefits of the wiki is that students are able to coach their fellow students about assignments before they turn them into the teacher. Also, wikis enable students to go above and beyond the necessary classroom assignments. For example, Lawlor explained that one of his students realized that a few pages of the homework were missing from the wiki, so he/she formatted the wiki so that other classmates could do the assignment. Lawlor also said that students who were shy and reluctant to participate in class found themselves at home and eager to respond online.
1) How does creating homework assignments that involve the use of online tools work for students who don’t have computers?
I would assume that these students would explain their situation to the teacher after class, and he/she could adjust accordingly. Either the professor could make a written exception for these students or provide a bit of time for all students to go to computer labs or libraries in school in order to do the online portion of the assignment.
2) What exactly is a wiki? Is it like a blog?
Online, it explained that a wiki is a website that allows individuals to create and edit a number of shared webpages. It often functions in a community or network. To me, this sounds similar to a blog, and I could definitely see how using this in class could be interesting due to its interactivity. At first, I didn’t really want a blog, but I did enjoy reading my classmates comments on my blog and responding to theirs. I could see where students would enjoy communication on a wiki more than just a class discussion. But is there anything that separates a wiki from a blog? What makes a wiki unique? I am hoping to find out more about wikis in week three.
Journal 4 CL...Playing with Skype
Weller, T.J. (2010). Playing with skype. 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=25508&DirectListComboInd= doi: ISSN 1082-5754
This article discusses using Skype as a tool for connecting with professionals in specific fields in order to enhance classroom learning. The author used Skype technology to digitally bring his students to live concerts and also connect with experts and professionals in the music field. He explained that the only necessary tools were an Internet connection, microphones, a data projector, adapters, and a projector screen. In his example, a few well-known composers appeared live to offer a Skype-based introduction to a student performance of their compositions. Though this piece mainly discussed Skype in terms of connecting with music and musicians, this application of Skype can be used to enhance any subject as long as the necessary tools are available and a professional or expert is willing to participate.
1) How could I use this Skype application with English students?
Many prominent authors are still alive and kicking, and I think it would be great if we could learn about the background of a book and its author before we read the book for content. Following some Internet research about the author, we could arrange to bring the author and my students together via Skype. I think that this would help students become involved with the book and understand the relevance of literary works by showing them that books are usually just representative stories of people’s lives and experiences.
2) How many experts in the field would be willing to use Skype and take time out of their busy day to participate in this type of experience?
I think many prominent experts in their field would be willing to take a bit of time out of their day to talk to students who are trying to engross themselves in enriched learning. I also think teachers could increase this number even further by showing experts the ease of setting up and navigating Skype. However, I think we still have to take into account that many experts are busy and may not be willing to give up their time—in that case, we can just look for others who are willing and able to help out.
This article discusses using Skype as a tool for connecting with professionals in specific fields in order to enhance classroom learning. The author used Skype technology to digitally bring his students to live concerts and also connect with experts and professionals in the music field. He explained that the only necessary tools were an Internet connection, microphones, a data projector, adapters, and a projector screen. In his example, a few well-known composers appeared live to offer a Skype-based introduction to a student performance of their compositions. Though this piece mainly discussed Skype in terms of connecting with music and musicians, this application of Skype can be used to enhance any subject as long as the necessary tools are available and a professional or expert is willing to participate.
1) How could I use this Skype application with English students?
Many prominent authors are still alive and kicking, and I think it would be great if we could learn about the background of a book and its author before we read the book for content. Following some Internet research about the author, we could arrange to bring the author and my students together via Skype. I think that this would help students become involved with the book and understand the relevance of literary works by showing them that books are usually just representative stories of people’s lives and experiences.
2) How many experts in the field would be willing to use Skype and take time out of their busy day to participate in this type of experience?
I think many prominent experts in their field would be willing to take a bit of time out of their day to talk to students who are trying to engross themselves in enriched learning. I also think teachers could increase this number even further by showing experts the ease of setting up and navigating Skype. However, I think we still have to take into account that many experts are busy and may not be willing to give up their time—in that case, we can just look for others who are willing and able to help out.
Journal 3 CL...Navigate the Digital Rapids
Lindsay, J., & Davis, V. (2010, March/April). Navigate the digital rapids. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm doi: ISSN 1082-5754
This article discusses digital citizenship, the process of being able to overcome the fear that is usually associated with technology in order to create student-based learning projects and use technology within one’s school. Part of this process is customizing the technology to meet individual student’s needs and adapting it over time. Also, the process involves letting students share their experiences in a professional and guided environment. An important note about digital citizenship is that it can exist simultaneously with national standards. However, it is important that the communication involves sensitivity and appropriateness in content based on grade and material. Digital citizenship is useful because it allows students to tailor their own learning, and it also allows students to create digital portfolios and examples of their skills that can be recorded and transmitted online. Some Flat Classroom Projects include collaborative efforts between middle and high school students to analyze technology and its effect on education and Digiparent, which allows parents and teachers to talk and share resources online.
1) How will digital citizenship overcome the resistance of older teachers who are unwilling or unable to connect with digital technology?
Perhaps schools could incorporate a brief training program for all their teachers that introduces them to the tools and resources digital technology makes available. Then, once teachers have had the opportunity to see that technology is accessible, they can begin integrating it into their classrooms. If they continue to have problems, they can ask fellow teachers or administration for additional support. Also, the struggles these teachers might have could mirror those of their students. Therefore, once these teachers learn the ropes, they might be quite successful in getting students to overcome their fears (because they have been through the same difficulties).
2) How will socioeconomics and monetary factors influence digital citizenship?
I think digital citizenship is about allowing students to access the tools they need to continue with the Internet in the future rather than having students perform on a computer daily. Therefore, students can be allowed a certain amount of class time to connect with social media and get involved with digital technology. That way, it can be seen as a bonus for good behavior rather than a class requirement, and this will allow students to take turns if there are limited technological resources. Also, most schools have computer labs, so students can potentially go to computer labs once or twice per week. In this manner, computers aren’t necessary for every classroom, and students won’t feel alienated if they don’t have the resources to use a computer once they finish the school day.
This article discusses digital citizenship, the process of being able to overcome the fear that is usually associated with technology in order to create student-based learning projects and use technology within one’s school. Part of this process is customizing the technology to meet individual student’s needs and adapting it over time. Also, the process involves letting students share their experiences in a professional and guided environment. An important note about digital citizenship is that it can exist simultaneously with national standards. However, it is important that the communication involves sensitivity and appropriateness in content based on grade and material. Digital citizenship is useful because it allows students to tailor their own learning, and it also allows students to create digital portfolios and examples of their skills that can be recorded and transmitted online. Some Flat Classroom Projects include collaborative efforts between middle and high school students to analyze technology and its effect on education and Digiparent, which allows parents and teachers to talk and share resources online.
1) How will digital citizenship overcome the resistance of older teachers who are unwilling or unable to connect with digital technology?
Perhaps schools could incorporate a brief training program for all their teachers that introduces them to the tools and resources digital technology makes available. Then, once teachers have had the opportunity to see that technology is accessible, they can begin integrating it into their classrooms. If they continue to have problems, they can ask fellow teachers or administration for additional support. Also, the struggles these teachers might have could mirror those of their students. Therefore, once these teachers learn the ropes, they might be quite successful in getting students to overcome their fears (because they have been through the same difficulties).
2) How will socioeconomics and monetary factors influence digital citizenship?
I think digital citizenship is about allowing students to access the tools they need to continue with the Internet in the future rather than having students perform on a computer daily. Therefore, students can be allowed a certain amount of class time to connect with social media and get involved with digital technology. That way, it can be seen as a bonus for good behavior rather than a class requirement, and this will allow students to take turns if there are limited technological resources. Also, most schools have computer labs, so students can potentially go to computer labs once or twice per week. In this manner, computers aren’t necessary for every classroom, and students won’t feel alienated if they don’t have the resources to use a computer once they finish the school day.
Journal 2 CL...Finding Students Who Learn with Media
Bull, G. (2010). Finding students who learn with media. Learning & Leading with Technology, 37(5), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/FebruaryNo5/L_L_February_2010.htm doi: ISSN 1082-5754
This article discusses the use of student-created media to gain interest and further understanding in classroom activities. One such student-created media is PrimaryAccess Movie Maker, which allows students to create documentary films by adding facts and events into a narrative. This can help create better comprehension of historical material. Recently, this type of media has been altered so that historical narratives can be created in one class period. Studies show that students who use this media do just as well on teacher-created examinations as those students who write traditional essays on the same material. However, an analysis of the project results showed that while 40% of students were engaged in the historical and the media-based elements of this activity, 15% were not engaged by the historical or the media elements, and some students were interested in one or the other but not both parts of the activity. This shows that while teachers can benefit from using such student-created media, they should also be aware that they might need to tailor their lessons to suit individual students with different needs.
1) How will student-created media work in schools that are marked by low socioeconomic status?
I think that student-created media is a good idea, but it is important to understand that if a school is lacking the resources to provide students with computers to create this type of media, the projects will be unattainable for students because many students will not have the resources at home. If this is the case, it might be a good idea to apply these types of concepts to creating non-computer based projects with similar themes. Otherwise, it might be an enhancement activity that students could do for extra points (this way they could use computers on their spare time, and not as many computers would be necessary).
2) How would I create a student-created media project in my class?
My goal is to teach middle school English, and I think that this would be a good outlet for using such projects. We could do a project on a specific time period in literature, such as the Renaissance, and have the students create a storyboard relating to the concepts and time period. I think that this might be an engaging way to start a project. I could expand on this by adding a project where the students compile an online portfolio of poems and stories that imitate Renaissance style.
This article discusses the use of student-created media to gain interest and further understanding in classroom activities. One such student-created media is PrimaryAccess Movie Maker, which allows students to create documentary films by adding facts and events into a narrative. This can help create better comprehension of historical material. Recently, this type of media has been altered so that historical narratives can be created in one class period. Studies show that students who use this media do just as well on teacher-created examinations as those students who write traditional essays on the same material. However, an analysis of the project results showed that while 40% of students were engaged in the historical and the media-based elements of this activity, 15% were not engaged by the historical or the media elements, and some students were interested in one or the other but not both parts of the activity. This shows that while teachers can benefit from using such student-created media, they should also be aware that they might need to tailor their lessons to suit individual students with different needs.
1) How will student-created media work in schools that are marked by low socioeconomic status?
I think that student-created media is a good idea, but it is important to understand that if a school is lacking the resources to provide students with computers to create this type of media, the projects will be unattainable for students because many students will not have the resources at home. If this is the case, it might be a good idea to apply these types of concepts to creating non-computer based projects with similar themes. Otherwise, it might be an enhancement activity that students could do for extra points (this way they could use computers on their spare time, and not as many computers would be necessary).
2) How would I create a student-created media project in my class?
My goal is to teach middle school English, and I think that this would be a good outlet for using such projects. We could do a project on a specific time period in literature, such as the Renaissance, and have the students create a storyboard relating to the concepts and time period. I think that this might be an engaging way to start a project. I could expand on this by adding a project where the students compile an online portfolio of poems and stories that imitate Renaissance style.
Journal 1 CL...The Beginner's Guide to Interactive Field Trips
Zanetis, J. (2010). The beginner's guide to interactive virtual field trips. 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=25443&DirectListComboInd=D doi: ISSN 1082-5754
This article discusses the integration of Virtual Field Trips (VFTs) into the classroom. Virtual field trips involve the use of Internet or videoconferencing equipment to take students to museums, historic sites, festivals, or exotic places far away from their own classroom. They also allow students to see demonstrations and scientific experiments. Two types of VFTs exist—asynchronous and synchronous. Asynchronous VFTs are presentations that are not interactive. These can include audio, video, or text. Synchronous VFTs are interactive trips in real time that allow students to learn from educators in different locations.
Interestingly, 30% of schools in the United States have access to the videoconferencing materials necessary to conduct synchronous VFTs, and 300 museums and other organizations work with schools to use interactive VFTs. The individuals who provide instruction for these VFTs are generally experts who are trained to teach students of varying grade levels. The benefits of these field trips are that they often meet national standards, they engage students, and they build connections between students and far away people/experiences. Though these programs can be expensive, grants and assistance programs are often offered to cover the expenses, and taking a real-life field trip is often equally as costly.
1) Who trains these experts about how to adapt their lessons per grade level?
I think the people who work with VFTs probably have a desire to teach students about their content area and, therefore, have taken the time to learn about grade level content in regard to their programs. I also think that their organizations and/or the schools that they work with might provide courses that prepare them to work with students.
2) How do these field trips mesh with No Child Left Behind and teaching to the test?
I believe that hands-on demonstrations, projects, and trips often help students understand concepts that would otherwise be difficult to conceptualize. Therefore, if these programs are based on national standards, maybe they are pictorial representations or labs that reinforce the standardized concepts that will be addressed during state or national testing.
This article discusses the integration of Virtual Field Trips (VFTs) into the classroom. Virtual field trips involve the use of Internet or videoconferencing equipment to take students to museums, historic sites, festivals, or exotic places far away from their own classroom. They also allow students to see demonstrations and scientific experiments. Two types of VFTs exist—asynchronous and synchronous. Asynchronous VFTs are presentations that are not interactive. These can include audio, video, or text. Synchronous VFTs are interactive trips in real time that allow students to learn from educators in different locations.
Interestingly, 30% of schools in the United States have access to the videoconferencing materials necessary to conduct synchronous VFTs, and 300 museums and other organizations work with schools to use interactive VFTs. The individuals who provide instruction for these VFTs are generally experts who are trained to teach students of varying grade levels. The benefits of these field trips are that they often meet national standards, they engage students, and they build connections between students and far away people/experiences. Though these programs can be expensive, grants and assistance programs are often offered to cover the expenses, and taking a real-life field trip is often equally as costly.
1) Who trains these experts about how to adapt their lessons per grade level?
I think the people who work with VFTs probably have a desire to teach students about their content area and, therefore, have taken the time to learn about grade level content in regard to their programs. I also think that their organizations and/or the schools that they work with might provide courses that prepare them to work with students.
2) How do these field trips mesh with No Child Left Behind and teaching to the test?
I believe that hands-on demonstrations, projects, and trips often help students understand concepts that would otherwise be difficult to conceptualize. Therefore, if these programs are based on national standards, maybe they are pictorial representations or labs that reinforce the standardized concepts that will be addressed during state or national testing.
Saturday, April 10, 2010
Introducing Carrie Lane: Four Foot Eleven and Still Growing Strong :)
I am Carrie Lane, a vertically challenged 23-year-old with a love for traveling. I am originally from Glen Cove, New York. I lived there for 18 years and try my best to go back at least once a year. I graduated from Boston University in 2008 as a journalism major with a minor in sociology and coursework in statistics. I spent a semester studying and interning abroad in Sydney, Australia and loved every minute of it. In Australia, I worked as a junior copy editor for 2 health-related magazines. After graduating from Boston University, I moved to Carlsbad, California and worked as a waitress. I decided I wanted to go abroad again, so I applied to teach English for a language immersion camp in France. I worked in France for a few months and then traveled around Europe by myself. My teaching work in France made me want to become a teacher, so I started the prerequisite classes at CSUSM and currently work as a Substitute Instructional Aide for the Vista School District and a server at Joe’s Crab Shack.
My experience with technology is varied. I started as a PC person, but I have recently started using a Mac. I worked in college on creating newspaper layouts for about a year on PC computers and then moved to working with layouts for magazines on Mac computers. Now I own a Mac with Office ‘04 and mostly use it for entertainment and academic purposes.
The part of the College of Education Mission Statement that speaks to me most is its emphasis on educational equity and social justice. As an instructor of E.S.L. in France, I became a huge proponent of bilingual education and programs for English Language Learners. I spent a lot of time developing creative ideas and mechanisms for teaching English while in France and am glad to be involved in a program that has an emphasis on inclusion and multicultural education.
My experience with technology is varied. I started as a PC person, but I have recently started using a Mac. I worked in college on creating newspaper layouts for about a year on PC computers and then moved to working with layouts for magazines on Mac computers. Now I own a Mac with Office ‘04 and mostly use it for entertainment and academic purposes.
The part of the College of Education Mission Statement that speaks to me most is its emphasis on educational equity and social justice. As an instructor of E.S.L. in France, I became a huge proponent of bilingual education and programs for English Language Learners. I spent a lot of time developing creative ideas and mechanisms for teaching English while in France and am glad to be involved in a program that has an emphasis on inclusion and multicultural education.
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