Wednesday, May 26, 2010
Teaching Philosophy
I have always been a volunteer in my daughter’s classes within the public school system. I found it very rewarding and often heartbreaking helping those children who had difficulties reading or understanding basic school work. As my daughter has progressed through elementary school I enjoyed connecting on a personal level with the students I assisted. As a result of my volunteer work, I decided to go into substitute teaching and found the students to be very receptive to my approach in the classroom. A few months into working as a substitute, a teacher asked when I was going to pursue my teaching credential. After thinking about her question I knew going into the teaching profession would be the right fit for me.
Halfway through my first year as a substitute teacher I had an opportunity to substitute in my daughter’s sixth grade math class. It was my first experience subbing for a middle school class. As the day progressed I found myself excited about the subject I was teaching and felt my lesson was engaging to the students. After that day I knew middle school would be the level I wanted to teach. Prior to subbing in middle school, most of my experiences were at the elementary school level. Although I enjoyed being around the students in elementary school, I found in the middle school student there was a maturity which I felt was interesting. I also thought the subject matter was more challenging for me to teach, thus allowing me to be more passionate about the subject matter. After receiving my teaching credential, it is my goal to obtain a science and math teaching position at a middle school.
In this paper I will give my philosophy of schooling, learning, and teaching. Specific examples and experiences will be given on how I plan to achieve this philosophy while I am a teacher. I believe my personal philosophy will create an excellent environment for students to learn. In my recent studies, I have found I am combination of two types of educational philosophies, experimentalism and essentialism. The experimentalism approach to teaching is what I want to achieve with my students whereas the essentialism approach is my background as a student from elementary through high school. As stated in Learning to Teach to Everyone’s Children, by Grant and Gillette, the essentialist philosophy is difficult for teachers to evade. Since standards need to be achieved by the students, integrating the text book or guidelines provided by the school as the primary source of curriculum will allow them to attain the levels needed on assessments. However, it has been found with the essentialism philosophy, the student tends to memorize information instead of drawing conclusions from information that has been discussed or read. With my college education in science, I would like to integrate what I have learned about the scientific method in to my lessons. I believe this knowledge will help me move away from the essentialist philosophy toward the experimental philosophy.
I can visualize my philosophy of teaching as an experience in my evolution as a teacher, allowing me to become an effective teacher. In the beginning of my teaching career, my style of teaching would incorporate essentialism philosophy. As I become more fluid with my teaching style, I will be able to incorporate more of an experimentalism approach. I believe this would allow students to learn by doing rather than only being lectured to, which would lead to an enhanced experience for the student.
In order to be an effective teacher, I believe knowledge presented to the students should come in many forms. For example a text book, newspaper article, journal article, movie and even a personal experience are all forms of where knowledge can be gained. In a classroom setting information that the students need to learn should come from a combination of these forms. I can recall my own experiences as a student and always found that reading from a text book was boring, many times I would need to reread a paragraph because I would find my mind wandering. On the other hand watching a movie or reading a magazine article made the information I was studying come to life. As a teacher, I need to be aware of the different learning styles students have. By providing different opportunities to experience the subject matter, I hope to reach a variety of students so they will understand and excel with my curriculum.
An example of this was shown to me by a teacher I had interviewed. She had stated she always wanted to make her class memorable to her students. She is a social studies teacher in middle school and after every section on ancient history she would have a theme day for that particular lesson, for example Egypt day. The students dress up in the attire of the ancient people, bring in food the ancient people ate, and played games from that time in history. Afterwards she would put up poster with pictures of that day for the students to remember the event by. Recently, I had substituted on her Egypt day for another teacher she teams with. I had firsthand experience of how the day went for the students. Most of the students came to class dressed up in Egyptian attire with full make up, some chose to keep it simple. The students were very excited for the day’s events and my conversations with the students were about how much fun they were having. In my opinion the teacher made that day as well as her lessons very memorable for the students.
I would like to abide by her motto of make it memorable to the student. In science depending on what information is being taught, I believe the students could pose a question about information that had been presented to them in a scientific movie. I could take the students outside to gather data. Afterwards we could discuss what was found and students could draw their own conclusions about the data. This experiment can then be tied back into the lesson from the text book. Another way to make the lessons memorable for students is to go on field trips to zoos, aquariums or museums. These activities are always hands on, which will make the lesson being taught, come to life. As for teaching math as a memorable subject I would need to incorporate information from daily life. I remember my experience with math as uninteresting and I always had that thought, when will I ever use this information. By incorporating examples I believe I can evade the question of why do I need to know this. For instance when teaching how to add decimals, I could have the students bring in receipts and show them how the decimals need to line up in order to come to the correct amount. Or when teaching the Pythagorean Theorem, have a building contractor come into class and talk about how they have used the theorem to lay out a new building project. By adding memorable experiences to my lesson plan, I believe my class will be more interesting which may allow for greater retention.
Another way to engage students is allowing for a democratic setting which the students to have some say in how some lessons are presented. For example, after describing a project in science, I would ask the students to share ideas on how it should be completed. The students would take a vote on the ideas and the idea with the most votes would be the way the project would run. However, I will be in charge of the students and be the ultimate decision maker, especially when it comes to discipline. The students will know and understand my classroom values and have to abide by them. If a rule is broken then a consequence will occur. For example homework is not to be turned in late. The consequence will be a score of zero in the grade book; the students cannot determine the rules. Overall, I would set the guidelines for the students but at times the students would be able to determine how some of the class work is conducted.
In my classroom the role of a student is will be one who comes to school ready to learn and actively participate. They should arrive to class prepared mentally and physically. Mentally, the student should have a desire to be in class whereas physically they should have the proper tools such as pencils and paper. This is my view of how the students should be as a learner but, I do realize reality is not perfect.
Many students are going through a time of great changes while they are in middle school. For most students they will have just moved from elementary school to middle school, for some they have had to make new friends because of the school change, and almost all students are going through or just beginning adolescence. It is also a time where they can be very self centered and care very much about their outer looks. These changes and new visions of themselves may be difficult for some to transition into. As a result of these changes, their role as a learner may not always be my ideal. Therefore I will always need to keep that in mind when I am teaching at middle school.
With so many changes occurring I feel it is important for the teacher to be understandable and dependable as well as firm with their students. This is a very critical time in many of the student’s lives and having a teacher with whom they feel comfortable will only promote their confidence as a student. I will be able to incorporate these values by allowing students to get to know who I am as a person. One way to do this is by using “an all about me” poster displayed in the classroom. Another possibility, I have observed with some middle school teachers, is to stay in the classroom at lunch time on certain days. This provides students who may need a refuge at lunch and possibly allow them to open up about a problem they may be experiencing. I would also like to use letters to students, as Stephen Gordon wrote about in Sonia Nieto’s book, Why We Teach. When a problem occurred with a student, letters were sent out to the student and a response was required. A letter could also be sent to the teacher by the student. This approach may help the teacher to be more approachable if the student prefers to not talk about a situation and allow for more effective communication.
Just as with the letters described above, I want the teaching and learning process in my classroom to be carried out in a way that is reciprocal between the student and the teacher. The student will be required to learn the information I present to the classroom. However as a teacher, I will be constantly learning how to teach from my students. Especially with math, as I have seen with my substitute teaching and tutoring experiences, all students learn with a different method of teaching. One may understand a math problem completed one way but another student may need the problem explained in a different manner. Once I am a teacher, I feel I will learn from my students how best to teach my lessons most effectively.
I would like to be able to teach in the community in which I live. As an educator I want to convey a relaxed professionalism to my students as well as to the community I serve. My conduct will always be professional but not too rigid when in the classroom or out in the community. I know as a parent I have run into a few of my daughter’s teachers around town. They have always been well mannered and have shown themselves in a good light. I will remember that I am a teacher of which young minds may look up to. I have to hold myself to a higher standard in order to make a respectable impression on my students as well as their parents in and out of class. By having this respect as a teacher it will allow for students to focus on the lessons I teach. I also believe that my personal qualities, such as being nurturing, having a positive outlook on life, and being committed to understanding my students, will encourage them to be active learners.
As a result of my philosophies of schooling, learning and teaching, I believe I will be a successful middle school teacher. I hope the connections I make with my students on a personal level, the time I put into making lessons memorable, and setting a higher standard for myself, will encourage my students to have a positive experience while in middle school. As a teacher I know I will always be concerned with making a connection with every student. I believe the students with whom I cannot reach will constantly be a source of some frustration to me. Another concern is for the students who are doing well in my class, I want to make sure I can challenge them with my curriculum. There will always be times when circumstances arise that are beyond the teacher’s control, however I sense from my past experiences with volunteering, substitute teaching, and college courses, I will be prepared for what lies ahead as a middle school teacher.
Halfway through my first year as a substitute teacher I had an opportunity to substitute in my daughter’s sixth grade math class. It was my first experience subbing for a middle school class. As the day progressed I found myself excited about the subject I was teaching and felt my lesson was engaging to the students. After that day I knew middle school would be the level I wanted to teach. Prior to subbing in middle school, most of my experiences were at the elementary school level. Although I enjoyed being around the students in elementary school, I found in the middle school student there was a maturity which I felt was interesting. I also thought the subject matter was more challenging for me to teach, thus allowing me to be more passionate about the subject matter. After receiving my teaching credential, it is my goal to obtain a science and math teaching position at a middle school.
In this paper I will give my philosophy of schooling, learning, and teaching. Specific examples and experiences will be given on how I plan to achieve this philosophy while I am a teacher. I believe my personal philosophy will create an excellent environment for students to learn. In my recent studies, I have found I am combination of two types of educational philosophies, experimentalism and essentialism. The experimentalism approach to teaching is what I want to achieve with my students whereas the essentialism approach is my background as a student from elementary through high school. As stated in Learning to Teach to Everyone’s Children, by Grant and Gillette, the essentialist philosophy is difficult for teachers to evade. Since standards need to be achieved by the students, integrating the text book or guidelines provided by the school as the primary source of curriculum will allow them to attain the levels needed on assessments. However, it has been found with the essentialism philosophy, the student tends to memorize information instead of drawing conclusions from information that has been discussed or read. With my college education in science, I would like to integrate what I have learned about the scientific method in to my lessons. I believe this knowledge will help me move away from the essentialist philosophy toward the experimental philosophy.
I can visualize my philosophy of teaching as an experience in my evolution as a teacher, allowing me to become an effective teacher. In the beginning of my teaching career, my style of teaching would incorporate essentialism philosophy. As I become more fluid with my teaching style, I will be able to incorporate more of an experimentalism approach. I believe this would allow students to learn by doing rather than only being lectured to, which would lead to an enhanced experience for the student.
In order to be an effective teacher, I believe knowledge presented to the students should come in many forms. For example a text book, newspaper article, journal article, movie and even a personal experience are all forms of where knowledge can be gained. In a classroom setting information that the students need to learn should come from a combination of these forms. I can recall my own experiences as a student and always found that reading from a text book was boring, many times I would need to reread a paragraph because I would find my mind wandering. On the other hand watching a movie or reading a magazine article made the information I was studying come to life. As a teacher, I need to be aware of the different learning styles students have. By providing different opportunities to experience the subject matter, I hope to reach a variety of students so they will understand and excel with my curriculum.
An example of this was shown to me by a teacher I had interviewed. She had stated she always wanted to make her class memorable to her students. She is a social studies teacher in middle school and after every section on ancient history she would have a theme day for that particular lesson, for example Egypt day. The students dress up in the attire of the ancient people, bring in food the ancient people ate, and played games from that time in history. Afterwards she would put up poster with pictures of that day for the students to remember the event by. Recently, I had substituted on her Egypt day for another teacher she teams with. I had firsthand experience of how the day went for the students. Most of the students came to class dressed up in Egyptian attire with full make up, some chose to keep it simple. The students were very excited for the day’s events and my conversations with the students were about how much fun they were having. In my opinion the teacher made that day as well as her lessons very memorable for the students.
I would like to abide by her motto of make it memorable to the student. In science depending on what information is being taught, I believe the students could pose a question about information that had been presented to them in a scientific movie. I could take the students outside to gather data. Afterwards we could discuss what was found and students could draw their own conclusions about the data. This experiment can then be tied back into the lesson from the text book. Another way to make the lessons memorable for students is to go on field trips to zoos, aquariums or museums. These activities are always hands on, which will make the lesson being taught, come to life. As for teaching math as a memorable subject I would need to incorporate information from daily life. I remember my experience with math as uninteresting and I always had that thought, when will I ever use this information. By incorporating examples I believe I can evade the question of why do I need to know this. For instance when teaching how to add decimals, I could have the students bring in receipts and show them how the decimals need to line up in order to come to the correct amount. Or when teaching the Pythagorean Theorem, have a building contractor come into class and talk about how they have used the theorem to lay out a new building project. By adding memorable experiences to my lesson plan, I believe my class will be more interesting which may allow for greater retention.
Another way to engage students is allowing for a democratic setting which the students to have some say in how some lessons are presented. For example, after describing a project in science, I would ask the students to share ideas on how it should be completed. The students would take a vote on the ideas and the idea with the most votes would be the way the project would run. However, I will be in charge of the students and be the ultimate decision maker, especially when it comes to discipline. The students will know and understand my classroom values and have to abide by them. If a rule is broken then a consequence will occur. For example homework is not to be turned in late. The consequence will be a score of zero in the grade book; the students cannot determine the rules. Overall, I would set the guidelines for the students but at times the students would be able to determine how some of the class work is conducted.
In my classroom the role of a student is will be one who comes to school ready to learn and actively participate. They should arrive to class prepared mentally and physically. Mentally, the student should have a desire to be in class whereas physically they should have the proper tools such as pencils and paper. This is my view of how the students should be as a learner but, I do realize reality is not perfect.
Many students are going through a time of great changes while they are in middle school. For most students they will have just moved from elementary school to middle school, for some they have had to make new friends because of the school change, and almost all students are going through or just beginning adolescence. It is also a time where they can be very self centered and care very much about their outer looks. These changes and new visions of themselves may be difficult for some to transition into. As a result of these changes, their role as a learner may not always be my ideal. Therefore I will always need to keep that in mind when I am teaching at middle school.
With so many changes occurring I feel it is important for the teacher to be understandable and dependable as well as firm with their students. This is a very critical time in many of the student’s lives and having a teacher with whom they feel comfortable will only promote their confidence as a student. I will be able to incorporate these values by allowing students to get to know who I am as a person. One way to do this is by using “an all about me” poster displayed in the classroom. Another possibility, I have observed with some middle school teachers, is to stay in the classroom at lunch time on certain days. This provides students who may need a refuge at lunch and possibly allow them to open up about a problem they may be experiencing. I would also like to use letters to students, as Stephen Gordon wrote about in Sonia Nieto’s book, Why We Teach. When a problem occurred with a student, letters were sent out to the student and a response was required. A letter could also be sent to the teacher by the student. This approach may help the teacher to be more approachable if the student prefers to not talk about a situation and allow for more effective communication.
Just as with the letters described above, I want the teaching and learning process in my classroom to be carried out in a way that is reciprocal between the student and the teacher. The student will be required to learn the information I present to the classroom. However as a teacher, I will be constantly learning how to teach from my students. Especially with math, as I have seen with my substitute teaching and tutoring experiences, all students learn with a different method of teaching. One may understand a math problem completed one way but another student may need the problem explained in a different manner. Once I am a teacher, I feel I will learn from my students how best to teach my lessons most effectively.
I would like to be able to teach in the community in which I live. As an educator I want to convey a relaxed professionalism to my students as well as to the community I serve. My conduct will always be professional but not too rigid when in the classroom or out in the community. I know as a parent I have run into a few of my daughter’s teachers around town. They have always been well mannered and have shown themselves in a good light. I will remember that I am a teacher of which young minds may look up to. I have to hold myself to a higher standard in order to make a respectable impression on my students as well as their parents in and out of class. By having this respect as a teacher it will allow for students to focus on the lessons I teach. I also believe that my personal qualities, such as being nurturing, having a positive outlook on life, and being committed to understanding my students, will encourage them to be active learners.
As a result of my philosophies of schooling, learning and teaching, I believe I will be a successful middle school teacher. I hope the connections I make with my students on a personal level, the time I put into making lessons memorable, and setting a higher standard for myself, will encourage my students to have a positive experience while in middle school. As a teacher I know I will always be concerned with making a connection with every student. I believe the students with whom I cannot reach will constantly be a source of some frustration to me. Another concern is for the students who are doing well in my class, I want to make sure I can challenge them with my curriculum. There will always be times when circumstances arise that are beyond the teacher’s control, however I sense from my past experiences with volunteering, substitute teaching, and college courses, I will be prepared for what lies ahead as a middle school teacher.
Tuesday, May 11, 2010
Narratives for NETS-T (I,III, IV, & V)
NETS I Faciltiate and Inspire Students Learning and Creativity
To immerse myself in the realm of educational technology, I created a class blog, which is an online journal used to showcase work that's been created for educational and social purposes. This technology allows users to consolidate many websites into one for easier access. The way I created a blog was first by signing up for a Google account. I then went to blogspot.com to set up an account to produce the blog. After naming my blog and customizing it, I then added posts or information that I had produced. I could add links to other websites I felt were interesting. Other gadgets could also be added to additionally customize the blog. My blog meets the NETS-T standards because it allows me to showcase discussions of real-world issues and serves as a communication medium for creating and posting innovative writing and technology-based portfolio samples. Moreover, within my blog, I can embed and add links to tools and resources that can help solve authentic, everyday problems. Additionally, my blog allows for interactive communication, which can jump start collaborative learning with students, colleagues, and other individuals within both virtual and face-to-face situations.
In order to promote technology in my classroom, I was able to produce a creative newsletter, which I would publish in my classroom blog. The newsletter will contain information such as homework due dates, schedules, and how to contact me. In my classroom newsletter, I inserted a table to serve as a template for my masthead and inserted WordArt and horizontal line art for visual effect. Then I split the document into columns, inserted Clip Art and wrapped the images into my text. Finally, I added DropCaps into my articles and used the formatting palate to make my newsletter more aesthetically pleasing. I created a classroom newsletter to promote student reflection using this collaborative tools to help clarify students' conceptual understanding, planning and creative process. The newsletter, which uses creative visuals and includes discussions of real classroom issues, serves as a mechanism for facilitating learning among students within the classroom by keeping students well-informed.
NETS-T II Design and Develop Digital-Age Learning Experiences and Assessments
To completed in credential
NETS-T III Model Digital Age Work and Learning
To engage a student in learning, a teacher must capture their attention in a creative and unique way. One method of promoting learning in a classroom is with the use of digital technology. PowerPoint software is a tool that when used creatively in a classroom can help facilitate student learning. This tool enables the user to create presentations. In the presentations creative clip art, sound, animation and links can be added to demonstrate the meaning of an idea more effectively. A PowerPoint presentation was created to show my knowledge of the ISTE NETS-S and the performance indicators for middle school. In this presentation I added a link to the ISTE website, animation to each slide, clip art to make it visually pleasing, sound to enhance the clip art and links to other websites that were beneficial to the presentation. I then posted the presentation to my blog for others to view. The use of a PowerPoint presentation in a classroom setting assists in effectively using digital tools to support student learning. The presentation also models to the student the effectiveness of digital tools to aid in the evaluation of research.
Students of this day are becoming more and more technology savvy. The more an educator can embrace technology in their classroom the greater the benefit to student learning. Inspiration is a computer software program which allows the user to create graphic organizers. This tool is valuable in brainstorming ideas, relating two topics or piecing a story together. The graphic organizer can also be converted into a text style outline. To enhance the look of the organizer clip art can be used. Also to make the organizer aesthetically pleasing, items like background, font, connecting lines and text boxes can be changed to a different color or font. In addition links to important websites can be used in the organizer. I generated a graphic organizer using Inspiration. Using the five NETS-T from ISTE and the work I had created in class, I graphically outlined my work with the organizer. In the main picture of the ISTE NETS-T, I inserted a link to the ISTE website. Each of the five NETS-T standards was given a symbolic clip art and it was connected to two different descriptions of work or artifact I produced in class. Between each standard and artifact was a portion of the NETS-T text that relates to the artifact. After completing the organizer, I was able to convert the organizer to a jpeg document and upload it to my blog for others to view. Having the knowledge of how to use Inspiration has given me a resource which would allow me to incorporate digital tools into a classroom to promote student learning and creativity. This tool is also accommodating in designing relevant learning experiences for students using digital tools.
NETS-T IV Promote and Model Digital Citizenship and Responsibility
California State law legislates that all students as well as teachers need to be educated on the appropriate and ethical use of information technology in the classroom and Internet Safety. Internet safety is the term that encompasses six specific topics of the Internet usage: identity safety, cyber predators, inappropriate content, cyberbullying, plagiarism, and social networks. Within each of these areas are safety and etiquette issues students need to learn to emerge into the real world with proper and ethical knowledge of the Internet. To educate myself on Internet Safety, I collaborated with five other members of my education 422 class. We each chose a topic to address on the JCCS website. Using Google docs, we added our topic and research information to create an Internet Safety document that can be referenced to when we teach. I then posted this document to my blog for others to reference if necessary. By collaborating with my peers on Internet Safety and promoting from my blog what I have learned about the Internet, I feel I can encourage and model digital etiquette in and out of my classroom as a teacher. The information on Internet Safety has taught me, as an emerging teacher, to also be responsible with my digital interactions.
In any field it is always important to keep educating one’s self to keep up with the latest technology that our world uses. In education as well as many other fields, social bookmarking is one way to continue lifelong learning. Delicious, a social bookmarking site, is a way of saving a web address in an online file so that the user can revisit the site when needed. To save this data, tags or descriptions of the site are created to be stored into the file. If the bookmarks are made public they can be viewed by others and followed. To implement social bookmarking I signed up for a Delicious account. I then researched a number of helpful teaching sites, one of which was a multicultural education and equity awareness site. For each site I visited I created three tags that could be publicly viewed on my blog. On my blog the tags are all visible and when clicked redirect the viewer to the site I bookmarked. One way to engage with colleagues and students of other cultures is through social bookmarking. Sites such as Delicious enable the following of colleagues and what they are researching in a particular field, such as multicultural education. The use of this tool in education is helpful for a teacher to model and develop cultural understanding and global awareness.
NETS-T V Engage in Professional Growth and Leadership
As a teacher it is helpful to have technology tools available to help with creating lessons. At times it is also useful to be able to ask a teacher in the same field how they would go about adding creativity to a lesson. Classroom 2.0 is a technological tool which allows teachers to learn from other teachers ideas. Utilizing this website, an educator can look up ideas they would like to incorporate into their lessons, for example virtual field trips using videoconferencing, and follow threads on how other teachers have successfully used or what problems they may have had while using the particular technological tool. In this technology course, I became a member of Classroom 2.0 and then was able to research videoconferencing. I found information from a particularly interesting teacher that had virtually taken many of his students all over the country. Other teachers had posted comments on how they would like to incorporate his lesson into their class from the information he gave. While some teachers asked for help on how to get started videoconferencing in their classroom and how to avoid behavioral issues with students while conducting a videoconferencing. This tool allows for the participation in learning communities from the United States as well as around the world. My membership to Classroom 2.0 will allow for the exploration of creative applications of technology to facilitate improved learning of my future students.
With any profession it is always beneficial to be up to date with what is current in the industry. Teachers for example, need to be informed of current technology to keep their students current with the latest global information. The International Society for Technology in Education, ISTE, is a website that provides current technological information to educators. This site contains valuable information from books and journal articles to websites and podcasts, allowing educators to stay up to date with today’s technology in order to benefit student learning. To keep up with the latest technology I became a member of ISTE. I was able to read journal articles about the latest technology, for example Classroom 2.0 and Virtual Field trips, and how to incorporate them into a classroom environment. After reading eight journal articles from the journal Learning & Leading from ISTE, I posted a summary of each article and two questions that I had about the article along with my answers to the questions on my blog. By becoming a member of ISTE and researching their journal articles, I have been able to evaluate and reflect on current research using technological tools for classroom use. As a teacher, I will also be able to regularly check the website to learn of emerging digital tools that I am able to utilize in the classroom to support student learning.
To immerse myself in the realm of educational technology, I created a class blog, which is an online journal used to showcase work that's been created for educational and social purposes. This technology allows users to consolidate many websites into one for easier access. The way I created a blog was first by signing up for a Google account. I then went to blogspot.com to set up an account to produce the blog. After naming my blog and customizing it, I then added posts or information that I had produced. I could add links to other websites I felt were interesting. Other gadgets could also be added to additionally customize the blog. My blog meets the NETS-T standards because it allows me to showcase discussions of real-world issues and serves as a communication medium for creating and posting innovative writing and technology-based portfolio samples. Moreover, within my blog, I can embed and add links to tools and resources that can help solve authentic, everyday problems. Additionally, my blog allows for interactive communication, which can jump start collaborative learning with students, colleagues, and other individuals within both virtual and face-to-face situations.
In order to promote technology in my classroom, I was able to produce a creative newsletter, which I would publish in my classroom blog. The newsletter will contain information such as homework due dates, schedules, and how to contact me. In my classroom newsletter, I inserted a table to serve as a template for my masthead and inserted WordArt and horizontal line art for visual effect. Then I split the document into columns, inserted Clip Art and wrapped the images into my text. Finally, I added DropCaps into my articles and used the formatting palate to make my newsletter more aesthetically pleasing. I created a classroom newsletter to promote student reflection using this collaborative tools to help clarify students' conceptual understanding, planning and creative process. The newsletter, which uses creative visuals and includes discussions of real classroom issues, serves as a mechanism for facilitating learning among students within the classroom by keeping students well-informed.
NETS-T II Design and Develop Digital-Age Learning Experiences and Assessments
To completed in credential
NETS-T III Model Digital Age Work and Learning
To engage a student in learning, a teacher must capture their attention in a creative and unique way. One method of promoting learning in a classroom is with the use of digital technology. PowerPoint software is a tool that when used creatively in a classroom can help facilitate student learning. This tool enables the user to create presentations. In the presentations creative clip art, sound, animation and links can be added to demonstrate the meaning of an idea more effectively. A PowerPoint presentation was created to show my knowledge of the ISTE NETS-S and the performance indicators for middle school. In this presentation I added a link to the ISTE website, animation to each slide, clip art to make it visually pleasing, sound to enhance the clip art and links to other websites that were beneficial to the presentation. I then posted the presentation to my blog for others to view. The use of a PowerPoint presentation in a classroom setting assists in effectively using digital tools to support student learning. The presentation also models to the student the effectiveness of digital tools to aid in the evaluation of research.
Students of this day are becoming more and more technology savvy. The more an educator can embrace technology in their classroom the greater the benefit to student learning. Inspiration is a computer software program which allows the user to create graphic organizers. This tool is valuable in brainstorming ideas, relating two topics or piecing a story together. The graphic organizer can also be converted into a text style outline. To enhance the look of the organizer clip art can be used. Also to make the organizer aesthetically pleasing, items like background, font, connecting lines and text boxes can be changed to a different color or font. In addition links to important websites can be used in the organizer. I generated a graphic organizer using Inspiration. Using the five NETS-T from ISTE and the work I had created in class, I graphically outlined my work with the organizer. In the main picture of the ISTE NETS-T, I inserted a link to the ISTE website. Each of the five NETS-T standards was given a symbolic clip art and it was connected to two different descriptions of work or artifact I produced in class. Between each standard and artifact was a portion of the NETS-T text that relates to the artifact. After completing the organizer, I was able to convert the organizer to a jpeg document and upload it to my blog for others to view. Having the knowledge of how to use Inspiration has given me a resource which would allow me to incorporate digital tools into a classroom to promote student learning and creativity. This tool is also accommodating in designing relevant learning experiences for students using digital tools.
NETS-T IV Promote and Model Digital Citizenship and Responsibility
California State law legislates that all students as well as teachers need to be educated on the appropriate and ethical use of information technology in the classroom and Internet Safety. Internet safety is the term that encompasses six specific topics of the Internet usage: identity safety, cyber predators, inappropriate content, cyberbullying, plagiarism, and social networks. Within each of these areas are safety and etiquette issues students need to learn to emerge into the real world with proper and ethical knowledge of the Internet. To educate myself on Internet Safety, I collaborated with five other members of my education 422 class. We each chose a topic to address on the JCCS website. Using Google docs, we added our topic and research information to create an Internet Safety document that can be referenced to when we teach. I then posted this document to my blog for others to reference if necessary. By collaborating with my peers on Internet Safety and promoting from my blog what I have learned about the Internet, I feel I can encourage and model digital etiquette in and out of my classroom as a teacher. The information on Internet Safety has taught me, as an emerging teacher, to also be responsible with my digital interactions.
In any field it is always important to keep educating one’s self to keep up with the latest technology that our world uses. In education as well as many other fields, social bookmarking is one way to continue lifelong learning. Delicious, a social bookmarking site, is a way of saving a web address in an online file so that the user can revisit the site when needed. To save this data, tags or descriptions of the site are created to be stored into the file. If the bookmarks are made public they can be viewed by others and followed. To implement social bookmarking I signed up for a Delicious account. I then researched a number of helpful teaching sites, one of which was a multicultural education and equity awareness site. For each site I visited I created three tags that could be publicly viewed on my blog. On my blog the tags are all visible and when clicked redirect the viewer to the site I bookmarked. One way to engage with colleagues and students of other cultures is through social bookmarking. Sites such as Delicious enable the following of colleagues and what they are researching in a particular field, such as multicultural education. The use of this tool in education is helpful for a teacher to model and develop cultural understanding and global awareness.
NETS-T V Engage in Professional Growth and Leadership
As a teacher it is helpful to have technology tools available to help with creating lessons. At times it is also useful to be able to ask a teacher in the same field how they would go about adding creativity to a lesson. Classroom 2.0 is a technological tool which allows teachers to learn from other teachers ideas. Utilizing this website, an educator can look up ideas they would like to incorporate into their lessons, for example virtual field trips using videoconferencing, and follow threads on how other teachers have successfully used or what problems they may have had while using the particular technological tool. In this technology course, I became a member of Classroom 2.0 and then was able to research videoconferencing. I found information from a particularly interesting teacher that had virtually taken many of his students all over the country. Other teachers had posted comments on how they would like to incorporate his lesson into their class from the information he gave. While some teachers asked for help on how to get started videoconferencing in their classroom and how to avoid behavioral issues with students while conducting a videoconferencing. This tool allows for the participation in learning communities from the United States as well as around the world. My membership to Classroom 2.0 will allow for the exploration of creative applications of technology to facilitate improved learning of my future students.
With any profession it is always beneficial to be up to date with what is current in the industry. Teachers for example, need to be informed of current technology to keep their students current with the latest global information. The International Society for Technology in Education, ISTE, is a website that provides current technological information to educators. This site contains valuable information from books and journal articles to websites and podcasts, allowing educators to stay up to date with today’s technology in order to benefit student learning. To keep up with the latest technology I became a member of ISTE. I was able to read journal articles about the latest technology, for example Classroom 2.0 and Virtual Field trips, and how to incorporate them into a classroom environment. After reading eight journal articles from the journal Learning & Leading from ISTE, I posted a summary of each article and two questions that I had about the article along with my answers to the questions on my blog. By becoming a member of ISTE and researching their journal articles, I have been able to evaluate and reflect on current research using technological tools for classroom use. As a teacher, I will also be able to regularly check the website to learn of emerging digital tools that I am able to utilize in the classroom to support student learning.
Wednesday, May 5, 2010
Inspiration NETS-T (I, II, & III)
In this assignment I used the Inspiration software to generate a graphic organizer. This tool was used to show the relationship of my knowledge of the class assignment to the NETS-T. Also, to make the organizer aesthetically pleasing I used clip art to highlight the five NETS-T and the subcategory they satisfy.
Internet Safety NETS-T (II, III &IV)
For this assignment I worked with five other members of edu422 class to create an Internet safety document. Each person in our group researched one area of cybersafety on the JCCS Internet Safety Wiki. We then collaborated using google docs to organize the document. Finally we saved our work in PDF format and uploaded the assignment to our teacher. The completed work was then posted on our blogs using scribd.
Monday, May 3, 2010
Newsletter NETS-T (I, II, & III)
For this assignment I created a newsletter for my future math and science class using Microsoft Word. I included a Masthead with the newsletter title using word art, columns to separate articles, a drop cap for interest, clip art that related to my articles, customized bullets and added borders.
Saturday, May 1, 2010
CSUSM PSA NETS-T (I, II & III)
For this assignment I imported prerecorded movie clips of CSUSM onto the Mac computer. I used the software iMovie to edit the movie to my liking and iTunes to add music to my movie. I then exported the movie and uploaded it to my blog for others to view.
Wiki Tools PhotoFace NETS-T (I, II & III)
For this assignment I contributed PhotoFace to the edu422 class wiki by using the Cool Tools for Schools website. On the wiki I explained what PhotoFace is, how it might be used with a middle school class and created my own sample of how I might use the tool in my classroom.
Click on PhotoFace to see my avatar!
Click on PhotoFace to see my avatar!
Self-Portrait NETS-T(I,II & III)
For this assignment I drew a portrait of myself and used the scanner to import the pertrait into the computer. I then was able to upload the portriat to my blog to share with other members of my class.
Friday, April 30, 2010
Journal #9
Groff, J., & Hass, J. (2008, September/October). Web2/0. Learning & Leanding with Technology, 36(2), Retrieved from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_1&Template=/MembersOnly.cfm&NavMenuID=4107&ContentID=21954&DirectListComboInd=D
Web 2.0 Today’s Technologies, Tomorrow’s Learning
This article takes a look into digital games, social networking and simulations and the effect using these tools have in the classroom. The authors first define each technology. Digital games provides worlds where players must work together to accomplish a task. Social networking sites like Facebook, where users connect with friends and are able to meet new people. Simulations are sites that provide the user with the opportunity to move within a digital space, allowing them to explore new ideas they would not in real life. Groff and Haas also discuss the MIT’s Education Arcade. This is where research occurs to understand potential benefits of the discussed technologies. The authors feel there are good technologies out there to benefit the student; the teacher just needs to utilize the tools. One tool that is discussed is a networking tool like Ning, this site allows the teacher to create a private social network for the classroom. By using these sites the teacher gives the student real world experiences. Sites that explore gaming for the student can motivate the students to work toward a goal and to collaborate on problems. Overall the games set a stage for experimental learning. The authors also state there will be “bumps along the road” in navigating the technologies. They state, just trying and experimenting will allow for greater learning in the classroom. Some strategies for success are playing with the technologies, partnering with a colleague, and find support with the school’s technology support. The authors feel that the students learning will be amplified with using technology tools in the classroom.
Questions
1. How can a teacher start using technology tools in class?
First the teacher should research sites like web 2.0 to get some kind of information that pertains to their class. Then read the comments that other teachers have posted on how well this project worked for their class. They can also ask questions in this site to get some answers. Finally, make sure there is the technology available at the school your school.
2. How would a teacher keep up on the technology that they are using in class?
I think working with other teachers collaboratively would defiantly help a teacher keep up with the technology. If they are utilizing the same tools it would be easy to ask questions and bounce ideas off on another. Also if the school has a computer technician they would be another area for help when trying to keep up with a technology tool that you are using in class.
Journal #6
Grenhow, C. (2010, March/April). A New concept of citizenship for the digital age. Learning & Leading with Technology, 37(6), Retrieved from http://www.itse.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/Membersonly.cfm&NavMenuID=4516&ContentId=25564&DirectListComboId=D
A New Concept of Citizenship for the Digital Age
In this article Christine Greenhow defines and discusses digital citizenship. She starts out by stating the NETS-S definition of digital citizenship is the ability to practice and advocate online behavior that demonstrates legal, ethical, safe, and responsible uses of information and communication technologies. In her research to define digital citizenship she was surprised to find definitions of online citizen like behaviors to be different for different countries, cultures, school systems, and standard-setting agencies. She states that social media formats like blogging have given rise to discussions about to prepare young people to be com informed citizens. These media formats are allowing our youth to learn how to discuss and debate political, social and cultural issues. She also found, researchers from the university of Kansas have included with their definition if digital citizenship to include behaviors which uphold certain standards, like legal and ethical. These researchers feel young people should practice digital citizenship so that they are aware of social and political issues as well as what is displayed online is subjected to the public. They also need to respect the rights of others . Greenhow writes about two journal articles as well that are informational for digital citizenship. These articles are about cyberbulling and moralities of MySpace. She briefly points on how guidelines need to be set for educators when using these technologies in the classroom. She ends her article on the note of how students need to be aware of digital citizenship and standards need to be achieved in order to make sure of their awareness.
Questions
1. How could digital awareness be taught in the classroom?
This would be a great way to begin a computer class in middle school. Before all the games and computer activities begin some kind of digital awareness lesson should be taught. The teacher should address the students about responsibilities and etiquette of navigating the web.
2. Should their be a federal site about the use and misuse of the Internet?
Although I have not looked for a site like this one in the questions, I am sure there is one that exists. I think each entity whether it is a school or company, should have some kind of information stating what they expect from those who search and use the Internet at their site. I am assuming most places of business have this in place but I am not sure about schools. Something for me to look into!
A New Concept of Citizenship for the Digital Age
In this article Christine Greenhow defines and discusses digital citizenship. She starts out by stating the NETS-S definition of digital citizenship is the ability to practice and advocate online behavior that demonstrates legal, ethical, safe, and responsible uses of information and communication technologies. In her research to define digital citizenship she was surprised to find definitions of online citizen like behaviors to be different for different countries, cultures, school systems, and standard-setting agencies. She states that social media formats like blogging have given rise to discussions about to prepare young people to be com informed citizens. These media formats are allowing our youth to learn how to discuss and debate political, social and cultural issues. She also found, researchers from the university of Kansas have included with their definition if digital citizenship to include behaviors which uphold certain standards, like legal and ethical. These researchers feel young people should practice digital citizenship so that they are aware of social and political issues as well as what is displayed online is subjected to the public. They also need to respect the rights of others . Greenhow writes about two journal articles as well that are informational for digital citizenship. These articles are about cyberbulling and moralities of MySpace. She briefly points on how guidelines need to be set for educators when using these technologies in the classroom. She ends her article on the note of how students need to be aware of digital citizenship and standards need to be achieved in order to make sure of their awareness.
Questions
1. How could digital awareness be taught in the classroom?
This would be a great way to begin a computer class in middle school. Before all the games and computer activities begin some kind of digital awareness lesson should be taught. The teacher should address the students about responsibilities and etiquette of navigating the web.
2. Should their be a federal site about the use and misuse of the Internet?
Although I have not looked for a site like this one in the questions, I am sure there is one that exists. I think each entity whether it is a school or company, should have some kind of information stating what they expect from those who search and use the Internet at their site. I am assuming most places of business have this in place but I am not sure about schools. Something for me to look into!
Thursday, April 29, 2010
Journal #8
Greenhow, C. (2009, June/July). Taping 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/JuneJulyNo8/36810g.pdf
Tapping the Wealth of Social Networks for Professional Development
This was an interesting article about information and communication technologies and how their uses in the work place is shaping the way we think, work and communicate. The author uses information from journals and books to find that with these forms of technology we our opinions can easily be publicized. Also for educators, the use of these technologies needs to research more for developing effective was to use them. She discusses two trends that she and her colleagues see happening now. The first is social bookmarking like Delicious. Sites such as this one provide a way for professionals to view other professional’s sites they are following. With this there is an openness, sharing and collaboration that can occur with professionals. The other trend is using social networking tools like Classroom 2.0 or Facebook. She states that this type of social networking allows for many to many broadcasting. Especially with education, teachers are able to put their work out on these sites to share or get feedback from other educators. She also gives links to some sites to learn how networks are creating social leaning opportunities.
Questions
1. After reading this article all I could think about was how do we find that trend in technology, when it first starts, where do we look?
I would think most young students are the one's who have enough time to find and use these tools first. High school or young college students would be the people who are utilizing the technology for mostly socializing. It is taking that information to the next step to use it in a way to benefit professionals that is beneficial to us all.
2. As a parent I would not allow my children to use certain websites like Myspace to post information about themselves. However I see it is a good tool to use for education purposes. How would teachers get around parents like myself, when wanting to use sites like Myspace?
I am not sure how to answer that question. Maybe the school as a whole could have a Myspace page and it is monitored by their technology technician. The content of the site could only be educational and related to what teachers allow. This may be a tough hurdle for some parents and educators to get through!
Tapping the Wealth of Social Networks for Professional Development
This was an interesting article about information and communication technologies and how their uses in the work place is shaping the way we think, work and communicate. The author uses information from journals and books to find that with these forms of technology we our opinions can easily be publicized. Also for educators, the use of these technologies needs to research more for developing effective was to use them. She discusses two trends that she and her colleagues see happening now. The first is social bookmarking like Delicious. Sites such as this one provide a way for professionals to view other professional’s sites they are following. With this there is an openness, sharing and collaboration that can occur with professionals. The other trend is using social networking tools like Classroom 2.0 or Facebook. She states that this type of social networking allows for many to many broadcasting. Especially with education, teachers are able to put their work out on these sites to share or get feedback from other educators. She also gives links to some sites to learn how networks are creating social leaning opportunities.
Questions
1. After reading this article all I could think about was how do we find that trend in technology, when it first starts, where do we look?
I would think most young students are the one's who have enough time to find and use these tools first. High school or young college students would be the people who are utilizing the technology for mostly socializing. It is taking that information to the next step to use it in a way to benefit professionals that is beneficial to us all.
2. As a parent I would not allow my children to use certain websites like Myspace to post information about themselves. However I see it is a good tool to use for education purposes. How would teachers get around parents like myself, when wanting to use sites like Myspace?
I am not sure how to answer that question. Maybe the school as a whole could have a Myspace page and it is monitored by their technology technician. The content of the site could only be educational and related to what teachers allow. This may be a tough hurdle for some parents and educators to get through!
Wednesday, April 28, 2010
Journal 7: Videoconferencing
Videoconferencing:
Taken from Wikipedia
A videoconference or video conference (also known as a videoteleconference) is a set of interactive telecommunication technologies which allow two or more locations to interact via two-way video and audio transmissions simultaneously. It has also been called 'visual collaboration' and is a type of groupware.
From Classroom 2.0, I thought the information about the videoconferencing tool would be interesting to post to my blog. I really enjoyed learning how to incorporate virtual field trips in Journal 1, so adding more information on how to videoconferencing would be a helpful post to my blog.
Assessing Student Engagement While Videoconferencing
I thought this would be interesting to read about, although I have never performed a videoconference, I would think most of the teachers attention would be toward making sure the videoconference is going well. It would be very disruptive to have to stop the conference while needing to discipline a student. I learned that one teacher did encounter problems while videoconferencing in class. Although his was not a discipline problem, he does state a few issues to be aware of before videoconferencing in class. One aspect to consider is time. This particular teacher was videoconferencing to the Congo in Africa, the time that might have worked for the people he wanted to share with his class did not coincide with regular class time. Also make sure all students have a reason to pay attention to the videoconference. For example from the prepared questions to ask the person you are talking with, have a worksheet where the students need to fill in comments. The biggest issue is to double check the equipment that is being used. It would be a let down to the students if on the day of the videoconferencing the technology was not working.
Who's IVCing and Why?
This was an interesting post for those teachers who are ready to take the jump into videoconferencing. The teacher that posted this discussion wanted to find out what other teachers are doing to videoconference. Scott Merrick has been just about around the world with many of his students. One interesting virtual field trip via videoconferencing was with dog mushers in Alaska. Other teachers responded and have virtually taken their Arizona class room to Oahu, Hawaii to visit the USS Arizona Memorial. She also has been able to set up high school students with medical examiners so the student can actually watch and ask questions about autopsies. This is a good discussion to get ideas as well as speak with other teachers that have already videoconferenced with their students. Knowing what has worked for teachers would be a good way to start in one's own classroom.
Taken from Wikipedia
A videoconference or video conference (also known as a videoteleconference) is a set of interactive telecommunication technologies which allow two or more locations to interact via two-way video and audio transmissions simultaneously. It has also been called 'visual collaboration' and is a type of groupware.
From Classroom 2.0, I thought the information about the videoconferencing tool would be interesting to post to my blog. I really enjoyed learning how to incorporate virtual field trips in Journal 1, so adding more information on how to videoconferencing would be a helpful post to my blog.
Assessing Student Engagement While Videoconferencing
I thought this would be interesting to read about, although I have never performed a videoconference, I would think most of the teachers attention would be toward making sure the videoconference is going well. It would be very disruptive to have to stop the conference while needing to discipline a student. I learned that one teacher did encounter problems while videoconferencing in class. Although his was not a discipline problem, he does state a few issues to be aware of before videoconferencing in class. One aspect to consider is time. This particular teacher was videoconferencing to the Congo in Africa, the time that might have worked for the people he wanted to share with his class did not coincide with regular class time. Also make sure all students have a reason to pay attention to the videoconference. For example from the prepared questions to ask the person you are talking with, have a worksheet where the students need to fill in comments. The biggest issue is to double check the equipment that is being used. It would be a let down to the students if on the day of the videoconferencing the technology was not working.
Who's IVCing and Why?
This was an interesting post for those teachers who are ready to take the jump into videoconferencing. The teacher that posted this discussion wanted to find out what other teachers are doing to videoconference. Scott Merrick has been just about around the world with many of his students. One interesting virtual field trip via videoconferencing was with dog mushers in Alaska. Other teachers responded and have virtually taken their Arizona class room to Oahu, Hawaii to visit the USS Arizona Memorial. She also has been able to set up high school students with medical examiners so the student can actually watch and ask questions about autopsies. This is a good discussion to get ideas as well as speak with other teachers that have already videoconferenced with their students. Knowing what has worked for teachers would be a good way to start in one's own classroom.
Saturday, April 24, 2010
All About Me Crossword (NETS-T I,II, & III)
To create this crossword puzzle I used Excel. I first watched a "how to" video from the Atomic Learning website, then applied my information into a crossword puzzle.
NETS Power Point NETS-T (I,II, &III)
In this assignment I created a presentation using PowerPoint to show my knowledge of the ISTE NETS-S and the performance indicators for middle school students.
In the presentation I hyperlinked to sites, one to ISTE and the other to an aquarium for a virtual field trip. I also included images from clip art, sound and animation on all slides.
In the presentation I hyperlinked to sites, one to ISTE and the other to an aquarium for a virtual field trip. I also included images from clip art, sound and animation on all slides.
Friday, April 23, 2010
NETS Power Point Rubric NETS-T (I,II & III)
For this assignment the class as a whole created a rubric using the website rCampus. The rubric would then be used to grade our PowerPoint presentations. This was a lesson in how to generate a rubric via rCampus, what content is needed in a rubric and how to grade using a rubric. Once the rubic was completed, I used embedit to post the rubric on to my blog.
Friday, April 16, 2010
Social Bookmarking NETS-T (III,IV & V)
For this assignment I used Internet bookmarking to note or tag important sites for edu422. By doing this I am able share my tagged sites with others via my blog and I am also able to determine who is tagging sites for areas that interest me. I used the site Delicious to enable tagging.
1. Primary sources is a useful tool to research lessons for class projects. As a teacher you could follow experts in the field to give the most up to date information to the students.
2.Students at of achievement gaps risk are:
* Racial and ethnic minorities
* English language learners
* Students with disabilities
* Boys/girls
* Students from low-income families
Link >http://www.nea.org/home/37643.htm
Three areas that fit my teaching style
A. Network with other schools that are developing and implementing culturally competent systems. Adapt the processes and information that are consistent with your school's needs and interests. This seems like a positive way to encourage culturally fit educators. By collaborating with other schools may encourage a shift toward a more culturally competent school. This benefit all schools that are collaborating.
B. 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 agree with this statement. Especially with schools in southern California where the minority is almost the majority. Having a mission statement that encompasses the community as a whole produces a better environment for the students to learn and build their self esteem.
C. 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 would seem to be an ideal way to bring culture into a classroom. In my daughter's 4th grade class a group of Native American parents gave a presentation to the students. This was very informative a useful for the school to bring diversity to the classroom.
3. Are you a cyberbully?
After taking the cyberbully quiz I found that I was not a cyberbully, my score was a 0. I was a cyber saint!
3. I enjoyed reading about the Teenagels program. This program helps to educate teenagers safety in all aspects of Internet and wireless use. It was surprising to learn that the Teenangles are volunteers that range in age from 13 to 18 and are trained by the FBI, FTC and other governmental agencies. These teens educate other teens of Internet dangers by communicating to them in teen lingo. They have also developed a chat translator to decipher chat to the English language for parents. As a result of their technical knowledge in what sites teens use they are able to identify new risks to teens over the Internet.
4. Kathy Schrock's Guide for Educators
A) Subject Access I entered the science, computing and technology area of subject access. I am interested in becoming a middle school science and math teacher so this area interested me. The first tab I his was general science. Bill Nye, the Science guy was the next tab I clicked on. I know many elementary school teachers who use his videos in class to help with a lesson. I also looked into the middle school portal where more resources could be found to help extend a lesson. This site is a blog which will allow you to link to other sites of interest. For the science class I subbed in last week this would have been a valuable tool. I needed to have the students look at cells without a microscope. Within seconds of visiting this site I found just what we covered in class!
B)Teachers Helpers After looking through this section of her website I thought she had many useful and informative links to help a teacher with click of the mouse. I first went into the bulletin board ideas. This area seemed useful for the elementary school teacher. There was a site available for the middle and high school grades but a fee had to be paid to access it. It must be a good one! As a budding teacher I am always looking for ways to decorate my classroom. I have walked in to some classes that right away feel boring where others feel warm and inviting!
5. Top three intelligences Naturalistic 75% Intrapersonal 56% Musical 50% As a teacher we can observe this multiple intelligence with our students easily. I have to agree with Gardner in that everything can be taught in more than one way. I like his thoughts on learning the major subjects of science while in college. However learn the methods of science in school. Learn the basics first and in depth when students are older.
6. Teaching Tolerance
I would like to teach middle school 6th or 8th grade students.
http://www.tolerance.org/activity/harvesting-activities I thought this article was very interesting. I think I would use this activity before going into or exploring topics on plants. It would be a good pre-lesson for learning about photosynthesis. While reading the article I could think of a number of foods my grandparent ate the we do not eat now. Also, it is good to compare with other students the foods they eat that are of a different culture. An example Chinese American student with a Mexican American student. The theme garden is also a great way to combine different vegetables from various cultures- a Culture Diversity Garden. These activities will get the students as well as the teacher thinking culturally.
7. Multicultural Education and Equity Awareness Quiz
Two questions I found most interesting:
Question #4-I was surprised to find out that The US and the UK received the lowest ratings for treatment of children. My pick was Saudi Arabia and Turkey.
Question #12- I was shocked to find out that less than 1% of the US budget goes to welfare and 20% goes to social security. I guessed the other way, more for welfare and less for social security.
8. Netiquette Guidelines
My score was 90%
As it is important to teach manners for real life it is important to teach manners for surfing and interacting on the web. Most children are really still learning "normal" manners so netiquette might not come to them as fluidly since parents and adults are not correcting them. However as they use the Internet to chat and surf they will then learn by trail and error. Also as I have learned, kids make mistakes when parents are around when using technology. This is also a crucial time for parents to step in and turn a mistake into a lesson. ;)
1. Primary sources is a useful tool to research lessons for class projects. As a teacher you could follow experts in the field to give the most up to date information to the students.
2.Students at of achievement gaps risk are:
* Racial and ethnic minorities
* English language learners
* Students with disabilities
* Boys/girls
* Students from low-income families
Link >http://www.nea.org/home/37643.htm
Three areas that fit my teaching style
A. Network with other schools that are developing and implementing culturally competent systems. Adapt the processes and information that are consistent with your school's needs and interests. This seems like a positive way to encourage culturally fit educators. By collaborating with other schools may encourage a shift toward a more culturally competent school. This benefit all schools that are collaborating.
B. 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 agree with this statement. Especially with schools in southern California where the minority is almost the majority. Having a mission statement that encompasses the community as a whole produces a better environment for the students to learn and build their self esteem.
C. 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 would seem to be an ideal way to bring culture into a classroom. In my daughter's 4th grade class a group of Native American parents gave a presentation to the students. This was very informative a useful for the school to bring diversity to the classroom.
3. Are you a cyberbully?
After taking the cyberbully quiz I found that I was not a cyberbully, my score was a 0. I was a cyber saint!
3. I enjoyed reading about the Teenagels program. This program helps to educate teenagers safety in all aspects of Internet and wireless use. It was surprising to learn that the Teenangles are volunteers that range in age from 13 to 18 and are trained by the FBI, FTC and other governmental agencies. These teens educate other teens of Internet dangers by communicating to them in teen lingo. They have also developed a chat translator to decipher chat to the English language for parents. As a result of their technical knowledge in what sites teens use they are able to identify new risks to teens over the Internet.
4. Kathy Schrock's Guide for Educators
A) Subject Access I entered the science, computing and technology area of subject access. I am interested in becoming a middle school science and math teacher so this area interested me. The first tab I his was general science. Bill Nye, the Science guy was the next tab I clicked on. I know many elementary school teachers who use his videos in class to help with a lesson. I also looked into the middle school portal where more resources could be found to help extend a lesson. This site is a blog which will allow you to link to other sites of interest. For the science class I subbed in last week this would have been a valuable tool. I needed to have the students look at cells without a microscope. Within seconds of visiting this site I found just what we covered in class!
B)Teachers Helpers After looking through this section of her website I thought she had many useful and informative links to help a teacher with click of the mouse. I first went into the bulletin board ideas. This area seemed useful for the elementary school teacher. There was a site available for the middle and high school grades but a fee had to be paid to access it. It must be a good one! As a budding teacher I am always looking for ways to decorate my classroom. I have walked in to some classes that right away feel boring where others feel warm and inviting!
5. Top three intelligences Naturalistic 75% Intrapersonal 56% Musical 50% As a teacher we can observe this multiple intelligence with our students easily. I have to agree with Gardner in that everything can be taught in more than one way. I like his thoughts on learning the major subjects of science while in college. However learn the methods of science in school. Learn the basics first and in depth when students are older.
6. Teaching Tolerance
I would like to teach middle school 6th or 8th grade students.
http://www.tolerance.org/activity/harvesting-activities I thought this article was very interesting. I think I would use this activity before going into or exploring topics on plants. It would be a good pre-lesson for learning about photosynthesis. While reading the article I could think of a number of foods my grandparent ate the we do not eat now. Also, it is good to compare with other students the foods they eat that are of a different culture. An example Chinese American student with a Mexican American student. The theme garden is also a great way to combine different vegetables from various cultures- a Culture Diversity Garden. These activities will get the students as well as the teacher thinking culturally.
7. Multicultural Education and Equity Awareness Quiz
Two questions I found most interesting:
Question #4-I was surprised to find out that The US and the UK received the lowest ratings for treatment of children. My pick was Saudi Arabia and Turkey.
Question #12- I was shocked to find out that less than 1% of the US budget goes to welfare and 20% goes to social security. I guessed the other way, more for welfare and less for social security.
8. Netiquette Guidelines
My score was 90%
As it is important to teach manners for real life it is important to teach manners for surfing and interacting on the web. Most children are really still learning "normal" manners so netiquette might not come to them as fluidly since parents and adults are not correcting them. However as they use the Internet to chat and surf they will then learn by trail and error. Also as I have learned, kids make mistakes when parents are around when using technology. This is also a crucial time for parents to step in and turn a mistake into a lesson. ;)
Journal #4
Weller, T.J. (2010, March/April). Playing with skype. Learning & Leading, 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=
This article discuses the use of Skype in a music classroom. Skype is a way to make usually free phone calls over the internet. With a webcam the conversation can also be turned into a videoconference, where the people who are talking are able to view each other in real time. The author thought of the idea when trying to have the student connect with the musician who wrote the piece of music they were working on in class. Weller states that the requirements for this interaction are minimal and with the help of technology staff at his school he was able to bring the composers to his classroom via Skype. Not only was this experiment worthwhile and meaningful to the students, it was also easy for the composers to connect and use Skype on their end. Since the experiment went so well, the author felt the amount of time it took to figure out was worth it. It also made him think about how professionals from other fields could be brought in to the classroom to exposed to students to career paths they may not know are out there.
I have used Skype before when making calls on a vacation where I was out of the country. It was easy to use and the fees associated were so much less than using my cell phone. The connection was also good just like my cell phone. I agree with the author in that it is an excellent way to bring the outside world to the classroom.
Question 1
In a science class how could I use this tool to enrich my students in a lesson?
If the technology was available for me to use at the school I was working for I could contact any sort of scientist from the area of our lesson. For example if the lesson was on volcanoes, contacting a volcanologist and have him/her talk about what they have found in their studies. Like the virtual field trips this is just another was to contact the outside world to enrich the lesson for the students.
Question 2
What should I do if some students are not paying attention while I am using Skype to interact with a professional?
I think it would be helpful to discuss the behavior that is required of students while we have this interactive lesson. One way would be to send home a letter to parents discussing what will be happening on a particular date. Inform the students of expected behavior; maybe even list it on the board. If behavior is poor during the lesson the student will need to be sent out of the classroom. Have a planned “go to” room like the office or another class. Talk with the other teacher or office if one of your students were to show up what is expected of them. Make sure they have work to do or a book to read. Have this in place before that day’s videoconferencing, so if interrupted during the conversation the student can leave quickly.
March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&
;ContentID=25508&DirectListComboInd=
This article discuses the use of Skype in a music classroom. Skype is a way to make usually free phone calls over the internet. With a webcam the conversation can also be turned into a videoconference, where the people who are talking are able to view each other in real time. The author thought of the idea when trying to have the student connect with the musician who wrote the piece of music they were working on in class. Weller states that the requirements for this interaction are minimal and with the help of technology staff at his school he was able to bring the composers to his classroom via Skype. Not only was this experiment worthwhile and meaningful to the students, it was also easy for the composers to connect and use Skype on their end. Since the experiment went so well, the author felt the amount of time it took to figure out was worth it. It also made him think about how professionals from other fields could be brought in to the classroom to exposed to students to career paths they may not know are out there.
I have used Skype before when making calls on a vacation where I was out of the country. It was easy to use and the fees associated were so much less than using my cell phone. The connection was also good just like my cell phone. I agree with the author in that it is an excellent way to bring the outside world to the classroom.
Question 1
In a science class how could I use this tool to enrich my students in a lesson?
If the technology was available for me to use at the school I was working for I could contact any sort of scientist from the area of our lesson. For example if the lesson was on volcanoes, contacting a volcanologist and have him/her talk about what they have found in their studies. Like the virtual field trips this is just another was to contact the outside world to enrich the lesson for the students.
Question 2
What should I do if some students are not paying attention while I am using Skype to interact with a professional?
I think it would be helpful to discuss the behavior that is required of students while we have this interactive lesson. One way would be to send home a letter to parents discussing what will be happening on a particular date. Inform the students of expected behavior; maybe even list it on the board. If behavior is poor during the lesson the student will need to be sent out of the classroom. Have a planned “go to” room like the office or another class. Talk with the other teacher or office if one of your students were to show up what is expected of them. Make sure they have work to do or a book to read. Have this in place before that day’s videoconferencing, so if interrupted during the conversation the student can leave quickly.
Thursday, April 15, 2010
Journal #3
Lindsay, J., & Davis, V. (2010, March/April). Navigate the digital rapids. Learning & Leading, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues
/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
This article was encouraging on how to become a digital teacher. The authors lists do and don’ts on how to change your teaching style to incorporate more technology into your curriculum. They encourage utilizing mobile technology to create different ways of learning. When using technology to “flatten” the walls of the classroom and connect with other classrooms, professional conduct and cultural sensitivity should be displayed. While students are working on these technological assignments a plan must be in order to deal with students who misuse the sites. An example of this would be offensive material displayed on the site. The authors of this article also want teachers to overcome the fear of using technology in the classroom. They feel the hardest part of using technology is in the beginning. As one becomes more proficient with the tools, the lessons using technology will become easier. Lindsay and Davis also state, to not be overly cautious with privacy levels. The authors feel that when students graduate they should have a positive digital file of their work in order to advance them in their next level of study.
Information on how to start different projects was also given. Lindsay and Davis state in their article that www.flatclassroomproject.org was a great tool for middle and senior high students to use. It allows for global partnerships to encourage learning. They also state other projects like Net Generation Education, Digiteen, Digiparent and Eracism that have come about as a result of the Flat classroom project.
Question #1
How comfortable would I be using Flat Classroom Projects in my classroom?
I am not sure what kind of school I will be teaching with my first job. It seems the school would need to be fairly up to date with technology in order to do these kinds of projects. I would like to observe a class that utilizes these tools before I stepped up and incorporated them in my curriculum. I believe that the authors are correct in saying the first part in getting started would be the hardest part to navigate. I would have to research it more but it really seems like a great tool for students.
Question #2
Can there be too much technology in a classroom?
I think there can be. I believe as a teacher we should incorporate some technology into the class room and not be afraid to use it. However the students should have a well rounded curriculum that utilizes other materials as forms of learning. As teachers we need to be aware of the different learning styles each student has and try and address how best each student learns. If we focus on one method too much we may not be reaching each child with our lesson.
/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
This article was encouraging on how to become a digital teacher. The authors lists do and don’ts on how to change your teaching style to incorporate more technology into your curriculum. They encourage utilizing mobile technology to create different ways of learning. When using technology to “flatten” the walls of the classroom and connect with other classrooms, professional conduct and cultural sensitivity should be displayed. While students are working on these technological assignments a plan must be in order to deal with students who misuse the sites. An example of this would be offensive material displayed on the site. The authors of this article also want teachers to overcome the fear of using technology in the classroom. They feel the hardest part of using technology is in the beginning. As one becomes more proficient with the tools, the lessons using technology will become easier. Lindsay and Davis also state, to not be overly cautious with privacy levels. The authors feel that when students graduate they should have a positive digital file of their work in order to advance them in their next level of study.
Information on how to start different projects was also given. Lindsay and Davis state in their article that www.flatclassroomproject.org was a great tool for middle and senior high students to use. It allows for global partnerships to encourage learning. They also state other projects like Net Generation Education, Digiteen, Digiparent and Eracism that have come about as a result of the Flat classroom project.
Question #1
How comfortable would I be using Flat Classroom Projects in my classroom?
I am not sure what kind of school I will be teaching with my first job. It seems the school would need to be fairly up to date with technology in order to do these kinds of projects. I would like to observe a class that utilizes these tools before I stepped up and incorporated them in my curriculum. I believe that the authors are correct in saying the first part in getting started would be the hardest part to navigate. I would have to research it more but it really seems like a great tool for students.
Question #2
Can there be too much technology in a classroom?
I think there can be. I believe as a teacher we should incorporate some technology into the class room and not be afraid to use it. However the students should have a well rounded curriculum that utilizes other materials as forms of learning. As teachers we need to be aware of the different learning styles each student has and try and address how best each student learns. If we focus on one method too much we may not be reaching each child with our lesson.
Wednesday, April 14, 2010
Journal #2
Bull, G. (2010, February). Finding students who learn with media. Learning & Leading, 5(36), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListComboInd=D
This article gave information how teachers can use online tools to help teach curriculum in class. The author discusses the tool PrimaryAccess MovieMaker which allows students to create short films. This tool is easy for students to use and has eliminated time associated with video editing which allows for students to concentrate on the subject being taught. Since there were time constraints in not only teaching the subject but allowing time for the movie the producers of PrimaryAccess MovieMaker designed and extension call PrimaryAccess Stroyboard. This function allows teachers to help students create a visual narrative in just one class period. The producers of PrimaryAccess MovieMaker also found that students performed as well on tests using this product when comparing them to students who only wrote essays for the assignment. The makers of this product want to increase student engagement by utilizing media into the curriculum.
I found this article insightful. Students are very tuned into technology and most if given the chance would love to incorporate computers into their lesson. This type of learning would need to be conducted within a school that gives all students access to a computer or laptop. It would also be helpful for some type of afterschool tutoring for those students who were having difficulty using the product.
Question 1
After incorporating PrimaryAccess MovieMaker in to a lesson, how would the teacher address those students who find working on the computer difficult?
My first thought was to make sure during the periods of the lesson with the computer there would be a teacher’s aide or student helper in class. This person would be skilled in how Primary Access MovieMaker works. This may take the load off the teacher in order for all students to receive help during movie making time. Since most teachers do not have aides in class another thought would be to have students work with partners. The teacher could try and team a high technology person with a low technology person. This would allow for the low technology person to receive help when the teacher is unavailable to help.
Question 2
Would a first year teacher be able to use this in their classroom?
It would seem that the first year teacher already has much to accomplish with just the standard curriculum. I think if one would like to use the tool it is possible depending on their knowledge of computers and technology. I believe it would also make a good impression on the students to know that the “new” teacher was up to date with technology. After the assignment the teacher should then grade themselves on how to improve the next time the technology was used.
This article gave information how teachers can use online tools to help teach curriculum in class. The author discusses the tool PrimaryAccess MovieMaker which allows students to create short films. This tool is easy for students to use and has eliminated time associated with video editing which allows for students to concentrate on the subject being taught. Since there were time constraints in not only teaching the subject but allowing time for the movie the producers of PrimaryAccess MovieMaker designed and extension call PrimaryAccess Stroyboard. This function allows teachers to help students create a visual narrative in just one class period. The producers of PrimaryAccess MovieMaker also found that students performed as well on tests using this product when comparing them to students who only wrote essays for the assignment. The makers of this product want to increase student engagement by utilizing media into the curriculum.
I found this article insightful. Students are very tuned into technology and most if given the chance would love to incorporate computers into their lesson. This type of learning would need to be conducted within a school that gives all students access to a computer or laptop. It would also be helpful for some type of afterschool tutoring for those students who were having difficulty using the product.
Question 1
After incorporating PrimaryAccess MovieMaker in to a lesson, how would the teacher address those students who find working on the computer difficult?
My first thought was to make sure during the periods of the lesson with the computer there would be a teacher’s aide or student helper in class. This person would be skilled in how Primary Access MovieMaker works. This may take the load off the teacher in order for all students to receive help during movie making time. Since most teachers do not have aides in class another thought would be to have students work with partners. The teacher could try and team a high technology person with a low technology person. This would allow for the low technology person to receive help when the teacher is unavailable to help.
Question 2
Would a first year teacher be able to use this in their classroom?
It would seem that the first year teacher already has much to accomplish with just the standard curriculum. I think if one would like to use the tool it is possible depending on their knowledge of computers and technology. I believe it would also make a good impression on the students to know that the “new” teacher was up to date with technology. After the assignment the teacher should then grade themselves on how to improve the next time the technology was used.
Monday, April 12, 2010
Journal #1
Zanetis, J. (2010, March/April). The Beginner's guide to interactive virtual field trips. Learning & Leading, 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
This is an interesting article that states informative ways to bring the outside world into the classroom via technology. The author discusses the differences between the two types of virtual field trips (VFT’s), asynchronous VFT’s and interactive VFT’s. Asynchronous VFT’s are usually video tours of a given of a location and they are not in real time. She also states that these fluctuate in quality and list a few that provide decent programs to use in kindergarten through twelfth grade. Interactive VFT’s uses videoconferencing to bring the students to the location of interest. There is interaction between the students and the experts in the field they are studying. The students are also able to take virtual tours of the locations they are visiting. Zanetis also gives a list of award-winning interactive VTF’s for interested teachers.
After reading the article, I thought of many uses VFT’s would have in my classroom. I visited a number of sites listed and agreed with the author on how beneficial VFT’s are to the students as well as to the teacher’s and parent’s budgets. Many of the sites were also located in other countries, which some students would never have a chance to visit on their own.
Questions:
Is the time and effort the teacher puts into setting up a virtual field trip worth the benefits?
I would think the first time a teacher set up a VFT it would take up a large amount of her time. However the students would be very excited to take a virtual tour or speak to an expert in that subject which they have just learned about. After learning how to set up the the VFT’s it seems as though the others the teacher would want to incorporate into a lesson would be easier. My answer is yes the benefits would be greater. In my subbing experience in s middle school social studies class, I gave a lesson on the White Chapel in Egypt. The teacher only had a picture of the site that was able to be viewed on the projector screen. The class loved the picture but what a great addition to the lesson to be able to take a tour of the Chapel. I think that would have made the lesson more memorable to the students!
If my school does not have the equipment to videoconference, how do I go about getting the technology?
With the California budgets being so low right now I think I would need to look into other sources to find the money to fund the equipment. Zenetis states other was such as looking into winning grants or finding companies to donate the technology to the school.
This is an interesting article that states informative ways to bring the outside world into the classroom via technology. The author discusses the differences between the two types of virtual field trips (VFT’s), asynchronous VFT’s and interactive VFT’s. Asynchronous VFT’s are usually video tours of a given of a location and they are not in real time. She also states that these fluctuate in quality and list a few that provide decent programs to use in kindergarten through twelfth grade. Interactive VFT’s uses videoconferencing to bring the students to the location of interest. There is interaction between the students and the experts in the field they are studying. The students are also able to take virtual tours of the locations they are visiting. Zanetis also gives a list of award-winning interactive VTF’s for interested teachers.
After reading the article, I thought of many uses VFT’s would have in my classroom. I visited a number of sites listed and agreed with the author on how beneficial VFT’s are to the students as well as to the teacher’s and parent’s budgets. Many of the sites were also located in other countries, which some students would never have a chance to visit on their own.
Questions:
Is the time and effort the teacher puts into setting up a virtual field trip worth the benefits?
I would think the first time a teacher set up a VFT it would take up a large amount of her time. However the students would be very excited to take a virtual tour or speak to an expert in that subject which they have just learned about. After learning how to set up the the VFT’s it seems as though the others the teacher would want to incorporate into a lesson would be easier. My answer is yes the benefits would be greater. In my subbing experience in s middle school social studies class, I gave a lesson on the White Chapel in Egypt. The teacher only had a picture of the site that was able to be viewed on the projector screen. The class loved the picture but what a great addition to the lesson to be able to take a tour of the Chapel. I think that would have made the lesson more memorable to the students!
If my school does not have the equipment to videoconference, how do I go about getting the technology?
With the California budgets being so low right now I think I would need to look into other sources to find the money to fund the equipment. Zenetis states other was such as looking into winning grants or finding companies to donate the technology to the school.
Saturday, April 10, 2010
Introduction Letter
Hello, my name is Becky Roudebush and I grew up in North County, San Diego. My family and I lived in Oceanside until I was in fourth grade. I attended Garrison Elementary School. My parents felt that Carlsbad had better schools, so we moved there when I was about 10 years old. Growing up in Carlsbad was great! My friends and I had so much fun riding our bikes around town and going to the beach in the summer. I attended Valley Buena Vista Elementary School for fifth and sixth grade and then went to Valley Junior High for seventh and eight grade. I graduated from Carlsbad High School. I did not go far from home to attend college since I was paying for it myself. Mira Costa College is where I finished my undergraduate classes and then I transferred to California State University at San Marcos. At CSUSM I received my BS in Biology. My plan was to get into US Davis in their Veterinary program, however after only applying once and getting denied, I decided to move on with my life.
My exposure to technology is somewhat limited. I have always been PC person but do enjoy learning and working with the mac. I feel that I am savvy with some things and always open to learning more. In my home I am "tech support". I mainly use the computer for email, web and publishing. I have Windows 7 and although it has been challenging to figure some things out with the program, I do like it! I am also the newsletter editor for the school my daughter attends, Hannalei Elementary. I put out a 4-5 page paper every other month. This requires a lot of emailing back and forth between members of the PTA, teachers and staff. I have learned so much just with trial and error in MS Publisher.
As a previous student at CSUSM, I have always appreciated the school's mission to strive for diversity and equality. Now as a returning student, I feel the College of Education statement is most important to emerging teachers. As the education system has evolved from the one room classroom to what it is today, incorporating equality and social justice is most important. I also believe that we as teachers should always be striving to better ourselves through life-long learning as stated in the mission statement. Although I did not choose COE at CSUSM because of their mission statement, I however feel it is a strong statement and one that I agree with.
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