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!

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!

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.

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.

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. 

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. ;)

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.

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.

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.

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.

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.