Wednesday, August 12, 2009
Shidonni World - CSUSM Web 2.0 Tools for Educators
This is a creativity tool that I sampled that could be a fun way to use in the classroom.
Monday, August 10, 2009
Copyright (NETS-T 4)
This is my group collaboration of our knowledge of fair use and copyright principles for educators and students.
Excel Crossword (NETS-T 1,3)
Excel Crossword
This is a Crossword I created that can be modified to pertain to student learning material.
This is a Crossword I created that can be modified to pertain to student learning material.
Newsletter (NTES-T 1,3)
Newsletter (NETS-T 1,3)
I created this newsletter using Microsoft word as a model of how I would conduct and communicate to future students and their families.
I created this newsletter using Microsoft word as a model of how I would conduct and communicate to future students and their families.
Power Point Presentation (NETS-T 1,3)
PowerPoint (NETS-T 1,3)
This is my Power Point Presentation that I created that was relevant to the NETS-S with my ideas of how to conduct technological activities to future students.
This is my Power Point Presentation that I created that was relevant to the NETS-S with my ideas of how to conduct technological activities to future students.
News Letter (NETS-T 1, 3)
http://www.scribd.com/share/upload/14494040/2a47d7fupu0ffgkt102i
This is my newsletter that I created using Microsoft Word, for potential students.
This is my newsletter that I created using Microsoft Word, for potential students.
Friday, August 7, 2009
Journal # 10 New Skills for a New Generation
Pignatiello, Roy (2009). New skills for a new generation. International Society for Technology in Education, Retrieved 08/07/09, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_2&Template=/MembersOnly.cfm&NavMenuID=4363&ContentID=23906&DirectListComboInd=D
This article begins by posing the current gap between the businesses that thrive for technological skill, and what classrooms offer to the student. Many High Schools in the U.S. have taken the necessary steps to take advantage teaching the youth technology based skills to profit their opportunities in a quickly emerging world. In addition, the birth and boom of distant learning, such as web 2.0 tools, has also contributed toward a world of technological advances.
What is one current approach as to how schools respond to the need to teach their students to be more technological proficient?
Cleavland High School, Euclid, provides their students with opportunities to practice more technologically based skills in a hands on, and collaborative learning environment. In addition, it promotes advanced learning, diversity, and economic development. They achieved this by setting these the standards of their curriculum for all their students.
Are technological skills training really paying off with our youth?
Based on this article, current youth testimonies of success stories starting as easy as high school spell out the countless opportunities that today's youth is experiencing if given the opportunity to take advantage of technological tools. The reason why these young people were so successful was because thy had relied on curriculum that was based on "real world" problems. This encourages life long learners for generations to come.
This article begins by posing the current gap between the businesses that thrive for technological skill, and what classrooms offer to the student. Many High Schools in the U.S. have taken the necessary steps to take advantage teaching the youth technology based skills to profit their opportunities in a quickly emerging world. In addition, the birth and boom of distant learning, such as web 2.0 tools, has also contributed toward a world of technological advances.
What is one current approach as to how schools respond to the need to teach their students to be more technological proficient?
Cleavland High School, Euclid, provides their students with opportunities to practice more technologically based skills in a hands on, and collaborative learning environment. In addition, it promotes advanced learning, diversity, and economic development. They achieved this by setting these the standards of their curriculum for all their students.
Are technological skills training really paying off with our youth?
Based on this article, current youth testimonies of success stories starting as easy as high school spell out the countless opportunities that today's youth is experiencing if given the opportunity to take advantage of technological tools. The reason why these young people were so successful was because thy had relied on curriculum that was based on "real world" problems. This encourages life long learners for generations to come.
Journal #9 Science + Technology = Creativity (and Fun!)
Mader, Smith , Jared, Ben (2009). Science + technology =creativity (and fun!). International Society for Technology in Education, Retrieved 08/08/09, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_2&Template=/MembersOnly.cfm&NavMenuID=4363&ContentID=23906&DirectListComboInd=D
This was a fun article to read by Mader and Smith. The article give three easy ways to encourage creativity, learning, and skill with technological tools for students. These three steps are to give students the tools, give them the time, and to be vague about assignment/project details. I thought that this is great advice because it allows students to adapt to technological tools, gain familiarity and confidence, and adding personality which is all wrapped up into fun learning. Who wouldn't benefit from that?
Why do Mader and Smith suggest to be vague in instructing students with class assignments/projects?
The reason is because they want the student to optimize their skills with the technological tools that they have learned in order to produce a project that they have made personal. This allows the student to incorporate educational value without sacrificing creativity and fun.
Why is important to give students the time in using technological tools to achieve an educational goal?
The answer lies in the quality of work, rather than the quantity of work. Giving students the time to use new technological equipment, no only allows then to learn to use it, but to use it as a tool to help them understand the material that they need to learn. That's why the tool supplements the learning of the student both individually and as a group.
This was a fun article to read by Mader and Smith. The article give three easy ways to encourage creativity, learning, and skill with technological tools for students. These three steps are to give students the tools, give them the time, and to be vague about assignment/project details. I thought that this is great advice because it allows students to adapt to technological tools, gain familiarity and confidence, and adding personality which is all wrapped up into fun learning. Who wouldn't benefit from that?
Why do Mader and Smith suggest to be vague in instructing students with class assignments/projects?
The reason is because they want the student to optimize their skills with the technological tools that they have learned in order to produce a project that they have made personal. This allows the student to incorporate educational value without sacrificing creativity and fun.
Why is important to give students the time in using technological tools to achieve an educational goal?
The answer lies in the quality of work, rather than the quantity of work. Giving students the time to use new technological equipment, no only allows then to learn to use it, but to use it as a tool to help them understand the material that they need to learn. That's why the tool supplements the learning of the student both individually and as a group.
Journal #8 Choosing the Perfect Tools for One to One
Bouterse, Corn, Halstead, Brian, Jenifer O., Elizabeth O. (2009). Choosing the perfect tools for one to one. International Society for Technology in Education, Retrieved 08/08/09, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/AugustNo1/37115t.pdf
This article clearly lays out the details that educational institutions need to consider in order to make a wise purchase in technological equipment that will foster student learning. Out lined of what should be considered are, purpose, the operating system, applications, content, peripheral equipment, and robustness. Each of these categories are dependent upon the overall decision making that takes place in selection a quality, yet cost efficient educational tool.
Why should school institutions bother considering the six areas outline in this article before deciding on a final purchase for computer equipment?
The reason lies in the fact that each of the six categories depend not only for the quality of use for the student, but also considers many other factors that may be easily dismissed. Such can be it's potential single versus multipurpose use, technician and faculty use and familiarity, use of other equipment, and even expense.
What else should educational institutions consider when finalizing purchases for these tools?
Cost is a heavy factor, but not the leading one. The device selection, support team, professional connecting and networking, as well as the software, replacement and retrofitting all contribute to the finalized product selection. In the end, it's all of these factors plus considering the six quick tips that allow schools to choose an investment rather than a product.
This article clearly lays out the details that educational institutions need to consider in order to make a wise purchase in technological equipment that will foster student learning. Out lined of what should be considered are, purpose, the operating system, applications, content, peripheral equipment, and robustness. Each of these categories are dependent upon the overall decision making that takes place in selection a quality, yet cost efficient educational tool.
Why should school institutions bother considering the six areas outline in this article before deciding on a final purchase for computer equipment?
The reason lies in the fact that each of the six categories depend not only for the quality of use for the student, but also considers many other factors that may be easily dismissed. Such can be it's potential single versus multipurpose use, technician and faculty use and familiarity, use of other equipment, and even expense.
What else should educational institutions consider when finalizing purchases for these tools?
Cost is a heavy factor, but not the leading one. The device selection, support team, professional connecting and networking, as well as the software, replacement and retrofitting all contribute to the finalized product selection. In the end, it's all of these factors plus considering the six quick tips that allow schools to choose an investment rather than a product.
Journal # 7 Beyond Social Networking: Building toward Learning Communities
Reynard, Ruth (09/07/15). Beyond Social Networking: Building Toward Learning Communities. THE Journal, Retrieved 08/07/09, from http://thejournal.com/Articles/2009/07/15/Beyond-Social-Networking-Building-Toward-Learning-Communities.aspx?Page=1
This article by Reynard places the resource of web 2.0 technology tools in good light that provides and promotes a shared and integrated social learning environment. The meat of this article was to encourage this type of online engagement amongst aspiring educators to encourage them to use such tools to advance in a "social construction of knowledge" for their students.
How would students acquire skill through online educational technology tools?
Reynard explains that students in online learning environments can acquire many skills in this area by simply using these tools. The reason is because many skills are continually being added on to each other. This means that in order to begin a basic task, one should expect that more detailed tasks are constructed on the knowledge of that initial step.
Why should the rise of social networking be expected to formulate into a social construction of knowledge?
According to Reynard, this is her entire argument. Social networking, in this article, has boomed in popularity and progressed in diverse educational ways in it's infant years. I think that Reynard has hopes that this tool will bloom into the ideal self-supported yet collaborative invention of knowledge that will set the standard of innovative knowledge for generations to come. Whether this is prized or questionable lies in the potential of the aspiring technology savvy educator who influences and educates our youth.
This article by Reynard places the resource of web 2.0 technology tools in good light that provides and promotes a shared and integrated social learning environment. The meat of this article was to encourage this type of online engagement amongst aspiring educators to encourage them to use such tools to advance in a "social construction of knowledge" for their students.
How would students acquire skill through online educational technology tools?
Reynard explains that students in online learning environments can acquire many skills in this area by simply using these tools. The reason is because many skills are continually being added on to each other. This means that in order to begin a basic task, one should expect that more detailed tasks are constructed on the knowledge of that initial step.
Why should the rise of social networking be expected to formulate into a social construction of knowledge?
According to Reynard, this is her entire argument. Social networking, in this article, has boomed in popularity and progressed in diverse educational ways in it's infant years. I think that Reynard has hopes that this tool will bloom into the ideal self-supported yet collaborative invention of knowledge that will set the standard of innovative knowledge for generations to come. Whether this is prized or questionable lies in the potential of the aspiring technology savvy educator who influences and educates our youth.
Journal # 6 Don't Feed the Trolls
Richardson, Karen W (2008). Don't feed the trolls. International Society for Technology in Education, Retrieved 08/07/09, from http://www.iste.org/AM/Template.cfm?Section=May_No_7_&Template=/MembersOnly.cfm&NavMenuID=3972&ContentID=20817&DirectListComboInd=D
In this article, Richardson discusses the perks of integrating a blog to enhance educational goals, while emphasizing the need to teach civil discourse to the student. The problem that arises from Richardson's view is that many educators are too vague about defining civil discourse to the student. Richardson proposes that educators provide students clarity, and examples for teaching civil discourse both in the real and virtual worlds.
What are some ways that educators can practice civil discourse with their students?
Richardson suggests that students need to understand that other people have different opinions than their own, regardless if agreed upon or not, needs to be respected. Also, making statements with "I" clearly states that the write is personally giving his/her commentary. In addition, focusing on the topic of discussion, steering away from stereotypes, and threats also helps to minimize irrelevant and unwelcome conversation between students.
Why is it important to emphasize civil discourse online as well as in real life?
Richardson brings up a good point that teaching civil discourse in real life allows the student to grasp real world situations that will be grounded in them, so that online conversations and interactions may not be so untamed. Although this is an ideal outcome, it still is not guaranteed. That is why Richardson stresses that providing students with real world situations, and modeling behavior that they can discuss and analyze with each other will better prepare them from resisting uncivil discourse on the web.
In this article, Richardson discusses the perks of integrating a blog to enhance educational goals, while emphasizing the need to teach civil discourse to the student. The problem that arises from Richardson's view is that many educators are too vague about defining civil discourse to the student. Richardson proposes that educators provide students clarity, and examples for teaching civil discourse both in the real and virtual worlds.
What are some ways that educators can practice civil discourse with their students?
Richardson suggests that students need to understand that other people have different opinions than their own, regardless if agreed upon or not, needs to be respected. Also, making statements with "I" clearly states that the write is personally giving his/her commentary. In addition, focusing on the topic of discussion, steering away from stereotypes, and threats also helps to minimize irrelevant and unwelcome conversation between students.
Why is it important to emphasize civil discourse online as well as in real life?
Richardson brings up a good point that teaching civil discourse in real life allows the student to grasp real world situations that will be grounded in them, so that online conversations and interactions may not be so untamed. Although this is an ideal outcome, it still is not guaranteed. That is why Richardson stresses that providing students with real world situations, and modeling behavior that they can discuss and analyze with each other will better prepare them from resisting uncivil discourse on the web.
Wednesday, August 5, 2009
Tuesday, August 4, 2009
Journal #4 Course Management
Course management is an online tool that instructors create for their students. This type of tool allows students to collaborate, interact, discuss, submit, email, login, etc. via a variety of posted materials, within the resources of a particular standardized system (such as WebCT or Blackboard). This learning environment is designed to meet course objectives while incorporating computer based proficiency (such as learning how to navigate WebCT) in order to enhance education of distant learning.
The tool that I chose to explore on the classroom 2.0 website was course management (cms). On one of the comments I was able to check out some useful and interactive educational technologies. The best part was that the majority of these programs are free. On one site I came across upon were testing modules, wikis, blogs, chats, and slideshows. This was interesting to discover because we are learning these tools in class. Other sites include creating and sharing lesson plans, as well as viewing thousands of others already made. The resources are countless. Many people pointed out some minor technical difficulties with various sites, but aside from those the majority used these resources in their classrooms. What I found interesting was that there was a lot of media learning. I like how the presentation of this material caters to many different learning styles. Personally, I enjoy audio features, and animation versus plain text. I think that this model of teaching instills fun and interactive learning for teachers and their students. There was also a feature on some of these sites that encouraged discussions, and feedback.
The tool that I chose to explore on the classroom 2.0 website was course management (cms). On one of the comments I was able to check out some useful and interactive educational technologies. The best part was that the majority of these programs are free. On one site I came across upon were testing modules, wikis, blogs, chats, and slideshows. This was interesting to discover because we are learning these tools in class. Other sites include creating and sharing lesson plans, as well as viewing thousands of others already made. The resources are countless. Many people pointed out some minor technical difficulties with various sites, but aside from those the majority used these resources in their classrooms. What I found interesting was that there was a lot of media learning. I like how the presentation of this material caters to many different learning styles. Personally, I enjoy audio features, and animation versus plain text. I think that this model of teaching instills fun and interactive learning for teachers and their students. There was also a feature on some of these sites that encouraged discussions, and feedback.
Journal #3 Assessment Made Easy
Zucker, Andrew A. (2009). Assessment made easy. International Society for Technology in Education, 36, Retrieved 7/23/09, from http://www.iste.org/AM/Template.cfm?Section=June_July_No_8_1&Template=/MembersOnly.cfm&NavMenuID=4333&ContentID=23577&DirectListComboInd=D
This article dissects the "success story" of how the Denver School of Science and Technology (DSST) has used laptops as a tool to optimize student and teacher learning, improvement, and desire to achieve educational goals. Zucker details not only what were effective to both students and teachers, but also the "proof" that this system is only effective if other supporting factors that encourage a strong educational system take place as well.
Why did students at DSST like the one-to-one laptop program?
Many students were in support of this program because it positively influenced their learning, studying, and analysis of the material they learned. It also provided fast feedback and exam scores, which helps both the student and teacher on many levels. For the long term, it encourages students to use educational technology as a tool in advancing education and life learning.
How can the assessments from the DSST program help me to incorporate educational technology in my classroom?
The program that DSST used helped in assessments by giving the students not only faster feedback, but an opportunity to incorporate interactive learning. I can benefit from this in my classroom by using similar techniques such as anonymously editing other students work to learn from
This article dissects the "success story" of how the Denver School of Science and Technology (DSST) has used laptops as a tool to optimize student and teacher learning, improvement, and desire to achieve educational goals. Zucker details not only what were effective to both students and teachers, but also the "proof" that this system is only effective if other supporting factors that encourage a strong educational system take place as well.
Why did students at DSST like the one-to-one laptop program?
Many students were in support of this program because it positively influenced their learning, studying, and analysis of the material they learned. It also provided fast feedback and exam scores, which helps both the student and teacher on many levels. For the long term, it encourages students to use educational technology as a tool in advancing education and life learning.
How can the assessments from the DSST program help me to incorporate educational technology in my classroom?
The program that DSST used helped in assessments by giving the students not only faster feedback, but an opportunity to incorporate interactive learning. I can benefit from this in my classroom by using similar techniques such as anonymously editing other students work to learn from
Sunday, July 26, 2009
Journal #2 How Teenagers Consume Media: the report that shook the city
Robson, Matthew (7/13/09). How teenagers consume media: The report that shook the city. Retrieved 7/23/09, from http://www.guardian.co.uk/business/2009/jul/13/teenage-media-habits-morgan-stanley
This article is a generalized overview of television, internet, computers, mobile phones, and game consoles seem to out date the other forms of media such as the radio, newspapers and book directories with this crowd. This article suggests that most teenagers are drawn to specific media interests because of the influence or their financial and social situations.
Why has certain media like newspapers, radio, and directories, decreased the interest of most teenagers today?
This is because these forms of media are easily accessible online. Many teenagers can listen to the radio on the internet and also download their own play list of songs. In addition the Google search has become the modern directory. Also, practically any newspaper can be found on the web both local and global.
Why does a teacher need to know the growing trends of a teenager's "consumption of media"?
It would help designing lessons plans more effective. Knowing a typical teenager's media knowledge could effectively utilize resources in class and out of class for assignments. It could also enable creativity and add personality to their work. Not to mention building upon the knowledge that they already have in the varying forms of media in order to maximize their learning experience in and out of the classroom.
This article is a generalized overview of television, internet, computers, mobile phones, and game consoles seem to out date the other forms of media such as the radio, newspapers and book directories with this crowd. This article suggests that most teenagers are drawn to specific media interests because of the influence or their financial and social situations.
Why has certain media like newspapers, radio, and directories, decreased the interest of most teenagers today?
This is because these forms of media are easily accessible online. Many teenagers can listen to the radio on the internet and also download their own play list of songs. In addition the Google search has become the modern directory. Also, practically any newspaper can be found on the web both local and global.
Why does a teacher need to know the growing trends of a teenager's "consumption of media"?
It would help designing lessons plans more effective. Knowing a typical teenager's media knowledge could effectively utilize resources in class and out of class for assignments. It could also enable creativity and add personality to their work. Not to mention building upon the knowledge that they already have in the varying forms of media in order to maximize their learning experience in and out of the classroom.
Friday, July 17, 2009
Social Bookmarking
National Archives
I chose to read about the influenza epidemic of 1918. I chose this topic for two reasons: one because I didn't know too much about it, and two I wanted to see if I could spot some similarities with the swine flu that we are familiar with currently. I learned that this flu killed more people than were casualties in WWI, a fact that seems almost incomprehensible. I gained some insight as to what some common symptoms were, how people were instructed to protect themselves, who were the most infected victims, and how it effected everyday people's lives. I think that the use of primary resources is highly valuable because it provides a personal testimony and an insider's observation as to how life struggled to continue. This helps you use these types of resources critically and allows the reader to understand and see what reality was like living with the influenza epidemic of 1918. In the classroom the use of primary resources allows an opportunity of open discussion, and also a great opportunity to take advantage of these resources via technology. In addition, I see few similarities of how this influenza and the swine flu stirred world-wide concern, but fortunately the swine flu was not an epidemic.
NEA
The student groups that are most at risk for experiencing achievement gaps are American Indians/Alaskan Native, Hispanics, Blacks, and the Asians/Pacific Islanders.
After reading "Becoming a Culturally Competent Educator" I feel that the three ares that would fit my teaching style are collaborating with other schools about this subject, the idea and action of a culturally competent school assessment, and the involvement of family, and minority community of these diverse student groups. The reason why I chose these three areas is because the first one expresses how I like the idea of using each other as a resource for ideas and practices in order to benefit from each other. Secondly, I like the idea of a culturally competent school assessment, but at the same time I believe this a very sensitive and critically thought out matter. I think that this type of teaching style brings about group effort and analysis of the current system to achieve a common goal for all children. Lastly, I really like the idea of involving minority communities, family, and ethnically based groups to become culturally competent because I believe that is what culture is, is that it is community based. There are a lot of creative ways to take advantage of educational opportunities that work with communities like these that can ensure a dynamic cultural environment for the child.
Stop Cyberbullying
My score for the cyberbullying test was a five. They labeled me as a "cyber saint". I remembered doing a few of those things back in high school just for laughs between my closest friends, and I'm thankful it didn't turn into an ugly habit. Something that I learned from reading the area for the teachers was that not all cyberbullys are the same, nor have the same intentions. I also learned that although there is potential for a lot of cyberbullying in the youth, there are the undercover teen and tween angles that help advocate and bring to surface current cyberbullying schemes. Based on what I have read from Parry Aftab, I believe what can help me in the classroom is the take home message of informing and educating the youth about cyberbullying. I agree that parents need to be equally educated, but I also agree with Aftab in that the youth will have a greater understanding if you can talk to them about this at their level. I think that too often adults assume that their child knows best, and or may instill too much trust in their child as they use the computer. In the classroom it would be a great way to intertwine a lesson plan that informs and educates the child while maintaining real-life situations about cyberbullying.
Kathy Schrock's Guide for Educators
One area that I read about was under the category "World Info & Languages". I searched it and found "Bilingual education resources". Under that I was linked to a sight called "Especially Español". This is a great resource guide with great ideas for lesson plans that are very interactive and also technology intertwined at many grade levels. One of the areas that I focused on in this sight was this thing called Webespañol. I could see myself using something like this in the classroom because I would like for my future students to use technology to help themselves and their peer interaction as well. It was a really fun sight to explore and I would include things that are language based from this sight. It is also a great resource for me to read about news in other Spanish speaking countries as well.
A second sight that I visited under "Teacher Helpers" was learning how to use digital video and camera in the classroom. What was great about these sights that I found was that they were broken down to lower grade levels. I could benefit from something like this in the classroom because with this kind of interactive technology I can plan lessons that are more personalized while still meeting their goals.
Multiple Intelligences
My top three intelligences are 1) intra personal, 2) a three-way tie between verbal-linguistic. bodily-kinesthetic, and musical. My third intelligence, according to this site, is naturalistic.
Something that I learned from watching the video by Linda Darling Hammond was social and emotional intelligence. I really liked how she said that this type of skill is very complex and is related to not only helping the students, but with educators and other adults. She mentioned that her opinion of the best educators are those who posses a balance of this socail and emotional intelligence. This is important because one can easily relate to all sorts of people in unpredictable situations, and challenges in the learning environment.
Teaching Tolerance Lesson Plan
Ed Change and Diversity
One of the two questions that I found interesting was what percentage of gay, lesbian, bisexual and gender high school students report that their students "never" or "rarely" respond to homophobic remarks made to other students according to a national study by GLSEN? I found this an interesting question because I feel that many educators are not comfortable with this subject and was interested in how many people would handle a situation like this. Another question that I found interesting was "based on a 2007 report from the Economic Public Policy Institute, the annual earnings of the average full-time U.S worker is equal to" question. This interested me because based on today's economy the numbers were not surprisingly interesting.
Netiquette
My score on this quiz was a 90%. The only one that I got wrong was the question about a flame. Now I know that a flame is a public insult posted online.
I believe that it is important to teach students about netiquette is because no one should assume that everyone understands the consequences of their actions. This way, everyone can be brought down to the basics and hope for the best (-:
I chose to read about the influenza epidemic of 1918. I chose this topic for two reasons: one because I didn't know too much about it, and two I wanted to see if I could spot some similarities with the swine flu that we are familiar with currently. I learned that this flu killed more people than were casualties in WWI, a fact that seems almost incomprehensible. I gained some insight as to what some common symptoms were, how people were instructed to protect themselves, who were the most infected victims, and how it effected everyday people's lives. I think that the use of primary resources is highly valuable because it provides a personal testimony and an insider's observation as to how life struggled to continue. This helps you use these types of resources critically and allows the reader to understand and see what reality was like living with the influenza epidemic of 1918. In the classroom the use of primary resources allows an opportunity of open discussion, and also a great opportunity to take advantage of these resources via technology. In addition, I see few similarities of how this influenza and the swine flu stirred world-wide concern, but fortunately the swine flu was not an epidemic.
NEA
The student groups that are most at risk for experiencing achievement gaps are American Indians/Alaskan Native, Hispanics, Blacks, and the Asians/Pacific Islanders.
After reading "Becoming a Culturally Competent Educator" I feel that the three ares that would fit my teaching style are collaborating with other schools about this subject, the idea and action of a culturally competent school assessment, and the involvement of family, and minority community of these diverse student groups. The reason why I chose these three areas is because the first one expresses how I like the idea of using each other as a resource for ideas and practices in order to benefit from each other. Secondly, I like the idea of a culturally competent school assessment, but at the same time I believe this a very sensitive and critically thought out matter. I think that this type of teaching style brings about group effort and analysis of the current system to achieve a common goal for all children. Lastly, I really like the idea of involving minority communities, family, and ethnically based groups to become culturally competent because I believe that is what culture is, is that it is community based. There are a lot of creative ways to take advantage of educational opportunities that work with communities like these that can ensure a dynamic cultural environment for the child.
Stop Cyberbullying
My score for the cyberbullying test was a five. They labeled me as a "cyber saint". I remembered doing a few of those things back in high school just for laughs between my closest friends, and I'm thankful it didn't turn into an ugly habit. Something that I learned from reading the area for the teachers was that not all cyberbullys are the same, nor have the same intentions. I also learned that although there is potential for a lot of cyberbullying in the youth, there are the undercover teen and tween angles that help advocate and bring to surface current cyberbullying schemes. Based on what I have read from Parry Aftab, I believe what can help me in the classroom is the take home message of informing and educating the youth about cyberbullying. I agree that parents need to be equally educated, but I also agree with Aftab in that the youth will have a greater understanding if you can talk to them about this at their level. I think that too often adults assume that their child knows best, and or may instill too much trust in their child as they use the computer. In the classroom it would be a great way to intertwine a lesson plan that informs and educates the child while maintaining real-life situations about cyberbullying.
Kathy Schrock's Guide for Educators
One area that I read about was under the category "World Info & Languages". I searched it and found "Bilingual education resources". Under that I was linked to a sight called "Especially Español". This is a great resource guide with great ideas for lesson plans that are very interactive and also technology intertwined at many grade levels. One of the areas that I focused on in this sight was this thing called Webespañol. I could see myself using something like this in the classroom because I would like for my future students to use technology to help themselves and their peer interaction as well. It was a really fun sight to explore and I would include things that are language based from this sight. It is also a great resource for me to read about news in other Spanish speaking countries as well.
A second sight that I visited under "Teacher Helpers" was learning how to use digital video and camera in the classroom. What was great about these sights that I found was that they were broken down to lower grade levels. I could benefit from something like this in the classroom because with this kind of interactive technology I can plan lessons that are more personalized while still meeting their goals.
Multiple Intelligences
My top three intelligences are 1) intra personal, 2) a three-way tie between verbal-linguistic. bodily-kinesthetic, and musical. My third intelligence, according to this site, is naturalistic.
Something that I learned from watching the video by Linda Darling Hammond was social and emotional intelligence. I really liked how she said that this type of skill is very complex and is related to not only helping the students, but with educators and other adults. She mentioned that her opinion of the best educators are those who posses a balance of this socail and emotional intelligence. This is important because one can easily relate to all sorts of people in unpredictable situations, and challenges in the learning environment.
Teaching Tolerance Lesson Plan
The grade that I chose was the early levels and the subject that I chose was all categories. The activity that I chose was "Day of the Dead activity". Basically this site took the image of the butterfly to create lesson plans that catered to biology, immigration, art, and the like. I could use something like this in the classroom by taking an image/symbol and create ways that they would pertain to many other subject areas. Personally, for Day of the Dead I would use the human body instead of a butterfly. I would incorporate biology with some light anatomy and physiology, a poem that would be dedicated to a deceased or loved one to incorporate language arts just to name a few.
Ed Change and Diversity
One of the two questions that I found interesting was what percentage of gay, lesbian, bisexual and gender high school students report that their students "never" or "rarely" respond to homophobic remarks made to other students according to a national study by GLSEN? I found this an interesting question because I feel that many educators are not comfortable with this subject and was interested in how many people would handle a situation like this. Another question that I found interesting was "based on a 2007 report from the Economic Public Policy Institute, the annual earnings of the average full-time U.S worker is equal to" question. This interested me because based on today's economy the numbers were not surprisingly interesting.
Netiquette
My score on this quiz was a 90%. The only one that I got wrong was the question about a flame. Now I know that a flame is a public insult posted online.
I believe that it is important to teach students about netiquette is because no one should assume that everyone understands the consequences of their actions. This way, everyone can be brought down to the basics and hope for the best (-:
Wednesday, July 15, 2009
Hi all, my name is Darlene Valdez. I was born and raised in San Diego California. I went to school in the Poway Unified School District. My elementary years were at Highland Ranch, Meadowbrook for Middle school, and Rancho Bernardo for High School. Currently I'm studying Spanish at CSUSM aspiring to be a bilingual speech therapist. Aside from school I love to swim and cook.
My experience with technology is that I simply know the basics. I would love to learn more, and that's part of the reason for being enrolled in this class. As for my preference between mac or PC I like both, but currently I own a PC. On a daily basis my time spent with technology is roughly 50% of the day. For me that consists of the Internet , phone, and camera. The version of Microsoft Office that I am using the most is Office 07 for PC on school campus computers.
After reading the school mission statement, what "speaks to me" is the "advancing professional practices". This is because I am pursuing to be a bilingual Speech therapist, which this campus is currently in the process of passing a masters program in speech-language pathology (super exciting :) Also, I like the part about "ongoing service" because I am involved with a Spanish academic honor society that seeks community involvement, and lots of other fun stuff.
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