There's so much i learned in EME5432 in terms of why and how to integrate technology into the classroom. Before taking this class i didn't think much about the need of technology in the classroom other than for typing papers or presenting PowerPoint presentations. However, after 13 weeks of being in Ms. Drexler class i finally realize the purpose of incorporating technology into my future classroom, to prepare my students for the workplace, college, and democratic society. Now a day, technology controls almost every sector of our lives therefore, it's crucial to learn how to use it effectively. Unfortunately, everyone does not have access to the Internet or other forms of technological innovations. The "digital divide" is everywhere, it not only exist between countries but also between counties, schools, and classrooms. Nonetheless, many educators and students are advocating for the integration of technology in all classrooms because technology literacy will soon be a requirement or "a most" in all job sectors in order to quality for a position. Technology is advancing so rapidly, widening the gap between the "have" and "have not." For this reason, teachers/educators should do everything in their power to advocate for the integration of technology in all classrooms.
Moreover, technology can be used in so many ways from PowerPoint presentations to wiki pages and podcast. A few of my favorite web-based applications were the glogster, wiki, podcast, timetoast, blogger, google earth, voicethread, itunes, oral history, and service learning projects. These applications can all be used in classrooms to help make the curriculum more engaging and inquiry-based. In addition, students familiarized themselves with technology and grow comfortable enough to use it more effectively and strategically. Students will also learn how to identify personal websites from scholarly or government sites. Internet safety is very important to stress in the lesson plan because it teaches students to be more critical of what they do and read on-line.
I particularly liked how Mrs. Drexler taught us how to read websites, find the publisher, the existence of the site, who else follows the site, and the accuracy and legitimacy of the website. This information is crucial to teach high school students who are more naive than adults because more likely to believe everything they read or see on-line.
Overall, I have learned a lot in Mrs. Drexler's class: Concept Map
It's kind of difficult to say what i didn't like about the class because I may have not liked a certain web-based application because i found it to be insignificant however, this doesn't mean it isn't beneficial to the classroom or other teachers. All of the applications where wonderful, some more than others, but i wasn't amused with a few of the web-based applications such as the concept map and geocaching. But this may change in the future as i get adapt to my new school and classroom.
My advice for this course would be to engage students more in the web-based applications their peer's present. We basically were lecture on how to use a certain application but we hardly created one for ourselves, this would have engaged us more in the presentation and helped us to get better acquainted with the web-based applications. In general, I truly enjoyed this course and learned far more than i thought i would. Now I just plan on implementing every thing i learned from this course into my actual classroom!
Monday, November 23, 2009
Sunday, November 15, 2009
Digital Divide
In the last two decades, technology has advanced so rapidly it not only has widened the digital gap between developed and developing countries but also within school districts. Due to lack of infrastructure and capital, many countries and schools are fallen behind the digital world and missing out on the global experience. The advancement of technology has connected the global world like never before. Gadgets like the computer, iPods, camcorders, digital cameras, and cell phones have brought us together as one. Technology is
People across the global are learning about the different cultures and countries that surround them while communicating with people in other countries, in the comfort of their own home. Families are staying in touch with love ones who are thousands of miles away, and reuniting with old friends through digital network. Technology has also made it accessible to network with people across the global in matter of seconds and find almost anything on-line whether you want to find data on studies, people, places, or random items you can find it all on-line with the proper search engines that is.
People can even obtain a college degree on-line and attend class without ever having to step foot in an actual classroom. Better yet, you can campaign for a cause or a reform without having to travel across the country. Companies and organizations are expanding their membership and clientele at faster rate than ever before. So why are schools falling behind?
More than ever, schools need to incorporate technology into the classroom so students can develop the technical and learning skills that will required in higher education and the workforce. Unfortunately, insufficient funds and resources, and under qualified teachers make it difficult to integrate technology into the classroom. However, there many ways schools and teachers can bridge the gap between the digital divided among schools and classrooms by applying for grants or asking for monetary donations or used computers. As a teacher, I would advocate for more laptops/computers in my school and classroom so all students; regardless of socioeconomic status can have access to digital resources at school. If students do not have computers at home, at least they will have access to them at school. Therefore, they can stay connected to the global world, in addition to learning how to use technology effectively.
In my own classroom, I would implement technology-base assignments and activities so my students can become acquainted with technology and comfortable enough to use it for future references. Technology allows students to expand their horizons and learn how to properly communicate with others, in addition to learning about the cultures of different ethnic groups. This allows students to become more culturally sensitive towards the beliefs and practices of other individuals whether at their school or abroad. Digital resources make it feasible for students to research and explore different content areas and sources.
The first few weeks of school I would hand out a survey for my students to complete, regarding their accessibility and familiarity with electronic devices and digital resources.
Survey:
*Circle All That Apply:
1. Which one of these devices have you used before or have created
Computer, iPod, cell phone (Smartphone, itouch, blackberry etc), camcorder, digital camera.
YouTube video, glogster, podcast, wiki, blog, web page, website, other____________?
2. Do you own any of these devices, meaning you do not have to share with other family members? Computer, iPod, cell phone (Smartphone, Itouch, blackberry etc), camcorder, digital camera.
List all that apply:
3. Does anyone in your household own any of these gadgets (who? Relationship to you, brother, mother etc) and are you allow to use it?
Computer, iPod, cell phone (Smartphone, Itouch, blackberry etc), camcorder, digital camera.
4. Are you apart of a social network on-line, such as twitter, facebook, MySpace, blog, other__________?
Circle all that apply
5. On a weekly base, how often do you use a computer to surf the net________, to network with others ___________or to complete a class assignment_________?
How often do you use these gadgets on a weekly base:
Camcorder_________, video games ____________, cell phone__________, iPod__________, and digital camera____________?
6. In your own words, what do you mostly use the internet for?
7. How comfortable are you with using technology on a scale from 1-5, 1 meaning you're computer illiterate, 5 meaning you’re a pro.
8. Do you blog on-line?
9. Do you use iTunes?
10. Do you know what a podcast is, if so describe it, and have you created one before?
11. How far away is the nearest library from your house, is it walking distance?
12. If you need to go to the library do you have a ride?
13. Do you have your own car, or can you borrow your parents or sibling's car?
14. Could you use a friend, neighbor, or family member's computer?
15. Do you have access to the Internet at home?
Etc......
This survey will help me to modify my lesson plan according to student's responses. If more than half of my students do not have access to a computer or the Internet at home I will suggest the following:
1. Students who do not have access to a computer or Internet at home can stay after school to complete their homework whether in my classroom or in the computer lab.
2. Students can come early in the morning, before school starts, to use the class computers or during lunch.
3. Students will be able to use the computers during class; I will also make sure they have the opportunity to visit the computer lab at least once a week.
4. Students will be suggested to use family, friends, or their neighbors’ computers only if it's okay with their parents.
5. I will also make time during class for students to work on their technology-base assignment.
6. Students who own laptops or whose parents have laptops will be encouraged to bring them to class, only if their parents sign a form granting them permission.
Moreover, I will apply for various grants and/or enter contest that provide funds or laptops/computers as prizes; at least enough for students to share in pairs. I will ask write letters to various companies/businesses, organizations, and foundations, such as local electronic stores, universities, government agencies, etc asking for monetary funds or for used computers they no longer use or need. My students and I will also ask for donations around the community and have fund-raisers to raise enough money to purchase at least one computer for every two students.
An additional option would be to present a proposal to my principal or district personnel mentioning why it’s so important to integrate technology into the classroom and the necessity for all students to have their own individual computer. The proposal will include the following:
Technology will help students become productive citizens by developing technical and learning skills that are required in higher education and the workplace. Moreover, students will contribute to the global world through digital networking and development. In today’s world, students must learn more than the basics to be prepared for life. Using technology, students will develop learning skills, such as thinking and problem-solving skills, information and communication skills, and interpersonal and self-directional skills.
Fortunately, many schools and educators are recognizing the importance of integrating technology in the classroom. These are just a few examples of how educators are using and advocating for technology integration in the classroom.
Many districts across the nation rely upon grants, special bond issues, and more often than not, charity and philanthropy to support the integration of technology into instruction. The following sites mention why it’s important to integrate technology in the classroom and they provide useful tips that other teachers have used in order to advocate for computers/technology in their classrooms.
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te4lk22.htm
* The best bet for technology funding is to build community support and to develop funding out of local resources.
* Technology is an ongoing investment and therefore should be considered as a regular expense, not a one-time purchase. Schools or districts should seek school budget line items for technology or should include technology in other existing budget lines (such as facilities) rather than relying upon bonds and one-time expenditures.
* The value of grants can be increased if they are matched by local contributions. Although schools and districts appreciate grant funds for hardware and other infrastructure needs, the grant value is increased if it is matched by local contributions toward ongoing expenses. Therefore, grant requests should always indicate where local funds or other resources will match the requested funding. Further, the local match should be specific about what it will finance and about how the combined grant and local match will fulfill the school or district's technology goals.
* Equipment donations must be critically appraised as a funding mechanism for technology. Some donations are useful, both practically and politically, as a graphic demonstration of local support for a school's technology efforts. Nevertheless, schools must be wary of becoming dumping grounds for old equipment that may need repair or maintenance work. Old equipment may be better than nothing, but schools ultimately need the same level of technology as the business world. In short, schools should neither universally accept nor reject technology donations. Instead, they should critically examine the value of such donations in light of their overall technology strategy.
Furthermore, many schools have started participate in large-scale competes in order to win technology-base grants. In this article, 11 charter schools compete against each other in order to win a large-scale technology grant from their state by participating in a study.
Other teachers like Ariel Sacks have made wonderful suggestions for integrating technology in the classroom and home:
“I'd like to see the government step in and make internet free for parents who send their children to public schools, and provide a laptop--or an easy, affordable pathway to getting one--for all public school students. Once this is the case, schools need to get with the times and create safe and attractive networking programs for teachers and classes to use.”
Like many teachers, Ariel Sacks is advocating for the integration of technology through digital networking. Other educators have advocated in different ways for example, Kathy Benson and Geordie Paulus received the top educational technology award in the state of Maryland. Both of these educators went the extra mile to advocate for the integration of technology in classrooms. Ms. Benson conducted numerous workshops and provided several professional development opportunities for the school district regarding the integration of technology in classrooms. Ms. Paulus on the other hand, was responsible for creating and facilitating professional development activities to increase the use of technology by teachers and students; collaborating with leaders within the school to create a comprehensive technology plan that maximizes the use of the hardware and software provided by the local school system; and modeling the integration of technology into all aspects of the school’s culture to increase student engagement and staff productivity.
Ms. Paulus’ passion for technology extends beyond the classroom to the entire community. She developed and implemented various technology related programs for students in the school and hosted evening parent programs to ensure that technology was being used effectively and safely at home.
You could read more about these women:
People across the global are learning about the different cultures and countries that surround them while communicating with people in other countries, in the comfort of their own home. Families are staying in touch with love ones who are thousands of miles away, and reuniting with old friends through digital network. Technology has also made it accessible to network with people across the global in matter of seconds and find almost anything on-line whether you want to find data on studies, people, places, or random items you can find it all on-line with the proper search engines that is.
People can even obtain a college degree on-line and attend class without ever having to step foot in an actual classroom. Better yet, you can campaign for a cause or a reform without having to travel across the country. Companies and organizations are expanding their membership and clientele at faster rate than ever before. So why are schools falling behind?
More than ever, schools need to incorporate technology into the classroom so students can develop the technical and learning skills that will required in higher education and the workforce. Unfortunately, insufficient funds and resources, and under qualified teachers make it difficult to integrate technology into the classroom. However, there many ways schools and teachers can bridge the gap between the digital divided among schools and classrooms by applying for grants or asking for monetary donations or used computers. As a teacher, I would advocate for more laptops/computers in my school and classroom so all students; regardless of socioeconomic status can have access to digital resources at school. If students do not have computers at home, at least they will have access to them at school. Therefore, they can stay connected to the global world, in addition to learning how to use technology effectively.
In my own classroom, I would implement technology-base assignments and activities so my students can become acquainted with technology and comfortable enough to use it for future references. Technology allows students to expand their horizons and learn how to properly communicate with others, in addition to learning about the cultures of different ethnic groups. This allows students to become more culturally sensitive towards the beliefs and practices of other individuals whether at their school or abroad. Digital resources make it feasible for students to research and explore different content areas and sources.
The first few weeks of school I would hand out a survey for my students to complete, regarding their accessibility and familiarity with electronic devices and digital resources.
Survey:
*Circle All That Apply:
1. Which one of these devices have you used before or have created
Computer, iPod, cell phone (Smartphone, itouch, blackberry etc), camcorder, digital camera.
YouTube video, glogster, podcast, wiki, blog, web page, website, other____________?
2. Do you own any of these devices, meaning you do not have to share with other family members? Computer, iPod, cell phone (Smartphone, Itouch, blackberry etc), camcorder, digital camera.
List all that apply:
3. Does anyone in your household own any of these gadgets (who? Relationship to you, brother, mother etc) and are you allow to use it?
Computer, iPod, cell phone (Smartphone, Itouch, blackberry etc), camcorder, digital camera.
4. Are you apart of a social network on-line, such as twitter, facebook, MySpace, blog, other__________?
Circle all that apply
5. On a weekly base, how often do you use a computer to surf the net________, to network with others ___________or to complete a class assignment_________?
How often do you use these gadgets on a weekly base:
Camcorder_________, video games ____________, cell phone__________, iPod__________, and digital camera____________?
6. In your own words, what do you mostly use the internet for?
7. How comfortable are you with using technology on a scale from 1-5, 1 meaning you're computer illiterate, 5 meaning you’re a pro.
8. Do you blog on-line?
9. Do you use iTunes?
10. Do you know what a podcast is, if so describe it, and have you created one before?
11. How far away is the nearest library from your house, is it walking distance?
12. If you need to go to the library do you have a ride?
13. Do you have your own car, or can you borrow your parents or sibling's car?
14. Could you use a friend, neighbor, or family member's computer?
15. Do you have access to the Internet at home?
Etc......
This survey will help me to modify my lesson plan according to student's responses. If more than half of my students do not have access to a computer or the Internet at home I will suggest the following:
1. Students who do not have access to a computer or Internet at home can stay after school to complete their homework whether in my classroom or in the computer lab.
2. Students can come early in the morning, before school starts, to use the class computers or during lunch.
3. Students will be able to use the computers during class; I will also make sure they have the opportunity to visit the computer lab at least once a week.
4. Students will be suggested to use family, friends, or their neighbors’ computers only if it's okay with their parents.
5. I will also make time during class for students to work on their technology-base assignment.
6. Students who own laptops or whose parents have laptops will be encouraged to bring them to class, only if their parents sign a form granting them permission.
Moreover, I will apply for various grants and/or enter contest that provide funds or laptops/computers as prizes; at least enough for students to share in pairs. I will ask write letters to various companies/businesses, organizations, and foundations, such as local electronic stores, universities, government agencies, etc asking for monetary funds or for used computers they no longer use or need. My students and I will also ask for donations around the community and have fund-raisers to raise enough money to purchase at least one computer for every two students.
An additional option would be to present a proposal to my principal or district personnel mentioning why it’s so important to integrate technology into the classroom and the necessity for all students to have their own individual computer. The proposal will include the following:
Technology will help students become productive citizens by developing technical and learning skills that are required in higher education and the workplace. Moreover, students will contribute to the global world through digital networking and development. In today’s world, students must learn more than the basics to be prepared for life. Using technology, students will develop learning skills, such as thinking and problem-solving skills, information and communication skills, and interpersonal and self-directional skills.
Fortunately, many schools and educators are recognizing the importance of integrating technology in the classroom. These are just a few examples of how educators are using and advocating for technology integration in the classroom.
Many districts across the nation rely upon grants, special bond issues, and more often than not, charity and philanthropy to support the integration of technology into instruction. The following sites mention why it’s important to integrate technology in the classroom and they provide useful tips that other teachers have used in order to advocate for computers/technology in their classrooms.
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te4lk22.htm
* The best bet for technology funding is to build community support and to develop funding out of local resources.
* Technology is an ongoing investment and therefore should be considered as a regular expense, not a one-time purchase. Schools or districts should seek school budget line items for technology or should include technology in other existing budget lines (such as facilities) rather than relying upon bonds and one-time expenditures.
* The value of grants can be increased if they are matched by local contributions. Although schools and districts appreciate grant funds for hardware and other infrastructure needs, the grant value is increased if it is matched by local contributions toward ongoing expenses. Therefore, grant requests should always indicate where local funds or other resources will match the requested funding. Further, the local match should be specific about what it will finance and about how the combined grant and local match will fulfill the school or district's technology goals.
* Equipment donations must be critically appraised as a funding mechanism for technology. Some donations are useful, both practically and politically, as a graphic demonstration of local support for a school's technology efforts. Nevertheless, schools must be wary of becoming dumping grounds for old equipment that may need repair or maintenance work. Old equipment may be better than nothing, but schools ultimately need the same level of technology as the business world. In short, schools should neither universally accept nor reject technology donations. Instead, they should critically examine the value of such donations in light of their overall technology strategy.
Furthermore, many schools have started participate in large-scale competes in order to win technology-base grants. In this article, 11 charter schools compete against each other in order to win a large-scale technology grant from their state by participating in a study.
Other teachers like Ariel Sacks have made wonderful suggestions for integrating technology in the classroom and home:
“I'd like to see the government step in and make internet free for parents who send their children to public schools, and provide a laptop--or an easy, affordable pathway to getting one--for all public school students. Once this is the case, schools need to get with the times and create safe and attractive networking programs for teachers and classes to use.”
Like many teachers, Ariel Sacks is advocating for the integration of technology through digital networking. Other educators have advocated in different ways for example, Kathy Benson and Geordie Paulus received the top educational technology award in the state of Maryland. Both of these educators went the extra mile to advocate for the integration of technology in classrooms. Ms. Benson conducted numerous workshops and provided several professional development opportunities for the school district regarding the integration of technology in classrooms. Ms. Paulus on the other hand, was responsible for creating and facilitating professional development activities to increase the use of technology by teachers and students; collaborating with leaders within the school to create a comprehensive technology plan that maximizes the use of the hardware and software provided by the local school system; and modeling the integration of technology into all aspects of the school’s culture to increase student engagement and staff productivity.
Ms. Paulus’ passion for technology extends beyond the classroom to the entire community. She developed and implemented various technology related programs for students in the school and hosted evening parent programs to ensure that technology was being used effectively and safely at home.
You could read more about these women:
Saturday, November 7, 2009
Teacher Leadership
It's hard to describe teacher leadership in a few words, there so many definitions attached to it. Teacher leadership consist of teachers who are active in the classroom and/or in the community for the sake of better education and higher learning. Teachers who practice what they preach by not only voicing their opinions and concerns but also getting involved in the decision process of making policies or programs for the betterment of schools and most importantly, students. Teacher leadership are teachers who go far and beyond to improve the quality of education for their students and who don't mind getting their hands a little dirty.
According to this website, ,
"teacher leaders can be describe as coaches or instructional leaders; teachers who serve on school, district, state or national advisory or policymaking groups; teachers who chair departments or school teams; teachers who provide the energy to sustain professional learning communities—and we could cite many more examples".
The website includes a panel of questions pertaining to teacher leadership, for instance:
To what extent do you feel that the public school system is set up to support the development of teachers as leaders?
On what issues do you think it's most important for teachers to assert themselves as leaders?
The website is a great source to use for analyzing the roles of teachers as leaders and it even suggest ways that teachers can become more involved in their schools and community in terms of educational policies and programs.
Another article I stumble across is , the article discuss the various leadership roles teachers obtain:
• choosing textbooks and instructional materials;
• shaping the curriculum;
• setting standards for student behavior;
• deciding whether students are tracked into special classes;
• designing staff development and in-service programs;
• setting promotion and retention policies;
• deciding school budgets;
• evaluating teacher performance;
• selecting new teachers; and
• selecting new administrators.
In the article, the author mentions that "student
learning depends first, last, and always on the quality of the teachers.”
I agree with these statement however, teachers do not always have the necessary training or resources to help all students.
Teachers also shouldn't be blamed 100% for the quality of education students receive because many times students DO NOT want to learn. Teachers cannot force students to learn, they can only teach them as best they can and try to reach out to them. But once again, they can not make them do anything.
It's just like the role of a parent; parents can instill values in their children, establish rules for them to adhere to, set a good example for them, preach to them about the do's and don'ts of life, treat them with respect and give them plenty of love and affection, however, at the end of the day that child will make his or her own decisions & mistakes, no matter what their parents did or taught them, that child will DO WHAT EVER THEY WANT.
I'm not saying these methods are useless i mean they do work the majority of the time but we most recognize that students have a mind of their own and if they want to fail or ditch class they will do just that.
Teachers can try to instill school values in their students but once again, it's up to students to make the correct decision, NOT THE TEACHER.
Moreover, my goal as a future teacher is to become as active as possible in and out of the classroom in order to become an effective teacher leader so that I can directly impact my school, its teachers and most importantly the students.
Q. Should all teachers be expected to become teacher leaders, why or why not? If the majority of all teachers were leaders, will the quality of education improve?
According to this website, ,
"teacher leaders can be describe as coaches or instructional leaders; teachers who serve on school, district, state or national advisory or policymaking groups; teachers who chair departments or school teams; teachers who provide the energy to sustain professional learning communities—and we could cite many more examples".
The website includes a panel of questions pertaining to teacher leadership, for instance:
To what extent do you feel that the public school system is set up to support the development of teachers as leaders?
On what issues do you think it's most important for teachers to assert themselves as leaders?
The website is a great source to use for analyzing the roles of teachers as leaders and it even suggest ways that teachers can become more involved in their schools and community in terms of educational policies and programs.
Another article I stumble across is , the article discuss the various leadership roles teachers obtain:
• choosing textbooks and instructional materials;
• shaping the curriculum;
• setting standards for student behavior;
• deciding whether students are tracked into special classes;
• designing staff development and in-service programs;
• setting promotion and retention policies;
• deciding school budgets;
• evaluating teacher performance;
• selecting new teachers; and
• selecting new administrators.
In the article, the author mentions that "student
learning depends first, last, and always on the quality of the teachers.”
I agree with these statement however, teachers do not always have the necessary training or resources to help all students.
Teachers also shouldn't be blamed 100% for the quality of education students receive because many times students DO NOT want to learn. Teachers cannot force students to learn, they can only teach them as best they can and try to reach out to them. But once again, they can not make them do anything.
It's just like the role of a parent; parents can instill values in their children, establish rules for them to adhere to, set a good example for them, preach to them about the do's and don'ts of life, treat them with respect and give them plenty of love and affection, however, at the end of the day that child will make his or her own decisions & mistakes, no matter what their parents did or taught them, that child will DO WHAT EVER THEY WANT.
I'm not saying these methods are useless i mean they do work the majority of the time but we most recognize that students have a mind of their own and if they want to fail or ditch class they will do just that.
Teachers can try to instill school values in their students but once again, it's up to students to make the correct decision, NOT THE TEACHER.
Moreover, my goal as a future teacher is to become as active as possible in and out of the classroom in order to become an effective teacher leader so that I can directly impact my school, its teachers and most importantly the students.
Q. Should all teachers be expected to become teacher leaders, why or why not? If the majority of all teachers were leaders, will the quality of education improve?
Friday, October 30, 2009
Networked Learning
The human networked is more than connecting with individuals and acquiring new knowledge. It’s also about sharing special moments with family or friends, staying connected to the people and things you love or enjoy, locating people, places, or things, and getting more done at a faster rate. As technology invades and transforms our lives, it’s only right that students learn how to network properly and effectively. Being familiar with technology does not cut it, students must learn how to subscribe to people and networks, bridge cultures and languages together, have good writing skills, learn how to communicate effectively, and become subconscious of what they say.
Networking is also about navigating, locating, organizing, understanding, evaluating, and creating new data for others to obtain and contribute to. However, who will be responsible for teaching students these skills? Eventually the role of teachers will consist of teachings their pupils how to built networks and take advantage of learning opportunities. As the video mentions, teachers will guide students through the process of networked and illustrate how to communicate properly with other individuals and ask for expert’s advice in a respectful manner. Teachers will teach students how to differentiate from good information and propaganda and search for legitimate sources that are creditable. Teachers will also teach students how to organize large amounts of information and use it to navigate and solve world problems or issues.
Hopefully, in my teaching career I will be able to fully implement technology and digital networking in my classroom. I think it’s a great idea for all teachers, not just our generation of teachers, to fully incorporate technology into the classroom, other than for research purposes. I’m optimistic that in the near future, ten years from now, the majority of all students, regardless of social economic status, will have access to a computer at home and school; over 90 percent of all family households have a television set and phone/cell phone in their homes, this will soon be the case with computers/labtops.
I’m definitely for human networked and I’m willing to give up lots of control and responsibility to my students. Social networked is far more engaging and interesting to students than textbooks or lectures because they can relate to it. Not only will students have control of their learning but make new connections with others that will strength their learning process.
Q. Do you think you will use networked learning your first year of teaching, why or why not? What are some pros and cons to this decision?
The following website is an example of networked learning and the wonderful things that come from it. This website is for non-government organizations that foster the network of learning and the exchange of knowledge, skills and information between users. This sources links people to resources, useful organizations, other users, websites and materials.
How would this website be helpful in your classroom or for personal reasons?
Would you use this networklearning site in your classroom, why?
Hope you enjoy!
http://www.networklearning.org/index.php?option=com_content&view=frontpage&Itemid=1
Networking is also about navigating, locating, organizing, understanding, evaluating, and creating new data for others to obtain and contribute to. However, who will be responsible for teaching students these skills? Eventually the role of teachers will consist of teachings their pupils how to built networks and take advantage of learning opportunities. As the video mentions, teachers will guide students through the process of networked and illustrate how to communicate properly with other individuals and ask for expert’s advice in a respectful manner. Teachers will teach students how to differentiate from good information and propaganda and search for legitimate sources that are creditable. Teachers will also teach students how to organize large amounts of information and use it to navigate and solve world problems or issues.
Hopefully, in my teaching career I will be able to fully implement technology and digital networking in my classroom. I think it’s a great idea for all teachers, not just our generation of teachers, to fully incorporate technology into the classroom, other than for research purposes. I’m optimistic that in the near future, ten years from now, the majority of all students, regardless of social economic status, will have access to a computer at home and school; over 90 percent of all family households have a television set and phone/cell phone in their homes, this will soon be the case with computers/labtops.
I’m definitely for human networked and I’m willing to give up lots of control and responsibility to my students. Social networked is far more engaging and interesting to students than textbooks or lectures because they can relate to it. Not only will students have control of their learning but make new connections with others that will strength their learning process.
Q. Do you think you will use networked learning your first year of teaching, why or why not? What are some pros and cons to this decision?
The following website is an example of networked learning and the wonderful things that come from it. This website is for non-government organizations that foster the network of learning and the exchange of knowledge, skills and information between users. This sources links people to resources, useful organizations, other users, websites and materials.
How would this website be helpful in your classroom or for personal reasons?
Would you use this networklearning site in your classroom, why?
Hope you enjoy!
http://www.networklearning.org/index.php?option=com_content&view=frontpage&Itemid=1
Thursday, October 29, 2009
Monday, October 26, 2009
Glogster
At first, I was intimidate by glogster but soon I got the hang of it and it was easier then what i assumed. I would definitely use glogster in my classroom and its a great way to get my students engaged in history while learning about technology. My glogster is about the Chicano movement; a historical topic that is often untaught in schools. I hope you enjoy my glogster and learn something new!
http://gigi22.edu.glogster.com/G-Flores/
http://gigi22.edu.glogster.com/G-Flores/
Great Service Learning Projects!!!
Everyone had creative and interesting service learning projects pertaining to various social studies topics. These projects will be very beneficial for others to use in their classrooms and get a better understanding of what service learning consist of.
1. Chance- People often assumes that voting is the only way to participate in our society but this is a misunderstanding. Students will create podcasts, wikis, and write to their congressman in order to be aware of controversial issues and learn how to participate in a democracy.
2. Zahra- Students choose a subtopic then create a lesson plan regarding voting rights museum. The students teach younger students about this topic via Skype.
3. Michael- Students conduct interviews (oral history) with elderly people regarding their life experience. The stories/interviews are recorded and uploaded on YouTube.
4. Adam- Motivating people to register to vote and inform them about the current issues in our community and country. Students will observe trends in-school and in the community then present it to their peers.
5. Megan W- Students will learn about the issues concerning human trafficking and the purpose of informing others about this issue. Students will learn about any legislation that pertains to human trafficking, then they will create a podcast, slideshow, and brochure which will be compiled on a website for others to use.
6. Jen- Students will write letters to members of military branches (military letter writing campaign) and create a class wiki to write to military members. The wiki will allow military members to reply to the student’s letters and submit pictures, videos, etc.
7. Josh- Students will learn about war history before interviewing a veteran about his/her role in the war. This will allow students to honor veterans for their contribution and commitment to our country. Student’s interviews will last for 30 minutes and they will be recorded via podcast.
8. Jeremy- Students will learn about the intentions and consequences of the war on drugs. They will evaluate how the money of taxpayers is used to support the prison system. Students will then create a wiki concerning all the aspects of the war, and then they will write to their political representatives about a drug issue.
9. Meagan G- Support A Soldier- Students will create a website where they will ask for donations for soldiers and collect care packages throughout the year. Students will write to the soldiers on monthly bases and learn about the solder's geographical location. Students will manage the website throughout the year and post video updates as well as weekly blog response.
10. Liz- Operation Christmas Child (OCC) - Students will learn about the various cultures the OCC works while working with them. Students will then interview the OCC volunteers about their experiences and their reasons for volunteering. Students will blog about their interviews and engage in a peer-to-peer discussion.
11. Eric- Students will conduct a satisfaction survey with senior citizens then teach them how to use the internet in terms of emails and instant messaging. The senior citizens will then retake the survey and students will evaluate the effectiveness of their instructions.
12. Elizabeth J- Increasing Cultural Awareness- All Americans come from another country with exception to Native Americans; students will poll other students about their personal heritage or country of origin and create a wiki for each country/culture they found. This will increase cultural awareness and hopefully start a multicultural fair for the entire school to participate in.
13. Mallory- Habitat for Humanity- Students will work with the organization and look at the costs of building and financing houses. Students will research cost effective methods of doing these projects and interview families who have received these homes. Students will create a podcast or video blog to document their interviews and share with others.
14. Louisa- Oral history- Students will interview the elderly about their daily lives and record the interviews via a video podcast. Students will share their final product with the nursing home.
15. Mark- Knowing the Avenues- Students will find community members and learn about their needs, and then they find politicians that can help meets the community's needs. Students will create a wiki about the project and make the politicians aware of the issues.
16. Katy- History Affects Us All, examine impact of history in the lives of others, visit nursing home 3-4 times in a semester, pick major historical event in their person's life and interview them about it, students create videos based on their interviews
17. Jeff- Students clean up parks, how do people and the environment interact, teach about conservation and awareness, and make blogs and videos about their experiences and advocating that people take action.
18. Megan P- research presidential elections looking at voter turnout trends, look at how information was disbursed during elections, how the government has affected daily life of citizens over time, visit a retirement home to interview residents about their experiences with elections, students will make podcasts of their interviews and research, students will share their research with the residents, students will write thank you letters to the residents
19. Brittany- increase young people's voter turnout, best done during an election year, learn trends in voting, create online survey to ask questions and collect data, the students will use social networking to encourage people to vote, present to class
20. Nichole- Becoming a responsible citizen: students learn about voting and campaigning, look at historic trends, create wiki, blog, or podcast addressing a certain demographic, and create personalized messages to share their campaign.
21. Trish- At-risk students set up pen pal exchange with students in Japan, students expand their cultural horizons, letters can be related to the content throughout the year, use a wiki to talk about what they learn, what biases there are, write a paper about stereotypes and biases
22. Angie: Students will look at the Constitution and Bill of Rights. Students choose topic based on individual rights and research their topic. Students put information on a class wiki. The class will host a 'get it right' fair and create an interactive display on their topic.
Ali:Rising cultural awareness,
Students will project interviews on the what they know about the patriot act, experiences of Muslim Americans, reaction after 911, how government handed it, what it entails, relate it with what happen with the Japanese internment camps, create questionnaires. Students will then create wikis about the Patriot act and use interview as well to show what happen, spread knowledge of patriot act.
Carrie: Cold war: oral history, digital camera record, create article based on that information, pick a person who experienced the cold war, invite community and school to become apart of the wiki.
Griselda: students will learn about Haiti's geography and history, communicate with students via internet, blog, podcast, video etc Learn about each other, students will collect funds and supplies to send to Haitian students and ultimately present final project to entire school and community.
1. Chance- People often assumes that voting is the only way to participate in our society but this is a misunderstanding. Students will create podcasts, wikis, and write to their congressman in order to be aware of controversial issues and learn how to participate in a democracy.
2. Zahra- Students choose a subtopic then create a lesson plan regarding voting rights museum. The students teach younger students about this topic via Skype.
3. Michael- Students conduct interviews (oral history) with elderly people regarding their life experience. The stories/interviews are recorded and uploaded on YouTube.
4. Adam- Motivating people to register to vote and inform them about the current issues in our community and country. Students will observe trends in-school and in the community then present it to their peers.
5. Megan W- Students will learn about the issues concerning human trafficking and the purpose of informing others about this issue. Students will learn about any legislation that pertains to human trafficking, then they will create a podcast, slideshow, and brochure which will be compiled on a website for others to use.
6. Jen- Students will write letters to members of military branches (military letter writing campaign) and create a class wiki to write to military members. The wiki will allow military members to reply to the student’s letters and submit pictures, videos, etc.
7. Josh- Students will learn about war history before interviewing a veteran about his/her role in the war. This will allow students to honor veterans for their contribution and commitment to our country. Student’s interviews will last for 30 minutes and they will be recorded via podcast.
8. Jeremy- Students will learn about the intentions and consequences of the war on drugs. They will evaluate how the money of taxpayers is used to support the prison system. Students will then create a wiki concerning all the aspects of the war, and then they will write to their political representatives about a drug issue.
9. Meagan G- Support A Soldier- Students will create a website where they will ask for donations for soldiers and collect care packages throughout the year. Students will write to the soldiers on monthly bases and learn about the solder's geographical location. Students will manage the website throughout the year and post video updates as well as weekly blog response.
10. Liz- Operation Christmas Child (OCC) - Students will learn about the various cultures the OCC works while working with them. Students will then interview the OCC volunteers about their experiences and their reasons for volunteering. Students will blog about their interviews and engage in a peer-to-peer discussion.
11. Eric- Students will conduct a satisfaction survey with senior citizens then teach them how to use the internet in terms of emails and instant messaging. The senior citizens will then retake the survey and students will evaluate the effectiveness of their instructions.
12. Elizabeth J- Increasing Cultural Awareness- All Americans come from another country with exception to Native Americans; students will poll other students about their personal heritage or country of origin and create a wiki for each country/culture they found. This will increase cultural awareness and hopefully start a multicultural fair for the entire school to participate in.
13. Mallory- Habitat for Humanity- Students will work with the organization and look at the costs of building and financing houses. Students will research cost effective methods of doing these projects and interview families who have received these homes. Students will create a podcast or video blog to document their interviews and share with others.
14. Louisa- Oral history- Students will interview the elderly about their daily lives and record the interviews via a video podcast. Students will share their final product with the nursing home.
15. Mark- Knowing the Avenues- Students will find community members and learn about their needs, and then they find politicians that can help meets the community's needs. Students will create a wiki about the project and make the politicians aware of the issues.
16. Katy- History Affects Us All, examine impact of history in the lives of others, visit nursing home 3-4 times in a semester, pick major historical event in their person's life and interview them about it, students create videos based on their interviews
17. Jeff- Students clean up parks, how do people and the environment interact, teach about conservation and awareness, and make blogs and videos about their experiences and advocating that people take action.
18. Megan P- research presidential elections looking at voter turnout trends, look at how information was disbursed during elections, how the government has affected daily life of citizens over time, visit a retirement home to interview residents about their experiences with elections, students will make podcasts of their interviews and research, students will share their research with the residents, students will write thank you letters to the residents
19. Brittany- increase young people's voter turnout, best done during an election year, learn trends in voting, create online survey to ask questions and collect data, the students will use social networking to encourage people to vote, present to class
20. Nichole- Becoming a responsible citizen: students learn about voting and campaigning, look at historic trends, create wiki, blog, or podcast addressing a certain demographic, and create personalized messages to share their campaign.
21. Trish- At-risk students set up pen pal exchange with students in Japan, students expand their cultural horizons, letters can be related to the content throughout the year, use a wiki to talk about what they learn, what biases there are, write a paper about stereotypes and biases
22. Angie: Students will look at the Constitution and Bill of Rights. Students choose topic based on individual rights and research their topic. Students put information on a class wiki. The class will host a 'get it right' fair and create an interactive display on their topic.
Ali:Rising cultural awareness,
Students will project interviews on the what they know about the patriot act, experiences of Muslim Americans, reaction after 911, how government handed it, what it entails, relate it with what happen with the Japanese internment camps, create questionnaires. Students will then create wikis about the Patriot act and use interview as well to show what happen, spread knowledge of patriot act.
Carrie: Cold war: oral history, digital camera record, create article based on that information, pick a person who experienced the cold war, invite community and school to become apart of the wiki.
Griselda: students will learn about Haiti's geography and history, communicate with students via internet, blog, podcast, video etc Learn about each other, students will collect funds and supplies to send to Haitian students and ultimately present final project to entire school and community.
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