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
Friday, October 30, 2009
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.
Monday, October 19, 2009
Service Learning Project: Global Networking
Griselda Flores
October 22, 2009
EME5432
Service Learning Unit
Title of the project: Global networking: Developed Country and Third World
Area of service: Third World Students living in poverty.
Florida high school students will work together to raise money and supplies for Haitian students. Florida students will learn about Haiti’s geography and history while communicating with Haitian students through the internet.
Haitian students lack educational supplies and qualified teachers. Most Haitian schools are private rather than state-funded because of their economic unfortunately, many families cannot offer the school fees, transportation, or uniforms because their too expensive.
Grade level: 9-12
Setting: School and surrounding communities.
Subject area: Social Studies: Geography and World history.
Unit description:
Students will learn about Haiti’s history and geography while analyzing how human actions drastically changed Haiti’s landscape and the consequences that arose from these actions. For example, when Christopher Columbus found Haiti it was dense with tropical forest. Unfortunately, the Spanish and French cleared many forests for plantations and later hardwoods were logged for U.S. and Europeans markets. Peasants then burned and cut down what was left in desperate search of farmland.
Students will also learn about the culture of Haitians, their average wages, their educational levels, their school system, their country’s financial situation, their country’s geographical dilemma, their lack of natural resources, their government system, their history, their relationship with the United States, and their literacy rate.
After studying and analyzing the history and geography of Haiti, students will see the correlation of Haiti’s economy with its educational dilemma and low literacy rates. Haiti is the poorest country in the western hemisphere, with a literacy rate below 60 percent. Students will have the opportunity to communicate with actual students from Haiti and view their perspectives and experiences as students in a third world country.
Students will ask questions like:
1.Transportation: How do you get to school?
2. Finance: Do you pay for school, if so who finances your education?
3. Distance: How far is school from your house?
4. Educational Goals: Do you plan to go to college?
5. Economy: How do you feel about your country’s financial and educational situation?
6. Personal: How you plan to help Haiti’s economy?
7. Resources: How has the lack of forest and trees impacted your life?
8. Personal: Where do your parent’s work, what’s their educational obtainment.
Students will work together to raise money for students in Haiti. The teacher will contact a school in Haiti, before the beginning of the semester or school year that has access to the Internet and an English translator. Therefore, both groups of students can communicate with each other without any language barrier. Students will communicate through emails, podcasts, blogs, mail, and videos. Both groups of students will learn about each other’s cultures, educational experiences, and aspiring goals. Students will be more engaged and interested to learn about Haiti’s geography and history if their communicating with Haitian students.
Moreover, students will be divided into five committees: fund-raiser (planner, organizer), treasure group (economics and math), decorations (visual arts, photography), and food (culinary and math), and social networking (technology). Each committee is responsible for a different task. For example, those in the fundraiser committee are responsible for coming up with effective fund-raisers. The treasure group is in charge of all the finance. They have to calculate and decide how much money they will spend on fundraisers and whether their profits will exceed their cost, as well as asking for donations. The decoration committee is in charge of any decorations or photography for the fundraisers and the food committee is in charge of selling and making food and refreshments.
In addition, each committee is responsible for posting their group’s information on the class’ website so other students, teachers, and community members can view it and stay updated with the final project. For example, the fundraiser committee will post the class’ upcoming fundraiser activities and the treasure group will ask for donations on-line and in person and post their overall expenses and profit therefore donors can keep track of it. The decoration committee will post photos of the actual fundraisers and a few pictures of the Haitian students, and the culinary committee will upload photos of the food their selling, the prices of the items, and the receipts of the food. Every student will be responsible for keeping the website up to date. The goal of this service-learning project is to teach students about Haiti’s history, geography, economy, and educational conditions while learning how to use technology on a daily bases.
By working with other organizations in order to raise money for less fortunate people, students will learn about the importance of giving back and hopefully learn to appreciate and take advantage of their public education.
Next Generation Sunshine State Standards:
SS.912.G.2.4 “Use geographic terms and tools to analyze case studies of how selected regions change over time.”
SS.912.G.2.5 “Use geographic terms and tools to analyze case studies of debates over how human actions modify a selected region.”
SS.912.W.5.7 “Describe the causes and effects of 19th Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L' Ouverture”
SS.912.W.5.Su.g: “Recognize that Latin American and Caribbean countries achieved independence.”
Technologies/Web applications:
High school students will communicate with Haitian students through the Internet, podcast, and videos. The school in Haiti will most likely be a private school sponsor by English organizations. Since Haitians mainly speak French or Creole it is more effective to work with a school that teaches English and that has computers. Private schools are more likely to have a set of computers in their schools since their run through private funds. Both groups of students will communicate through technology applications and get to know each other better. Students will share their educational experiences and future goals with one another. American students will have the opportunity to compare and contrast their lives with Haitian students while using technology. In addition, Haitian students will inform their American peers of their economical and educational dilemma. American students will work together to raise funds and supplies for their Haitian peers in order for them to have a brighter future and a better education.
Students will also use technology to submit their assignments, such as responding to the teacher’s blog or creating their own blog and responding to each others post.
Assessment:
Students will present their final project in front of the entire school, as well as the local community. In their presentation they will inform fellow students and community members about their service learning experience. This project and presentation will education others about the geography, economy, culture, history, and educational system of Haiti. Hopefully, this service learning project will inspire other teachers and community members to work together for the betterment of other communities.
Students will also be graded according to their contribution to the class’s website, both individual and group-wise, and the quality of their work.
Students will also be assessed according to the following rubric: Presentation
100-90:
Presentation includes visual illustrations and two or more technology application (power point, internet, web page, posters, podcast, videos, iPods etc).
Presentation includes following topics: what they accomplished, how this experience changed their perspectives of other cultures and towards education, how they communicated with these students, their contribution to the project/committee, the amount of money and supplies they managed to raise, and what they learned about Haiti’s history, economy, culture, and educational system.
Presentation is neat, organize, and concise.
Few spelling or grammatical errors, no use of slang or jargon
89-80:
Presentation is visual and uses two technology applications.
Presentation does not cover two topics.
Presentation is neat, organize, and concise.
More than three spelling or grammatical errors, use of slang or jargon.
79-70:
Presentation is some what visual and uses one technology application.
Presentation is missing more than three topics.
Presentation is a bit messy, a bit unorganized, and not concise enough.
More than five spelling or grammatical errors, jargon used excessively
69-60:
Presentation not visual and does not use technology applications.
Presentation includes less than five topics.
Presentation is messy, unorganized, and not concise.
More than seven spelling or grammatical errors, slang or jargon used excessively
Rubric: Contribution to class’ Web page.
100-90pts
Comment on all of the teacher’s blog, at least two paragraphs (more than 6 lines)
Created more than five blogs
Responded to two classmates’ blogs and comments.
Submitted all assignments on-time via email/internet.
Contribute to group’s page, submitted or changed at least three things from the class website.
89-80pts
Comment on all but two of the teacher’s blog
Created four or five blogs.
Responded to two classmates blogs but only to one classmates’ comment
Submitted all assignments on-time via email
Contribute to group’s page, submitted or changed at least two things from the class’ website.
79-70pts
Comment on all but three of the teacher’s blog and left brief comments, less than a paragraph.
Created three blogs
Responded to one classmates’ blog
Submitted most assignments on-time via email
Contributed to group’s page, submitted or changed at least one thing from the class’ website.
69-60pts
Comment on only two of the teacher’s blog
Created two or one blog
Didn’t respond to classmate’s blog
Submitted fewer than two assignments and they were late
Didn’t contribute to group’s page or class’ page.
October 22, 2009
EME5432
Service Learning Unit
Title of the project: Global networking: Developed Country and Third World
Area of service: Third World Students living in poverty.
Florida high school students will work together to raise money and supplies for Haitian students. Florida students will learn about Haiti’s geography and history while communicating with Haitian students through the internet.
Haitian students lack educational supplies and qualified teachers. Most Haitian schools are private rather than state-funded because of their economic unfortunately, many families cannot offer the school fees, transportation, or uniforms because their too expensive.
Grade level: 9-12
Setting: School and surrounding communities.
Subject area: Social Studies: Geography and World history.
Unit description:
Students will learn about Haiti’s history and geography while analyzing how human actions drastically changed Haiti’s landscape and the consequences that arose from these actions. For example, when Christopher Columbus found Haiti it was dense with tropical forest. Unfortunately, the Spanish and French cleared many forests for plantations and later hardwoods were logged for U.S. and Europeans markets. Peasants then burned and cut down what was left in desperate search of farmland.
Students will also learn about the culture of Haitians, their average wages, their educational levels, their school system, their country’s financial situation, their country’s geographical dilemma, their lack of natural resources, their government system, their history, their relationship with the United States, and their literacy rate.
After studying and analyzing the history and geography of Haiti, students will see the correlation of Haiti’s economy with its educational dilemma and low literacy rates. Haiti is the poorest country in the western hemisphere, with a literacy rate below 60 percent. Students will have the opportunity to communicate with actual students from Haiti and view their perspectives and experiences as students in a third world country.
Students will ask questions like:
1.Transportation: How do you get to school?
2. Finance: Do you pay for school, if so who finances your education?
3. Distance: How far is school from your house?
4. Educational Goals: Do you plan to go to college?
5. Economy: How do you feel about your country’s financial and educational situation?
6. Personal: How you plan to help Haiti’s economy?
7. Resources: How has the lack of forest and trees impacted your life?
8. Personal: Where do your parent’s work, what’s their educational obtainment.
Students will work together to raise money for students in Haiti. The teacher will contact a school in Haiti, before the beginning of the semester or school year that has access to the Internet and an English translator. Therefore, both groups of students can communicate with each other without any language barrier. Students will communicate through emails, podcasts, blogs, mail, and videos. Both groups of students will learn about each other’s cultures, educational experiences, and aspiring goals. Students will be more engaged and interested to learn about Haiti’s geography and history if their communicating with Haitian students.
Moreover, students will be divided into five committees: fund-raiser (planner, organizer), treasure group (economics and math), decorations (visual arts, photography), and food (culinary and math), and social networking (technology). Each committee is responsible for a different task. For example, those in the fundraiser committee are responsible for coming up with effective fund-raisers. The treasure group is in charge of all the finance. They have to calculate and decide how much money they will spend on fundraisers and whether their profits will exceed their cost, as well as asking for donations. The decoration committee is in charge of any decorations or photography for the fundraisers and the food committee is in charge of selling and making food and refreshments.
In addition, each committee is responsible for posting their group’s information on the class’ website so other students, teachers, and community members can view it and stay updated with the final project. For example, the fundraiser committee will post the class’ upcoming fundraiser activities and the treasure group will ask for donations on-line and in person and post their overall expenses and profit therefore donors can keep track of it. The decoration committee will post photos of the actual fundraisers and a few pictures of the Haitian students, and the culinary committee will upload photos of the food their selling, the prices of the items, and the receipts of the food. Every student will be responsible for keeping the website up to date. The goal of this service-learning project is to teach students about Haiti’s history, geography, economy, and educational conditions while learning how to use technology on a daily bases.
By working with other organizations in order to raise money for less fortunate people, students will learn about the importance of giving back and hopefully learn to appreciate and take advantage of their public education.
Next Generation Sunshine State Standards:
SS.912.G.2.4 “Use geographic terms and tools to analyze case studies of how selected regions change over time.”
SS.912.G.2.5 “Use geographic terms and tools to analyze case studies of debates over how human actions modify a selected region.”
SS.912.W.5.7 “Describe the causes and effects of 19th Latin American and Caribbean independence movements led by people including Bolivar, de San Martin, and L' Ouverture”
SS.912.W.5.Su.g: “Recognize that Latin American and Caribbean countries achieved independence.”
Technologies/Web applications:
High school students will communicate with Haitian students through the Internet, podcast, and videos. The school in Haiti will most likely be a private school sponsor by English organizations. Since Haitians mainly speak French or Creole it is more effective to work with a school that teaches English and that has computers. Private schools are more likely to have a set of computers in their schools since their run through private funds. Both groups of students will communicate through technology applications and get to know each other better. Students will share their educational experiences and future goals with one another. American students will have the opportunity to compare and contrast their lives with Haitian students while using technology. In addition, Haitian students will inform their American peers of their economical and educational dilemma. American students will work together to raise funds and supplies for their Haitian peers in order for them to have a brighter future and a better education.
Students will also use technology to submit their assignments, such as responding to the teacher’s blog or creating their own blog and responding to each others post.
Assessment:
Students will present their final project in front of the entire school, as well as the local community. In their presentation they will inform fellow students and community members about their service learning experience. This project and presentation will education others about the geography, economy, culture, history, and educational system of Haiti. Hopefully, this service learning project will inspire other teachers and community members to work together for the betterment of other communities.
Students will also be graded according to their contribution to the class’s website, both individual and group-wise, and the quality of their work.
Students will also be assessed according to the following rubric: Presentation
100-90:
Presentation includes visual illustrations and two or more technology application (power point, internet, web page, posters, podcast, videos, iPods etc).
Presentation includes following topics: what they accomplished, how this experience changed their perspectives of other cultures and towards education, how they communicated with these students, their contribution to the project/committee, the amount of money and supplies they managed to raise, and what they learned about Haiti’s history, economy, culture, and educational system.
Presentation is neat, organize, and concise.
Few spelling or grammatical errors, no use of slang or jargon
89-80:
Presentation is visual and uses two technology applications.
Presentation does not cover two topics.
Presentation is neat, organize, and concise.
More than three spelling or grammatical errors, use of slang or jargon.
79-70:
Presentation is some what visual and uses one technology application.
Presentation is missing more than three topics.
Presentation is a bit messy, a bit unorganized, and not concise enough.
More than five spelling or grammatical errors, jargon used excessively
69-60:
Presentation not visual and does not use technology applications.
Presentation includes less than five topics.
Presentation is messy, unorganized, and not concise.
More than seven spelling or grammatical errors, slang or jargon used excessively
Rubric: Contribution to class’ Web page.
100-90pts
Comment on all of the teacher’s blog, at least two paragraphs (more than 6 lines)
Created more than five blogs
Responded to two classmates’ blogs and comments.
Submitted all assignments on-time via email/internet.
Contribute to group’s page, submitted or changed at least three things from the class website.
89-80pts
Comment on all but two of the teacher’s blog
Created four or five blogs.
Responded to two classmates blogs but only to one classmates’ comment
Submitted all assignments on-time via email
Contribute to group’s page, submitted or changed at least two things from the class’ website.
79-70pts
Comment on all but three of the teacher’s blog and left brief comments, less than a paragraph.
Created three blogs
Responded to one classmates’ blog
Submitted most assignments on-time via email
Contributed to group’s page, submitted or changed at least one thing from the class’ website.
69-60pts
Comment on only two of the teacher’s blog
Created two or one blog
Didn’t respond to classmate’s blog
Submitted fewer than two assignments and they were late
Didn’t contribute to group’s page or class’ page.
Thursday, October 15, 2009
week 7: Media Implication in the Holocaust
The holocaust would have been completely different if the media implications that Clay Shirkey’s mention had been available at that time. Electronic devices such as cell phones, digital cameras, lab tops, ipods, and camcorders allow news to travel faster and reach a global audience in only a few seconds, as was the case with the earthquake in China. Cell phones alone are compose of all these electric elements, camera, recorder, camcorder, and internet, that bring people together on a global scale and connects us to the rest of the world.
Therefore, if these electronic devices would have been available in the 1940s then historical events, such as the holocaust, could have been prevented or stopped before it escalated to the point that it did. Americans, as well as the rest of the world, would have immediately known about Hitler’s plan to kill millions of jews and could of intervene before millions of Jews were killed. People everywhere would have had access to the pictures and videos that Jews and Germans would have posted on-line. These visual images and reports would of been shown in every news channel, both nationally and globally. Websites against the holocaust would of immediately developed as well as blogs and tweets regarding the genocide of jews and the need to intervene. This eventually, would have caused Americans to demand that the U.S. government intervene in this genocide and rescue the Jews from furthering mistreatment.
Do you think Hitler would of censor the internet and cellphones so news wouldn't spread, what would Hitler have done to prevent news from spread regarding the genocide of Jews?
Therefore, if these electronic devices would have been available in the 1940s then historical events, such as the holocaust, could have been prevented or stopped before it escalated to the point that it did. Americans, as well as the rest of the world, would have immediately known about Hitler’s plan to kill millions of jews and could of intervene before millions of Jews were killed. People everywhere would have had access to the pictures and videos that Jews and Germans would have posted on-line. These visual images and reports would of been shown in every news channel, both nationally and globally. Websites against the holocaust would of immediately developed as well as blogs and tweets regarding the genocide of jews and the need to intervene. This eventually, would have caused Americans to demand that the U.S. government intervene in this genocide and rescue the Jews from furthering mistreatment.
Do you think Hitler would of censor the internet and cellphones so news wouldn't spread, what would Hitler have done to prevent news from spread regarding the genocide of Jews?
Friday, October 9, 2009
Social Networking
Michael Wesch did a fabulous job at explaining what social networking was and how it affects our lives both in the individual and global level. He definitely made me think of social networking in a different light. What I enjoyed the most about his presentation was how he used several videos to support his claims and they made his speech all the more interesting. Before watching his video, I thought of social networking as a way of communicating with people that share your same interest or simply staying in touch with family members or friends. However, this isn’t necessary true, many people network for different reasons whether it’s to express themselves or find their identity; the possibilities are endless. And whether we know it or not, were often networking with people we don’t know or don’t have nothing in common with.
Wesch also explains how the different forms of networking communities, such as YouTube and Myspace, help to create new forms of identities and self understanding for individuals. These social networks allow people to express themselves freely without any constraints on how to act or what to say. People can interact with others without fear of possible consequences (not necessary, it depends how your interacting) and reveal information or parts of themselves they wouldn’t ordinary reveal to family or close friends. Social networking also creates a deeper level of self-awareness and self-consciousness that we aren’t fully aware of on a daily bases. For example, anything we post on-line can be manipulated by others and once it’s posted it’s history because we can never recuperate the copies others have made of it, whether it’s a video, picture, or blog. Therefore, people are self-conscious of what they post on-line because their aware of the consequences that may occur. People are also more self-aware of who they are or how they want others to view them due to the possibility of seeing or hearing themselves through their own creations.
Let’s be realistic here, nobody wants to say or do something they will later regret because there will be many instances were their words and actions will be replayed for them or for others to see. Moreover, the implications for social networking are endless, especially when integrating them into the classroom. Students will be able to express themselves freely, without feeling alienated or marginalized from the rest of the class. Every student, regardless of their social status, will feel a sense of purpose and appreciation through their online community. Social networking also offers students a variety of information that can benefit them now and in the future.
How can you use social networking in your classroom?
Wesch also explains how the different forms of networking communities, such as YouTube and Myspace, help to create new forms of identities and self understanding for individuals. These social networks allow people to express themselves freely without any constraints on how to act or what to say. People can interact with others without fear of possible consequences (not necessary, it depends how your interacting) and reveal information or parts of themselves they wouldn’t ordinary reveal to family or close friends. Social networking also creates a deeper level of self-awareness and self-consciousness that we aren’t fully aware of on a daily bases. For example, anything we post on-line can be manipulated by others and once it’s posted it’s history because we can never recuperate the copies others have made of it, whether it’s a video, picture, or blog. Therefore, people are self-conscious of what they post on-line because their aware of the consequences that may occur. People are also more self-aware of who they are or how they want others to view them due to the possibility of seeing or hearing themselves through their own creations.
Let’s be realistic here, nobody wants to say or do something they will later regret because there will be many instances were their words and actions will be replayed for them or for others to see. Moreover, the implications for social networking are endless, especially when integrating them into the classroom. Students will be able to express themselves freely, without feeling alienated or marginalized from the rest of the class. Every student, regardless of their social status, will feel a sense of purpose and appreciation through their online community. Social networking also offers students a variety of information that can benefit them now and in the future.
How can you use social networking in your classroom?
Thursday, October 1, 2009
Civil Rights Movement--ITunes
The podcast I selected are mainly speeches or discussions regarding the civil rights movement. This is how I intend on using my podcast; my lesson plan will consist of the civil rights movement and the influential leaders that drastically impacted and changed the movement and society in general. For example, figures such as Dr. Martin Luther King Jr., President John F. Kennedy, and President Lyndon B. Johnson played a critical role in the development and success of the movement. The podcasts are the actual speeches given by all three men regarding their responds and reactions to the movement.
I will play Dr. Martin Luther King’s “I have a dream” speech in order to provide a more visual and audio illustration of it. Students will have the opportunity to observe how Dr. King delivered his speech in terms of his usage of words, tone of voice, and body language. This illustration maybe more significance to some students than others in terms of their learning needs. Others may prefer the podcast to reading because it may provide a better understanding of the importance of the speech.
Students will then write a reaction paper comparing both methods, reading the text and hearing and viewing the podcast, and explain why they prefer one method to the other. Some students may prefer to read Dr. King’s speech while others may prefer the podcast depending on their learning needs. Afterwards, students will make their own podcast discussing the importance of this speech towards their lives.
I will play Dr. Martin Luther King’s “I have a dream” speech in order to provide a more visual and audio illustration of it. Students will have the opportunity to observe how Dr. King delivered his speech in terms of his usage of words, tone of voice, and body language. This illustration maybe more significance to some students than others in terms of their learning needs. Others may prefer the podcast to reading because it may provide a better understanding of the importance of the speech.
Students will then write a reaction paper comparing both methods, reading the text and hearing and viewing the podcast, and explain why they prefer one method to the other. Some students may prefer to read Dr. King’s speech while others may prefer the podcast depending on their learning needs. Afterwards, students will make their own podcast discussing the importance of this speech towards their lives.
Subscribe to:
Posts (Atom)
