Journal # 9 NETS 2 & 5

Lawlor, J. (2010). Let the kids do the work. Learning and leading with technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Let_the_Kids_Do_the_Work.htm

This article details the author, Joseph Lawlor, experiences revolving around integrating a wiki into a language arts classroom. The first assignment was to read a poem, answer a question, respond to someone else’s answer and Lawlor noticed that students were interacting with each other online much more than he expected. One of the classes of 25 students generated 472 responses, significantly larger than responses given in class. Another experience was the “community of writers” which enabled instant feedback and help from peers and was much more effective than the delayed grading and comments from a teacher. Students also began to take initiative and began changing the layout and look of the wiki when Lawlor had forgotten to. Furthermore, the wiki surprisingly involved students who did not participate much in the classroom. Perhaps because it is more difficult to be shy online, some students who were quiet in the classroom became prolific commenters on the wiki. I believe this is due to the growing community of online activities.


Why might wikis be beneficial in an English classroom? I believe this would be extremely beneficial in an English classroom due to the immediate feedback students receive. It encourages peer interaction and increased participation. Many people are able to voice more critical opinions and hold their ground hiding behind their online persona. Though this may encourage digital harrassment, with good supervision I feel this is a great new way of teaching.

Are there concerns to consider before introducing a wiki?
Yes, I believe so. An educator must first be aware of the outcome and consequences of cyber bullying and willing to monitor and handle situations. They also must be aware that students all do not have internet access at home and need to leave lab and in class time dedicated to the wiki.

Journal # 8 NETS 4 & 5

Journal #8: Navigate the Digital Rapids - NETS-T 5

Lindsay, Davis, J., V. (2010). Navigate the digital rapids. Learning & Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg1


How can we teach digital citizenship in todays world with constantly changing technology? This article submits that a digital teacher (digiteacher) must be up-to-date on technology trends, monitor students' use of technology, be unafraid to dive into the digital world, and create a system of student-centered learning. If these factors are present, a teacher can feel confident in overseeing students' digital citizenship.
One example given to monitor the new and ever changing technology and still engage students is the use of an educational network. Such as an educational network that is currently being used called the "Flat Classroom Project" (http://www.flatclassroomproject.org/). This project has an online network of teachers and students that use Web 2.0 tools to collaborate.By looking at information technology trends, they can guess at how technology will be affect education. All online networking sites used for the project are monitored by a teacher. This also allows these teachers to share and collaborate using blogs and wikis. One important thing digiteachers struggle to teach their students is that an education network is different from a social network. They try to teach students about the need to act professionally and be culturally sensitive. When a student uses textspeak or inappropriate pictures in the Flat Classroom Project, the teacher monitoring the situation will take appropriate action. Ongoing coaching is necessary to teach students responsibility and these networks usually have monitoring around the clock.

Will I utilize collaborative online networks for my students to work with other classrooms? Will I be fearful of poor digital citizenship?
High school students now have a keen interest in anything to do with technology. It is the education of the future, and one thing that keeps their minds entranced. I would likely use this digital learning program so my students not only stay engaged, but have a much more in depth learning experience. I am not fearful of poor digital citizenship though I should be. The key is to educate the students up front, have a classroom agreement about our online rules, and monitor. Though this may be difficult with high school students, I feel capable enough in my teaching strategies to instill the right methods into my students.

Will students show good digital citizenship if they are given responsibility for their own educational network?
Responsibility is not a word that teenagers like to hear often, but when given the opportunity, they typically live up to standards. Knowing the severe consequences for poor digital citizenship should be enough to keep the students on the right track along side teacher supervision.

Journal # 7 NETS 2 & 5

Journal # 7: “The Beginners Guide to Interactive Virtual Field Trips”

Zanetis, J. (2010). The Beginner's guide to interactive virtual field trips. Learning and Leading with Technology, 37.
Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D

This article is about the option of online distance learning that schools are providing, replacing the typical field trip. In todays world, field trips cost money, a thing schools, and everyone for that matter do not have. Students are missing out on unique learning opportunities to enhance their education. These new virtual field trips have enabled students to do so with out the cost. Two types of field trips are available, interactive and non interactive. The non interactive are websites that include text, audio and visual learning tools. The interactive ones are in real time and give the student the opportunity to interact with others. I believe this article is very informative and opened my eyes to new possibilities for my future classroom. and even for myself!

Can a virtual field trip replace the experience you have in person when you take a regular field trip?
No, not totally, but it is a cost effective option. There are things that you experience in person that cannot truly be felt through a screen. This is a great way to give underprivileged students opportunities to see and experience new things. The downfall is, you must have a computer. Not everyone does. It also can be a bit time savvy. A field trip in real life takes up a whole day, where as a virtual field trip can take up only one class period.

Is it really that easy to get assistance to get started if your school does not have the equipment?
It seems to be easy, but nothing is. Why are more schools not participating if it was so simple? Not many companies are willing to set up the interactive VFT and demo it without payment. It claims to be cost effective but if I were to wish to implement this in my school or classroom, I would need a more detailed cost break down and more information on how to obtain grants to pay for the program, because lets face it, the CA school system just isn’t willing to put out right now.

WIKI NETS 3 & 5

a. Describe your tool and tell us what it does.Bubbl.us is a simple and free web application that lets you brainstorm online. It enables you to: create colorful mind maps online, share and work with your friends, embed your mind map in your blog or website, email and print your mind map, save your mind map as an image, and it is completely free!
b. How might it be used with a particular age or grade level? I could see this tool being used with any grade level that has basic knowledge of computers. Being able to locate the site and type are essential. A basic knowledge is the only thing required as well as internet service. It can be used to organized ideas and collaborate and share.
c. Give an example of a project for that age or grade level group. If I were to use Bubbl.us for my highschool students I perhaps would have them organize their essay ideas. Brainstorming is key to the writing process and with an organized idea map the bubbl.us provides, they could efficiently choose a essay topic. I might also use this for them to organize their notes. By creating my own bubbl.us online and giving each student a hardcopy or digital copy, they can visualize things such as the complexity or the Tudor Court or the Roman and Greek Gods.
d. Provide a sample of what you did with this tool.
e.What might be some considerations when using this tool? A reliable internet connection is essential in using this tool. Programs such as inspiration do not require the internet and are programs ran just on your computer. Bubbl.us being a FREE online tool does require the user to be online so they can create share and embed their mind maps. Not every student has internet access at home so classroom and lab time must be offered.
f. Recommendations: is this a tool you would use or recommend for classroom use? I would recommend this if an educator was looking to minimize cost and use a free tool in the classroom. The program inspiration is a great tool but they only offer a 30 day free trial. Bubbl.us on the other hand is free as long as there is internet access. It is efficient enough to create a decent mind map and offers many different options for creativity.

My Wiki page is about an educational tool called Bubbl.us. It is a free online mapping tool where students and teachers alike can create and organize there thoughts and also share and collaborate with others. It is a cool way for students to enjoy the benefits of a free program. I created my own Bubbl.us about the assignments for my 422 class and it can be used for many different mind mapping techniques.

PSA Video NETS 3

I used Imovie to create this movie in the quicktime format. Our assignment was to create a public service announcement (PSA) to address all the hate/speech/crime incidents we have had on campus at California State University San Marcos. While making the imovie, I learned how to import video footage, edit clips, add screen effects, transitions, loop music, add still frames and many more techniques to create my unique PSA. I then shared it with a few classmates and was graded using a rubric.

Crossword NETS 2 & 3

Using the Atomic Learning, I was able to follow a video tutorial that explained and demonstrated how to construct a geometry crossword puzzle using the program Microsoft Excel. My crossword was on Arthurian Legend due to the fact that I was studying the subject in my 308a Class. I found this beneficial for my future classroom by how the lesson was taught, and the outcome/product of the lesson.

Copyright Assignment NETS 3 & 4

This was a collaborative assignment that a partner and I created using GoogleDocs. We were required to read and complete student activities in order to learn about identity safety, cyberbullying, cyber predators, piracy and plagiarism, inappropriate content and social networks in each category found at http://jccsinternetsafety.wetpaint.com/. We shared our work to complete the collaborative document.

Inspiration - NETS 2 & 3

This is my Inspiration assignment.

This assignment was to create a mind map using the downloadable (30 day trial) program Inspiration. Inspiration is a visual learning tool that inspires students to develop and organize their ideas. It supports visual thinking techniques and aides students in numerous ways. The mind map I created shows the artifacts that apply to the five NETS for Teachers standards. Each NETS standard has a brief description of the standard and how it applies to the different classroom artifacts I have created.

Journal # 6: Video Conferencing

Video Conferencing is a set of interactive telecommunication technologies which allow two or more locations to interact via two way video and audio transmission simultaneously. It is a bit different than videophone calls in that it can reach multiple individuals rather than two. It can connect people across the globe instantly and
While reading the different threads on Classroom 2.0 about Video Conferencing, I was immediately drawn to the set backs and concerns different educators had. One example is how an Educator is concerned that her students and herself may have trouble communicating over video conferencing due to their heavy southern accents. She foresees this being a problem but offers the solution of searching for others to test her theory and also searching out of the country for educators with different language accents. Through my own personal experiences communicating with my family and friends down under (Australia) I have had no issues with language barriers or diction misconstruing our conversations.
Another Educator created a tool that aides Educators in Video Conferencing called Edu-Skyper’s Phone Book. This is an international database of educators who want to connect via the tool Skype, which is a free video conferencing service that millions worldwide use. After signing up and giving your information, Educators worldwide can contact you and share and teach new ideas to use in and out of the classroom, you can search by age of students you teach, the subject you teach, or what you wish to Skype about. It is an extremely useful tool to keep connected.
Another benefit for Video Conferencing is for students who are sick or have an illness. Through video conferencing, a student cannot only in theory attend class via the Internet, but also interact and respond to the lesson plan. For example, a mother posted on the thread I was following on Classroom 2.0 that she has a medically fragile daughter. She can be put in the hospital due to even just a simple cold and the mother is trying to find a solution to get her daughter educated AND interact with students. Home school is an option but in this case, the mother does not want her daughter to live her education years in solitude but interact with her peers. I feel this is a great tool for situations such as this; it enables students with physically and mentally challenging disorders to lead as normal of a life as possible.

PowerPoint Project NETS 1

422 Power Point Project

I have created a PowerPoint Presentation on the NETS Educational Technology Standards for Students. I made a slide for each standard and created a lesson plan or activity that I could apply in my future classroom to meet each Standard. I demonstrated sufficient knowledge of the standards and my Powerpoint abilities. I also displayed creativity, program knowledge, and competency in completing the assignment.

PowerPoint Collaborative Rubric NETS 3 & 5

This assignment required the corporation of the entire ED422 class and instructor to create a rubric to grade our powerpoint assignment on NETS for students. We created the rubric by using http://www.rcampus.com/ and came up with a rubric to effectively grade and set a standard for our project. This was a useful assignment to learn for my future classroom in creating rubrics for assignments.

Journal # 4 NETS 3 & 5

Journal # 4

Bull, Glenn, Alexander, Curby, & Ferster, Bill. (2010). Finding Students Who Learn Through Media. International Society for Technology in Education, 37(5), 1-4. Retrieved February 27, 2010, from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListCombolnd=D

Student created media has opened many doors in engagement and learning. Students can create short online documentary films using web based programs such as Primary Access Movie Maker. (www.PrimaryAccess.org) OVer 10,000 students worldwide have used this program and created more than 20,000 digital media documentaries ranging from subjects on science to history and everything in between. Not only can theses students learn from making and presenting these projects, but others can view them and learn from their peers instead of an adult.

Is this time effective in the classroom?
Yes, though explanation and instruction is necessary to teach the students, many classes can be consolidated into one. Many think a lengthy explanation is unnecessary, but how can a student effectively learn and use a program if they do not have sufficient knowledge on it? They can’t learn properly if there is not an instructor there to answer questions, and help problem solve.

Is this creating less work for the educator?
Of course not! Assignments and programs like Primary Access Movie Maker in a classroom setting require substantial knowledge of the program and the subject that is being taught. Not only must the teacher instruct students on the technology they are using, but they must monitor and analyze the students actions, research, and filming techniques and be available to answer questions and help problem solve.

Journal # 3 NETS 3 & 5

Journal # 3

Levinson, Matt. (2010). Keeping the Peace. International Society for Technology in Education, 37(5), 1-4. Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25237&DirectListComblond=D

In 2007, students received laptops at Nueva Middle School in Hillsborough, California. This article relates to the controversy that is centered around the issue that students were able to access programs such as iChat and were instant messaging among themselves. Parents thought this was taking away from their schooling and they were spending too much time socializing. To keep the programs going, the school was forced into making a pro’s and con’s list to determine the outlook for the program. Parents were also concerned when they could not monitor and control iChat at home and felt their students were becoming unfocused and not spending enough time doing school work, just chatting.

What can be learned from the Nueva Middle School handling of the issue?

From the way Nueva Middle School handled the situation, we can ascertain that asking the opinions of parents, educators, and students can be beneficial, yet harmful. No where in the world is everyone going to agree or have the same opinions, no 2 parents are going to agree on the upbringing of their children. In this case, I believe a vote should have been taken to determine the opinions of the parents.

Is instant messaging dangerous for students?

I believe giving any information out over the web is dangerous. The school cannot be held responsible for a student giving out their information, it is their own doing regardless if the school provided the program or not. If there was a way to limit who each student could chat with, then maybe the program could be safer, but I know on my laptop, I can get access to people around the world. I for one was not allowed into chat rooms or similar programs until I was 14 years old.

Journal # 2 NETS 3 & 5

Journal # 2

Maguth, B.M., & Elliott, J. (2010). Using Podcasts to Develop a Global Perspective. International Society for Technology in Education 37(5) og 1-2. Retrieved Febuarary 21, 2010, from http://www.iste.org/AMTemplate.cfm?Sections=February_No_5_4&Template/ =MembersOnly.cfm&NavMenuID=4495&ContentID=25244&DirectListCombolnd=D

This article has to do with developing a global perspective the the use of podcasts. At a high school in Columbus, Ohio, students who excel in math, science, technology and engineering, are creating podcasts and sending them out to others in hopes that they will learn about other cultures. This sending and sharing of podcasts has allowed these students to interact with other students from around the world and discuss global issues with people from different backgrounds and upbringings. First they must do extensive research and learn the background information before engaging in debated via podcasts. Some of the global issues he says they discuss are things such as terrorism, disease, famine, economic development and climate change. I agree with him that it is an educators responsibility to insure that students are informed and aware of global issues as well as local ones. This not only teaches collaboration techniques and tech savvy skills, but also teaches diversity and acceptance. I believe as Americans, we are only given the “Western View” of things. Only a person or people can define themselves accurately. The students do also get a look into a creative way to share ideas and language skills. Communicating with people let alone people from a different culture can be intimidating in person, but over the web, seems to be a little less stressful. 

Is creating podcasts easy enough for low income schools to incorporate into lesson plans?

I do not believe this would be easy for low income schools to use. Though most is done online, voice recording tools, cameras, and other technologies are not always readily available. What about the students in other countries? Will we only get to communicate with educated students that have access to these resources? What if we wished to discuss and issue with the uneducated population? I just can see this costing more than it is worth. If a plan was laid out and approved then possibly, but it is difficult to assess the individual needs of schools.

Is there a way to insure all podcasts are authentic and age appropriate?

I am concerned that this technique will open doors for false information or off limit information to reach unsuspecting ears. With most research and information now found on the web, there is ample opportunity for students to learn false information. I think i strict set of laws and access needs to be made on this such as this. Not only could students get false information, but they may click on something that says global warming and get a podcast that tells them how to grow marijuanna or click on a podcast about tribal clothing, and get to a porno. The interent is a dangerous things for students and I believe regulations are necessary to prevent things like this from happening before this can be implemented into schools and lesson plans for children under the age of 18. 

Journal # 1 NETS 3 & 5

Journal # 1

Johnson, Doug. (2009). Computing in the Clouds. International Society for Technology in Education, 37(4), pg. 1-7. Retrieved Febuary 20, 2010, from http://www.iste.org/Content/NavigationMenu/ Publications/LL/LLIssues?Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm 

This article was written by Author Doug Johnson and goes into detail about the new technique of “Cloud Computing”. This technique is based on sharing computing resources rather than having local servers so an individual is able to access their work an any time on any computer. With this technique now available, individuals are no longer required to save their documents, or if they have a mac, they do not have to change it from a pages document to a word document to share it. They no longer need to have floppy disks, burned c.d.'s or flash drives. No longer do they have to email themselves their work to access it somewhere else. I particularly liked his description of how it works because it shows how I can apply this technique to my everyday life. “ If you’re on a computer with Internet access- whether it is on your desk at school, on your lap at home, on any computer lab or coffee shop in the world, or at Grandpa’s house - you can work without worrying about transporting files on flash drives,keeping track of the latest version of a document, or having the right software for opening a file.” He talks about how he handles his computer files. Mr. Johnson uses examples to show the variety and benefits of this new technique in schools and other aspects of life. His examples vary from email, web searching, word processing, photo editing, storage, and academic related documents. It also talks about how this could be a money saver in schools, textbooks could be replaced. He concludes his article with some frequently asked questions about using this resource in their lives and what he predicts the future has in store for using this in the education system. 

Is this really a cost saving technique?

I could see this benefiting many people in the long run, but is it really cost effective? Not only would implementing this in schools require training and installation to use it. But each student would need to have access to a computer. And with all the budget cuts going on in the California Education System, I do not foresee something like this happening in the near future. I do not believe many schools, especially the larger ones, can require each student to have their own personal computers, it is just not financially and morally possible. And if they were to provide financial aide to those in need, there would have to be a committee or board to determine who is in need of help and in the long run, more jobs = more money, which is not available.

Is sharing information on the web safe?

I am a little concerned about the availability of the information that is saved using Cloud Computing. It is so easy in today’s world for sex offenders, criminals, and even the government to find information on the world wide web. I am concerned that these same people that use facebook, myspace, and craigslist to commit criminal acts could also use cloud computing to hurt not only me but my future students. I, as a teacher, do not wish to be held responsible in the case that this does happen because I required my student to use this technique. If there were privacy codes, and strict registration rules, then possibly, but I still have my doubts on the safety of anything to do on the internet. Whatever is posted, even if it has been deleted, can be found, and that is a scary thing.

Classroom NewsletterJDR NETS 1

Classroom NewsletterJDR

I created and posted a “mock” newsletter that would apply to my future High School English Classroom. Using Microsoft Word, I was able to create a document that included a masthead, date, name, volume number, and a quote with line art. I then included 3 articles that were relevant to the classroom I wish to have. This is an effective way to communicate with not only students but to allow the parents to have an inside look at their child's classroom activities as well as encourage creativity and keep things interesting.

                                             Presenting Journee Richardson: A Quick Insight 

Hello there!!!

For those of you who don't know me, my name is Journee Richardson and I am a student at Cal State San Marcos. I was born and raised in the small country town of Ramona in Southern California. After completing preschool at the local Headstart program, I attended k-4 at Ramona Elementary School. I then moved to Barnett Elementary, which is also in Ramona, and finished 5th and 6th grade there. Afterward, I moved to Olive Pierce Middle School along with most kids my age, and then on to good ol’ Ramona High School. I was very involved in my school and hopefully intend to return and once again be involved but this time as a teacher. I was a cheerleader all four years at Ramona High and Varsity Captain for 2. I was in track and participated in Pole Vaulting and 100 and 400 meter hurdles. I was also a peer tutor and helped out in the special needs learning class teaching them sports and dance. I was a gymnastics coach for several years and also coached Ramona High’s cheer teams but had to give up my position as coach to further my education. After high school I attended Palomar Community College and received my AA in Liberal Arts and Science and another AA in Arts and Humanities. I transfered to Cal State San Marcos in Fall of 09 and I am a Literature and Writing major with an emphasis in Literature. After receiving my Bachelors degree, I plan on enrolling in the Credential Program and eventually become a High School English teacher!! I am also studying Arabic and plan to spend a significant amount of time in Egypt, exploring, learning, and experiencing the culture. I enjoy anything and everything outdoors whether it be snowboarding, wakeboarding, riding at the desert, hiking, camping or just enjoying nature. Though I am the outdoorsy type, I also have no problem sitting for hours indoors reading a book, cooking or playing video games. 

As far as technology goes, I am a MAC. I can function as a PC user but after purchasing my Macbook about a year and a half ago, I feel I will never go back. I use my computer all day, everyday. I do admit to being quite addicted to it. I currently only use pages, keynote, and numbers, but I am efficient enough to convert the files to word, excel, and powerpoint documents. I purchased an external hard drive and am waiting for my “hacker” friend to upload numerous programs, movies, and useful tools on to it for my pleasure and use. I then will have a version of Microsoft office.  I depend on technology probably a little too much whether it is my car telling me the temperature, my ipod playing all my favorite jams, my computer keeping me up to date with world happenings,my classmates and friends, or my cell phone keeping me in contact with everyone. But we live in a modern world and technology is a essential part of everyday life.

Though the mission statement was not a factor in my decision to apply at CSUSM, I do believe it has validity in that it is student centered. I feel that educators who center their lessons and goals around themselves, leave no room for personal needs and wants a student may have. The student, whether at the elementary level, high school, or collegiate level, should be the focus. They are there to learn and if the teacher is centered around themselves, this is impossible.