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.
Thursday, April 29, 2010
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.
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.
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.
Thursday, April 22, 2010
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.
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