Monday, February 13, 2012

Technology Self-Assessment: School 2.0

NETS-3  I use a digital tool to reflect the knowledge I have about integreating technology in the classroom.


I decided to focus on the NETS-T Module: Model Digital-Age Work and Learning (# 4). This model states teachers should facilitate effective use of current and emerging digital tools and resources to locate, analyze, evaluate, and use information resources to support research and learning for myself and for students. I chose this standard because it was one of the areas where I had two reds (need improvement areas).  On this model I used the resource entitled, "Web Awareness for Teachers: How to Search the Internet Effectively". In this resource I learned how to properly search for subjects. Words like "and", "or", "and not" can make a complete difference in my search. For instance,  the word "And" will make searches on documents that contain both/all words. For example, "Tigers" and "Lions" would return only documents that contained the two keywords or phrases. A search containing the word "Or" will make a search on documents that contain either word. The search "France" OR "Texas" OR "Cars" OR "Squares" would return all documents that contained even one of these four keywords or phrases. Lastly "And Not" will make searches on documents that contain the word, but not if the document also contains another word." For example: "George Washington" AND "Government" AND NOT "President" would return documents that include George Washington and Government, but not those that also include President.

Monday, February 6, 2012

Journal 4 Nets (1,5,6,4)

Campbell, L. O. (2012). If you give a kid a video camera.. Learning and Leading with Technology, 39(5), 30-33. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

Summary: In Campbell’s article, she explains a theory that states if you give technology to a student they will want to learn and discover more about the item. She then gives a detailed explanation of how to use technology in many subjects throughout education. For example, in Language Arts, students can make a tutorial video on using current technology, or recording book reviews (Campbell, 2012).  Further, students can use technology in math by creating math story problems and incorporating it into a video. In Science students can “conduct science experiments with recording and watching results. Lastly, students can use video in Social Studies by conducting interviews, and making maps in particular of their facility using a video camera (Campbell, 2012).

Q1: How could a teacher use technology with a limited budget?
A1: Teachers can save money by having students form groups and share cameras. Teachers can also set up fundraisers so the students can earn money from the community. It is important that teacher monitor and protect any technology already owned so future student can use as well.

Q2: What other subject could use technology that was not mentioned in the article?
A2: Physical Education can also use technology in the classrooms in particular student can record their progress when performing physical activities.  They also can watch the video and set goals or notice exercise that need improvements. They also can take other class’s routines and use them to benefit themselves.   

Journal 3- Nets (1,2,3,6)

Krauss, J. (2012). Infographics more than words can say. Learning and Leading with Technology, 39(5), 10-14. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx


Summary: In Krauss’ article, she explains how infographics can be used in education to create a balance in learning using both linguistics and nonlinguistic system exposure.  She details that infographics are “visual displays of information” (Krauss, 2012).   Further, infographics can help students solve a problem, examine government function, and create a fun atmosphere. 

Q1: According to the article, what are some tips I could use when including infographics?
A1: When working with students I should first promote the children to get an idea, sketch it out, collect data, develop a proof of concepts and lastly, lay the results out. When making infographics I could “tell a story, be clear, use fresh data, and encourage students to notice infographics everywhere” (Krauss, 2012).

Q2:  How can student benefit from this information?
A2: Student can benefit by learning to become infographic literate. Additionally, according to the National Council of Teachers of Mathematics, “students at every grade level undertake investigations in which they collect and represent data graphically” (Krauss, 2012).  This information also helps the student learn purpose behind infographics which can contribute to further apprehension. Lastly, students can learn the meaning of infographics and their growing usage not only in classrooms, but every day.   

Journal 2 Nets (1,2,6)

Article One:
Ferguson, H. (2010). Join the flock. Learning & Leading with Technology, 37(8), 12-15. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

Summary:  In Ferguson’s article, “Join the Flock”; she explains how to build a professional learning network using a “virtual meeting place called Twitter”. Using Twitter a person can become educated, notified and receive help from other educators or people in the professional learning network world. After making an account a person can “lurk” by viewing other tweets without tweeting anything, or they can stream, they can retweet as well as pass along knowledge.

Q1: How can I introduce this to my students, or use it in a classroom?
A1: Although, this article is a description of how to make a professional learning network, the information can be applied elsewhere. In a classroom setting I could teach students how to use Twitter for educational purposes. I could teach them on how to use Twitter and help them set up an account. With an account students could find homework assignment from peers, ask for help on coursework, and even get advice.

Article Two:
McClintock Miller, S. (2010). Enhance your Twitter experience. Learning & Leading with Technology, 37(8), 14-17. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx

Summary: In this article, McClintock details a Twitter experience and defines much common used Twitter vocabulary. She also explains how to organize a Twitter stream by using the applications Tweetdeck and Hootsuite. Furthermore, in Twitter new words are jumbled together to create a different meaning. For example, the words, “Twittersphere or Twitticisms mean the entire community of all Twitter users and witty tweets”. Lastly, McClintock illustrates a Twitter “Engagement Formula: 70% of Twitter time should be spend sharing other voices, opinions, and tools, 20% of tweets, could be directly responding, connecting, collaborating, and 10% is Chit-chatting trivial details about your life as a human being.”

Q1:  How can these tools be useful for a teacher?
A1: A teacher can easily organize and manage tweet by using a Bookmarklet. If student have Twitters the teacher could sort students, other teachers, and friends. Finally, hashtags (#) can be used in front of a topic to create discussions, in which others can view when searching.

Thursday, February 2, 2012

Journal 1: 100 Things That Make Me Happy

  1. God
  2. Family
  3. Friends
  4. My Boyfriend
  5. Animals
  6. Teaching
  7. Having a Roof Over My Head
  8. Earning a Degree 
  9. Helping Children
  10. Volunteering
  11. Praying
  12. My Job
  13. Dancing
  14. Sunday Teaching Crew
  15. Food
  16. My Car
  17. California
  18. My Church Community
  19. Vacations
  20. Holidays
  21. Cooking
  22. Dressing Up
  23. Technology
  24. My Bed
  25. My Xb360
  26. My PlayStation3
  27. My Town
  28. Snow
  29. Ice Skating
  30. Nature
  31. Facebook (Sometimes)
  32. Napping
  33. Helping Others
  34. Organizing
  35. Cleaning
  36. Planting
  37. Babysitting
  38. Drawing
  39. Listening to Others
  40. Playing the License Plate Game
  41. Getting Good Grades
  42. Learning a New Sport
  43. Music
  44. Flowers
  45. Christmas Shopping
  46. Giving Gift To Others
  47. Receiving Gifts
  48. Acting Silly
  49. Traveling
  50. Going To Church
  51. Getting a Promotion
  52. Meeting New People
  53. Getting My Nails Done
  54. Telling Good News To Others
  55. Chalk
  56. Improving Myself
  57. Spinning In Circles REALLY Fast
  58. Sleeping In
  59. Bernie (My Dog)
  60. The Zoo
  61. Disneyland!
  62. My Faith
  63. The Sun
  64. Seeing People Smile
  65. People Making Me Laugh
  66. People Making Me Smile
  67. Video Games
  68. Shopping
  69. Playing Cards
  70. Sleeping
  71. Working Out
  72. Clothes
  73. Learning Life Lessons
  74. Dating
  75. Laughing
  76. Crying (The Good Kind)
  77. Hiking
  78. Swimming
  79. Pools
  80. Making People Laugh
  81. Air Fresheners
  82. Internet
  83. Cartoons
  84. Family Gatherings
  85. Pictures
  86. Water (Drinking Kind)
  87. The Beach
  88. My Birthday
  89. The Spa
  90. Getting a New Hair Cut
  91. Boogy-Boarding
  92. Camping
  93. Comedy
  94. Spell Check
  95. Science
  96. Hugs
  97. Kisses
  98. Seeing People I Love Happy
  99. Seeing an Old Couple Kiss
  100. Finishing This List! JK Completing To Do Lists