Groff, J., & Haas, J. (1008, September/October). Web 2.0: today's technologies, tomorrow's learning. Learning and Leading with Technology, 36(2), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/SeptemberOctoberNo2/L_L_September_October_2008.htm
There is such a large population that uses new technologies for so many different reasons. Some play games, some use them to connect to people, while others love the tools it has to offer. With all of these diverse uses, one problem that teachers run in to with incorporating those innovative technologies in to the classroom is the "cross purpose" of said tools. Groff and Haas describe the cross purpose as a deterrent for students, because they're not sure if the pleasure of their at-home technologies will be lost in the school setting. They go on to explain that it is possible to integrate those technologies with positive feedback, but it takes the right type of programs and the right purpose for their use. Real-world experiences cannot be replaced, but the communities and experiences that can be created through technology are a great subsitute when the real thing cannot occur.
I think the article brings across very important information and also creates a credible argument for using these new technologies in the classroom. It is important to realize that what students use out of the classroom can be a great asset in it as well.
1. How do you control the "bumps" you run in to?
They are unavoidable, because the technology road is a road that has an endless amount of outcomes. It is best to just be prepared to intervene and find solutions as they come up. The positives out-weigh the negatives in this setting.
2. What are some strategies for success?
It is important to explore the technologies to become familiar so you can see how effective or ineffective it might be. Also, collaborating with colleagues and finding additional resources to support you will help you succeed.
Saturday, April 24, 2010
Journal 8: "Tapping the Wealth of Social Networks for Professional Development," by Christie Greenhow from the June/July 09 issue of L&L.
Greenhow, C. (2009, June/July). Tapping the wealth of social networks for professional development. Learning and Leading with Technology, 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/L_L_June_July_2009.htm
Christine Greenhow explains how social networking has become such a large part of the social community and it can be a great tool for the users growth as a person. They are able to validation, advice, and other comments about the information they post on certain social networking sites like Myspace. She goes on to explain that there is no reason why this medium can't translate in to the professional fields and provide a platform for professionals to gain the same feedback in similar settings. Greenhow describes a story about another writer who found that Twitter was being used for instant information by another panelist at a meeting. It was amazing how other sources could accessed so fast and that the information was validated and credited in real time. She then talks about how there isn't a lot of research on the integration of professional development from social networking tools because it is so new. However, it is happening and there will continue to be assessments of its value in the education field and others.
I think this information is great just from the little exposure I have had with sites like Classroom 2.0 and Delicious. It is a way for information to spread and it to be gained by only those interested in the same topic. It will be a great source in the future as these forums become even more credible through their users' input.
1. Why are these tools valuable for professional growth?
They are important, because prior to these technologies, it was hard to circulate new ideas. Now, with these tools, it is possible to share many-to-many.
2. What do these tools operat one ethically?
They operate on the principles of openness, conversation, access, sharing, and transparent revision, according to media scholar Laura Cohen.
Christine Greenhow explains how social networking has become such a large part of the social community and it can be a great tool for the users growth as a person. They are able to validation, advice, and other comments about the information they post on certain social networking sites like Myspace. She goes on to explain that there is no reason why this medium can't translate in to the professional fields and provide a platform for professionals to gain the same feedback in similar settings. Greenhow describes a story about another writer who found that Twitter was being used for instant information by another panelist at a meeting. It was amazing how other sources could accessed so fast and that the information was validated and credited in real time. She then talks about how there isn't a lot of research on the integration of professional development from social networking tools because it is so new. However, it is happening and there will continue to be assessments of its value in the education field and others.
I think this information is great just from the little exposure I have had with sites like Classroom 2.0 and Delicious. It is a way for information to spread and it to be gained by only those interested in the same topic. It will be a great source in the future as these forums become even more credible through their users' input.
1. Why are these tools valuable for professional growth?
They are important, because prior to these technologies, it was hard to circulate new ideas. Now, with these tools, it is possible to share many-to-many.
2. What do these tools operat one ethically?
They operate on the principles of openness, conversation, access, sharing, and transparent revision, according to media scholar Laura Cohen.
Journal #6 "A New Concept of Digital Citizenship for the Digital Age"
Greenhow, C. (2010, March/April). Anew concept of citizenship for the digital age. Learning and Leading with Technology, 47(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25564&DirectListComboInd=D
When the world began to turn to technology to help organize life and make it more accessible, the article seems to point out that the technology leaders didn't expect it to take the turn it has. At the onset, Greenhow describes, that the personal information aspect was just for governmental purposes, like passports and what not. With this type of information there was a code of conduct that seemed to be in place. Yet, when all the tools that we have no came to be, it created another need for etiquette to occur. With these new technologies, like social networking sites, it has become necessary to make sure that our students understand the proper and safe ways to navigate through these mediums.
I think that it is necessary for this top happen. We need more education on how these modes of communication can effect our children and how they can learn to adapt. We rely on our children to just know what to do, which means they are teaching themselves. It is the educators responsibility to teach more appropriate ways of interacting with these new mediums.
1. Is there research to show that this is necessary?
Yes, Greenhow describes how Myspace is a realm that the youth struggle to navigate in a safe way. They also aren't always legally correct in the way they approach downloading of some materials like music.
2. Why isn't our tangible world's etiquette translating over?
I think its, because of the anonymity of the internet that it makes it a realm where people think they can get away with certain behaviors.
When the world began to turn to technology to help organize life and make it more accessible, the article seems to point out that the technology leaders didn't expect it to take the turn it has. At the onset, Greenhow describes, that the personal information aspect was just for governmental purposes, like passports and what not. With this type of information there was a code of conduct that seemed to be in place. Yet, when all the tools that we have no came to be, it created another need for etiquette to occur. With these new technologies, like social networking sites, it has become necessary to make sure that our students understand the proper and safe ways to navigate through these mediums.
I think that it is necessary for this top happen. We need more education on how these modes of communication can effect our children and how they can learn to adapt. We rely on our children to just know what to do, which means they are teaching themselves. It is the educators responsibility to teach more appropriate ways of interacting with these new mediums.
1. Is there research to show that this is necessary?
Yes, Greenhow describes how Myspace is a realm that the youth struggle to navigate in a safe way. They also aren't always legally correct in the way they approach downloading of some materials like music.
2. Why isn't our tangible world's etiquette translating over?
I think its, because of the anonymity of the internet that it makes it a realm where people think they can get away with certain behaviors.
Journal #7 Virtual Worlds
Virtual Worlds
A world that lives parallel to reality that resides completely on the internet. It is a creation that is supported through different websites. These virtual worlds allow you to create and maintain virtual worlds that you can manipulate for different purposes. Some choose to use them for social purposes while educators are finding ways to incorporate them in to educational settings.
Is Virtual Reality effective in education?
Most discussions under Virtual Worlds pertained to one site in particular, called Second Life. It is a site that allows you to do all that the definition explains. It is also a free site. The information I learned from the threads is that there is a lot of debate to whether or not it is an effective use of educational time. Some people said that it is not and explained reasons varying from inappropriate for students to it doesn't offer what students need. The latter gave other options that were more self-contained sites that are tailored for education.
Access for Students with Disabilities
It was nice to see this post on special education, because technology is, in my opinion, one of the greatest tools for children with special needs. It was a great thread for information about how you can turn certain devices on that will help students with visual impairments and other disabilities greater access to the sites. There were a lot of resources in the thread that can be accessed to help educators.
A world that lives parallel to reality that resides completely on the internet. It is a creation that is supported through different websites. These virtual worlds allow you to create and maintain virtual worlds that you can manipulate for different purposes. Some choose to use them for social purposes while educators are finding ways to incorporate them in to educational settings.
Is Virtual Reality effective in education?
Most discussions under Virtual Worlds pertained to one site in particular, called Second Life. It is a site that allows you to do all that the definition explains. It is also a free site. The information I learned from the threads is that there is a lot of debate to whether or not it is an effective use of educational time. Some people said that it is not and explained reasons varying from inappropriate for students to it doesn't offer what students need. The latter gave other options that were more self-contained sites that are tailored for education.
Access for Students with Disabilities
It was nice to see this post on special education, because technology is, in my opinion, one of the greatest tools for children with special needs. It was a great thread for information about how you can turn certain devices on that will help students with visual impairments and other disabilities greater access to the sites. There were a lot of resources in the thread that can be accessed to help educators.
Crossword Puzzle using Excel (NETS II)
The Crossword Puzzle created through excel provides a new way to reach learners. It is a tool that students can create themselves, which requires knowledge of the topic and as an assessment it provides a way to access their content competence.
My Crossword
My Crossword
Google Doc Collaboration: Internet Safety (NETS IV)
This Google Doc collaboration is a group effort to show appropriate ways of conducting yourself with technology. The information varies from protecting yourself online to preventing yourself from misusing internet information. It meets standards by displaying my effort to recognize the importance digital citizenship.
Friday, April 23, 2010
Journal #4 Playing with Skype
Weller, T. (2010, March/April). Playing with skype. Learning and Leading with Technology, 37(6), Retrieved from Lindsay, J., & Davis, V. (2010, March/April). Navigate the digital rapids. Learning and Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg14
Travis Weller writes about his experience with using skype for his honors band to connect with other composers who have written professional pieces. He tell about the experience of having to fly out people for one or two songs and not getting the full affect, because of the short duration of the trip. He then goes in to detail about how it happened.
It is a very easy process to set up Skype and he tells about how he did. It was interesting to see that there is a way to make the process even more conducive for the classroom setting. They were able to take the Skype program and amplify the sound and project it for the classroom. I am used to the small screen of the compute for using the program.
1. How else could Skype be used? Weller's experience is similar to the Interactive FTs. It would allow for students to interact through internet with experts on specific topics.
2. Is it safe; can others view it? This is a question that isn't answered in the article, but I've dones ome research on this. It is as safe as it gets, but that doesn't mean that no one couldn't figure out how to hack in to the feed if they really wanted to.
Travis Weller writes about his experience with using skype for his honors band to connect with other composers who have written professional pieces. He tell about the experience of having to fly out people for one or two songs and not getting the full affect, because of the short duration of the trip. He then goes in to detail about how it happened.
It is a very easy process to set up Skype and he tells about how he did. It was interesting to see that there is a way to make the process even more conducive for the classroom setting. They were able to take the Skype program and amplify the sound and project it for the classroom. I am used to the small screen of the compute for using the program.
1. How else could Skype be used? Weller's experience is similar to the Interactive FTs. It would allow for students to interact through internet with experts on specific topics.
2. Is it safe; can others view it? This is a question that isn't answered in the article, but I've dones ome research on this. It is as safe as it gets, but that doesn't mean that no one couldn't figure out how to hack in to the feed if they really wanted to.
Journal #3 Navigate the Digital Rapids (NETS IV)
Lindsay, J., & Davis, V. (2010, March/April). Navigate the digital rapids. Learning and Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg14
The authors that write about navigating through the digital rapids seem to understand the parallels between reality and virtual reality. They describe a great way of viewing how to integrate technology in the classroom. It is like going on a rapids trip down a river and really having to rough out the first part of the journey. After that the journey becomes easier, because you have laid a foundation for going through the rest of the rapids safely. It translates to navigating through digital rapids. Once educators have set up the boundaries for going through the internet pages.
The Flat Classroom seems like such a great project. I'm learning about so many different programs that can enhance the classroom experience. The Flat Classroom seems like a great tool to help students interact with others working on similar activities. It makes the classroom so much more far reaching. It allows for new ideas to come in from a greater distance.
1. Does expanding the classroom make it too big? Not at all, the authors point out that the student's learning experience becomes "markedly different, and each classroom becomes as unique as the students and teachers who learn there." It creates a bigger place for learning more, which can never be too big.
2. Is there a preferred project? It seems like the platforms that the creators make and are talked about in the article are catered to whatever a teacher deems best. So the teacher can make the decision on which site will be the best for their students.
The authors that write about navigating through the digital rapids seem to understand the parallels between reality and virtual reality. They describe a great way of viewing how to integrate technology in the classroom. It is like going on a rapids trip down a river and really having to rough out the first part of the journey. After that the journey becomes easier, because you have laid a foundation for going through the rest of the rapids safely. It translates to navigating through digital rapids. Once educators have set up the boundaries for going through the internet pages.
The Flat Classroom seems like such a great project. I'm learning about so many different programs that can enhance the classroom experience. The Flat Classroom seems like a great tool to help students interact with others working on similar activities. It makes the classroom so much more far reaching. It allows for new ideas to come in from a greater distance.
1. Does expanding the classroom make it too big? Not at all, the authors point out that the student's learning experience becomes "markedly different, and each classroom becomes as unique as the students and teachers who learn there." It creates a bigger place for learning more, which can never be too big.
2. Is there a preferred project? It seems like the platforms that the creators make and are talked about in the article are catered to whatever a teacher deems best. So the teacher can make the decision on which site will be the best for their students.
NETS - S Prezi Rubric (NETS II)
rRubric provides a collaborative and innovative way to create assessments. They can be done as a group or individually to help enhance student's content knowledge. The website that this tool came from is rCampus and provides even more tools to help the classroom experience through technology.
Journal #2 Finding Students Who Learn with Media
Bull, G. (2010, February). Finding students who learn with media. Learning and Leading with Technology, 37(5), Retrieved from http://www.learningandleading-digital.com/learning_leading/201002#pg1.
Glen Bull provides a great assessment of what media can do and can't do for children in the learning environment. He talks about an online organization called Primary Access which are online tools that allow students to edit video material from primary sources on website like the ones from the Library of Congress and Smithsonian.
Bull goes in to how to incorporate the media in to the classroom and says that it will take up more class time. However, the author says that the positives outweigh the negatives when considering time. Allowing students to create media through these outlets gives some students the opportunity to learn more effectively. The reason for this is because some students will be able to access their learning style through this medium. Bull gives statistics on the different ways the media can be used by children and how effective or ineffective it is.
1. What about the students that this doesn't reach? It's the same for the students that aren't reached through traditional instruction. This is a supplemental medium that can be helpful for all even if the students are not getting the content.
2. How do you counter the disengagement that students might experience with this outlet? This will happen in all types of instruction. Students will have to be able to navigate through technology, so if they are losing out on content, it can be supplemented through core instruction.
Glen Bull provides a great assessment of what media can do and can't do for children in the learning environment. He talks about an online organization called Primary Access which are online tools that allow students to edit video material from primary sources on website like the ones from the Library of Congress and Smithsonian.
Bull goes in to how to incorporate the media in to the classroom and says that it will take up more class time. However, the author says that the positives outweigh the negatives when considering time. Allowing students to create media through these outlets gives some students the opportunity to learn more effectively. The reason for this is because some students will be able to access their learning style through this medium. Bull gives statistics on the different ways the media can be used by children and how effective or ineffective it is.
1. What about the students that this doesn't reach? It's the same for the students that aren't reached through traditional instruction. This is a supplemental medium that can be helpful for all even if the students are not getting the content.
2. How do you counter the disengagement that students might experience with this outlet? This will happen in all types of instruction. Students will have to be able to navigate through technology, so if they are losing out on content, it can be supplemented through core instruction.
NETS - S Prezi Presentation (NETS III)
The Prezi is a new way of creating a presentation. It is a new tool for presenting information on a digital format. It is an online tool that stores your creations. It meets NETS III, because of its advancement on traditional Powerpoint presentations.
Journal #1 The Beginner's Guide to IVFTs
Zanetis, J. (2010, March/April). The Beginner's guide to interactive virtual field trips. Learning and Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg1
In this article Janet Zanetis provides an in-depth position on virutal field trips that can be incorporated in to the classroom as it stands now. It is a great piece that shows how possible it is even in the current state of the economy. Despite districts being less capable of allowing for quality field trips out of the mundane setting that a school can become, Zanetis shows that the resources are typically there for most schools. She shows that teachers can access Interactive Virtual Field Trips without to provide the stimulating environment through the online resources she provides.
Zanetis referes to two different types IVFTs, Asynchronous VFTs and Interactive VFTs, which provide similar experiences, but one is live and one is not. The Asynchronous VFTs are prearranged videos and activities online that provide simulations of environments that teachers and students can access at any time. The Interactive VFTs might be a little more exciting for the students and the teacher even. It is a live interaction with someone over video conferencing. It allows for interaction with experts in real time and can be from anywhere in the world. It is a more involved process and requires special equipment to access. The author provided several resources for each type of VFT.
1. What would be the different ways to incorporate these two VFTs in to the classroom?
For the Asynchronous VFT, I would be able to use it more loosely in any unit of instruction. I would be able to have it as a center since it is not a live production. It would make it much more accessible to the busy school day. The Interactive VFT would have to be planned like a regular field trip since it will take time to set up and also, because we would have to be in one place at one time to hear the presenter.
2. What would be the downfall to each?
The downfall to the first one would be that the experience might be lessened since it is not a live experience. The downfall to the second would be the work that would have to go in to getting it all put together and making sure that my school has the equipment to support the field trip.
In this article Janet Zanetis provides an in-depth position on virutal field trips that can be incorporated in to the classroom as it stands now. It is a great piece that shows how possible it is even in the current state of the economy. Despite districts being less capable of allowing for quality field trips out of the mundane setting that a school can become, Zanetis shows that the resources are typically there for most schools. She shows that teachers can access Interactive Virtual Field Trips without to provide the stimulating environment through the online resources she provides.
Zanetis referes to two different types IVFTs, Asynchronous VFTs and Interactive VFTs, which provide similar experiences, but one is live and one is not. The Asynchronous VFTs are prearranged videos and activities online that provide simulations of environments that teachers and students can access at any time. The Interactive VFTs might be a little more exciting for the students and the teacher even. It is a live interaction with someone over video conferencing. It allows for interaction with experts in real time and can be from anywhere in the world. It is a more involved process and requires special equipment to access. The author provided several resources for each type of VFT.
1. What would be the different ways to incorporate these two VFTs in to the classroom?
For the Asynchronous VFT, I would be able to use it more loosely in any unit of instruction. I would be able to have it as a center since it is not a live production. It would make it much more accessible to the busy school day. The Interactive VFT would have to be planned like a regular field trip since it will take time to set up and also, because we would have to be in one place at one time to hear the presenter.
2. What would be the downfall to each?
The downfall to the first one would be that the experience might be lessened since it is not a live experience. The downfall to the second would be the work that would have to go in to getting it all put together and making sure that my school has the equipment to support the field trip.
Friday, April 9, 2010
Insert Hook here: Hello, my name is Ryan Martinez
I am 25 years old and I am originally from Southern California (Lancaster). I traveled a lot as a child and more so as an adult. I graduated from Quartz Hill High School in 2002 and then got my AA from Antelope Valley College in 2005. After that I moved to San Diego where I started undergrad work at CSUSM, but didn't stay too long. I ventured up to San Francisco and finished up my degree in English Literature at SFSU last January.
After high school I worked as a reporter for a small newspaper where I did page design. We relied on Macs to run out page-making software. I have relied on Macs ever since. I find them to be efficient and fun to use. I rely on my MacBook daily and use them at my current job. I am currently using Office '04. I wonder how this will effect my work in the class?
An idea that resonates with me from the Mission Statement is the process of learning being life-long. This is a powerful statement for me, because without this knowledge there would be a limit to the way I teach and also to the way I learn. This is reciprocal with my students. To understand that opportunities to learn are always occurring, means that you will always be open to new ways of taking in information and expanding your knowledge. All of the other parts of the statement, like social justice, cultural diversity, collaborative learning, etc. cannot take place without this idea ingrained in them. The ability to recognize this process allows for ideas on all other topics to take place, because those ideas come from people who didn't stop learning. They were and we are committed to learning from our past and present to create a better future for our youth. I can't say that the Mission Statement influence my decision to apply, but that doesn't take away from its effectiveness as a purpose.
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