Classroom Newsletter (NETS 1, 3)

This newsletter was created as an introduction for students and parents to a second grade class. It incorporates various styles in formatting, graphics, fonts, bullets, and colors. The articles are meant to inform the class about the teacher, classroom technology and projects to look forward to, and healthy eating and exercise habits!

My CSUSM iMovie (NETS 1, 2, 3)

This iMovie editing project was created in order to showcase information and video clips of CSU San Marcos. Editing the movie involved the manipulation and use of video clips, audio clips, still frames, text, film effects, and transitions.

Inspiration Map for NETS-T (NETS 2, 3)

Using Inspiration 8, I created this mind map to showcase some of my work done in Edu 422 and how it meets ISTE's standards for teachers as defined by the NETS-T. For each of the NETS there are two corresponding artifacts.

Copyright Paper (NETS 4)

This is a collaborative paper that was created using Google Docs. It discusses copyright and fair use for educators and is based on the Fair Use Harbor website.

Interactive Crossword Puzzle (NETS 1, 2)

Using an Excel spreadsheet I created this interactive crossword puzzle. When given the blank template and clue worksheets, the student can type his or her answers into the spaces. If the correct letter is typed into the first blank it is highlighted in green, if it is incorrect, it is highlighted in red.

Web 2.0 Wiki Page (NETS 1, 3, 5)

Using Wetpaint.com, a Wiki hosting website, our class created a Wiki on which to share our findings regarding useful classroom tools. After exploring the Cool Tools for Schools, I contributed a page to the Wiki that focused on Writing Fun, a tool used to help students learn different writing styles and organize their thoughts with graphic organizers.

PowerPoint Presentation on NETS-S, PK-2 Student Profiles (NETS 1, 2, 3)

This PowerPoint presentation highlights a few of the student standards for technology as determined by ISTE (grades PK-2). Within the slides you can find the standards themselves and some of my ideas on how they can be implemented in the classroom.

NETS-S

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Journal #9: Science + Technology = Creativity (and Fun!)

Mader, J., & Smith, B. (2009). Science + technology = creativity (and fun!).

Learning & Leading with Technology, Retrieved 8 10, 2009, from http://www.iste.org/AM/Template.cfmSection=August_No_1_2&

Template=/MembersOnly.cfm&NavMenuID=4363&ContentID=

23906&DirectListComboInd=D.

Smith and Mader describe a process that will help students become comfortable using technology in the classroom and that will also likely encourage creativity in their use of technology. The first step in the process that they describe is to give the students the tools that they need and provide them with specific experiences with these tools. For example, give them an assignment dealing with videotaping, uploading, and recording data into a spreadsheet. While they are reaching the objective of the lesson, they are also becoming comfortable with the technology. Once the students are given the tools, they should then be given time. With time, students can more adequately explore the technological tools that they have been given and use them creatively to complete their assignments. Lastly, Smith and Mader suggest that teachers remain vague when it comes to the end-results of assignments, such as the format in which the students are to present their findings. This will foster students' creativity and innovativeness.

Can this idea be as easily applied to elementary aged students as high school aged students?

This process can probably be applied a bit more easily to high school students as they are more likely to use various forms of technology, such as video and tape recording equipment and so on. However, if younger students have the opportunity to be exposed to these forms of technology and are given the choice to work with them, they could learn how to independently use them and apply them to their work as well. Younger students could also use more simple versions of technology such as cameras rather than video cameras.

If schools or school districts cannot afford the technology to put a plan or process like this into action, especially for the whole school, how could a teacher continue to try and implement it?

If the school failed to provide the necessary technological tools, I believe that an individual teacher would still have several options available to him or her in attaining the equipment. The least desirable option would be for the teacher to buy all of the equipment themselves. If the teacher could not do that they could apply for a grant that would allow them the funds to purchase the equipment. Additionally, the teacher could go out and look for donations or see if any of the students' parents would be willing or able to bring tools in for the class to use, either with or without their supervision.

Journal #8: Choosing the Perfect Tools for One-to-One

Bouterse, B., Corn, J., & Halstead, E. (2009). Choosing the perfect tools for

one-to-one. Learning & Leading with Technology, Retrieved 8 9, 2009,

from http://www.iste.org/Content/NavigationMenu/Publications/LL/

LLIssues/Volume3720092010/AugustNo1/37115t.pdf.

As technology has become more accessible and more important to implement in the classroom, it is now necessary to look at how we can provide the most accessible, useful, and cost effective tools available. According to the authors, six things should be considered when thinking about implementing a technology plan that includes portable learning devices. The first thing that should be considered is what purpose the devices will serve. Will the device be used for a single purpose such as word processing or for multiple purposes? You also need to consider which operating system to use considering your resources and what the teachers and students are familiar with. Especially if the device will be used for multiple purposes, one needs to consider what and how many applications will be installed on the device. From Ultraportables to general laptops, there is a great range in how much disk space is available to load and store applications on the hard drive. If web-based applications are to be used this will greatly reduce the need for space to store applications. The fourth item to consider is content. One has to consider, like the application criteria above, whether other files such as documents will be stored on the devices themselves or on the internet, as this will vary the need for space. In addition to the device itself, one has to consider what the device will be used with, such as cameras, printers, and projectors. Lastly, the robustness of the device should be considered. That is, how durable is the device, what is necessary in order to store it, and how long will it last? Although these are the six main criteria, there are also other things to consider such as professional development for teachers, school retrofitting, and networking and connectivity at school sites.

In general is it a better idea to have these devices available for students to take home or to have them for school use only?

Although it would be good for students to have extra access to technology, by sending the devices home it would most likely shorten the life of the devices and great a much greater expense for the school. I feel that students can probably get the use that they need from them while at school while also prolonging the life of the device and saving the school and district money over time.

Which portable devices tend to be the most popular among schools?

My guess would be that most schools use devices for some word processing, but are also used for applications and are moving more and more towards needed internet capabilities. I think in the future, the most useful devices will have some applications stored on them but will also allow students to store their work online so that they can then access it from anywhere.

Journal #7: Beyond Social Networking: Building Toward Learning Communities

Reynard, R. (2009). Beyond social networking: Building toward learning

communities. The Journal: Transforming Education through

Technology, Retrieved 7 29, 2009, from http://thejournal.com/Articles

/2009/07/15/Beyond-Social-Networking-Building-Toward-Learning-

Communities.aspx?Page=1

In her article, Ruth Reynard discusses how Web 2.0 tools have increased in popularity, for both the young and old, and how these tools can act as educational tools. Social networking, for example is a tool that has become very popular and can facilitate interaction among students. Instead of organizing groups and time for interaction, students are put in an environment where everything is already set up for interaction among their peers. Oftentimes, students enjoy these virtual environments and I feel they might be more comfortable sharing their ideas when they don't have to do it face-to-face. Although internet and social networking tools provide the environment, teachers still must facilitate and monitor the group and interactions in order to engage all of the students and make it a worthwhile task. According to the article, teachers should maintain their presence in the virtual environment, use various tools to help the students process and apply what they are learning, help students in managing information and focusing in on certain topics, and making sure that all students are engaged in the process.

What might a teacher be able to do to engage a student who either does not seem interested in participating in the online social network or who is not putting much effort into the process?

In order to get students more engaged in social networking and communicating with the group online teachers might have specific activities, whether their online or not, or assignments for the students to respond to as a part of their grade. Students might also be assigned specific times to start a discussion. For example each student has to start a discussion or thread of their interest on their assigned day and then the other students respond. If the teacher can connect the work to the students and their interests I think they would be much more interested and likely to respond.

Would students who are affected by the technology gap benefit less from this than others?

I think that it's very important to make sure that students have access to technology while they are at school. If a classroom was taking part in online assignments and social networking groups and communication, this would make the necessity for computer use at school a must. Although it would be beneficial for students to have continued access to their online material while at home, I feel they could equally benefit as long as they were given the necessary access and support at school.