Wednesday, October 7, 2009
Tuesday, September 29, 2009
Friday, September 25, 2009
Thursday, August 6, 2009
Journal 9: Science + Technology = Creativity (and Fun)
Citation: Jared Mader & B. Smith, (20099, August). Science+technology=creativity (and fun). Learning & Leading with Technology, 37, Retrieved Aug. 5, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/AugustNo1/L_L_August_2009.htm
Summary: This article, showcases a three phase course of action for science teachers to students to be imaginative and innovative within the field science. The primary phase is to provide students with instruments for instance digital cameras, microphones et al. Allowing students to operate the tools as a means of rationalizing scientific tests and relevant research makes available visual education motivation. Students are also able to demonstrate research visuals within a PowerPoint presentation. Employing electronic tools enable the transition from the out dated poster presentations Phase two is giving students sufficient time to become accustomed with the new technology. The last phase is to support and promote originality and inventiveness. Students can transform a straightforward PowerPoint presentation into a movie using screen casting. And much more. This article incorporates and ties in elements up well for teachers by declaring, “The key to facilitating instruction that elicits these types of assignments is to provide students with the tools, give them the time, and then get out of their way.”
Q & A
What are some ways teachers can use technology to make learning interesting?
There are literally thousands of ways from making a class blog to making movies and so on.
What are some good resources for teachers to learn more?
Websites like the classroom 2.0 community can help teacher with new ideas.
Citation: Jared Mader & B. Smith, (20099, August). Science+technology=creativity (and fun). Learning & Leading with Technology, 37, Retrieved Aug. 5, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/AugustNo1/L_L_August_2009.htm
Summary: This article, showcases a three phase course of action for science teachers to students to be imaginative and innovative within the field science. The primary phase is to provide students with instruments for instance digital cameras, microphones et al. Allowing students to operate the tools as a means of rationalizing scientific tests and relevant research makes available visual education motivation. Students are also able to demonstrate research visuals within a PowerPoint presentation. Employing electronic tools enable the transition from the out dated poster presentations Phase two is giving students sufficient time to become accustomed with the new technology. The last phase is to support and promote originality and inventiveness. Students can transform a straightforward PowerPoint presentation into a movie using screen casting. And much more. This article incorporates and ties in elements up well for teachers by declaring, “The key to facilitating instruction that elicits these types of assignments is to provide students with the tools, give them the time, and then get out of their way.”
Q & A
What are some ways teachers can use technology to make learning interesting?
There are literally thousands of ways from making a class blog to making movies and so on.
What are some good resources for teachers to learn more?
Websites like the classroom 2.0 community can help teacher with new ideas.
Journal 8: Choosing the Perfect Tools for One to One
Citation: B. Brouterse, J.O. Corn & E.O.Halstead, (2009, August). Choosing the Perfect Tools for One-to-One. Learning & Leading with Technology, 37, Retrieved Aug. 5, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_August.htm
Summary: This article centers on the issue of as the title suggests, selecting the most compatible appropriate technology equipment in particular, computer processing to get the most out of student education and teacher requirements. The article continuously expresses the significance of this. When a person is thinking about purchasing portable laptops for a school or district the article indicates six basic questions the buyer should consider prior to making the purchase. The primary question deals with purpose, is the piece of equipment single purpose or multipurpose? What operating systems are the administrators, technicians, and teachers accustomed to Windows, Mac, Linux? Is the school intending to establish applications/software by means of Web or CD Rom? Is the school intending to put in files. documents or presentations into a hard drive or Web? Is the equipment well-matched with printers, projectors, microscopes, or digital cameras? How long will the piece of equipment be able to function, deterioration, stability , battery life and virus protection? Finally, applying these six questions, the authors assessed seven products. And their overall findings and conclusions were that buyers should look at the overall quality of the equipment rather than the products price. Because what is initially low cost might end up costing more due to the poor manufacturing of the product and many other factors.
Q & A
What does the term “thin” refer to?
As indicated by the article, “thin” tools are computers associated with a network, they are not transportable.
What does the term “thick” refer to?
As stated in the article, “thick” tools are regular computers or laptops with regular working applications such as, Microsoft Windows, Mac OS X or Linux.
Citation: B. Brouterse, J.O. Corn & E.O.Halstead, (2009, August). Choosing the Perfect Tools for One-to-One. Learning & Leading with Technology, 37, Retrieved Aug. 5, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_August.htm
Summary: This article centers on the issue of as the title suggests, selecting the most compatible appropriate technology equipment in particular, computer processing to get the most out of student education and teacher requirements. The article continuously expresses the significance of this. When a person is thinking about purchasing portable laptops for a school or district the article indicates six basic questions the buyer should consider prior to making the purchase. The primary question deals with purpose, is the piece of equipment single purpose or multipurpose? What operating systems are the administrators, technicians, and teachers accustomed to Windows, Mac, Linux? Is the school intending to establish applications/software by means of Web or CD Rom? Is the school intending to put in files. documents or presentations into a hard drive or Web? Is the equipment well-matched with printers, projectors, microscopes, or digital cameras? How long will the piece of equipment be able to function, deterioration, stability , battery life and virus protection? Finally, applying these six questions, the authors assessed seven products. And their overall findings and conclusions were that buyers should look at the overall quality of the equipment rather than the products price. Because what is initially low cost might end up costing more due to the poor manufacturing of the product and many other factors.
Q & A
What does the term “thin” refer to?
As indicated by the article, “thin” tools are computers associated with a network, they are not transportable.
What does the term “thick” refer to?
As stated in the article, “thick” tools are regular computers or laptops with regular working applications such as, Microsoft Windows, Mac OS X or Linux.
Wednesday, August 5, 2009
Tuesday, August 4, 2009
Inspiration Project NETS 1,3,5
This is my inspiration graphic organizer that I created using Inspiration software. which highlight some of my earlier NETS for Teachers projects.
Monday, August 3, 2009
Sunday, August 2, 2009
Fair Use Copyright NETS 4
This is my Fair Use copyright assignment. I worked on this collectively with two of my peers.
Fair Use Harbor ED 422
Fair Use Harbor ED 422
Thursday, July 30, 2009
Journal 7: Beyond Social Networking
Citation: Reynard, R. (2009, July 15). Beyond Social Networking: Building Toward Learning Communities. Retrieved July 30, 2009, from http://thejournal.com/Articles/2009/07/15/Beyond-Social-Networking-Building-Toward-Learning-Communities.asp
Summary: This journal article discusses the benefits and shortcomings of incorporating social networking sites such as Facebook into educational settings. Reynard seems to suggest, that while making an exclusive group on social networking is a very good method for teachers to connect and “build community” with their students, students might not be interested in the idea if there was not an academic purpose behind the group. Most might feel a lack of privacy, or feel awkward about mingling with teachers away from class. But, one positive aspect that Reynard brings up is the more technological applications students are able to learn now, the more they will continue to learn in the future. And one of the many responsibilities of a good teacher I believe is, exposing and educating their students about all the different facets of technology as much, and as often as possible.
Q & A
How effective can social networking sites be at improving teacher/ student communication?
I think the answer to this question is unclear, in the sense that a lot of students might not want to share out or reveal personal information with their teachers or the entire class. Depending, very much on their individual personalities; some kids are naturally more outgoing willing to share, others might be more introverted and private.
Should social networking sites play a more prominent role in the classroom?
Why not, I think if the sites are used correctly it could be a great educational asset. Teachers could use these sites to facilitate learning via a method that is already familiar and relatable to most students. Using these sites for educational means might also make students more enthusiastic about learning.
Citation: Reynard, R. (2009, July 15). Beyond Social Networking: Building Toward Learning Communities. Retrieved July 30, 2009, from http://thejournal.com/Articles/2009/07/15/Beyond-Social-Networking-Building-Toward-Learning-Communities.asp
Summary: This journal article discusses the benefits and shortcomings of incorporating social networking sites such as Facebook into educational settings. Reynard seems to suggest, that while making an exclusive group on social networking is a very good method for teachers to connect and “build community” with their students, students might not be interested in the idea if there was not an academic purpose behind the group. Most might feel a lack of privacy, or feel awkward about mingling with teachers away from class. But, one positive aspect that Reynard brings up is the more technological applications students are able to learn now, the more they will continue to learn in the future. And one of the many responsibilities of a good teacher I believe is, exposing and educating their students about all the different facets of technology as much, and as often as possible.
Q & A
How effective can social networking sites be at improving teacher/ student communication?
I think the answer to this question is unclear, in the sense that a lot of students might not want to share out or reveal personal information with their teachers or the entire class. Depending, very much on their individual personalities; some kids are naturally more outgoing willing to share, others might be more introverted and private.
Should social networking sites play a more prominent role in the classroom?
Why not, I think if the sites are used correctly it could be a great educational asset. Teachers could use these sites to facilitate learning via a method that is already familiar and relatable to most students. Using these sites for educational means might also make students more enthusiastic about learning.
Class Newsletter NETS 1,2,3
This is my class history geography newsletter that I created with MS Word.
Ed 422 Newsleter
Ed 422 Newsleter
NETS S Powerpoint NETS 1,3
This is my powerpoint reflecting on some performance indicators for 6-8 grade students.
Ed. 422 NETS ppt
Ed. 422 NETS ppt
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