Journal 9: Playing with Skype (NETS-T V)

Weller, J. Travis (2010) Playing with Skype. Learning and Leading with Technology, 37(6), 28-29. Retrieved April 21^st  2010, from http://www.learningandleading-digital.com/learning_leading/20100304#pg30

This article described an excellent example of how to use the new free internet based communication device called Skype. The author Travis Weller was able to successfully connect high school band students to the composers whose music they played. In the first Skype session with a composer the students learned first hand from a free lance composer about the business end of creating music. Later the teacher organized to have the composers “Skyped-in” at a live concert to introduce their pieces that the students would then play. Weller felt that the time it took to learn and set up the Skype technology was well worth the enriching benefits. Access to this type of technology is not cost prohibitive. Not only is the Skype program over the internet with webcam options free all that is needed to set up a system is two internet capable computers and webcams.

How does this technology change the classroom?

The use of Skype in the classroom to gain access to experts in the field goes beyond the classroom setting and allows for opportunities that may never be able to occur at the school or even on a field trip. The use of this technology can make the world that they have access to bigger and be an enriching learning experience for them.

What is another example of how this technology could be used?

The Skype technology for classrooms has many possible applications. To further the ideas for music students could Skype with other music classrooms and bands and perform for each other in a sort of “music-pal” sort of way. This would give the students a real and critical peer audience to practice for and could lead to exchange of ideas about the meaning of different pieces.

Skype could provide science teachers many opportunities to introduce experts in various fields to the classroom for interviews and primary source information. Students for example could interview scientist in Antarctica or in tropical forest field stations. All of these experiences would provide students with more intriguing material as well as introduce them to people in various career fields.

Journal 8: Navigate the Digital Rapids (NETS-T V)

Lindsay, Julie and Vicki Davis (2010). Navigate the Digital Rapids. Learning and Leading with Technology, 37(5), 12-15. Retrieved April 20^th 2010, from http://www.learningandleading-digital.com/learning_leading/20100304#pg14

The main points of this article can be summarized by the two analogies that the authors used: 1, navigating a classroom through the digital world is like navigating through rapids and 2, Digital citizenship is like driving the more you know the safer you can be. Navigating a classroom full of students through digital citizenship or the rapids includes a few steep learning curves at first but the most important thing for teachers to remember is that they are not alone. Many teachers have come before us and can show us where the knarly rapids may lie and how to steer clear or come out alive.

Educating kids about responsible and safe internet practices is like teaching a person to drive. We do not know the power of a vehicle when we first get behind the wheel and that is why we are required to have driver training. We require this in the hopes of having safer roads  for everyone. The same applies to the internet. The more people who know how to safely navigate and use the internet makes it that much more safe.  

How can teachers guide appropriate internet behavior?

Teachers can help guide appropriate behavior by providing clear guidelines. Teachers should also model this behavior for their students. Providing opportunities for students to interact over the internet in monitored settings can be like training wheels for the students and if problems occur they can be reported and proper action taken. Having class and student blogs that students and the teacher can post comments on provides a way for students to learn online etiquette and appropriate behavior. Other platforms for online communication that can be monitored are wiki's, collaborative google docs, class twitter accounts, and online presentations. 

What does it mean to “flatten” a classroom?

Flattening a classroom simply that classrooms are connected and work in collaboration with each other over the internet through Ning networks, wikis and blogging. This allows for freer exchange of ideas amongst a larger group of peers. Flattening classrooms have the advantage of showing students the interconnectedness of their leaning.

Journal 7: Beginner’s Guide to Interactive Virtual Field Trips (NETS-T V)

Zanetis, Jan (2010) The Beginner’s Guide to Interactive Virtual Field Trips. Learning and Leading with Technology, 37 (6), 20-23. Retrieved April 14^th 2010, from http://www.learningandleading-digital.com/learning_leading/20100304#pg22

The biggest advantage of Virtual Field Trips (VFTs), as author Jan Zanetis describes, is that they allow for students to experience places that they might not otherwise be afforded the opportunity to go. With difficult budget decisions filed trips are often one of the first things a school may have to let go. VFTs offer the opportunity for students to engage in interacting and exploring destinations with minimal to no cost to the students and school. A VFT can be asynchronous meaning they are available as pre-prepared video, pictures, text, and audio files through websites. These can be helpful in exploring museums and can be used as a supplement to lessons (Check out the links to helpful VFT aggregator sites below)

The other kind of VFT's are synchronous.  They are interactive in real time. They can be used, for example, to connect students with professional lab tech's that will take the students through a lab that they might not have the resources for at their school. Synchronous VFTs require the use of h.323 video-conferencing technology. These are fairly expensive systems to set up but they are a one time expense that can greatly enrich a schools learning atmosphere. Zanetis notes that research has shown that 30% of U.S. schools have video conferencing equipment.  For schools who do not have the equipment there are possibilities of requesting a demo of the technology. If funds for the equipment is an issue than funding may be matched through certain companies or grants written to pursue funds.

1. How does this technology benefit students?

By providing students with the opportunity to interact with talented educators and experience places that would not be feasible to travel to like across state borders or even to Australia. The options are endless for videoconferencing to enrich the students learning.

2. What would be an example of how video conferencing could enrich curriculum standards?

Many video conferencing programs are based on National Standards. In a science class students could start a laboratory section on the study of the human heart with a distance learning program taught by a physician from the Adventures in Medicine and Science Program at St. Louis University. After the interactive section the students could dissect animal hearts. This option would provide the students a chance to pose questions about hearts to an expert in that exact field.

To check out distance learning programs through Adventures in Medicine and Science Program at St. Louis University click here!

           Other Aggregate VFT resources:

           E-Field Trips: http://www.efieldtrips.org/

           Access Excellence Resource Center: http://www.accessexcellence.org/RC/virtual.php

          Gail Lovely Virtual Field Trip Sites: http://www.gaillovely.com/VirtualFieldTrips.htm

Playing with Google Earth (NETS-T I, II, V)

In trying to learn how Google Earth works I created a tour of My Peace Corps Service. I am still learning the technology and this is a first draft. After I went through it a couple of times I learned that I can add text, audio and pictures to each place that I went. This would be a powerful tool to bring real world issues into the classroom and into context. I look forward to exploring further the opportunities for learning that Google Earth can provide.

Click here to view a draft of my tour of service or copy and past the link below:
   ***For best results in viewing the presentation  un-select all layers except for Borders and Terrain before starting the tour. 
http://bbs.keyhole.com/ubb/ubbthreads.php?ubb=download&Number=901637&filename=20100502225324-4bde64d479ad71.62750704.kmz

*** Follow along with the tour and read more about the different places that I visited. 

This is my Peace Corps Service Tour of Morocco

SAN DIEGO, CA
I started my journey in San Diego.

PHILIDELPHIA, PA
I flew to Philadelphia for Staging. I met my fellow volunteers in training for the first time. In Philadelphia we covered the many rules of Peace Corps and the hard ships we may endure. We were given one last chance to jump ship if we felt this was not for us.

ENTER MOROCCO:

CASABLANCA

From Philadelphia we flew to Casablanca the economic capital of Morocco.

RABAT
From the airport we took a bus immediately to Rabat the political capital of Morocco. In Rabat we started reviewing the in country rules of our service and protocols for safety. We were also given with what seemed like every vaccination under the sun. We stayed in Rabat for 3 days before getting in a bus and traveling 12 hours south to the desert oasis city of Ouarzazate.

OUARZAZATE
In Ouarzazate we set up camp at a hotel. This would be one of our temporary homes for the next 3 months of training. In Ouarzazate we met each week for a couple of days to cover more Peace Corps Rules,  community development and participation philosophies and of course to get more vaccinations.

KELATA M’GOUNA
During the rest of the week we would stay in a small village called a douar out side of the small city of Kelata M’gouna. There we would live with a host family and practice the native language of Tamazight. We would study daily with our teacher and put to practice many of the need assessment activities we had learned with our host village.

OUARZAZATE
Back to Ouarzazate we graduated from Peace Corps Training and then it was off to our new homes for the next two years. 

ERACHIDIA
On the way to my new home of we stopped in Errachidia to meet with my counterparts of the ministry of water and forest.

RISSANI
From Errachidia we traveled to Rissani which would be my souk or market town and internet site

M’CISSI
M’cissi is located half way between the two market towns of Rissani and Alnif along a long desert road. There I studied Tamazight and worked primarily with the community association in gathering ideas for community development. I also worked with the ministry of water and forest putting together protocols for monitoring the vegetation on the new gazelle reserve.

My service in M’cissi came to an end after 8months of service because of unsafe transportation issues.

AZROU
I was moved to a new site in the Middle Atlas Mountains outside of the small city of Azrou. 

BEN SMIM
The small village of Ben Smim was my new home. It is located 10 minutes away by grand taxi ride outside of Azrou. There I worked with a Women’s Medicinal and Aromatic Plant cooperative and with youth on capacity building activities.

MOROCCO
I finished my Peace Corps service in June of 2007 after spending two years in the country off Morocco it feels like a second home.

Qimas G Alman (Stay in Peace, Tamazight)

Ed Tech Profile (NETS-T III)

This is my Ed Tech Profile score from the Assesment Test taken at the beginning of the semester. This chart shows where I needed to improve my knowledge and understanding of computers and technology. 

	Category	01/28/2010 (baseline)	01/28/2010	Chart
1.	Computer Knowledge and Skills	2.14	2.14
2.	CCTC Program Standard 9: Using Technology in the Classroom	0.79	0.79
3.	CCTC Program Standard 16: Using Technology to Support Student Learning	1.07	1.07

JCCS Internet Safety (NETS-T IV, V)

This is a resource for teachers, students, and parents about the various issues of internet safety. This document was collaboratively created by a myself and fellow classmates using the online program Google Doc's.

JCCS Internet Safety

Interactive Crossword (NETS-T I, II)

DNA Replication Crossword II


This crossword was created using Microsoft Excel program. On excel the first letter of each word was coded to show up green if it was entered correct and red if it was entered incorrect. The clues were given on a separate worksheet and can be viewed on the second page in the embeded crossword. Creating a crossword puzzle with clues  to trade with peers would be an excellent assignment for students in a high school biology class.

Wiki Page ( NETS- T III, IV)

This is the wiki page that I added for our Class 422 Wiki CSUSM Web 2.0 Tools for Educators. Each student researched and contributed to this wiki page and now it is a resource for us to refer to in our future educator experiences.

You can also view my page and the entire class 422 Wiki by following this link: FindHow - CSUSM Web 2.0 Tools for Educators

Anti-hate PSA created using i-movie software (NETS-T I, III, IV)

 

This week we learned how to used i-movie software 2009 on Mac computers by creating minute long public service announcements (PSA's). In response to the recent racially discriminatory events that have happened at UCSD and CSUSM we were charged with creating anti-hate crime PSA's.  I embedded this PSA, that I created, directly into my blog after exporting it from the i-movie software to quicktime. I would like to see this video in a larger version so I will try embedding it with Youtube. 

***Here is the embeded video from Youtube you can also go directly to the video on Youtube by clicking here:

Inspiration brainstorm for NETS T (NETS-T I)

This is a diagram of the various NETS for Teachers standards for technology and the artifacts that I have created that meet those standards. This was created using the Inspiration program. This would be a useful tool for students and teachers looking to create connections between concepts and also for work flow procedures (particularly in biology lab classes!).  

NETS Powerpoint Presentation (NETS-T III, V)

Here is a presentation that I put together using PowerPoint software from Microsoft. The above slides cover the performance indicators for students and a few ideas on how to integrate different technologies to meet these performance indicators. Enjoy!

Classroom 2.0 Ning Network - Tools for Collaborative Mind Mapping (NETS-T IV, V)

The Classroom 2.0 Ning Network discusses a slough of technology tools for classrooms and learning. One in particular that caught my eye was collaborative mind mapping. Collaborative mind mapping is a way of linking ideas and concepts either in brainstorms, through diagrams or even in storyboards. Mind mapping helps students organize there ideas and thoughts. It also can help students build on their knowledge and by doing this in the beginning of a project helps them start projects with the end in mind. There are many online programs that can be used by students and teachers easily create digital models of their mind maps. Collaboration of mind maps can be done by inviting and networking with collaborators. The uses for these tools have endless applications as learning tools. 

From the discussions on Classroom2.0 the Ning Network many examples of collaborative mind mapping abound. The most functional program for brainstorming appears to be the Bubble.us. This online program has a free membership and allows students to create and build on ideas through connected brainstorm bubbles. The software is interactive and is fun for kids. Bubbles explode when deleted and the bubbles can be assigned different colors to designate a different theme. Activity ideas for these brainstorm bubbles are word webs to build vocabulary and comparasions of different ideas. 

Another form of collaborative idea mapping is through diagrams. The online tool Creately provides free membership and access to various diagram templates including flow charts, network diagrams, and even SWOT charts. These colorful templates can be easily manipulated and collaborators can be invited to contribute to their creation. Creately offers an easy to learn system that can help students work together to create study guides for complex processes like for biological systems or could help them diagram interrelated events in history. 

Final thoughts on collaborative mind mapping through online tools: I feel that this is a powerful tool for students. Not only will it help them organize their thoughts better and collaborate with their peers but it will allow them to learn a new presentation skill. 

Close

Collaborative Grading Rubric generated through RCampus tools (NETS-T I, V)

This is a grading rubric that our class created together for grading each others PowerPoint Presentations. We used the online program Rcampus. Our grading rubric and all rubrics created on this website are open source documents. By creating the rubric together we were all able to decide on a standard for our work and we were all well informed of what was expected of us.

Journals 1-4 from Learning and Leading with Technology (NETS-T V)

Journal 1: Computing in the Clouds

Johnson, D. (2009). Computing in the clouds. Learning and Leading with Technology, 37(4), 16-20. Retrieved February 28^th from http://www.learningandleadingdigital.com/learning_leading/200912/#pg18

This article covered the advantages of moving school computer systems from the traditional set up of installed software on large computers to using web based software programs on inexpensive web notebooks. Moving all work done by students and communication and grading into the network or “cloud” as the author refers to it can provide opportunities for great savings to schools. Concerns of security and right to privacy to documents created online are non-issues in authors perspective but he suggests keeping back up copies of important documents and to always read the terms of agreements.

The greatest advantage that I was able to see in schools converting a system in the clouds is that it could possibly even the playing field for schools in disadvantaged neighborhoods. By using lower cost systems more students could gain access to online resources at their school and learn about technology.

The director of the North County High Tech High Charter School, Nicole Hinostro, sums up the benefits of converting to a one to one system.“We don’t spend on textbooks, so we’re able to invest in today’s primary tool - computers. . . Now, it’s as important as having a pen.”

Q1: How might using an online documents and notebook system help schools struggling to meet their budgets?

By switching over to online based document generating systems schools could lighten the budget load by spending less on expensive software programs, servers, and computers laden with large amounts of storage space. Making the switch could free up needed money from the computer systems and it could be used for more meaningful purposes like, art supplies, broader band width, or SMALLER CLASS SIZES!

Q2: What about limited functions of the online software. What are the disadvantages and advantages to students in using simplistic software?

Online software does have limited functions. Formatting and special features are restricted on online versions of software. The immediate disadvantage to students is that they will learn only the basic functions of the software and must learn the nuances the technology later in their education. However in K-12 the focus in on the content rather than the bells and whistles and the savings that a school and parents will have can hopefully create the opportunity for the number of students who get access to the technology to increase.

Journal 2: Using Podcasts to Develop a Global Perspective

Maguth, B. and Elliot J. (2010). Using Podcasts to Develop a Global Perspective. Learning and Leading with Technology, 37(5), 34-35.  Retrieved March 2^nd 2010, from http://www.learningandleading-digital.com/learning_leading/201002#pg36

This article explores the creation of podcasts by students and their effectiveness in aiding students in gaining perspectives from around the world. The students of a high school in Columbus, Ohio that focused on science, technology, engineering and mathematics were given an assignment where they created their own podcasts centered around a global issue. Each group had to research and play the role of different world leaders in their podcasts. The students wrote the scripts, and filmed the debates that they created. They were even in charge editing and publishing the podcasts. The software Garage Band that is available through Apple but the article also mentions a free online software called Audacity that has similar functions. The students understanding that the podcasts would not only be available for view by their teacher but the greater World Wide Web audience and this idea encouraged them to produce excellent work.  T

This article uses the word authentic in to describe both the students learning experience as well as the audience that will view it.

Q1: What is meant by an authentic audience?

An authetic audience is used to describe an audience beyond the teacher and the classroom. The idea is that students will participate more fully if they feel anyone could be watching. In search of examples of the affect of authentic audiences on children I found a blog called Classroom Next that tracked described a group of 5^th graders experience in posting a video of signing Fleetwood Macs song Landslide on Youtube.

Q2: What is meant by an authentic learning experience?

The students were reported to have had an authentic learning experience by creating and publishing these podcasts. The best definition that I found for authentic learning was from a journal article in EDCAUSE. They define authentic learning as doing instead of listening, and are the experiences are inherently multidisciplinary, geared toward problem solving and deal with real world issues.  In this article authentic learning is described as containing the following 10 elements; 1) real world relevance, 2) ill defined problems, 3) sustained investigation, 4) multiple sources and investigation, 5) collaboration, 6) reflection, 7) interdisciplinary perspective, 8) integrated assessment, 9) polished products, 10) multiple interpretations and outcomes.

Journal 3 – Keeping the Peace

Levinson, M. (2010). Keeping the Peace. Learning and Leading with Technology, 37(5), 17-19.  Retrieved March 2^nd 2010, from

http://www.learningandleading-digital.com/learning_leading/201002#pg18

This article reviews an experience that one school had with implementing a program that issued students web laptops that they were able to take home. The abundant use of video chats and instant messaging (IM) quickly became an issue as it was perceived by many parents and teachers as a distraction from classroom work and home life. After several heated meetings the school decided to remove the iChat program from the laptops. This was a polarizing issue for many students and parents. Students felt that it was an important form of communication for them that was being taken away from them and some parents felt it helped break down social barriers for their children. Other parents felt relieved that the school had gone ahead with the ban as they felt invaded by the new technology that they themselves had not addressed with their children. The school continued the one laptop to one student program in the next years but focus a lot of energy in communicating with parents and students appropriate ways to use the technologies.

In reading this article I was surprised that it did not discuss the impetus, or advantages seen in implementing the one to one program anywhere in the article. It seems like a great idea for all students to have equal access to the laptops within school time and so they can complete there homework. I am interested after reading this article in researching how prevalent the one to one program is in schools.

Q1: What was the main issue that parents had with the new laptops?

The Main issue that parents had with the new laptops was that they felt they had little say or time to adjust to the new technology in their home. Many of the parents hadn’t yet broached the subject of IM or Video chat. They felt that there authority to make decisions on technology use had been usurped by the school and that the boundary between home and school issues had be breached.

Q2: What actions taken by the school could have prevented the uproar over IM and video chat in the first place?

The school could have more smoothly implemented the program in the first place by taking the time to gain parent support and understanding. Giving the parents an opportunity to voice their concerns about new technologies entering there home might have allowed them to view IM and Video chats in another light. Having a stake in the implementation of the technology would have also given them more say in how their children use the technology.

Journal 4 – Finding Students Who Learn Through Media

Bull, G., Curby Alexander, Bill Ferster, (2010). Finding Students Who Learn Through Media. Learning and Leading with Technology, 37(5), 36-37.  Retrieved March 2^nd 2010, from http://www.learningandleading-digital.com/learning_leading/201002#pg38

The focus of this article was on student created media through the use of an online software from PrimaryAccess.com. This software allows students to create short narrated films using images from primary sources, their own text and voice recording. The Smithsonian museum provides Primary Access through there website to allow students to easily use images from the museum archives. The down side to the use of this technology was that it originally took 3 class periods to teach and have students create there own narrated films. Now the Primary Access includes a formatted storyboard to speed up the process so that it now only takes one class period for the teacher to explain and the student to create a narrated film.

The hope is that these types of opportunities allow for students to engage in interesting ways with the material while gaining a new skill. However it was found in a study of student engagement while using Primary Access to create a film that students engaged with the information and the technology at different levels. While 40% of the class in the study engaged in the content and the technology at a high level the other 60% of the class engaged either at a low level with either the content or the technology or both. It was discussed in the conclusion that teachers can help bridge the gap for these students by tailoring the activities with more direction and support and a higher level of structure.

Q1: Is using new technologies like Primary Access the answer to engaging all students?

No, despite the new and innovative ways technology has provided for engaging students it is not the solution to all students learning. Instead new activities like using Primary Access can help teachers assess the different learning styles and help them tailor activities to the individual students. For example a student who may have engaged highly in the content portion of the activity but not the technology may have engaged more by creating an essay to describe a historical period.

Q2: What are the advantages of incorporating student generated media into lesson plans?

It has been shown that changing environments can be stimulating to students. Like changing seating arrangements and adding music to the classroom, providing other avenues for students to express their learning can in theory increase engagement. Also providing opportunities for students to explore their interest in different forms of expression can be seen as an advantage.

Social Bookmarking through Delicious.com (NETS-T III, V)

We were asked to explore the realm of social bookmarking through the website Delicious.com. This website allows you to save your bookmarks through the website so that you can access them from anywhere with an internet connection. Each time you save a bookmark you can “tag” it with all relevant subjects it relates to. Your tags show up like files in a list. This bookmarking becomes social because you can view anyone’s tagged sites to see what else they have in their bookmark library and add them to your network to share websites in the future. This is a great way to get reviewed information and share websites you feel are good resources or  are interesting. A teacher could use this website to help direct students to good resources and by networking with each other students can share resources they have found.  

The following sites have been bookmarked in my Delicious.com account toudamanda under the ed422 tag:

1. National Archives –Exhibit Eye Witness:

A compilation of first hand accounts from people who observed history in the making. Artifacts from Thomas Jefferson’s letter back home about witnessing the French Revolution to the surprising first view of the earth from space with the vertical horizon(is that a verizon?) of the moon in the foreground are available for viewing. In a photograph by Lewis Hines a child stares out through blank eyes, his skin covered in soot, with a wick in a metal can strapped to his head to light the way in the mines. The quote written by Hines states simply, that the child is a laborer in the mines, and has been driver for one year.

Using primary sources like these in the classroom is overwhelmingly important. In history . so often we get our information from people who have already analyzed the meaning of the photos or the words written and we are given the information in easy to digest bites. Seeing this information first hand is like letting the light in. It is bringing the reader and viewer closer to the real experience of the people who were there. It gives the student an opportunity to react to the information in an authentic way.

2. National Education Association – Achievement Gap

Student groups who are at risk of entering the achievement gap include; Racial and ethnic minorities, English language learners, students with disabilities, boys and girls at different ages, and students from low income families.

              

In the article “Becoming a Culturally Competent Educator” I found three suggestions that I would integrate into my future career as a teacher to help myself and my school become culturally competent.  Part of teaching effectively is being interested in where your students are coming from. Building a network of people with in the community and school who can help with cultural understanding of the backgrounds of the students builds community. As a teacher I would find this kind of work essential to support my efforts in reaching all of my students. Secondly, networking with other schools who are implementing culturally competent systems is a logical step. There are many great ideas out there that have been successful in helping schools become culturally competent. Working together with other schools to find out what has worked and what has not and adapting initiatives to your school can help schools move faster to support the learning of high risk groups.  Finally, I feel that it is paramount to have authentic participation from the families and community of the diverse student groups to help design and implement initiatives. By including families and even the students themselves in initiatives designed to help them it creates an atmosphere of collaboration and understanding between the families, students, teachers and administrators.   

3. Stop Cyber Bullying   

I received a total score of 1 on the Cyber Bully quiz. This qualifies me as a cyber saintJ.

In the teacher resource section I found an article describing the four different types of cyberbullies. The article details the various motives of the cyberbullies. First there is the Vengeful Angel cyber bully who steps in to protect a friend who is being cyberbullied thinking they are doing the right thing.  Directing these kinds of cyberbullies to official ways of stopping cyberbullying is important so that they do not feel they must take justice into their own hands. Then there is the Power Hungry or Revenge of the Nerd cyberbully, which is described to be the most sinister of bullies because of their technical prowess. Mean Girls cyberbullying perpetuates itself because it is perceived as entertaining. Generally Mean Girls will gang up on another girl and flaunt their power to cyberbully. Finally there is the Inadvertent Cyberbully is most unaware of the affect of his/her actions. They are usually reacting to another comment or simply sending out messages because they can. Another article discusses the ways to prevent cyberbullying. The role of the school is limited in disciplinary actions it can take but has great power to educate students on ways to react to cyberbullying and can give them channels to anonymously report cyber bullying so the sites can be shut down.

4. Kathy Schrock’s Guide for Educators

In the Subject Access Area I chose Science and Technology. Following that link led me to a page with tabs for different concentrations of science and helpful websites. I tabbed over to Biology and Animal Sites and found several websites that directed me to articles and other more specific websites. In my meandering I came across an interesting article that discussed how science is connected to culture and how teaching science by linking it to cultural teachings can make it more effective.  Back to the home page there is a section titled Teacher Helpers. There I found a set of critical evaluation sheets that can be used as an assignment to lead students through critically evaluating a website. She has also included critical evaluation sheets for blogs, virtual tours and podcasts. These are helpful tools to teach students how to think critically about the sources they use.

5. Multiple Intelligences

After taking the Multiple Intelligences quiz I learned that I am 92% a Naturalistic learner. This made me laugh because it is right on, down to the part where naturalistic learners tend to have career paths as farmers. I dream of farming after a splendid career of teaching! My next two intelligences coming in at 75% and 75% are Intrapersonal and Verbal-Linguistic.

I watched the video Multiple Intelligences Leave No Child Behind. I learned that by acknowledging the 8 very distinct areas of intelligences in children it can help them excel in learning. People can be strong in one or two areas of intelligence and very weak in others. I also watched Multiple Intelligences Thrive in Smartville where a multiple intelligence school allowed students to learn not whether they are smart or not but how they are smart. Grading multiple intelligences involves more work like using personalized rubrics for each student and designing curriculum that compliments each student’s intelligences. However by putting in the extra work it has been shown to greatly increase student learning.   

6.  Teaching Tolerance Lesson Idea

I chose an activity for 10^th grade, Biology, called Harvesting activities. This activity involves using the idea of ethnobotany as a hook to explore and describe various cultural relationships with food. In my class I would have students go home and talk with their guardians and generate a list of plants that are/were important to their families for food, medicine, and ceremonies. Creating a garden with students of various backgrounds and including these important plants would be a great follow up activity. Having the students share stories about the plants uses and have each student take home some of the harvested plant products and try different recipes from fellow students families through out the year.

7. EdChange Multicultural Awareness Quiz

Q: Compared with White women, how likely are African American women in the U.S. to die during childbirth due to a lack of access to prenatal care, according to the Agency for Healthcare Research and Quality? 

A: Four times more likely

AND

Q: Powder cocaine (largely used by wealthy people) and crack cocaine (largely used by economically disadvantaged people) contain roughly the same amount of the drug per gram. Under federal law, how much of these substances must an individual be convicted of possessing to be sentenced to a mandatory minimum of five years in prison?

A: 500 grams of powder cocaine or 5 grams of crack cocaine.

These two questions and their answers were the most shocking to learn. From any perspective one takes, these statistics, show the blatant and systematic inequalities that still permeate our society.

8. Netiquette

I scored a 90% on the Netiquette quiz. I didn’t know what scrolling in a chat room was. Honest mistake!

More and more students are participating in the cyber world. They need to understand that they are building there reputation in cyberspace as well. Students need to understand that what happens on the web is a reflection of themselves real life and not to forget that they are communicating with real humans.   =^D

Class Newsletter (NETS-T III)

This class newsletter was created using Microsoft Word. Digital images, drop caps and a masthead was included. This Newsletter was fun and easy to create and would be an excellent way to inform students and parents about the current endeavors in our classroom.
NewsletterAMW 2

How techy are we?

This week in class we were busy! Professor Heil, had us assess our  knowledge of integrating technology into teaching through an EdTech survey, explore the world of Twitter through sharing of sweet tweets (#ed422), and how to customize our iGoogle pages so we can organize our web time. 

For homework we were asked to scan in a colorful self portrait of ourselves. Having just gone through an over sized coffee table book of Frida Kahlo's work from the library I was freshly inspired. 

I wish I had a monkey:)

Introduction

Hello my name is Amanda Wolfe and welcome to my blogspot Amanda’s Technogogy 422. Get it? It is a combination of Pedagogy and Technology. This is my first blog ever so I feel the need to be clever... Please enjoy my posts as I work my way through the world of fun and interesting technology tools for educators.

I grew up in the now large town of Encinitas. My education, K-12^th grade was entirely through the local public school districts of Cardiff and San Dieguito. My time in these schools was idyllic. However, when I really became an engaged student was when my high school became the San Dieguito Academy. The block schedule helped me to focus on the subjects and it felt more like preparation for college. All of the teachers and students had chosen to be there and the entire school population went from 4,000 to 1,240 students. After high school I attended Mira Costa Community College and transferred to Cal State San Marcos (CSUSM) to finish my degree. I received my Bachelors of Arts in Biology and Environmental Studies from Cal State San Marcos in 2002. I wanted to go into the field of conservation and so I bolstered my degree with a year of post baccalaureate course work in the Natural Resources Department at Humboldt State University. After working through a couple of internships as a research assistant and biological monitor I signed on for 2 years of service as a Peace Corps Volunteer in Morocco.

My experience with technology has really been ramped up in the last couple of years. After my relative hiatus from technology in the Peace Corps I returned to work for a small business whose internal workings of multiple databases, an online store and accounting software I organized and ran. In the evenings I returned to school to learn Geographical Information Systems (GIS), which combines map making and database management. This is a powerful tool that I love and after taking a few courses I landed a job as a Project Manager with the Soil Ecology & Restoration Group of the SDSU Research Foundation. I am still a PC user because that was what I could afford when my old computer kicked the bucket. On my new computer I installed Windows Office 2003 because I find it more intuitive. I use technology on daily basis although, I try to unplug myself entirely from my computer and cyber space (cell phone and camera OK) for one day each week.

I decided to apply for the CSUSM credential program because of its great reputation for giving hands on experience and useful methodologies for classroom management. Also having received my undergraduate degree from CSUSM I know that they hire excellent professors. My decision to apply is further heartened by the College of Education’s mission statement. The focus on, "educational equity, reflective teaching, and student centered education", fits warmly into my core beliefs about education. When I imagine myself as a teacher I see myself as facilitating my students learning. I hope that in my class the students have a chance to own the material and to become engaged in learning in their own unique way. Perhaps being hip with the technology will help me keep up to speed with them!