This is the link to my diigo.com webslides presentation
http://slides.diigo.com/list/mhernaedu422/diigolist_edu422?mode=full&sid=18522
Wednesday, May 6, 2009
Diigo.com webslides presentation
This is the link to my diigo.com webslides presentations.
http://slides.diigo.com/list/mhernaedu422/diigolist_educ422?mode=full&sid=18522
http://slides.diigo.com/list/mhernaedu422/diigolist_educ422?mode=full&sid=18522
Monday, April 20, 2009
One Size Doesn't Fit All
Article Title: One Size Doesn't Fit All
Written By: Juid Harris
Summary: In this article, Juid Harries writes about how to creat technology to fit the teacher's needs. She surveyed teachers to determine just how much technology they used on the classroom. Eighty percent of teachers reported that they think technology contributed to their students learning but only 37% admitted using computers in a daily basis. Some teachers cited that the technology that their school had didn't adequately meet their needs and their students needs.
Question 1: What can schools do to meet their teachers and students needs?
Answer 1: They need to research thoroughly the advantage and disadvantages with the software that they by and make a conscious decision if its going to help their students.
Question 2: Besides being in a computer lab, how else can teachers use computers in the classroom?
Answer 2: Teachers can use computers to have their students conduct research while the teacher is present, to offer they help.
Written By: Juid Harris
Summary: In this article, Juid Harries writes about how to creat technology to fit the teacher's needs. She surveyed teachers to determine just how much technology they used on the classroom. Eighty percent of teachers reported that they think technology contributed to their students learning but only 37% admitted using computers in a daily basis. Some teachers cited that the technology that their school had didn't adequately meet their needs and their students needs.
Question 1: What can schools do to meet their teachers and students needs?
Answer 1: They need to research thoroughly the advantage and disadvantages with the software that they by and make a conscious decision if its going to help their students.
Question 2: Besides being in a computer lab, how else can teachers use computers in the classroom?
Answer 2: Teachers can use computers to have their students conduct research while the teacher is present, to offer they help.
Title: Social Networking
Writer: Jim Klein
Summary: In the article, “Social Networking,” Jim Klein discuses the ways technology can eliminate the “traditional social and geographical boundaries hindering communication and collaboration for both K-12 students and educators.” Blogging, podcasting, online profiles, and Wed-based document sharing sites offer various forms of communication for students and teachers. However, the cost and the complexity of such sources can sometimes lead to it not being used in as part of the curriculum. While there are free sites that provided these forms of communication, Klein argues that they limit the effectiveness of communication among students and teachers. They also open themselves to legal liabilities if the technology is not used appropriately. That is way teacher and student sites have been created. These sites are made to meet the special needs of students and teachers.
Question 1: How can the use of technology pose a legal liability for teachers?
Answer 1: If students use the technology inappropriately, the teacher can be held liable by the school and parents. For example, if a teacher creates a blog for students to share their ideas and work together but the students use it to slander other students or post inappropriate content; the teacher can be held responsible. The teacher may also not know who the student was that posted the inappropriate content. Teachers who want to use technology to enhance their students learning need to be aware of how students can misuse the technology and insure that it doesn’t happen.
Question 2: How does technology in the classroom help learning in the classroom?
Answer 2: One way technology can help learning is by creating a safe environment in which students can express and share their ideas. The students won’t feel pressure like they do in the classroom. This can be especially helpful for those students that are shy in the classroom.
Writer: Jim Klein
Summary: In the article, “Social Networking,” Jim Klein discuses the ways technology can eliminate the “traditional social and geographical boundaries hindering communication and collaboration for both K-12 students and educators.” Blogging, podcasting, online profiles, and Wed-based document sharing sites offer various forms of communication for students and teachers. However, the cost and the complexity of such sources can sometimes lead to it not being used in as part of the curriculum. While there are free sites that provided these forms of communication, Klein argues that they limit the effectiveness of communication among students and teachers. They also open themselves to legal liabilities if the technology is not used appropriately. That is way teacher and student sites have been created. These sites are made to meet the special needs of students and teachers.
Question 1: How can the use of technology pose a legal liability for teachers?
Answer 1: If students use the technology inappropriately, the teacher can be held liable by the school and parents. For example, if a teacher creates a blog for students to share their ideas and work together but the students use it to slander other students or post inappropriate content; the teacher can be held responsible. The teacher may also not know who the student was that posted the inappropriate content. Teachers who want to use technology to enhance their students learning need to be aware of how students can misuse the technology and insure that it doesn’t happen.
Question 2: How does technology in the classroom help learning in the classroom?
Answer 2: One way technology can help learning is by creating a safe environment in which students can express and share their ideas. The students won’t feel pressure like they do in the classroom. This can be especially helpful for those students that are shy in the classroom.
Saturday, April 11, 2009
How Does Technology Influence Student Learning
Title: How Does Technology Influence Student Learning
Author(s): John Cradler, Mary Mcnabb, Molly Freeman, and Richard Burchett
In this article, the authors answer the question of how technology influences student learning. The authors concluded that technology can positively influence students learning if it is used as a supplement to a specific content. There research has confirmed that “technology generally improves performance when the application directly supports the curriculum standards being assessed.” When considering using technology in the classroom, teachers are forced to revisit and reassess their subject’s curriculum which allows them to reevaluate if the curriculum has been effective in student learning or not.
Question 1: How does technology help student learning?
Answer 1: Technology can give students hands one experience in learning. Rather than having then set passively listening to the teacher lecture, students are able to become active participants in their learning.
Question 2: What are some ways in which schools underfunded can get a hold of technology?
Answer: Schools could try and appeal to the business in the community for donations, they could get students involved in raising money, and they would apply for federal grants.
Author(s): John Cradler, Mary Mcnabb, Molly Freeman, and Richard Burchett
In this article, the authors answer the question of how technology influences student learning. The authors concluded that technology can positively influence students learning if it is used as a supplement to a specific content. There research has confirmed that “technology generally improves performance when the application directly supports the curriculum standards being assessed.” When considering using technology in the classroom, teachers are forced to revisit and reassess their subject’s curriculum which allows them to reevaluate if the curriculum has been effective in student learning or not.
Question 1: How does technology help student learning?
Answer 1: Technology can give students hands one experience in learning. Rather than having then set passively listening to the teacher lecture, students are able to become active participants in their learning.
Question 2: What are some ways in which schools underfunded can get a hold of technology?
Answer: Schools could try and appeal to the business in the community for donations, they could get students involved in raising money, and they would apply for federal grants.
Thursday, March 26, 2009
Title: Digital Citizenship in Schools
Author(s): Mike Ribble and Gerlad Bail
In the following excerpt from Digital Citizenship in Schools, Mike Ribble and Gerlad Baily deem it necessary for teachers to be aware of what the positive benefits and negative consequences are for using technology in the classroom. They think that technology can be used in a productive manner in the classroom and greatly benefit the students but if used inappropriately it can prove to be a nuisance to the teacher and disrupt students’ learning. They define the use of technology as digital communication as the electronic exchange of information. The way people communicate has been changed by cell phones, instant messages, videoconferencing, and e-mail. These forms of communication enable users to communicated faster not matter the distance. These forms of communication provide “instant access to others on an unprecedented level.” Mike Ribble and Gerlad Baily propose that teachers research any form of technology that they want to use in the classroom or be part of the curriculum to determine how its use will benefit students; teachers also have to communicate to students the appropriate etiquette for the use of these forms of communication.
How do students benefit from the use of technology?
The use of technology as a means for communication creates a forum in which students can express their ideas and accesses others ideas as well. The example that the excerpt uses, is of Mr. Baxter who after starting on the wrong foot when she introduced the concept of blogging to her students as a means for an open forum to communicate ideas concluded that if students are taught the proper etiquette for the is of technology, technology can be used as a great tool to enhance learning.
What do teachers have to do, to make the use of technology in the classroom successful?
Teachers have to research the benefits and consequence of the use of a particular technological tool in the classroom. A teacher also needs to have a productive concept of why the use of that particular technology will benefit the students.
Wednesday, March 4, 2009
Software Review: Learning.com
Software Review: Learning.com
Web Browsing Grades: 6-8
Web-Browsing Unit Review:
The interactive lessons on web browsing are helpful for students who are not familiar with the internet. I thought that I knew the basics of web browsing but after completing the mini lessons I realized that there were many things that I was overlooking. I never realized that a sites URL was similar to a filing system or that the suffix of a website lets you know what type of information to expect. These lessons are a get tool to use when teaching students how to browse through the internet and they will make looking for information more productive by allowing students to determine if the site is reputable. The only problem that I had with the lesson was that some of the directions were a little confusing. I don’t think there will be any problems when using this program in the classroom since the learning happens through interaction with the software, allowing students to have hands on experience. What may be a problem is keeping all students on task since this is an individual activity.
Browsing Basics: ISTE NETS Student Standards
1) K-12 [5] Students understand human, cultural, and societal issues related
to technology and practice legal and ethical behavior
a) K-12 [5.a] advocate and practice safe, legal and responsible use of information and technology
2) K-12 [6] Students demonstrate a sound understanding of technology concepts, systems and operations.
a) K-12 [6.a] understand and use technology systems
b) K-AS [6.b] select and use applications effectively and productively
3) 6-8 [7] select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
URLs: ISTE NETS Students Standards
1) K-12 [1] Students demonstrate creative thinking, construct knowledge, and develop innovative products ad processes using technology.
a) K-12 [1.a] apply existing knowledge to generate new ideas, products, or processes using technology.
2) K-12 [2] Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a) K-12 [2.a] interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
3) K-12 [6] Students demonstrate a sound understanding of technology concepts, systems, and operations.
a) K-12 [6.a] understand and use technology systems
b) K-12 [6.b] select and use applications effectively and productively.
4) 6-8 [7] Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems
Web Searches: ISTE NETS Students Standards
1) K-12 [3] Students apply digital tools to gather, evaluate, and use information.
a) K-12 [3.b] locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
b) K-12 [3.c] evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
2) K-12 [4] Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a) K-12 [4.c] collect and analyze data to identify solutions and/or make informed decisions
3) K-12 [5] Students understand human, cultural, and societal, issues related to technology and practice legal ethical behavior
a) K -12 [5.a] advocate and practice safe, legal, and responsible use of information and technology
4) K-12 [6] Students demonstrate a sound understanding of technology concepts, systems and operations.
a) K-12 [6.a] understand and use technology systems
b) K-12 [6.b]select and use applications effectively and productively.
Validity and Sourcing: ISTE NETS Students Standards
1) K-12 [1] Students demonstrate creative thinking, construction knowledge, and develop innovative products and processes using technology
a) K-12 [1.a] apply existing knowledge to generate new ideas, products, or processes.
2) K-12 [2] Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a) K-12 [2.a] interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media
b) K-12 [2.b] communicate information and ideas effectively to multiple audiences using a variety of media and formats.
3) K-12 [5] Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a) K-12 [ 5.a] advocate and practice safe, legal, and responsible use of information and technology.
b) K-12 [ 5.b] exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
4) K-12 [6] Students demonstrate a sound understanding of technology, concepts, systems and operations.
a) K-12 [6.a] understand and use technology systems.
b) K-12 [6.b] select and use applications effectively and productively.
5) 6-8 [3] Gather data, examine patterns, and apply information for decisions making using digital tools and resources.
6) 6-8 [4] Participate in a cooperative learning project in an online learning community.
7) 6-8 [7] Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
Citation:
(2007) Learning.com. Retrieved March 2, 2009, from http://www.learning.com(2007)
ISTE's Educational Technology Standards for Students. Retrieved March 4, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007
Standards/NETS_for_Students_2007.htm
Monday, March 2, 2009
KidBiz300 by Martha L. Perez
In the article KidBiz300 Martha Perez, an eighth–grade ELL teacher, writes about the challenges that she faces trying to find material that her students, which have different likes and dislikes and who read at a different level, will like. Her main challenge is motivating her students to read. She has been using a web-base-program called kidBiz300 which “motivates [her] students to read… [and] engages them in leaning about what’s happening in our world.” The program “differentiates reading instruction for grades 2-8,” allowing each student to move at their own pace. Each current event is writing at different reading levels, freeing the teacher from having to find appropriate reading material for each student and having students left behind because the material is not at their reading level. Once in the program students are prompted to respond to a short prompt, then they read the article (which includes audio support), and then their comprehension and vocabulary are assessed. This program offers students immediate feedback, and it also adjusts their reading level depending on how they did on the quiz.
Question 1: What is beneficial about this program for students?
Answer 1: The program allows students to learn in a safe environment; they are reading at their reading level and don’t feel any anxiety trying to catch up to their classmates. The material is current so they may already have some knowledge.
Question 2: How can the teacher help those students that still need more help?
Answer 2: Since the student’s results can generate reports that the teacher can then assess, he/she can determine which students still need more help. The teacher can supplement the program with worksheets that help the student and he/she can talk to the student about the areas that are presenting problems for the students.
In the article KidBiz300 Martha Perez, an eighth–grade ELL teacher, writes about the challenges that she faces trying to find material that her students, which have different likes and dislikes and who read at a different level, will like. Her main challenge is motivating her students to read. She has been using a web-base-program called kidBiz300 which “motivates [her] students to read… [and] engages them in leaning about what’s happening in our world.” The program “differentiates reading instruction for grades 2-8,” allowing each student to move at their own pace. Each current event is writing at different reading levels, freeing the teacher from having to find appropriate reading material for each student and having students left behind because the material is not at their reading level. Once in the program students are prompted to respond to a short prompt, then they read the article (which includes audio support), and then their comprehension and vocabulary are assessed. This program offers students immediate feedback, and it also adjusts their reading level depending on how they did on the quiz.
Question 1: What is beneficial about this program for students?
Answer 1: The program allows students to learn in a safe environment; they are reading at their reading level and don’t feel any anxiety trying to catch up to their classmates. The material is current so they may already have some knowledge.
Question 2: How can the teacher help those students that still need more help?
Answer 2: Since the student’s results can generate reports that the teacher can then assess, he/she can determine which students still need more help. The teacher can supplement the program with worksheets that help the student and he/she can talk to the student about the areas that are presenting problems for the students.
Wednesday, February 18, 2009
Tomorrow's Teachers
Access webpage at: http://docs.google.com/Doc?docid=df92ccx4_5d2zdmpdn&hl=en
Why I Want to Teach
By Katie Lorton
I have some practice with teaching children. While I am a nanny, I am constantly helping the girls I watch with their homework. They are in sixth grade, fourth grade and third grade, therefore I helping them at different levels of schooling. While volunteering in the first grade classroom I am also there to aide the teacher and help the students with math or writing during class. I am glad I have been exposed to these things, so that I already know some of the things to expect when being an educator on my own.
As a teacher my personal philosophy is to be there for the children in every way and to mold and form their developing young minds. I hope that I will be remembered as a special teacher to my students in their later years, as a person who impacted and bettered their lives. I want to let the children know that I believe in each one of them equally and I accept, love and want them to each succeed at their greatest potential.
I hope that I will be an amazing and life-changing elementary school teacher. I will be a life-long learner in my teaching profession and I will learn and improve from any mistakes that I make. I want to try my hardest to boost children's self-esteem and let them know that they are capable of anything if they put their mind to it.
If you would like to contact me, please send an e-mail to katie.lorton@gmail.com or http://www.klorton.blogspot.com/
Making Learning Fun
It has always been a dream of mine to be an elementary school teacher. I would like to teach any grade in elementary school, but if I had a choice I would choose to be in any grade level from first through third. As an elementary school teacher I will be educating the children on all subjects areas, such as language arts, math, history, science, physical education and health. I am particularly excited in teaching language arts. Reading and writing are so important to learn and be familiar with at a young age.
By Katie Lorton
I have recently been observing and volunteering for a first grade teacher. She has shown me that it is imperative to make sure that as the teacher, you always have the children's attention, especially at such a young age. If you do not keep them busy with assignments to do, then their curious minds will wander and easily become distracted. Keeping a routine is also good for the students. This shows them normality and a balance and allows them to know what to expect next. Some children may have difficulties settling into a classroom and becoming comfortable if their teacher often surprises them with assignments and things they are not expecting or excited to do.
I hope that I will make the classroom a fun learning environment, where the children feel comfortable and are eager and excited to learn. One way I will grab my students' attention, is by using fun lesson plans to capture their interest and keep them focused in the topic of discussion. I will follow the California Content Standards by using both books and traditional forms of teaching as well as fun, hands-on lesson plans that hopefully the children will never forget. Sometimes it is easier for a child to remember something they have actually experimented with rather than just read, which may make learning easier and more fun for my students.
From Hobby to Career
By Margarita Hernandez
I would like to teach English, especially literature. I am not certain yet of what grade I would like to teach; If I had to choose it would have to be between eighth grade and tenth grade. I do not have any experience working with students in those grads yet, but I have worked with kids before. When I was in middle school I volunteered at my old elementary school, assisting the teacher and helping students during group work. Besides volunteering, the only other experience I have had working with kids are the few occasions that I've helped my niece and nephew with their homework. I really enjoy helping them because I am going with them through the process of discovery and I am helping them discover the different ways to look at a problem and try to solve it.
As a future teacher I see my teaching philosophy being more group oriented. I think that students have a vast potential of knowledge and a teachers role is to help them tap into that knowledge. I know that their is a lot that my students will not know and as a teacher I will have to give them that information. I also think that my role is not just to impart them with knowledge,but instead to teach them ways to reach those same points by themselves or with the help of their classmates. I hope to have a mutual relationship with my students, were they learn from me and I learn form them. Rather than lecture them, I want them to work in groups. I want to teach them skills that they can apply to other aspect of their lives outside of school.
If you would like to contact me, please send an e-mail to margaritahrnndz001@gmail.com or http://margaritahern.blogspot.com/
Expanding Your Imagination through Literature
By Margarita Hernandez
I think that through literature children can expand their imagination and develop their critical thinking skills. What I like about teaching literature is helping children analyze a text and write a paragraph or an essay about what they think the text is saying. I know that this type of analysis would be taught ideally in high school, at least that was the case with me. I think that in middle school students are being taught more about the grammar of English. This will help them write tho
se analysis that I will have them write.
I am more interested in the process that goes into writing a paper, the students logical thinking and their presentation of the work than if they have a few grammatical errors. I know that writing a grammatically correct paper is essential for the success of a student, however I think that developing their critical thinking skills is more important. If a student has trouble with grammar they can always hand in their paper earlier and have the teacher edit the paper or they can work in groups and correct each others papers. Through time and practice they can improve their grammar. However, analysis is a process that a student must develop and work on, they need practice and in the end they will be able to see that they can take any form of literature and interpret what they think the text or the writer is saying.
The part that I enjoyed must about my English classes was when as a class we went over our interpretations of a text and as a class decided if those interpretations were validated by the text. I think that analyzing a text produces a kind of eureka moment for students, when they take the pieces of a puzzle, in this case the evidence provided by the text, and assembles what they think the text is saying or what the author intended to say. The numerous possibilities of interpretation ensure that a student if taught the skills of critical analysis can experience their eureka moment.
Friday, January 30, 2009
Journal 1
Title: Chatting It Up Online
Authors: Pamela Livingston
The article is about the integration of technology in the classroom. In order to create a personal experience with the students and the author of a book, the students had been reading, their teacher Mrs. Booth registered the class to participle in an online chat with the author herself, Mrs. Mary Pope Osborne. This experience not only taught the students about technology but it also helped them understand and learn some about the processes that writers such as Mrs. Osborne go through to write a book. Rather than feeling estranged from the authors that they read by participating in a form of communication whether it be through the internet, like these students did, or through letters gives students a sense of familiarization with the author and may encourage them to read more.
Q1: Besides gaining a connection with an author, what else does chatting do for the students?
A1: I think that communicating with an author that you like, as a reader, gives the student an understanding about the process that writers go through to write and get their works published. If students hear from successful people that they still struggle with writing than that may give students a sense everyone struggles once in a while with writing and to not feel frustrated.
Q2: Would this form of communication be accessible to lower funded schools.
A2: The answer would most likely be no. But if a teacher really wanted to have their students be a part of such an experience I’m confident they would find a way. I think that if I were to be in a situation like this I would first try to speak with the administration to know what funds the school has. If such a venture can not be financed by the school I would organize a bake sale after school with the students help so that they can feel a part of the process and have a sense of accomplishment.
Authors: Pamela Livingston
The article is about the integration of technology in the classroom. In order to create a personal experience with the students and the author of a book, the students had been reading, their teacher Mrs. Booth registered the class to participle in an online chat with the author herself, Mrs. Mary Pope Osborne. This experience not only taught the students about technology but it also helped them understand and learn some about the processes that writers such as Mrs. Osborne go through to write a book. Rather than feeling estranged from the authors that they read by participating in a form of communication whether it be through the internet, like these students did, or through letters gives students a sense of familiarization with the author and may encourage them to read more.
Q1: Besides gaining a connection with an author, what else does chatting do for the students?
A1: I think that communicating with an author that you like, as a reader, gives the student an understanding about the process that writers go through to write and get their works published. If students hear from successful people that they still struggle with writing than that may give students a sense everyone struggles once in a while with writing and to not feel frustrated.
Q2: Would this form of communication be accessible to lower funded schools.
A2: The answer would most likely be no. But if a teacher really wanted to have their students be a part of such an experience I’m confident they would find a way. I think that if I were to be in a situation like this I would first try to speak with the administration to know what funds the school has. If such a venture can not be financed by the school I would organize a bake sale after school with the students help so that they can feel a part of the process and have a sense of accomplishment.
Subscribe to:
Posts (Atom)
