NETS-T Inspiration represents a graphic organizer of Technology Teaching Standards, sub-standards, and visual examples of each
Standard One
Sunday, March 29, 2009
Sunday, March 8, 2009
Journal Five
Journal Five:
Bull, Glen. (2006). Leading and Learning with Technology. Collaboration in
a Web 2.0 Environment.
Retrieved from:http://www.iste.org/AM/Template.cfm?Section=April_No_7_&Template=/MembersOnly.cfm&ContentFileID=2642
Web 2.0 offers syndication via RSS (Really Simple Syndication) as a means of classroom collaboration among students, offering them yet another venue in which they can share work and collaborate on projects. What an excellent method of engaging students in content based activities because they are familiar with the practice since it’s so commonly used to contact friends.
With regard to the student population I teach and the subsequent use of Web 2.0., very specific boundaries would be enforced if (or shall I say when) I am in the position to provide student access. For starters. I would do an entire lesson plan about Web 2.0 so my students would be clear (CRYSTAL) on the programs’ purpose. I know my kids well enough to know that they are seeking fun and entertainment rather than the sharing of content; and because they tend to be task avoidant, they venture into unproductive ways of spending time. Both my students and their parents would sign an agreement prior to the onset of a collaborative project.
NetVibes sound like an incredible teaching tool with multiple supports for
students via RSS which features the feed for G-Mail, pictures through the
Flickr, and web based word processing (Writely). Since Web 2.0 offers an editing component (which addresses State Standard Written Expression) offers an intervention for struggling writers who fear peer input. At this point, planning and knowing I had the necessary resources precedes a class or group project involving either Bloglines or Web.2.0; however, at least I have the data to begin some type of integration in my units.
Question 1: How will the students buy into Web 2.0?
A. The fact that they already know how to socially network is a real plus. The magic happens when they find that Web 2.0 provides an interactive and fun way to build and even remediate language (and otherwise skills)
Question 2: What about students who do not have web access at home?
A. Via the site computer labs and the library, students are afforded the opportunity to create a class project vs. Web 2.0.
Bull, Glen. (2006). Leading and Learning with Technology. Collaboration in
a Web 2.0 Environment.
Retrieved from:
Web 2.0 offers syndication via RSS (Really Simple Syndication) as a means of classroom collaboration among students, offering them yet another venue in which they can share work and collaborate on projects. What an excellent method of engaging students in content based activities because they are familiar with the practice since it’s so commonly used to contact friends.
With regard to the student population I teach and the subsequent use of Web 2.0., very specific boundaries would be enforced if (or shall I say when) I am in the position to provide student access. For starters. I would do an entire lesson plan about Web 2.0 so my students would be clear (CRYSTAL) on the programs’ purpose. I know my kids well enough to know that they are seeking fun and entertainment rather than the sharing of content; and because they tend to be task avoidant, they venture into unproductive ways of spending time. Both my students and their parents would sign an agreement prior to the onset of a collaborative project.
NetVibes sound like an incredible teaching tool with multiple supports for
students via RSS which features the feed for G-Mail, pictures through the
Flickr, and web based word processing (Writely). Since Web 2.0 offers an editing component (which addresses State Standard Written Expression) offers an intervention for struggling writers who fear peer input. At this point, planning and knowing I had the necessary resources precedes a class or group project involving either Bloglines or Web.2.0; however, at least I have the data to begin some type of integration in my units.
Question 1: How will the students buy into Web 2.0?
A. The fact that they already know how to socially network is a real plus. The magic happens when they find that Web 2.0 provides an interactive and fun way to build and even remediate language (and otherwise skills)
Question 2: What about students who do not have web access at home?
A. Via the site computer labs and the library, students are afforded the opportunity to create a class project vs. Web 2.0.
Journal Four
Journal Four:
Riedel, C..(2009). T-H-E Journal. Create, Collaborate, Communicate: Empowering
Students with 21st Century Skills.
Retrieved on 3/1/2009 from: http://www.thejournal.com/articles/23872
Such a sad commentary that “education ranks 55 and thus, below technological applications used in coal mining.” creates a dismal, yet clear perception that
t describes the educational crisis that currently exist (Reidel, 2009.) The statement is far from arbitrary. Admittedly, the “traditional classroom” frequently fails to address the skills current students require in order to fare in the highly competitive and advanced age which is referenced as a means of empowerment in the article. Indeed, employers seek those who have interactive and problem solving skills. Video conferencing is huge, and easily saves large corporations traveling expended. This generation of students is expected to establish a global voice in the domestic and world economy.
The other day, after reading The North County Times, one of my students enjoyed the story about the 10 people who won a two hundred and ten million dollar lottery. The students asked me what I would do with such a hefty amount, and I rapidly replied
(without even thinking) that every student would have a laptop at home and at school.
DiBlasi, a retired CEO, submits that students require collaboration and the ability to edit content discourse and discourse. In an age where so many assignments and projects are technology based, the statement begs adherence.
Since districts vary according to socio-economic status, the availability of resources in which to provide skills in a highly technologically demanding job market vary as well. One thing is consistent; however, and that is the demand for interactive skills, collaboration, and self directed projects exists.
Question 1: Veteran teachers frequently resist change; hence, what can be done to foster enthusiasm and buy in?
A. Old habits die hard; however, it does not take a rocket scientist to see that technology becomes more of a driving force in education with each passing year. I am not opposed to mandatory in-services for staff on buy back days. Most sites also offer designated collaboration times for teachers which could focus on content access via technology.
Question 2: How can massive and advanced technology reach the 21st Century classroom with out “compromising district constraints?"
A. There are a myriad of grants available. Vista High recently received a 5 year grant
(It’s called 21st Century Grant and it provided 2.5 million over a five year period)
to subsidize after school programs. Presently, advanced technology classes, among others, are offered. I believe that a portion of the grant monies is allocated for technology.
Riedel, C..(2009). T-H-E Journal. Create, Collaborate, Communicate: Empowering
Students with 21st Century Skills.
Retrieved on 3/1/2009 from: http://www.thejournal.com/articles/23872
Such a sad commentary that “education ranks 55 and thus, below technological applications used in coal mining.” creates a dismal, yet clear perception that
t describes the educational crisis that currently exist (Reidel, 2009.) The statement is far from arbitrary. Admittedly, the “traditional classroom” frequently fails to address the skills current students require in order to fare in the highly competitive and advanced age which is referenced as a means of empowerment in the article. Indeed, employers seek those who have interactive and problem solving skills. Video conferencing is huge, and easily saves large corporations traveling expended. This generation of students is expected to establish a global voice in the domestic and world economy.
The other day, after reading The North County Times, one of my students enjoyed the story about the 10 people who won a two hundred and ten million dollar lottery. The students asked me what I would do with such a hefty amount, and I rapidly replied
(without even thinking) that every student would have a laptop at home and at school.
DiBlasi, a retired CEO, submits that students require collaboration and the ability to edit content discourse and discourse. In an age where so many assignments and projects are technology based, the statement begs adherence.
Since districts vary according to socio-economic status, the availability of resources in which to provide skills in a highly technologically demanding job market vary as well. One thing is consistent; however, and that is the demand for interactive skills, collaboration, and self directed projects exists.
Question 1: Veteran teachers frequently resist change; hence, what can be done to foster enthusiasm and buy in?
A. Old habits die hard; however, it does not take a rocket scientist to see that technology becomes more of a driving force in education with each passing year. I am not opposed to mandatory in-services for staff on buy back days. Most sites also offer designated collaboration times for teachers which could focus on content access via technology.
Question 2: How can massive and advanced technology reach the 21st Century classroom with out “compromising district constraints?"
A. There are a myriad of grants available. Vista High recently received a 5 year grant
(It’s called 21st Century Grant and it provided 2.5 million over a five year period)
to subsidize after school programs. Presently, advanced technology classes, among others, are offered. I believe that a portion of the grant monies is allocated for technology.
Monday, March 2, 2009
Journal Three
Journal Three: Keep Them Chatting
Cole, J.. (2009). “Keep Them Chatting." Leading and Learning with Technology.
p. 33-34.
Admittedly, I found it difficult to relate to the article because my students do not chat as a form of accessing content. Unless I can secure the site computer lab, I am limited in the frequency of activities that involve technology. However, that is hardly an excuse because my students can find computers on campus during their free time; hence follow through is on them!
I am drawn to the Inquiry Method and will plan on using it in my present unit with
To Kill a Mockingbird. I’m thinking that I’ll write a lesson plan which entails research and subsequent problem solving via human rights groups who advocate for those stereotyped, unjustly accused, or victimized.
Because the majority of my students fall into the ELD umbrella, Mexican history truly serves to engage them, especially around holidays; and with Cinco De Mayo drawing close, they would enjoy an activity that honors their history and thus, supplement their already festive mood. The discrepant event inquiry method and personal life examples
activate prior knowledge and would provide the forum (said like a true English teacher) for the written text of a project. Just the thought of doing a web search for Cinco De Mayo would be an attention getter, especially if they were able to download colored pictures of low riders.
Using illogical comparisons might present a bit of a stretch for the population of students I teach; albeit, not impossible. The web search information could serve as a compare/contrast activity via use of a Venn Diagram. Any concept can be taught with the appropriate scaffolding, and today’s technology offers just that.
Question 1: What happens to my students who have no technology access at home?
A. The assignment entails a specific time of day when students may chat while they are still on campus; and they must be proactive in finding a computer they can use. I do not know if one teacher or staff member that would refuse a quick chat during lunch, extended learning period, or even after school. Students who attend Saturday School
(either for discipline or otherwise) also have ample opportunity to do assigned chats for collaborative projects.
Question 2: What about downloading color pictures to show comparisons or personal life examples.
A. Short and to the point: one per student; let’s blame the budget crisis!
Cole, J.. (2009). “Keep Them Chatting." Leading and Learning with Technology.
p. 33-34.
Retrieved on 2/25/2009 from:
Admittedly, I found it difficult to relate to the article because my students do not chat as a form of accessing content. Unless I can secure the site computer lab, I am limited in the frequency of activities that involve technology. However, that is hardly an excuse because my students can find computers on campus during their free time; hence follow through is on them!
I am drawn to the Inquiry Method and will plan on using it in my present unit with
To Kill a Mockingbird. I’m thinking that I’ll write a lesson plan which entails research and subsequent problem solving via human rights groups who advocate for those stereotyped, unjustly accused, or victimized.
Because the majority of my students fall into the ELD umbrella, Mexican history truly serves to engage them, especially around holidays; and with Cinco De Mayo drawing close, they would enjoy an activity that honors their history and thus, supplement their already festive mood. The discrepant event inquiry method and personal life examples
activate prior knowledge and would provide the forum (said like a true English teacher) for the written text of a project. Just the thought of doing a web search for Cinco De Mayo would be an attention getter, especially if they were able to download colored pictures of low riders.
Using illogical comparisons might present a bit of a stretch for the population of students I teach; albeit, not impossible. The web search information could serve as a compare/contrast activity via use of a Venn Diagram. Any concept can be taught with the appropriate scaffolding, and today’s technology offers just that.
Question 1: What happens to my students who have no technology access at home?
A. The assignment entails a specific time of day when students may chat while they are still on campus; and they must be proactive in finding a computer they can use. I do not know if one teacher or staff member that would refuse a quick chat during lunch, extended learning period, or even after school. Students who attend Saturday School
(either for discipline or otherwise) also have ample opportunity to do assigned chats for collaborative projects.
Question 2: What about downloading color pictures to show comparisons or personal life examples.
A. Short and to the point: one per student; let’s blame the budget crisis!
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