Journal 8: SMARTBoards

Journal Eight: The Use of SMARTBoards in the Classroom (No more chalk stains!)

Classroom 2.0

Retrieved 3/28/2009 from http://www.classroom20.com/forum/topic/listForTag?tag=iboards


After hearing so many positive comments about SMARTBoards and their efficacy with students who face specific learning challenges, I choose to investigate this particular technological device. A SMARTBoard is an interactive white board which can enhance activities and thus, improve learning skills. Basically, it is a touch sensitive board connected to a digital projector and computer. The projector shows the image from the computer screen to the whiteboard. Once the software is downloaded, the computer can be manipulated by hand or special pen.

One blogger suggests having the students actually play around with the SMARTBoard before actually using it as a learning too. Students are asked to write their names via the SMARTBoard and then manipulate the font on an attendance page. As the students enter the classroom, they find their names and drag them to the appropriate attendance column.

Another blogger touts SMARTBoards as a “public computer for the class” which helps facilitate and accelerates student learning in a collaborative manner. She also comments that less students sleep or tune out than prior to the SMARTBoard. (Man that got my interest!) The same blogger contends that he doesn’t know how he taught without it, akin to the way most of us feel about cell phones and other technological devices. One does not need look deeply into the blogs to see enthusiasm about how the SMARTBoard “digitizes” lesson plans and encourages students use.

In the classroom, the only negative I foresee is my students waiting their turns to check in or participate in a class project. I see using a SMARTBoard to model the importance of technology and to encourage my students who have hesitations, just as I have. Since a SMARTBoard ultimately takes the place of a whiteboard, I like the idea of using my whiteboard space to post student work, inspirational posters, and standards-based reminders. Because I work with students who have learning challenges, I see the use of a SMARTBoard to help them feel successful. Of course I would have to set norms and schedules for its use; that’s a given.

I checked out a few websites; however most of them seek to sell their products and the ads are a bit distracting

NETS- T: Inspiration

NETS-T Inspiration represents a graphic organizer of Technology Teaching Standards, sub-standards, and visual examples of each

Standard One

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.

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.

Journal Three

Journal Three: Keep Them Chatting

Cole, J.. (2009). “Keep Them Chatting." Leading and Learning with Technology.
p. 33-34.

Retrieved on 2/25/2009 from:

http://www.learningandleading-digital.com/learning_leading/200902/

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!

Journal 2: Museums in the Classroom

Journal 2: Museums in the Classroom

Reissman, R.. (2009). Museums in the Classroom. Learning and Leading with Technology, 38. Retrieved February 23, 2009 from:
http:www.learning and leading-digital.com/learning-leading/200902

Museums in the Classroom is a thorough yet concise rendering of how students are able to virtually visit a museum, regardless of its location. The article provides students with a forum to integrate pictures in the classroom at no cost! Teachers also benefit as they are offered a variety of supplementary materials such as guides, planners, and suggestions for student collaboration. Students can even plan for a museum opening with the actual gala of the occasion, even though in their own classroom. Plus, one can check out a cybermuseum long before and after an actual museum opens and closes in the privacy of home. Student engagement is crucial, and with this taste of realia, one would be hard pressed not to become interested!

Resource Central Museum Resources (www:resourcehelp.com/qsermuseum.htm) serves as search engine for various sciences, history, and even math. Students are able to download and subsequently display banners and souvenirs as well as design entry tickets and guest registries.

One need not look far for a glossary of museum terminology which is offered via Discovering the Museum Glossary (www:albanyinstitute.org/Education/Discovering)
and a medium in which to provide tours for peers or school staff through the Great Museums site (www:greatmuseums.org/virtual_museums.html).

Most students dream of travel one day; however, the cost of going abroad is definitely a factor. Now, students can virtually travel the world, in so doing, access content and become more computer literate.

1. How can students access virtual museums with limited number of computers in the classroom?

Most schools, especially high schools, have computer labs which accommodate large groups of students. Prior to their arrival, teacher instruction and subsequent modeling
should be done in order to students to best utilize computer time. Groups should be arranged, specific tasks determined, and independent practice defined prior to the lab activities.

2. What about the exorbitant cost of downloading colored pictures, documents, souvenirs and admission tickets and teacher materials?

Here’s where a student fund raiser could be extremely helpful, especially with the present supplies budget frozen. Prior to visiting the computer lab (at the very onset of the project), students will ascertain what materials they need to complete their projects. For example, colored paper, ink cartridges, etc. Collaboratively, the class will have a raffle, sale (See’s Candy) or other type of fund raising activity to cover the costs of materials needed to create a full blown classroom museum.

Social Bookmarking

Social Bookmarking:

Netiquette Home Page -- A Service of Albion.com

Surprisingly, I received a 90% on the quiz. I guessed at two answers concerning chat room protocols as I’ve never been in an actual chat room; I figured that brb stood for be right back. A few of the questions were simple common sense; however, there were a few of which I was unfamiliar. The question about the conditions in which a forward could be done was a bit tricky. The answer “Remember the human” will stick with me.

Students should know the rules of Netiquette ranging from common courtesy to outright breaking the law. I don’t know that ignorance of the law would hold up these days with kids as technically savvy as they are. From what I understand in the educational community, text messaging and visuals of a sexual nature are quite common and subsequently damaging. Since computer classes are not a requirement for graduation (at least in my district) where they can be presented usage guidelines for their parents to sign), there must be informational document in a mass mailing which explains the provisions of computer usage for incoming students. There simply exists too many ways for computer misuse and there’s no room for pleading ignorant.

Ed Change:

I failed that quiz miserably; wow, so much for thinking I had some semblance of social awareness. Ironically, one of the few that I did get right I was actually hoping would be wrong:

“According to the U.S. Census Bureau, the median annual income for the U.S. white men (25 and over) who have earned graduate degrees is $80,000. What are the median annual incomes for Latina/Native American women who have earned graduate degrees?”
Although aware that the pay is far from commensurate with minority women, I was astonished that Native American women receive a mere $40,000 compared to the white male with the same degree at $80,000. Now, that’s both gender and race discrimination and I find myself wondering agencies that advocate for both Latinas and Native women. Certainly this is blatantly unconscionable and I would be interested in ascertaining what La Raza or the Indian Rights councils are doing to address such an injustice. Out of curiosity, I can’t help but be curious about the discrepancy between white men and white women. Sometimes I feel as if I just crawled out from under a rock. I had no idea that the gap was this huge, and it definitely is disturbing news.

Another mind blower: “What portion of the U.S. budget goes to welfare and Social Security?

The less than one percent answer was shocking. Welfare recipients abound – at least, that’s my take, and honestly, sometimes I resent that their perks represent my tax dollar hard work. With a full blown budget crisis in full swing, it certainly seems plausible that some of the bleeding heart liberals of yesteryear were too generous and subsequently, states such as California are flat busted broke. With this new reality check that the actual figures for Welfare and SS represent less than 1% of the U.S. budget, I have fewer objections to Welfare; however, I feel that elderly citizens who have worked all of their lives deserve much more compensation. I’m also left wondering what other U.S. budget surprises are in store, especially in the wake of today’s American financial plight.

Teaching Tolerance Lesson Idea

This site provides an excellent week-long lesson for teenagers via the National Youth Violence Prevention Campaign. Upon first sight, it reminds me of something Vista High School utilizes during Breaking Down the Walls week in which we guest speakers and facilitators.

Day 1: Promote Respect and Tolerance
Day 2: Manage Your Anger
Day 3: Resolve Conflicts Peacefully
Day 4: Support Safety
Day 5: United in Action

The following are also excellent lessons for high school age kids and they strongly supplement the Vista High Character Counts curriculum. They can be used in grades 9-12. Subjects include: No Name Calling, No Sticks, No Stones, No Dissing video and subsequent lesson plan activities An American Dream video by Martin Luther King and speech contest We Can Live Together video and writing assignments.

Multiple Intelligences:

Contrary to the last decade, there are now eight areas of Multiple Intelligences compared to 7. They include the interpersonal, intrapersonal, body-kinesthetic, spatial, musical, logical-mathematical, musical, and most recently, the naturalistic. Evidence shows that the eight areas, when carefully integrated into content, reflects success across the board. Multiple assessments and collaboration within staff are an important component of M.I. success. Wistfully, the writer wishes that resources were available for M.I. professional development and subsequent implementation in Vista Unified.

Kathy Schrock's Guide for Educators - Home Page - Kathy Schrock's Guide ...
Under the category Literature and English Language Assessment, the link to Chico High School English Language and Literature Resources provided novels and short stories for English Language Learners

KidsClick!
My students are secondary English Language Learners with learning challenges recommended sites under Reading, Writing, and Speaking: ESL Café, The Problem with Listening: English as a Second Language. Chances are, they would not appreciate
Some of the child-like visuals and graphics; however, anything can be changed to accommodate older students.

NEA-Achievement Gap:

Multi ethnic groups, English Language Learners, students with learning disabilities, and youngsters who come from low income families are most at risk to be placed in achievement gaps and they are frequently the population I work with.

For starters, the guideline that most struck me is “Determine the diverse groups at your school by considering cultural, linguistic, racial, and ethnic diversity and find out the degree to which students in these groups are accessing available school resources.” Since I am a special education teacher, I have a bit of an edge as most of that data comes from feeder school IEPS. Those who are English Language Learners or Migrants are usually receiving commensurate services; however, the CELDT scores drive placement. It’s helpful to know that it’s against the law to test students of African American ethnicity unless the parents ask for it. Knowing the socio-economic status is a plus because I can then discern a student’s language needs if they speak BIC (Basic Interpersonal Skills) or if they’re closer to proficient. Having access to the IEP and the cume files are huge pieces when ascertaining specific student needs.

Another guideline that supplements my classroom style is “Engage school staff in discussions and activities that offers an opportunity to explore attitudes, beliefs, and values related to cultural diversity and cultural competence.” My first full lesson of the year entails positive co-existence in class and on campus. It’s based on conflict resolution techniques and an exercise entitled “Home Court. (La Meres, The Winner’s Circle)Vista High offers the Renaissance and Character Counts programs in which I encourage the kids to join. Renaissance rewards students who ordinarily would be unnoticed, and Character Counts wields the Six Pillars: Respect, Trustworthiness, Caring, Fairness,Citizenship and Responsibility. Since I was fortunate enough to attend the Character Counts seminar, I have a wealth of materials that I incorporate with my lesson plans. For example, my classes are just finishing To Kill a Mocking Bird and hence, doing a character study on Artifices Finch. As in the other major literary works we covered, students are asked to identify which Pillars the protagonist reveals and how those character traits affect plot development.

Finally, “gathering and organizing resource materials related to culturally diverse groups for use by school staff” fits my teaching style because I am a known collaborator and a multi modality instructor. One need not apply for a SPED position if they are not because I am only one of an IEP Team and only one of both English and ELD departments. From the many in-services I have attended district wide, via BTSA, or my SPED Level II program, I have so many gems to share – short story units for SDC/ELDs, Character Counts, Breaking Down the Wall Activities, Lindamood-Bell Reading Strategies, Lesson Plan by Design, Quantum Learning, Holt, and CLAD courses have left me with resource materials which address culturally diverse students. There simply is not reason to re-invent the wheel when there are so many resources with which to collaborate.

National Archives: The Charters of Freedom
I choose to view the online exhibit “The Charters of Freedom” which showcases the actual creating of The Charters, the Declaration of Independence, the Constitution, and the Bill of Rights. The site’s visuals, for either sale or download, are off the chart in color and detail. I can’t help but remember how I, as a teen, found history so dull, but this site clearly depicts, in color and detail, what I bypassed so long ago. If I taught history, my room would clearly reflect the artistic artifacts the site showcases.

One could easily write an epistle on the importance of primary resource importance as primary resources generally reflect a more specific or authentic piece of content. A strong primary resource shows evidence (the big buzz word in this day and age) that the student did an extensive search for pertinent text, visuals, or even an artifact of sort.Primary sources strengthen a research paper and the subsequent hypothesis; and in so doing, create an interactive and aesthetically pleasing project in a multi-modality way.