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Thursday, May 13, 2010

Social Bookmarking (Delicious.com): NETS 1, 2, 3 & 5

This assignment required that I research several topics using the website Delicious.com. I was able to locate many websites covering a variety of subjects using Delicious. A couple of the topics I researched include: National Archives (resources for historical events) and Multicultural awareness. See below for further information.

During this assignment I learned to set up a Delicious account and organize websites I want to save into categories called "tags". The information saved on my Delicious account is available to other Delicious users for their own research, so this website promotes collaboration with others. To see examples of the websites I saved on Delicious, click one of the words in the "word block" on my blog to the left of this entry.

1. National Archives: The National Archives Eyewitness website contains a collection of eyewitness accounts of major historical events and the lives of important figures in history. The collection includes letters, pictures and some broadcasts from fifty years ago to hundreds of years ago. As I glanced over the table of contents, which include events such as: "The deadly Virus", a recount of the influenza epidemic that swept the world in 1918 killed an estimated 50 million people. I also looked in depth at a section focused on African American photographer, John H. White, which included writings, and photos of when he worked for the federal government photographing Chicago, especially the city’s African American community. His photographs portray the difficult circumstances faced by many of Chicago’s African American residents in the early 1970s, but they also catch the "spirit, love, zeal, pride, and hopes of the community". In the classroom, this collection would bring history to life for both middle school and high school students. For example, they would be able to see what was going on in Chicago for African Americans during his part of history. I found the website fascinating, and plan to use it in the classroom.
2. National Education Association: For this part of the assignment, I first learned that the following student groups experience achievement gaps: racial and ethnic minorities, English language learners, and students with disabilities and students from low-income families.
Three of the area that I feel will fit in my teaching styles are:

A.) Network with parent, family, minority community, and faith-based organizations concerned with the needs of diverse students. Solicit their involvement and input in the design and implementation of initiatives for culturally, linguistically, racially, and ethnically diverse groups.

I believe the key to a student’s success can be directly associated with their support network, or social support from those in their family, community, and faith-based organizations. To improve the chances of the student success, I would want make sure I am aware of all the needs and issues regarding my students, so that I may teach to ethnically diverse groups.

B.) Ensure that your school has a mission statement that commits to cultural competence as an integral component of all its activities. The cultural competence committee should be involved in developing this statement.

My schools mission statement should be the leading message to drive our approach to cultural diversity in the classroom. It is important for all teachers to be on one accord, and to have a road map to foster diversity, and strive to be an inclusive educator. It is important for a school to have a great mission statement, but they must continue to uphold the standards of the mission.

C.) Engage school staff in discussions and activities that offer an opportunity to explore attitudes, beliefs, and values related to cultural diversity and cultural competence.

I believe change in attitudes, beliefs, and values start within one individual, but have the greatest impact when challenged, and or reshaped with in a group discussion setting. Teachers must continue to engage discussion and activities around cultural diversity and competence in order to be prepared to serve both the students of today and the future.

3. Cyber Bullying

After taking the “Cyber bully test” at www.stopcyberbullying.org, my total score was 12, so I would be classified as cyber sinner. Though I didn’t score high enough to be a bully, I agree that I should change my practices. This test showed me how little things can lead to bigger issues in cyber space. After reading more in-depth of how teachers deal with different cyber bullies, I found out there are four different classifications:
• The Vengeful Angel
• The Power-Hungry or Revenge of the Nerds
• The “Mean Girls”
• The Inadvertent Cyberbully or “Because I Can”

The complete descriptions can be found at http://www.stopcyberbullying.org/educators/howdoyouhandleacyberbully.html, but the one that intrigued me was inadvertent cyberbully, because many casual net users could fall into this category. Inadvertent cyberbullies usually don’t think they are cyberbullies at all. They may be pretending to be tough online, or role playing, or they may be reacting to hateful or provocative messages they have received. I also learned that these types of bullies act more of impulse, rather than thinking about the broader ramifications of what they are sending.

4. Kathy Schrock’s Guide for Educators

One area which interested me on this website, located in the “Subject Access” category, was: History and Social Studies. I choose this area because I think history and social studies can play important roles in developing students’ awareness of issues around cultures, race, and other societal issues across the world. In my perspective, I have found the more you know about history, you can begin to understand, how different events have affected people and society in general. Social studies allow for the various perspectives to be examined, not for correctness or the right experience, but just to show the differences and similarities between us as human beings. In the “teachers helpers” section I looked at the “gadget and podcasting” area. This was interesting because it went along with the idea of bringing technology into the classroom. I can see myself using this website when I am a teacher because it has great resources for any subject that a teacher would want to look into. It has great detailed information specifically for teachers and certain subjects.

5. Multiple Intelligence

My top three intelligences are:

Bodily-Kinesthetic 92%
Interpersonal 88%
Musical 63%

The video choose to watch was on Multiple Intelligence Leave No Child Left Behind on edutopia.org. The video focused on finding ways to get students to learn using their own particular strengths, instead of general curriculum. The teachers used specialized courses called “pods”, where teachers design courses around a subject such as music, and use the course to learn. I learned that many students have different learning styles. Furthermore, it’s a great way for students to understand their strengths, and how to best apply them to their life.

6. Teaching Tolerance Lesson Idea

I chose 3rd -5th grade and gender biases as my lesson plan. In the lesson plan students say out loud, “Give it a rest, no group is best.” I believe that especially at that age too many students feel that boys and girls have so many differences and in physical areas, especially, when in reality at that age they are equally strong and flexible. Having a norm in the classroom that focuses on equality of sexes is important, children focus too much on the differences between boys and girls and that carries on into adulthood. This lesson could also be used in for other biases like; racial or socioeconomic biases.

I chose 9th-12th grade and checking on stereotypes as my lesson plan. In this lesson students :
• Students will identify stereotypes they've experienced or heard
• Students will discuss how these stereotypes are not always true
• Students will identify specific ways to break down stereotypes

A key component in the development of culturally responsive conflict resolutions models is developing tools to identify and break down stereotyping. Stereotypes can be broken. When we bring people together to open up and honestly share who they are, stereotypes begin to shatter. We discover that other people are not the mental picture created by our stereotype. I would be able to use this lesson in class to help students understand stereo types.

7. In the Multicultural and Equity Awareness website I found that question three and question ten to be interesting. Question three was about the treatment of gay, lesbian, bisexual and transgender groups in health care, I was shocked that 52% of physicians have witness unequal treatment by their colleagues to these groups. When one is a physician I feel it is their duty to give everyone equal treatment regardless of their sexual orientation. As a teacher I hope to promote tolerance of all cultures in my classroom. The second question that interested me was question ten, it was about the differences between legal amounts of powder cocaine (mostly used by the wealthy) and crack cocaine (mostly used by the lower class). The fact that there is such a difference in the legal possession amounts it astounding. It shows a huge bias in the socioeconomic class. This quiz was very interesting to me because I feel that I learned a lot about many different types of biases.

8. Netiquiette quiz

I got 100% on the Netiquiette quiz. It is important to teach student netiquiette because this is the age of technology and students are going to be on the internet for large portions of time and being rude online is just as bad as being rude in person. Teaching students how to properly use the Internet and to be polite online, and not offend other people. ;)

Thursday, April 29, 2010

Excel Worksheet: Nets 1 & 2

This crossword puzzle was created in Excel. In creating the crossword, I learned basic functions of Excel, such as formatting row height and width, changing font sizes and colors, adding borders, as well as adding hidden "clues" for each word. This would be useful in a middle school classroom as a creative way to practice spelling and comprehension, and or to use as ice breaker for name game.

Copyright/Internet Safety: NETS 4 & 5

JCCS Internet Safety

Journal #9 Playing with Skype - NETS 5

Weller, T. (2010). Playing with skype. L & L, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd=

This article discussed the many benefits of using Skype to enrich students’ educational experiences. Skype is a software application that allows users to make voice, instant messaging, file transfers, and or video calls over the Internet, for free. This technology was used to allow a group of music students’ to speak with real musicians and to learn tips and skills from them. This type of learning has proven very valuable and cost effective because it takes the burden off the teacher to know everything. In many cases they can reach outside the classes for experts of fields.

What benefits could teachers get from using a technology such as Skype?

There are many benefits to using this technology, but most notably it gets the students access to professionals, and or informed persons depending on the subject and content. Just as T. Weller did with his music class in the article, it makes room for more experts. The other great thing is that schools would save a lot of money by not having to provide money to have the person to come to the class physically.

Would all “experts” be willing to join in class using Skype?

I think many educational experts would most defiantly take the opportunity to use their skills and talents to help the students in classes through Skype, but I think that we would find there would be a high number of them they would be more selective, or could even charge a small fee. In the later case, it would limit the access for teachers and students depending on the schools budget.

Journal #8: Navigate the Digital Rapids - NETS 5

Navigating the Digital Rapids
Lindsay , J, & Davis, V. (2010). Navigate the digital rapids. L & L, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm

This article discussed the complexities of teaching in the digital age. Teachers are faced with the challenge of developing learning environments that are more customized for the ever evolving digital students. This approach involves students in student-centered, globally connected projects, each student's learning experience becomes markedly different, and each classroom becomes as unique as the students and teachers who learn there.

The article also talked about the importance for students to learn how to navigate educational networks. Students needed to have clear guidelines for appropriateness, and ethics of how to conduct themselves on these educational networks, as opposed to social networks such as Facebook. One of the key suggestions for teachers to do this was to make sure the teachers had a plan. The teachers have to lead by example, and help students to not make mistakes by crossing the line. Furthermore, the article talked about the importance for teachers to overcome fear of technology, how to deal with objections, straying off topics, and how to put the learning in student’s hands. The goal for teachers using educational networking would be to prepare their students for the digital age in college.

Furthermore,author strongly believes that teachers should join networks that are focused on technology tools for the classroom like web.20, wiki among others to learn to understand the quality of the material. The authors also believe that “Flat Classroom Projects” a website that is an educational networks for both student and teachers can give the opportunity for both groups to share their experiences when it comes to technology.

At what age should students star using educational networking?

It should start when students begin to use technology more frequently. In many cases this day in age it could mean as young as four in the United States. It’s critical that students learn these computer skills, in order to make it less challenging in the future.

Could students find success in college with only basic, uniform, computer skills in high school?

No, student of tomorrow couldn’t make it with basic skills because the world and internet is rapidly changing. Those students who fail to gain the skills to adjust to the different components to technology will finds themselves drastically behind their peers in college.

Friday, April 23, 2010

Journal 7: The Beginner's Guide to Interactive Virtual Field Trips - NETS 5

Zanetis, Jan. (2010). The Beginner's guide to interactive virtual field trips.
L&L, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D

The article “The Beginner’s Guide to Interactive Virtual Field Trips” is an article about ways that teachers can take their students on field trips without having to take them out of the classroom. The highlighted the benefits of using this form of learning, especially
during harsh budget times. There were two types of virtual field trips (VFT), Asynchronous and Interactive virtual field trips. Asynchronous VFT’s are videos that students can watch online that were previously taped. The interactive VFT’s are videos placed online to
allow students to watch in real time. Though both options provided their own pros and cons, they both provide a alternative way for students to engage with world.

Would students learn more on a virtual Field trip than a physical field trip?

I believe students could have the opportunity to learn more on an asynchronous VFT because there are many more elements that could be implemented into the presentation, there for allowing the students to learn more.

What other benefits would we get from VFT’s besides saving on budgets?

The benefits are limitless because the students would have access to all corners of the world. They could have dialogues about class projects, cultural difference, and many other engaging activities. On the other hand though, I don’t think either option could take the place of being there in person.

Journal 6 Web 2.0 Education and Gaming

I decided to look at gaming in education because it is such a popular thing these days, and I also can remember my personal experience using two games in grade school. The games were called “number muncher’s” to learn math and the other “The Oregon Trail, for the history of travel west. Educational games and programs are computer and game console software developed to help enrich students learning and to build team work. The games themselves can be used for many different subjects, such as math, history, and science. One thing that is evident, is they all have the same goal in mind to improve students’ learning.
After reading the threads in the gaming section, I am amazed with how many different ideas teachers are coming up with to engage their students using games. On teacher in particular Mr. Roughton, has a number of game series in history where his students learn about great empires of the world. Also many of the games that teachers are currently using are for mathematics. They have 3d single player games where the student can control a character against villains, and obstacles by entering the correct answer for math problems.
Overall, education and gaming seems like a pretty cool way to engage students. I found the threads to be very helpful in terms of suggestions on how to get all students in a competitive mode, without going overboard, and fostering learning. I would say all teachers should try some version of gaming at some point during the school year.

Thursday, April 15, 2010

Inspiration: NETS 1, 2 & 3

Power Point Ed 422: NETS 1, 2 & 3

Rubric 422

Journal 5 Turning Lurkers into Learners

Alley, j, & Krauss, J. (2007). Turning lurkers into learners. L&L, 35(1), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_35_2007_2008_/AugustNo1/LandL_August_2007.htm
This article was about creative ways teachers can turn students that just search online casually, into students that can learn and have discussion through online chats. Online discussions provide opportunities for students to generate reflections, share ideas and questions with others, and participate in dialogues that can lead to further investigations and discoveries.

Hooking the students into active online discussion is only the first step in creating a productive online learning environment. Their level of interest and participation must be sustained so they can continue benefiting from their online learning experience. Another method that promotes engagement is allowing students to facilitate some of the online course discussions themselves. Student discussion facilitation can even help promote a more active discussion forum where students feel empowered because much of the teaching and learning rests with them.

After reading this article, I found online communication such as blackboard useful. In the past I often wondered what benefits we could get out of such a tool. I see there are many, but I now know it must be used creatively.

What are some things teachers could do at CSUSM, to get students more involved on webct discussions?

I think that teachers could be more interactive in the discussions and actually bringing online questions to the next class. I noticed here, that many instructors use webct chats as way to get students to discuss the chapter, and or read before class, but may times the discussion are not brought up in class. Another thing teacher could do is to be specific in terms of a chat question or discussion, instead of random thoughts that cover a chapter.

Should all classes have a portion of it web based with discussion?

I think a portion of all classes should be online simply to keep quite students involved. I think it provides a place for the class to be organized. I guess an online portion would be a one stop place to get all the up to date information, instead of carrying the syllabus around. The only thing that I wish was that the online portion could be more interactive like a facebook or something. That way people could really connect with students. Instead of being grouped by classes, and then erased at the end of each semester.

Journal 4 Finding Students Who Learn with Media

Bull, G., Alexander, C., & Ferster, B. (2010). Finding students who learn with media. Learning and Leading with Technology, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListComboInd=D
This article focused on the importance of students-created media on student’s engagement and learning. The Smithsonian American Art Museum employs PrimaryAccess to allow students to create their own movies in a virtual online exhibit called Picturing the 1930s. Students with this program can work with Media and incorporate it into their glance and research about history, social studies, etc. The students could narrate a story with their voice and place text if they wanted it to be visual.
Could a technology such as primary Access work with inner city school?
I believe the concept would work very well because it is low cost and the teachers and schools would only need networking capabilities. They could keep the students engaged by having the objectives, and it’s a fun and creative way to express themselves. One drawback might be that there library of information is limited depending on subjects, which would mean it would probably only keep kids that found interesting things on the site engaged.
What benefits are there from teachers having the ability to analyze student activity through online tools?
There are many benefits such as being able to see the student’s detailed progress on specific objectives instead of having them cram information and take multiple choice exams. The teachers will also be able to make changes to their lessons to better connect to the students, all while the students focus on their work.

Tuesday, April 13, 2010

Journal 3: Keeping Peaces

Levinson, M. (2009-2010). Keeping the peace . L&L, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25237&DirectListComboInd=D

Levinson’s article touched on a story that is being faced by many schools across the nation. How much technology is too much? And who should be the one to decide? The parents? students? teachers? In this school, the campus became divided after starting a new laptop program. The students began to over use the instant messaging software and video chat. Many of the teachers feared the students were not getting enough work done, and many parents felt that the only use for the technology was for learning, not socializing. Though there were a number of differing opinions on both sides, one thing was apparent; they had to develop better ways to make all of the parties happy. After doing the test run of the program, and hearing from all sides, Levinson’s school was able to come up with a collaborative way to set appropriate boundaries and trainings for the students, so that they could make better use of their time, all while being able to socialize.

Q #1:Should students be told how much they can use technology?

I don’t think students should be told how much to use, but better yet HOW to use the technology effectively. The social networking phenomenon is not going away anytime soon and it very presence can provide an unlimited amount of learning opportunities. The goal of the teachers would have to be for them to find ways to get the students to know how to use their time effectively, and creatively.

Q#2: How does this “policing” translate into college years where there is little to no policing of social networking at school?

I know for myself, and all the other college students out here know a great deal about social networking sites such as MySpace, and Facebook and even IM. And for most of us, we didn’t learn about it from teachers at school. I think that is one of the main reasons it’s often hard for us to find that fine line between business and pleasure. In order for students of tomorrow to be successful and responsible technology users they must learn a more holistic approach to what their technology can do for them academically, professionally, and socially. If we don’t, I believe students will go even further in regards to misusing technology and information.

Journal #2 Using Podcasts to develop a global perspective

Maguth, Brad.M., & Elliott, J. (2010). Using Podcasts to develop a global perspective. Learning and Leading with Technology, 37(5), Retrieved on February 11, from http://www.iste.org/AM/Template.cfm Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25244&DirectListComboInd=D

Podcasting has really become a popular way for people to communicate to different audiences. It has allowed people the ability to speak, and share information with other people on the other side of the world. For example, in this article some students at a science and technology school in Columbus, Ohio, they were given the assignment to come up with ideas around a current global issue, by interacting with others from around the globe. This interaction illustrated the usefulness of allowing students the tools to explore new questions, and to interact with people they would have probably never met otherwise.

After reading this article, I am curious to learn more about podcasting. I have yet to use the technology before, but I think it would be a valuable instrument in the class room.

Question #1
Can all students learn from podcasting?

I believe most, if not all students could find ways to learn using podcasting. Like many things I guess it would depend on the student and the subject matter. The key attribute about this technology is that it allows the student to get on a global stage.

Ques. #2
How would this impact inner city student?

This technology would be a valuable asset to many inner city schools. The students would be able to get a view and perspective of what’s going on outside there immediate area where they live. Many times these students are underprivileged and don’t have the access. The only problem would be that many of these schools lack the funds to provide these types of services.

Journal #1 Computing in the clouds

Johnson, D. (2009-2010). Computing in the Clouds. L&L, 37(4), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm

This was a very interesting article. Computing in the clouds? It’s a referenced used to explain working on documents, power points, email, web searching, and pretty much everything else all using an online network. This would mean that there would be no need for flash drives, external hard drives to keep our information on when using computers. This type of option is very convenient for people on the run, who have to work on things to-go both individually and collaboratively. Over all, cloud based computing is also very coast effective. When using the online network such as Google docs, one wouldn’t have to pay for all the software upgrades and add-on for suites like Microsoft. They could just us similar software that could be accessed from anywhere, all for free.

Furthermore, the ability to cut down on the need for more apps and software, would mean we as consumers wouldn’t need to invest in these expensive, large hard drive, desktop and laptops. I personally think this would be very resourceful, and convenient both as a student and worker. I could always have access to my files and personal information.

What are some ways teachers could utilize these technologies?

Some creative ways that teachers could use this technology would to simply have all the students work transferred to Google docs. Their assignments, projects, and even class work could all be incorporated into this online network. No more… I left my work at school! Also, more so for educators, they could start using online books for curriculum. This would allow students to go even farther in terms of productivity, along with not having to carry all those books.

How would I see myself using the technology?

I could see myself using this technology in a variety of ways in all areas of my life. Education wise, I could throw away my flash drive, or as I like to say sometimes “the cuffs”. I would be able to move between my home and school computer without having to worry about which document is the most up to date. This would also be true in my work life. I am a case worker in social services, which requires me to keep many case files for clients and projects. I would be able to have access to all these things, and more, just by computing in the clouds.

Friday, January 29, 2010

Hello All..... my name is Rajah... here is a little about me...


Hello, my name is Adam Rajah Gainey. All my friends call me Rajah. I am currently a 6th year senior here at California State San Marcos, graduating with my BA in Human Development this coming May, 2010. I am a native of San Diego, and have been able to see all parts of the city. I grew up in the foster care system from the age of 8 – 18.5 years of age. During most of that time in care, I was bounced around to over 13 different foster homes and 3 group homes, and as many schools. I was able to stay at the same high school, Kearny High, in Linda Vista are of San Diego. After graduating high school, I attended Cuyamaca Community College in Ranch San Diego for 3 years, and then I transferred to CSUSM.

My experience with technology has grown a great deal since coming to college. Before then, I would do whatever I could to avoid computers, but I luckily found out that life is so much better with them! I would most classify myself as a PC person. I guess that’s because like most, they were the type of computer’s I was first introduced to at school. I would say that I depend on technology very much on a daily basis. I would die if I didn’t have my G1 (Google Phone) because it keeps me organized with my calendar, assignments, emails, facebook, and life as a whole. I also usually have my computer with me when I come to school. It is one of the New HP Smart-touch notebook, which is really cool. I just recently updated the operating system to the Windows 7 ultimate, and have Microsoft Office Enterprise 2007.

The part of the CSUSM/COE Mission Statement that speaks to me would have to be the part that says “We are committed to diversity, educational equity, and social justice, exemplified through reflective teaching, life-long learning, innovative research, and ongoing service”. This mission resonates with me because I understand firsthand the importance of having an inclusive education for all students. I have the best memories of teachers that seemed to really focus on helping me to reach my personal potential. On the other hand, I have many more stories where I had to deal with educational situations that lacked diversity, social justice, and the appreciation of life –long learning. I feel that CSUSM, /COE mission statement is great over all, it shows how they seek to prepare us as teachers to be able to be diverse in our thinking and approach to teaching. This will have a lasting impact on our future society.

Thursday, January 28, 2010