In the article, “Storytelling in the Web 2.0 Era,” by Glenn Bull the author discusses the meaning of Web 2.0 and its effect on technological storytelling and its interaction with education. The most interesting and classroom applicable part was the web ‘storytelling.’ According to the article, this type of ‘storytelling’ has to do with the insurgence of a variety of web tools to create a story in a new and interactive way. This allows for teachers and students to tell or even perhaps retell a story in a new and unique way with the interaction of two or more types of media that can be shared on the web. A few examples are slideshow, mapping and scrapping as ways to interact with the material. These would be particularly useful for either a history or language arts class where students typically use graphic organizers to recall events in a story. But in this case they could create projects to show their understanding of the story using technology. They could collaborate in groups of two or three and interact with technology while successively showing their understanding and comprehension of the material they read. Reading comprehension is something even higher achievers struggle with. They can discuss their thoughts create pre-creation activities and have the assistance of a program to edit their work and sentence structure. For students with special needs that have trouble writing, digitally creating their ideas would provide a viable alternative. The margin for success would be higher for all students regardless of need.
Question #1:
How does Glenn Bull address the viewpoint of not integrating this type of technology due to cost?
Glenn states that given the integration of Web 2.0 there is no cost to schools to utilize this type of technology. He also says given these programs are web based and free students and other can access them from anywhere in order to complete and work with these frames. He discusses the more than 50 different applications and their presence and their ability to be used in the classroom. He does however believe their usage will require creativity and thoughtfulness. Each type of modality must be utilized to get the most out of their projects and assignments. But this is simply reminding teachers to use best practices, even when it comes to technology integration.
Question #2:
What are the four attributes of Web 2.0 and describe one of them.
Publisher Tim O’Reily popularized the term and defined its four parts as, web as a platform, user generated content, sharing and remixing, economic and educational value. The most interesting one for me was the ‘economic and educational value’ element. This particular one has two parts the economic side which refers to the sheer ‘dirt cheapness’ of this new Web 2.0 idea. That is, everything is available on the internet and free to access and use. The educational value was discussed when the author went into the value of this framework in the classroom and its applicability into a variety of ways and subjects. It is simply invaluable to teachers and we must take advantage for the sake of our children’s knowledge and integrate it as creatively, carefully and abundantly as possible.
Saturday, March 8, 2008
Journal #4 – “5 Don’t’s of Classroom Blogging”
The article titled, “Five Don’t of Classroom Blogging,” published in T-H-E Journal by Julie Sturgeon discusses the pitfalls and things to keep in mind while integrating classroom technology into ones curriculum. The first warning comes from Anne Davis reminding teachers not to just ‘dive in’ when beginning a blog. She recommends utilizing guidelines for her students and even getting the parents involved in the project by signing off on it and agreeing to the guidelines for conduct while on the web. Countering this don’t is a ‘do’ by Dubbles who says it can be a way to teach non-fiction writing and get kids engaged in the subject and grasp the idea by writing their own short blogs. Another don’t I found interesting was not to use a free blogger for the students in ones class. This makes tons of sense as it does not have the secure framework to make sure the rules and codes for conduct are followed. Having a framework for the children to function in really is the ticket for success. I also felt the ‘don’t’ of not leaving the blogging to the student would make for a community of scholarly opinions and learners. Other teachers will be able to comment on the insight their students may have on a particular subject, allowing a student to receive feedback from everyone interested in their success.
Question #1: What is the one website the article suggests for teachers to use in place of a free blogger? Why does he suggest using this site over a free site?
Jeffrey Yan suggests not using a free blogging site in the classroom to supplement curriculum like blogger.com or typepad.com. He argues to use a ‘platform with structure’ without advertisements and access to the entire unfenced blogging world. Davis suggests using a site called ‘Class Blogmeister’ to support our students and their learning. It may be simple but it gives the teacher a lot of control over content and context, while offering a student acceptable entry at each stage. This type of software supports the learning environment and lets each student engage in the medium and express their knowledge in the subject matter without the concerns of worrying about what the students are being exposed to.
Question #2: What was one ‘do’ activity Davis suggests using for students to get basic training in blogging?
Davis suggests a ‘webaquest’ learning activity. This activity will have students take the knowledge they acquire on the web to introduce primary students to using a blogging framework. This activity allows students at a very early age to begin working in a medium that will determine their success in later life. By getting exposure to technology early on in life they will be that much more proficient in its uses later when they have a grade based upon it or when they need to get a job.
Question #1: What is the one website the article suggests for teachers to use in place of a free blogger? Why does he suggest using this site over a free site?
Jeffrey Yan suggests not using a free blogging site in the classroom to supplement curriculum like blogger.com or typepad.com. He argues to use a ‘platform with structure’ without advertisements and access to the entire unfenced blogging world. Davis suggests using a site called ‘Class Blogmeister’ to support our students and their learning. It may be simple but it gives the teacher a lot of control over content and context, while offering a student acceptable entry at each stage. This type of software supports the learning environment and lets each student engage in the medium and express their knowledge in the subject matter without the concerns of worrying about what the students are being exposed to.
Question #2: What was one ‘do’ activity Davis suggests using for students to get basic training in blogging?
Davis suggests a ‘webaquest’ learning activity. This activity will have students take the knowledge they acquire on the web to introduce primary students to using a blogging framework. This activity allows students at a very early age to begin working in a medium that will determine their success in later life. By getting exposure to technology early on in life they will be that much more proficient in its uses later when they have a grade based upon it or when they need to get a job.
Journal #3 - Math and Technology in the classroom
In the article, “Speaking Math: Using Chat in the Multicultural Math Classroom,” by Janet Graham and Ted Hodgson discusses the usefulness of the integration and implementation of technology in the math classroom. Students in a multicultural school are using technology to enhance and engage their understanding of mathematics concepts. They are communicating with their peers to aide in comprehension of the material all under the watchful eye of their teacher. The questions and answers are also a tool for the teacher to use as an informal ‘dipstick’ assessment. It lets them know what they need to review and where the confusion is stemming from. The engagement for all learners, particularly EL is also enhanced as with the discussion they have time to plan out their answers or use other student’s answers as guides for their own. Student’s have the opportunity to speak the same language in discussion with peers that share both their subject interests and their desire to understand math concepts. The authors also discuss the integration of this type of technology into other classrooms. For example, teachers could post assignments and extensions of the classroom learning onto a class website. These students could then seek out these answers and respond adding to their overall learning experience. For example, student studying the presidents could look up information in relationship to what they did in office or possibly humorous cartoons. They could follow election highlights or look up commentary and reflect on their findings in discussion as well on those discoveries made by their peers.
Questions to consider:
1. How might a new teacher manage integrating these assignments for students who do not have access to a computer or the internet at home?
The management of this problem is very easy. Teachers can solve this issue several ways. First, classroom time in the computer lab would work to remedy this issue while allowing students to chat at one time with all students in the class not just those whom happened to be logged on at the time. Further this solution allows for teachers to form small cooperative groups in the virtual classroom to ensure students are mixed properly and interacting with every peer. Second, students should have access to school site computers or in class computers to complete these assignments or posts during their free time before, at lunch, or after school. Frequently teachers are around campus after set hours and students could take advantage of this opportunity to finish their school work on school grounds. Another way of managing this situation might be to allow students access to the computers when they finish their work early or as a reward for positive classroom or school wide behavior. Frequently children will get excited to get on the computer even if they know they are completing an assignment as it is just something different to do!
2 What might be some alternative ways to implement this type of activity into a Language Arts class for students with special needs?
Children with special needs particularly benefit from alternative forms of communication. This question interests me because too many special educators simply forgo the use and application of technology in the classroom. Perhaps they use technology themselves but when it comes to having the children work with the medium they are fall short. Student needs this interaction particularly if they have special needs and do not have access to this technology at home. They need meaningful interaction with an alternative form of communication. Some students that suffer from dyslexia or other types of disorders will benefit from the usage of a program that checks their work and helps them formulate proper sentences. A couple examples of implementation could be a class blog or discussion board monitored and observed by the instructor with pre-set tasks and assignments to enhance their learning. Another example might be students could do a class scavenger hunt with questions posted and children would have links that would take them to a specific site to find information. Students could also look up topics online and find other explanations and examples for continued learning.
Questions to consider:
1. How might a new teacher manage integrating these assignments for students who do not have access to a computer or the internet at home?
The management of this problem is very easy. Teachers can solve this issue several ways. First, classroom time in the computer lab would work to remedy this issue while allowing students to chat at one time with all students in the class not just those whom happened to be logged on at the time. Further this solution allows for teachers to form small cooperative groups in the virtual classroom to ensure students are mixed properly and interacting with every peer. Second, students should have access to school site computers or in class computers to complete these assignments or posts during their free time before, at lunch, or after school. Frequently teachers are around campus after set hours and students could take advantage of this opportunity to finish their school work on school grounds. Another way of managing this situation might be to allow students access to the computers when they finish their work early or as a reward for positive classroom or school wide behavior. Frequently children will get excited to get on the computer even if they know they are completing an assignment as it is just something different to do!
2 What might be some alternative ways to implement this type of activity into a Language Arts class for students with special needs?
Children with special needs particularly benefit from alternative forms of communication. This question interests me because too many special educators simply forgo the use and application of technology in the classroom. Perhaps they use technology themselves but when it comes to having the children work with the medium they are fall short. Student needs this interaction particularly if they have special needs and do not have access to this technology at home. They need meaningful interaction with an alternative form of communication. Some students that suffer from dyslexia or other types of disorders will benefit from the usage of a program that checks their work and helps them formulate proper sentences. A couple examples of implementation could be a class blog or discussion board monitored and observed by the instructor with pre-set tasks and assignments to enhance their learning. Another example might be students could do a class scavenger hunt with questions posted and children would have links that would take them to a specific site to find information. Students could also look up topics online and find other explanations and examples for continued learning.
Monday, February 18, 2008
Journal #2 - Social Networking for the K-12 Set,” by Jim Klein
In Jim Klein’s article, “Social Networking for the K-12 Set,” he discusses several issues why various school districts have either not integrated technology into their schools or what happens when the integration of such devices are just either singular classroom based or site based rather than district wide. Issues such as currency and relevancy along with the problematic concerns of internet safety and security tend to plague these feeble attempts. He however offers a system he implemented in his school district, SUSD, that seems to be very successful, manageable and affordable by all sites within his district. His quote on the system he created, “access-controlled, centralized file store that allows them to share, store and retrieve their data from anywhere…” succinctly defines the fascinating nature of what he has created for his district. He also discusses ‘Teacher Communities’ and ‘Student Communities’ which allow each student to log on to this ‘social platform’ and share their work, opinions and learn from one another.
Key Question: How can teachers become prepared for this type of technology and its integration into their classrooms? Technological requirements such as ‘technology and literacy’ and even possible implementation courses offered to teachers as part of their curriculum would be the most effective way to get this message out. Further for those seasoned teachers, offering district in-services are critical to the future successes of our students. Technology is just as important as teaching methods. We have tons of teacher trainings on the job about ‘direct instruction’ or ‘responses to intervention’ but yet technology is something we are left to rely on our own devices to implement. The districts we work for, tells us we must integrate it, but a lack of effort on the ‘how to’ leaves many teachers floundering for help. Fortunately at San Marcos, technology is always a consideration and even for the first year intern online projects, power point presentations and blogging are all part of the daily curriculum
Key Question: How should school rules change to accommodate technology? After reading this article and the reference was made to IPODs another MP3 players being utilized for educational purposes I was struck by a thought, “at my site we are told to take such devices from children.” The reality is, kids are embracing technology at such a quick pace we cannot stop it; nor should we. Instead we should take these devices and employ them for educational purposes. In special education I allow my students to use their players as a reward for good behavior, or for those students who need the stimulation to be successful. I am a lone teacher in this process. Too many teachers stifle and attempt to control how their children learn and use the old annoying overhead as a teaching method. We have come too far for this! We must encourage kids to bring their devices just to use them at more appropriate times and in the right ways. That is, use technology to enhance their learning experience.
Key Question: How can teachers become prepared for this type of technology and its integration into their classrooms? Technological requirements such as ‘technology and literacy’ and even possible implementation courses offered to teachers as part of their curriculum would be the most effective way to get this message out. Further for those seasoned teachers, offering district in-services are critical to the future successes of our students. Technology is just as important as teaching methods. We have tons of teacher trainings on the job about ‘direct instruction’ or ‘responses to intervention’ but yet technology is something we are left to rely on our own devices to implement. The districts we work for, tells us we must integrate it, but a lack of effort on the ‘how to’ leaves many teachers floundering for help. Fortunately at San Marcos, technology is always a consideration and even for the first year intern online projects, power point presentations and blogging are all part of the daily curriculum
Key Question: How should school rules change to accommodate technology? After reading this article and the reference was made to IPODs another MP3 players being utilized for educational purposes I was struck by a thought, “at my site we are told to take such devices from children.” The reality is, kids are embracing technology at such a quick pace we cannot stop it; nor should we. Instead we should take these devices and employ them for educational purposes. In special education I allow my students to use their players as a reward for good behavior, or for those students who need the stimulation to be successful. I am a lone teacher in this process. Too many teachers stifle and attempt to control how their children learn and use the old annoying overhead as a teaching method. We have come too far for this! We must encourage kids to bring their devices just to use them at more appropriate times and in the right ways. That is, use technology to enhance their learning experience.
Friday, February 8, 2008
Journal 1 - Introduction Page
Greetings and salutations! My name is Erin Hill and I am from Corona, California. I was born at Pomona Valley Hospital after my mother endured almost 24 hours of labor. I was born sunny side up, yep just like an egg! I lived in Corona for my first 12 years, although I did not spend much time there. I was a competitive figure skater, so I was always on the road with my mom traveling to competitions, practicing, or going to dance class. As a result I went to two private schools that were accommodating to the late arrival and earlier dismissal. Sadly, around the rip old age of 13 I developed a knee condition that forced me to let go of my dream of becoming and Olympic figure skater. As a result I dived into the public school system in 8th grade, a year of incredibly embarrassing experiences and serious social missteps that I have conveniently forgotten. However, it all changed rather quickly over the summer leading up to entering Corona Sr. High School. I am not sure what came over me, call it a random act of impulse but I decided to try out for the Cheer Team. Guess what? I made it! I continued to cheer and dance for all four years and then continued into college when I attended University of California, Santa Barbara. I rushed sororities my first quarter and I became a member of Kappa Kappa Gamma. Even though I went to a school famous for its Del Playa parties, I was on the cheer team, and in a sorority I somehow found the time to double major is Political Science and Law and Society. I was going to get my JD/PhD combo at NYU but I decided to take a year off that turned into four. Rather than taking a senior trip and traveling to Europe to ‘find myself’ I decided to work for my ‘Napoleon syndrome suffering aunt’ who owner her own mortgage company. After the variety of verbal, mental and sometimes physical abuse and harassment I endured I finally wised up and became an outside sales rep for her company. It was on an average sales day of visiting brokers I met my hunky husband, a loan officer. We courted for about 3 months, moved very quickly and found out I was pregnant with our first son. (Needless to say he knocked me off my feet ☺) We pushed up our wedding plans and we got hitched (while I was 4 months pregnant) a year ago this Sunday. I decided, again by some random act of impulse to quit my mortgage job and go back to school to get my credential. After being accepted in the concurrent Special Education/Multiple Subject program and CSUSM I again got the impulse to become an intern. Now I am a RSP teacher in Hemet, CA at Santa Fe Middle School, pregnant with my second child and finishing up my credential, oh and I am the cheer coach at my school site.
When I think of technology I am thunderstruck with two images. One, I think of myself, sitting on my laptop at my kitchen table typing a paper or preparing a power point with my son on one side, eating a toy of some kind, and my husband sitting on the couch watching sports yelling at the TV. The second is the first experience I remember is of my father ticking up on one of the old Apple IIE computers. He showed me how to play Frogger. That was impressive ☺. He too is a teacher, has been for 25 years, in Math. He and my husband are my biggest cheerleaders! Over the years I have become proficient in Microsoft Word and all its applications. I also know how to use programs such as Doc Magic and Point for the mortgage industry. Now being in Special Education I also use EZ IEP software and I use power points daily in my lessons. This helps with my visual learners and keeps them focused on something that is always moving, changing and always different. Technology is something I cannot live without. We are computer driven and we rely heavily on their abilities to accomplish tasks quickly and proficiently.
I believe I am working with Microsoft 2005 on a Dell PC.
The mission statement in the College of Education at CSUSM includes several key components. The one that jumps out and calls me to ‘attention’ is the phrase, ‘collaboration.’ This notion is so critical for teachers in our daily routines, particularly in special education. We collaborate with general education teachers on proper modifications and accommodations for our students in order for them to be successful. We create collaborative classrooms as all students, particularly those with learning disabilities benefit from the opportunity to ‘get together’ with their peers and talk and digest the material. My students engage all their learning modalities and their ability to collaborate on topics and projects seems to guarantee further successes. Collaboration is key to teaching and we should embody this notion as part of best teaching practice.
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