Journal Response #5

Bull, Glen (2006) Collaboration in a web 2.0 environment.Learning and Leading With Technology. 7, 23-24.

In this week's journal article, "Collaboration in a Web 2.0 Enviornment," author Glen Bull discusses various ways that the internet is changing, and what how these changes are impacting teachers and students.

He begins by explainng that, in a Web 1.0 enviornement a user must seek out information on the internet, whereas a Web 2.0 enviorment is designed so that information comes directly to the user. Bull also points out that the web-based programs of a 2.0 enviornment means that it is easy for studnets to work collaboratively, and for teachers to accurately guage student participation online.

Tools like blogs and discussion boards make it easy for studnets to contribute to class discussions and projects, while web-based word processing offers students an easy way to work together to create and edit documents and presentaions. Using RSS, a teacher can know as soon as a student or a group makes a post or change to their project, without having to search for updated information. Similarly, students who use RSS can access new information quickly and easily. RSS also allows teachers and students to have the most current information available when following topics of interest, such as news stories, by sending new information to subscribers immediately.

Question #1:

How can a Web 2.0 classroom environment help students who do not have access to a home computer?

Web-based technology opens up new doors for students, because they can access and work on projects continuously, from any computer. A student who has no computer at home will be able to create and save documents, discussion board postings, and other information on a school computer, and access it from a computer at a friend's house, or the public library, or anywhere else. Web-based technology eliminates data storage devices, and gives students easy access to their personal projects and information, no matter what computer they are using.

Question #2:

How can a Web 2.0 classroom environment help get students involved and interested in learning?

Today's students are used to constant stimuli: they are using their ipods while texting, while changing their facebook status, while watching TV... School must seem slow, by comparison! Modern students are multi-taskers, who will be more apt to search for and use information if they can search for it online. RSS and social bookmarking offer students constantly updated information, which can be easily accessed through a classroom blog or wiki. A teacher whose classroom is technology-friendly is speaking the language of the modern day American student, and will be more likely to connect with students in a relevant way. 

Classroom Newsletter - NETS (3)

422newsletterbp

   Publish at Scribd or explore others:        

I created this newsletter using microsoft word, incorporating pictures from the internet, as well as a scanned self-portrait. 

Journal Response #4

Reidel, Chris (2009). THEJournal. Retrieved February 18, 2009, from www.thejournal.com Web site: http://www.thejournal.com/articles/23872_1

 

            In his article “Create, Collaborate, Communicate: Empowering Students With 21^st Century Skills, Chris Reidel relates some of the insight he gained, at a recent conference where he heard Howie DiBlasi speak about technology and Education in America. DiBlasi says that American educators must begin to incorporate technology into their classrooms in order to give students the analytical and problem solving skills they will require to be successful in the changing American workplace. He says that teachers must begin to create student-centered classrooms, looking to the future needs of students to determine what technologies and tools to use in the classroom.

DiBlasi refers to a recent survey, and says that the top three things employers are looking for in new employees are creative problem solving, critical and analytical thinking skills and evaluation and gathering of information. DiBlasi has created a list of the top-16 things educators can do help students prepare for life and employment in modern-day society.  The list includes promoting computer literacy among staff, improving collaborative and critical thinking and problem solving skills, promoting project-based learning and 1:1 computing in schools.

 

Question #1:

    One of the major questions this article raised for me is: what is RSS, and can I use it in my future classroom? While this may sound silly, I know that if I’m a 27-year-old student wondering what RSS is, then there are probably many other people wondering, too.

    Turns out, I was right: I found lots of information online, explaining RSS. I found a great video on youtube, called “RSS in plain English,” by Common Craft. It was great! It explained RSS in a way that was not intimidating. Also, I learned that I already use RSS through my Google account and blogs. From what I understand, RSS is a live feed that updates a “reader” page, so that you don’t have to go out looking for new information—it comes to you. RSS could be useful in my future classroom because it will save me time, and make it easy for me to access information. I can subscribe to multiple sites/blogs, and have the reader update me when something new comes in. This way, I can incorporate current ideas into my lesson plans, and keep my teaching interesting and up-to-date.

 

Question #2:

    How can I use technology in my classroom to improve critical and analytical thinking, and sharpen student’s problem solving skills?

     I believe that today’s students are expecting teachers to use technology in the classroom, and educators must strive to incorporate technology in every day teaching, if they want to get students’ attention, and get them interested in learning.

     I can use web-based resources to make almost any project collaborative. With collaborative projects, students can create projects not only for their teachers to review, but for their peers to look over as well. By giving students the opportunity to review each other’s work, teachers give students a sense of importance in the classroom community, and get students thinking about the classroom as a group of students working together, rather than thinking individualistically.

      I can use social bookmarking to give students an easy way to access and share information.

            I can create a class blog to help students and parents keep up with what is happening in class. This will also give everyone a place to leave messages, and/or ask questions.

                 I can use these technological tools, and others to encourage students to become more self-directed. I can use technology to get students to accept responsibility for and get excited about the “finished product” of a project, and to create more of a “team” mentality among students in my classroom. I’m sure by the end of 422, I’ll have even more ideas about how to effectively use technology in my future classroom!

 

Journal Response #3

Cole, Jeanie (2009).Keep Them Chatting. Learning & Leading. 36, 32-33.

In the latest assigned journal article Jeanie Cole deals with the issue of online student collaboration and discussion. Online resources like chat rooms, discussion boards and wikis are great tools available to teachers, but challenge lies in the fact that students often lose interest in these online discussions. Cole offers specific ideas and types of questions that teachers can use to build maintain student interest in online collaboration.
Cole suggest that, when creating questions, teachers plan clear objectives for the outcome of the discussion, and that teachers post questions that require students to interact and research course content. Cole gives four examples of questions that accomplish this.
First are high-level, open-ended questions. This is a method that I have notice is widely used in college courses. The students are given a question, a rubric, and each member of the group must post a certain number of entries to the online collaboration. In addition, each group member must comment on a certain number of other student’s posts.
The inquiry method gives a question that requires students to do research and use problem-solving skills. Students must brainstorm and come up with a hypothesis online, and decide on how to research their topic in the discussion board. Specific requirements are given, so that students know where and how to report their research, and they are also required to view and comment on their classmate’s research and hypotheses.
When using the discrepant event inquiry method, the first step is for students to view a video, photo, or other unexplained demonstration. They must then answer a question related to what they have just seen. In order to answer this question, students must collaborate and do independent research. The teacher will give necessary information and guidelines to help the students wit their research. Again, in this method, peer feedback is key. Upon completion of their own projects, students evaluate and comment on other group’s work.
When using the personal examples approach, a teacher will give students a question that incorporates aspects of the students’ personalities, then give s an assignment that applies these traits to a research project or discussion topic. In her article, Cole gives the example of asking the students to design their ideal roller coaster. The teacher would give a list of roller coaster characteristics and elements that the students would pick from, based on their own roller coaster preferences. Students would then calculate certain mathematical features of their roller coaster. Based on what elements the students chose, they would then research online and to fine the roller coaster that is closest to their ideal. Finally, group s would evaluate each other’s coasters and research
Illogical comparisons are a method that seeks to compare and contrast two elements that are seemingly very different. Cole uses the example of English students comparing and contrasting Miss Piggy and Guinevere. After comparing and contrasting the two characters, students are to write an Arthurian legend for Miss Piggy, set in modern times. While students may and will use text and online resources to create their legend, they must know the content of their material, research independently, and get creative to complete this assignment.

Question #1:
Peer evaluation seems to be a common theme in Cole’s examples. How might peer evaluation enhance students’ online learning and keep them engaged?
The element of peer evaluation encourages students to expand their knowledge of subject matter, offering them alternative approaches to and viewpoints of assigned questions and projects. Simultaneously, it gives students a sense of ownership of and responsibility for their idea. They might take an assignment more seriously if they know that the entire class will be evaluating it, rather than only the teacher. Especially in middle and high school, the opinions of classmates might carry more weight for a student than a teacher’s opinion, and this might inspire the student to work harder to gain the approval of their peers. In addition, performing peer evaluations gives a student a sense of empowerment. Their words matter in an online collaboration, and their opinion counts. Again, since the entire class can usually view comments/evaluations, students who are performing peer evaluations will be encouraged to leave thoughtful comments that reflect positively on themselves.

Question #2:
How might online peer evaluation enhance the teacher’s evaluation and understanding of students’ work?
Online peer evaluation offers students the chance to evaluate their peer’s work honestly and openly. Students can take their time when looking at another group’s research, and complete evaluations without being rushed. This might be especially helpful to students who are struggling with reading and/or comprehension. They can take their time looking over a group’s research, and form their own opinion of it. This same student might feel rushed if he or she has to fill out a peer evaluation while watching a group presentation, and rush to complete the evaluation by the end of the class period/presentation. This might make the difference between a thoughtful peer review and one with little meaning, and will give the teacher a truer understanding of a student’s grasp of the material. Online evaluation also offers an opportunity for the shy students to express themselves openly. A student who may dislike public speaking may be open to sharing their ideas online, giving the teacher an opportunity to understand that student’s ideas which they might not have, otherwise.

Journal Response #2

Reissman, Rose (2009).Museums in the Classroom. Learning & Leading. 36, 36-37.

The latest assigned L&L article, “Museums in the Classroom,” emphasizes the importance of supplementing curriculum with museums, and offers online resources for teachers to better incorporate museums into their lesson plans. Author Rose Reissman lists specific sites for teachers and students to explore, which offer free online access to various artifacts and exhibits. Resourcehelp.com/qsermuseum.htm is a museum directory, where one can search for museums by location, content, and exhibit content. This site is easy to navigate and gives great results. It is possible to search broad categories, such as “science museums,” or search for specific museums by name.
For teachers who may not have much experience integrating museums into their lessons, Reissman recommends the Going to a Museum? Resources for Educators. This resource, found at curryedschool.virginia.edu/it/projects/Museums offers guidelines and tools to help teachers use museums as an effective learning tool in their classrooms. This site is full of great ideas to help students get all they can out of museum exhibits.
Reissman also lists sites that may help teachers and students broaden their understanding of museums. The site albanyinstitute.org/Education/Discovering is a glossary of museum terms, and greatmuseums.org/virtualmuseums.html is a site offering ideas for classroom exhibits, as well as help for student docents interested in designing their own cyber museum tours.

Question #1:
How might I use the resources listed in this article to enhance my future classroom?
The web resources introduced in Reissman’s article will offer me ideas and guidelines for incorporating museums and museum exhibits into my classroom, no matter what subject I am teaching. The Resourcehelp site is easy to navigate, and offers an incredibly extensive list of museums. Using this site, I feel I would be able to find a museum that would enhance almost any lesson, and/or subject. Reissman also lists sites that offer ideas and inspiration for teachers and students, and using these, I will be able to explore new ways to incorporate museums into my classroom.

Question #2:
How might this technology benefit students in my future classroom?
This technology enables students to access information and exhibits for free. This means that, if I want to supplement a lesson with a museum exhibit, I will not be limited by school funding. There will be no field trip expense, no permission slips for students to have signed, and students will have access to exhibits around the world! Cyber museums will enrich student’s lives, and offer all students the chance to become familiar with museums, even if they are from a culture or socioeconomic background that doesn’t promote frequent museum visitation. This technology means that ALL students have access to museums.

Social Bookmarking Assignment--NET-S (1,3,4)

#1: I bookmarked "The Way We Worked." This is a photo exhibit documenting the changes that the American workforce has undergone from the mid-19th century through the late 20th century. The images document conflicts in the workplace (such as strikes), conditions in the workplace (such as a coal mine), locale, and clothing.
These photos brought the experience of the working American to life for me, and emphasized the importance of primary resources in the classroom. If a student were researching this subject for a paper, the images would give them a deeper, more personal understanding of the experience of the American laborer. In addition, information obtained from primary sources is generally less distilled than information from secondary sources.

#2: Three areas of "Becoming a Culturally Competent Educator" that I feel would work well with my teaching style are listed below:
---Determine which diverse groups are involved at school, and learn to what extent these students and their families are able to access school services. When I begin teaching, this initial assessment of student population will influence many aspects of my teaching. By being aware of who I am teaching, and what their cultural, linguistic and socioeconomic backgrounds are, I will be better able to meet the needs of students and parents.
---Assess school staff's perception of their development needs, relating to providing services for diverse cultural groups. It is important to understand the perspectives of school staff, as well as students, to get a clear picture of what is needed to ensure that all students have access to a fair and equal education.
---Create a "competency task force." I like this idea, because the focus is on getting students, parents, teachers and community representatives involved in becoming aware of their school's culture. This group will plan and implement activities to promote cultural competence. The key aspect of this area that speaks to me is that it seeks input from people involved in various levels of the school and community, and uses this input to make the entire school more culturally competent.

#3: Yeti Adventure, Reading Levels 3-6.

I bookmarked a site called "Encyclopedia Mythica," which discussed the Yeti in detail, including the cultural origins of the legend, some possible physical characteristics the Yeti might possess, and some history and details about expeditions that have sought to find the monster. Kids Click listed this article's reading level as 3-6, and this made it a good candidate for this assignment. If I were teaching a unit on monsters and folklore, this site would be ideal. From the Yeti article page, I was able to search quickly and easily for other articles at about monsters and myths at a similar reading level.

#4:Kathy Shrock

I found the Teacher Helper area of this website very inspiring. It offers teachers help in so many areas, from ideas about bulletin board content and layouts to organizing presentations, to creating assessment rubrics. I believe that this site will be helpful to me in my future classroom because it offers such a variety of ideas and resources, and there are step-by-step instructions and ideas for teachers to incorporate elements into their own classroom. The fact that the site offers suggestions on how teachers might use the information makes it incredibly useful! For instance, I'm not necessarily a visually creative person, but Teacher Helper offers bulletin board layouts, for us artistically challenged folks. It also shows sample rubrics and other assessment tools, in case I need ideas or inspiration when creating my own.

#5: Multiple Intelligences

This is my favorite site on the scavenger hunt so far! I am fascinated by and excited about the theory of multiple intelligences. I think that this information is SO important, because it applies not only to education, but to the way all humans relate to each other and to the world around them. If individual's can develop an understanding of and appreciation for the various forms of intelligence, and learn to recognize this intelligence in others, the individual will develop tolerance and self-understanding. I also think that I have been applying this theory to horses and riders for years. Horses have distinct and various personalities, just as the people who ride them do. By identifying the strengths each horse possesses and the challenges it faces, it is possible to match that horse up with a rider whose strengths help the horse to overcome his challenges. It is exciting to see what a horse and rider can accomplish together, when their unique strengths and personalities combine to make both achieve more than they could alone.

#6: The Immigrant Experience
I selected a lesson idea called "The Immigrant Experience." This lesson focuses on one of Barack Obama's speeches. When the lesson is introduced, students analyze Obama's speech. Students then move on to analyze their textbooks to get a feel for how the story told in the textbook relates the immigrant experience. Students will examine the different ways in which various text books shape the narrative of the American immigrant, and also look at how the shaping of the narrative influences people's past and current perception of certain cultural and social groups. This lesson is exciting because it gives students an opportunity to question their textbooks, and possibly their own preconceived notions about the American immigrant experience.

#7: Social Inequity
Wow! This quiz really got me thinking...Two of the questions I found most thought-provoking were number 2 and number 10. Question number two reveals that, when compared to their white counterparts, African American women in the US are four times as likely to die in childbirth due to a lack of access to prenatal care. I found it astonishing that this figure was reported IN THE UNITED STATES! I imagine that this statistic is largely related to the fact that the numbers of uninsured and unemployed are larger among blacks than whites, but this certainly does not justify the death of mothers and/or children.
The answer to question number 10 states that a person must be convicted of possessing 500 grams of powder cocaine or 5 grams of crack cocaine to be sentenced to a mandatory 5 year sentence. The quiz makes clear that wealthy people usually do cocaine, while poor people usually do crack, though both drugs affect the body similarly. In my personal experience, people I've known who have been convicted of possession of cocaine have faced little punishment, and I had no idea that the definition of "possession" of crack was so drastically different than that of "possession" of powder. This is socioeconomic and racial discrimination, without a doubt!

#8: Netiquette %(|:-)

I scored an 80% on the netiquette quiz. It is important for teachers and students to practice good netiquette, because people interact more than ever online, in today's world. Just as students are expected to learn acceptable social behavior, good manners, and effective public speaking techniques, students are also expected to act socially responsible online.

For this assignment, I used delicious.com to become familar with social bookmarking, and collaboratively research real-world issues with classmates and peers. 

Journal #1

Beth Piper
ED 422
Spring 09
Journal Response #1
Ribble, Mike (2008-09, Dec/Jan). Passport to digital citizenship. Learning & Leading with Technology, December/January 2008-09, 14--17.

In his article “Passport to Digital Citizenship”, Mike Ribble addresses the great responsibility that teachers and parents have to teach students to become responsible digital citizens.
Ribble presents the “Nine Elements of Digital Citizenship,” which assess a student’s competency buying and selling online, necessary precautions for students to protect themselves and others, while guaranteeing network security, as well as legal restrictions and rights governing the use of digital technology. The Nine Elements also cover an individual’s digital rights and responsibilities, standards of conduct, knowledge and awareness of digital technology, and a student’s capacity to share their knowledge and awareness with others.
The article then offers an overview of the author’s four stage cycle of technology integration, which is designed to help students incorporate technology into their daily lives, and to give students an approach for understanding and applying new technology and information that they will surely encounter in our ever-changing society. Ribble concludes the article by stressing the importance of responsible digital citizenship to students, teachers and parents, and the necessity of “providing a common understanding among all groups,” so that we, as educators, can begin to define and shape our student’s relationships with technology.



Question #1:
How can the Nine Elements of Digital Citizenship and the four stage cycle of technology integration make technology relevant in the lives of students who don’t have access to computers available at home?
The Nine Elements and cycle of technology can benefit students who don’t have home access to a computer because it can help them use their time on school machines responsibly and effectively, and give them an introduction to digital responsibility which they can utilize when they encounter computers in their daily lives, as they surely will, in our digital society. As teachers, when we help a student build a foundation as a responsible digital citizen, the student will carry this knowledge with them into their daily lives. Even if they are not digital citizens at home, students will be digital citizens as they continue through school, as they enter the workplace, and as computers gradually play an increasing role in our society. It is important that kids understand the importance of technology in society, and that even if it is not an immediate part of their everyday lives, it will be as they grow older.

Question #2:
How can teachers use the Nine Elements of Digital Citizenship and four stage cycle of technology integration to get parents interested in becoming responsible digital citizens, and encouraging their children to do the same?
Schools and teachers can and should create opportunities for parents to utilize and become educated about the same technology their students have access to. Some schools host “parent computer nights,” offering free classes and computer access to parents, so that parents can better understand what their students are working on, and have opportunities to learn how to monitor their child’s use of technology. Educating parents on becoming responsible digital citizens is important because it will encourage responsible digital citizenship at home as well as school. Parents need to understand how important it is for their to be able to understand and participate in a digital society, and how a thorough understanding of technology will benefit their child. By creating opportunities for parents to learn about the work their children are doing in the classroom, they will be better to support their children in becoming responsible digital citizens.