Definition: Wikis
A wiki is a website that allows multiple users to create, edit, update, and maintain the content of their very own webpage through a web browser. They are free and relatively easy to use. They may have one or multiple administrators who can monitor what is added to the wiki. It is very useful when collaborating because many people can add content and benefit from the information added by others. There are options to make wikis open to the public or private by invitation only. Users may add to an established page or create new pages that are easily navigable through hyperlinks, indices, or tables of content. Again, security and privacy settings are unique to each wiki and decided by the adminstrator(s).
Discussion 1: Using Wikis
This was a great discussion full of ideas for educators to incorporate wikis into their classroom to either use with students or colleagues. One educator created a school wiki with her school to collaborate between different grade levels and within each grade to coordinate based on math core curriculum. In essence, they used their wiki as a tool to evaluate where they were and needed to be by comparing and sharing ideas. That same user also created a wiki to facilitate the launch of a new social studies program she was using. She mentioned the wiki was more useful than a basic googledoc because there was more participation on the wiki. The teachers using this pilot program were able to share materials, questions, frustrations and concerns with each other. They even invited the publishing company to their wikipage to get even more feedback.
Most of the teachers provided links to their own webpages they created for certain classes. I was very interested to see how elementary school teachers had used wikis with younger children. It is evident how wikis can be utilized by teachers and administrators to collaborate, but how can they be more student-centered in a K-5 setting? One 5th grade class created a page dedicated to The Hobbit and added content as they read, pictures of characters and settings, links, and other fun activities. They were required to post on discussion boards to keep them engaged and track the collaborative aspect of using a wiki. Overall, this particular discussion was rich with different ideas and obvious enthusiasm about incorporating Web 2.0 tools in the classroom.
Discussion 2: Wikis - the blind leading the blind?
This discussion was very interesting to me because it brought up some common questions about wikis and also addressed the comparison between a wiki and a blog (which can essentially be used like a wiki but unidirectional).
The original poster or OP (there is some computer lingo for you) posed this question because he was confronted with the concern of an administrator that wikis were responsible for the "mass dissemination of misinformation," because pages are open for editing by those not always well-informed. The point was made that as educators we should be teaching our students to be critical of any information they come across and always check sources, but ultimately are technologies like wikis making this type of misinformation easier?
Most of the debate followed the thought that wikis are a positive resource in the classroom (not surprisingly since the teachers on this site are mostly tech savvy or at least open to technology). The common argument was that with a responsible administrator, a student wiki could be monitored closely and there would be no reason to worry about the "blind" leading the blind. Worry about public wikis like Wikipedia are also not warranted because with enough people fact-checking Wikipedia posts, the information provided is usually quite accurate. "Properly run, there is a self-correcting aspect that a Wiki has that helps ensure that it is correct and valid."
Thursday, April 29, 2010
Saturday, April 24, 2010
NETS-S PowerPoint (NETS-T II, III)
Here is an example of how I used presentation software to enhance learning. I used Powerpoint to present ISTE's NETS for Students. I researched the grade level that I plan to teach and created this artifact to easily showcase what I plan to do as a teacher to ensure my students fulfill those requirements. Each slide is dedicated to a different performance indicator which I found under the student profiles. I used transitions, custom animations, hyperlinks, and relevant graphics to enhance the visual appeal of my presentation.
Friday, April 23, 2010
NETS-S PowerPoint Rubric (NETS-T II, III)
I created this rubric using rCampus with my class. We collaborated to construct a guideline for our teacher to use to grade our Powerpoint presentations. Using this software was simple and I was able to print out physical copies with room for a grade and comments. This program is a great way to use technology to provide students with a clear expectations and assessments of their work.
Friday, April 16, 2010
Journal #4: Playing with Skype
Weller, T.J. (2010). Playing with skype. Learning & Leading with Technology, 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=
Summary:
This article showcased the use of skype as a way to interact with experts in different fields, specifically music here. I found it very useful because it is less complicated and expensive than some of the interactive VFTs described in "The Beginner's Guide to Interactive Virtual Field Trips." Weller was able to bring composers to his concerts without traveling expenses, just technology that is found at most schools and can be utilized with little to no training. I have used skype for a few years myself because after studying abroad I wanted to keep in contact with classmates and friends I met. I personally know how easy it is to use and it's absolutely free!! You can't beat that.
A quote that stood out to me in this piece was, "If it makes for a richer educational experience, then it is worth it" (Weller 2010). Even as someone who is fairly comfortable with technology I feel myself resisting at times. I think it is human nature to become comfortable with the status quo, but as a teacher I want to be aware of those instances when I feel myself holding back because I want to push my class forward and offer them the most innovative tools to enrich their learning experience. If i acknowledge my fear along the way, I will be able to overcome it and use simple things like skype in my own classroom. As stated in the article, teachers should not be threatened by outside expertise, but excited to incorporate it into their classrooms because it will only increase the learning.
Q1: How can I prepare myself for possible technological mishaps?
Planning is crucial to all lessons, especially those that rely heavily on technology. I will make sure to always master whatever program I am using before bringing it into my class and test it on the specific computer I am going to be using. I will review FAQs to familiarize myself with problems other users may have encountered. There is also always the possibility that things just do not work out, so having a back up lesson will also be a good idea. Being flexible and able to adapt is part of being an effective teacher and while technology is a great tool, it is not always our friend. Hopefully I will be very tech-savvy by the time I have my own classroom and rarely experience unexpected problems because I will expect them all and already know the solutions.
Q2: Could skype be used to connect classrooms to other people besides experts?
The idea of connecting to experts and professionals in different areas is extremely simple yet innovative. I began thinking about how skype could even help connect to other classrooms or perhaps parents. Parental involvement is so important to a student's success and any type of technology that might make it easier will be welcome in my class. Maybe a parent could view a lesson through skype, have a parent-teacher conference without leaving their office or home, see a performance they might not have otherwise been able to see, etc. Many students in Oceaside specifically have parents in the military. Skype would be an invaluable tool in bringing those parents abroad into the classroom. There are countless ways simple technology like skype can be utilized in a classroom to not only enrich learning but accommodate important people like parents!
Summary:
This article showcased the use of skype as a way to interact with experts in different fields, specifically music here. I found it very useful because it is less complicated and expensive than some of the interactive VFTs described in "The Beginner's Guide to Interactive Virtual Field Trips." Weller was able to bring composers to his concerts without traveling expenses, just technology that is found at most schools and can be utilized with little to no training. I have used skype for a few years myself because after studying abroad I wanted to keep in contact with classmates and friends I met. I personally know how easy it is to use and it's absolutely free!! You can't beat that.
A quote that stood out to me in this piece was, "If it makes for a richer educational experience, then it is worth it" (Weller 2010). Even as someone who is fairly comfortable with technology I feel myself resisting at times. I think it is human nature to become comfortable with the status quo, but as a teacher I want to be aware of those instances when I feel myself holding back because I want to push my class forward and offer them the most innovative tools to enrich their learning experience. If i acknowledge my fear along the way, I will be able to overcome it and use simple things like skype in my own classroom. As stated in the article, teachers should not be threatened by outside expertise, but excited to incorporate it into their classrooms because it will only increase the learning.
Q1: How can I prepare myself for possible technological mishaps?
Planning is crucial to all lessons, especially those that rely heavily on technology. I will make sure to always master whatever program I am using before bringing it into my class and test it on the specific computer I am going to be using. I will review FAQs to familiarize myself with problems other users may have encountered. There is also always the possibility that things just do not work out, so having a back up lesson will also be a good idea. Being flexible and able to adapt is part of being an effective teacher and while technology is a great tool, it is not always our friend. Hopefully I will be very tech-savvy by the time I have my own classroom and rarely experience unexpected problems because I will expect them all and already know the solutions.
Q2: Could skype be used to connect classrooms to other people besides experts?
The idea of connecting to experts and professionals in different areas is extremely simple yet innovative. I began thinking about how skype could even help connect to other classrooms or perhaps parents. Parental involvement is so important to a student's success and any type of technology that might make it easier will be welcome in my class. Maybe a parent could view a lesson through skype, have a parent-teacher conference without leaving their office or home, see a performance they might not have otherwise been able to see, etc. Many students in Oceaside specifically have parents in the military. Skype would be an invaluable tool in bringing those parents abroad into the classroom. There are countless ways simple technology like skype can be utilized in a classroom to not only enrich learning but accommodate important people like parents!
Journal #3: Navigate the Digital Rapids
Lindsay, J., & Davis, V. (2010). Navigate the digital rapids. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
Summary:
I found the article absolutely inspiring. Julie Lindsay and Vicki Davis pioneered a project called the Flats Classroom Project where they attempt to transform education by focusing its attention globally through technology and collaboration. Immediately, I was reminded of our very own COE mission statement here at CSUSM. This article not only introduced the concept of flat classrooms, but addressed the hesitance many educators and administrators feel when approached with the idea of incorporating social networking sites and other web-based programs into the curriculum. Seeing technology as a resource rather than some scary, unknown entity is the first step in moving towards more globally aware curriculum for our students.
It is crucial to communicate proper digital etiquette to students in order for them to participate in the global community and be what Lindsay and Davis call "digital citizens." The responsibility we have as digital educators involves a few very important steps: effectively researching the best way to use innovative methods to reach national standards, monitoring the use of technology in a school/district, calming the fear many people have about technology, and creating a student-centered learning environment that promotes global awareness and collaboration.
"Meeting standardized learning outcomes does not mean you have to standardize the process" (Lindsay, & Davis 2010). I love that quote because it is the essence of a transformative, culturally responsive teacher. The use of technology is becoming more prevalent in classrooms, but there is still a lot of reluctance because of this notion that we administer a one-size-fits-all test every year and to achieve success we must all get there on the same road. In actuality, the beauty of public education is taking different roads that are customized to fit each individual student in order for them to reach their full potential. This is all easier said than done of course, but projects like flatclassroom are extremely motivating to me because while a lot of education is tied up in bureaucratic red tape and resistance among old factory teachers, there are still those innovative enough to challenge the status quo and dedicated to transforming the face of public education.
Q1: How could I "flatten" my classroom as an elementary school teacher ?
While I was fascinated by the idea, after looking at the website for flat classrooms, I noticed it is a project for middle school and high school students. The concept of a digiteen has not yet reached the younger students in this specific project. Personally, I would like to do more research on how to prepare my students to one day participate in such a global awareness project. I remember writing letters to pen pals as a 4th grader. Perhaps I could find take the idea of having pen pals further into the global community. My students could write other students from diverse backgrounds and cultures and ask questions about their everyday lives, school experience, families, etc. This would not only expose my students to the world via the internet, but it would better-equip them to be a part of a flat classroom in high school because they would have the global experience under their belts and would be less wary of the "digital rapids" many people find overwhelming at first. My student will hopefully be comfortable with global communication and able to contribute their input to such projects like Flat Classroom.
Q2: What if parents of my students are not open to the idea of their children using the internet?
I am sure there will be a number of protective parents in my classroom not wanting their 8 year old son contacting strangers via the internet and I completely understand that fear. However, I would have to address the issue delicately and sensitively by holding an information session with a Q&A forum for parents to voice their concerns and even their ideas for keeping the internet a safe place for their children. If I find or even start a program of my own that ensures students are communicating with other respectful, globally-sensitive, digital students I will be able to calm the fears of the parents. Perhaps I could get some of them involved. For instance, if I have a Spanish-speaking parent, they could help me monitor students who may choose to write to a student from Latin or South America. In that instance, I would be involving parents in the process as well as promoting the value of speaking another language.
Summary:
I found the article absolutely inspiring. Julie Lindsay and Vicki Davis pioneered a project called the Flats Classroom Project where they attempt to transform education by focusing its attention globally through technology and collaboration. Immediately, I was reminded of our very own COE mission statement here at CSUSM. This article not only introduced the concept of flat classrooms, but addressed the hesitance many educators and administrators feel when approached with the idea of incorporating social networking sites and other web-based programs into the curriculum. Seeing technology as a resource rather than some scary, unknown entity is the first step in moving towards more globally aware curriculum for our students.
It is crucial to communicate proper digital etiquette to students in order for them to participate in the global community and be what Lindsay and Davis call "digital citizens." The responsibility we have as digital educators involves a few very important steps: effectively researching the best way to use innovative methods to reach national standards, monitoring the use of technology in a school/district, calming the fear many people have about technology, and creating a student-centered learning environment that promotes global awareness and collaboration.
"Meeting standardized learning outcomes does not mean you have to standardize the process" (Lindsay, & Davis 2010). I love that quote because it is the essence of a transformative, culturally responsive teacher. The use of technology is becoming more prevalent in classrooms, but there is still a lot of reluctance because of this notion that we administer a one-size-fits-all test every year and to achieve success we must all get there on the same road. In actuality, the beauty of public education is taking different roads that are customized to fit each individual student in order for them to reach their full potential. This is all easier said than done of course, but projects like flatclassroom are extremely motivating to me because while a lot of education is tied up in bureaucratic red tape and resistance among old factory teachers, there are still those innovative enough to challenge the status quo and dedicated to transforming the face of public education.
Q1: How could I "flatten" my classroom as an elementary school teacher ?
While I was fascinated by the idea, after looking at the website for flat classrooms, I noticed it is a project for middle school and high school students. The concept of a digiteen has not yet reached the younger students in this specific project. Personally, I would like to do more research on how to prepare my students to one day participate in such a global awareness project. I remember writing letters to pen pals as a 4th grader. Perhaps I could find take the idea of having pen pals further into the global community. My students could write other students from diverse backgrounds and cultures and ask questions about their everyday lives, school experience, families, etc. This would not only expose my students to the world via the internet, but it would better-equip them to be a part of a flat classroom in high school because they would have the global experience under their belts and would be less wary of the "digital rapids" many people find overwhelming at first. My student will hopefully be comfortable with global communication and able to contribute their input to such projects like Flat Classroom.
Q2: What if parents of my students are not open to the idea of their children using the internet?
I am sure there will be a number of protective parents in my classroom not wanting their 8 year old son contacting strangers via the internet and I completely understand that fear. However, I would have to address the issue delicately and sensitively by holding an information session with a Q&A forum for parents to voice their concerns and even their ideas for keeping the internet a safe place for their children. If I find or even start a program of my own that ensures students are communicating with other respectful, globally-sensitive, digital students I will be able to calm the fears of the parents. Perhaps I could get some of them involved. For instance, if I have a Spanish-speaking parent, they could help me monitor students who may choose to write to a student from Latin or South America. In that instance, I would be involving parents in the process as well as promoting the value of speaking another language.
Journal #2: Finding Students Who Learn with Media
Bull, G. (2010). Finding students who learn with media. Learning & 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
Summary:
This article was a very interesting look at the use of web-based authoring tools that allow students to create their own media. Within just one class period, students are able to create mini-documentaries with an extension of a program called primary access known as primary access storyboard. Prior to such developments there were complaints that too much class time was being used to explain how to use the technology rather than going over actual content. This extension addressed that issue making it easier and more efficient for students to access primary sources and edit their stories with text and narration. The fact that the pilot study revealed that students who engaged in the storyboard activity performed as well as those who wrote traditional essays on an examination on the content of the lesson.
Constant evaluation and reflection is very important in all classrooms, but especially when new innovative methods are being used because it is crucial to find what works best for the students. Finding how they respond to different tools and using that information to adapt the lesson to engage all students will be the challenge of every teacher trying to use new programs in the classroom. One useful tool is the Classroom Assessment Scoring System which allows teachers to further evaluate effective teaching methods by measuring student engagement. Because new technologies are allowing teachers to evaluate such engagement and performance as the lesson occurs, more effective approaches can be attempted earlier rather than later.
Q1: How could I address different levels of technological experience and content knowledge in my classroom?
The article mentions the reality that different students will have different needs and I will have to implement a variety of levels of structure depending on the student. Also, heterogeneous grouping may help in a situation where a student is technologically sound and engaged in the media aspect of the project while another grasps the content better. Partnering students with different strengths may help to teach them collaboration which is key to implementing technology in the classroom. However, it may not help and I will just have to keep trying new ways to engage all my students because without their attention it will be nearly impossible to convey content.
Q2: Why are student-authored media tools valuable to learning?
Students are not only exploring different intelligences they may have, but they are taking control of their learning by the responsibility of creation. These types of tools do not just rely on one strength, but a variety of skills that children can discover in their repertoire. A student may struggle with history, but excel at the artistic or technological aspect of a project. Therefore, they are becoming more aware of their strengths and weaknesses and can transfer the confidence from one realm to the other which may be lacking.
Summary:
This article was a very interesting look at the use of web-based authoring tools that allow students to create their own media. Within just one class period, students are able to create mini-documentaries with an extension of a program called primary access known as primary access storyboard. Prior to such developments there were complaints that too much class time was being used to explain how to use the technology rather than going over actual content. This extension addressed that issue making it easier and more efficient for students to access primary sources and edit their stories with text and narration. The fact that the pilot study revealed that students who engaged in the storyboard activity performed as well as those who wrote traditional essays on an examination on the content of the lesson.
Constant evaluation and reflection is very important in all classrooms, but especially when new innovative methods are being used because it is crucial to find what works best for the students. Finding how they respond to different tools and using that information to adapt the lesson to engage all students will be the challenge of every teacher trying to use new programs in the classroom. One useful tool is the Classroom Assessment Scoring System which allows teachers to further evaluate effective teaching methods by measuring student engagement. Because new technologies are allowing teachers to evaluate such engagement and performance as the lesson occurs, more effective approaches can be attempted earlier rather than later.
Q1: How could I address different levels of technological experience and content knowledge in my classroom?
The article mentions the reality that different students will have different needs and I will have to implement a variety of levels of structure depending on the student. Also, heterogeneous grouping may help in a situation where a student is technologically sound and engaged in the media aspect of the project while another grasps the content better. Partnering students with different strengths may help to teach them collaboration which is key to implementing technology in the classroom. However, it may not help and I will just have to keep trying new ways to engage all my students because without their attention it will be nearly impossible to convey content.
Q2: Why are student-authored media tools valuable to learning?
Students are not only exploring different intelligences they may have, but they are taking control of their learning by the responsibility of creation. These types of tools do not just rely on one strength, but a variety of skills that children can discover in their repertoire. A student may struggle with history, but excel at the artistic or technological aspect of a project. Therefore, they are becoming more aware of their strengths and weaknesses and can transfer the confidence from one realm to the other which may be lacking.
Journal #1: The Beginner's Guide to Interactive VFTs
Zanetis, J. (2010). The Beginner's guide to interactive virtual field trips. Learning & Leading with Technology, 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
Summary:
This article is a brief overview of how teachers can utilize virtual technology in the classroom to provide students with more access to the outside world while remaining in the comfort of their own classrooms. Virtual field trips or VFTs are a great way of addressing the issues regarding the high cost and possible logistical improbability of traditional field trips. They allow students the opportunity to either engage in virtual tours or even interactive Q&As with experts for a fraction of the cost. Asynchronous VFTs are those that do not take place in real time. They range from websites with text and pictures to virtual tours with a podcast guiding the class through the material.
Additionally, there are interactive VFTs. These occur in real time and allow students even more access to the world they are exploring. Whole classes are able to interact with educators across the world through h.323 videoconferencing technology. This seems like it may be costly, because it requires more than is usually found in a public school classroom, but there are ways to gain access to such equipment without breaking the bank. 30% of schools do actually have videoconferencing equipment installed. The rest may seek out help from vendors, museums, and a variety of other businesses. It is also important to look into grant and assistance programs to alleviate the financial burden.
The value of VFTs lies in their ability to connect students to a real life context of what they are learning in school. By breaking up the monotony of a traditional classroom setting, field trips can be very exciting for students. Giving children meaning to what they are discovering in class better reinforces that learning and allows for a more well-rounded experience.
Q1: What are some of the advantages and disadvantages of VFTs?
After reading this article, I began to contemplate not only the advantages of VFTS, but the disadvantages as well. There is no doubt that VFTs can bring expertise and far away destinations to the classroom without spending an exorbitant amount of money, but I do think its important to note that the overall experience is vastly different than students traveling outside of their traditional work environment. Students cannot appreciate the full sensory experience of certain places such as a zoo or a botanical garden while sitting in a classroom. However, VFTs do provide visual and auditory exposure which is very valuable. Additionally, virtual technology rids field trips of the physical safety liability of leaving school grounds with a large group of students. On the other hand, there is the aspect of technological safety that a teacher must consider before incorporating any virtual programs into the classroom. I think it is important to recognize the value in using videoconferencing equipment without replacing traditional field trips altogether because students can benefit greatly from the incorporation of both into their lives.
Q2:If resources are limited, how would I keep all my students engaged?
In my subbing experience I have found that most of the classrooms I've taught in have anywhere from 6-12 computers. If there are not enough computers for each student, I would most likely create stations in my class. Using asynchronous VFTs would allow me to separate my class into groups and have them explore certain websites and virtual tours independently. The other groups can be engaged in worksheets, discussions, art projects, mini-lessons with me, etc. This approach would not only allow me to accommodate every student, but it would also allow me to make the lesson interdisciplinary and therefore even more well-rounded.
Summary:
This article is a brief overview of how teachers can utilize virtual technology in the classroom to provide students with more access to the outside world while remaining in the comfort of their own classrooms. Virtual field trips or VFTs are a great way of addressing the issues regarding the high cost and possible logistical improbability of traditional field trips. They allow students the opportunity to either engage in virtual tours or even interactive Q&As with experts for a fraction of the cost. Asynchronous VFTs are those that do not take place in real time. They range from websites with text and pictures to virtual tours with a podcast guiding the class through the material.
Additionally, there are interactive VFTs. These occur in real time and allow students even more access to the world they are exploring. Whole classes are able to interact with educators across the world through h.323 videoconferencing technology. This seems like it may be costly, because it requires more than is usually found in a public school classroom, but there are ways to gain access to such equipment without breaking the bank. 30% of schools do actually have videoconferencing equipment installed. The rest may seek out help from vendors, museums, and a variety of other businesses. It is also important to look into grant and assistance programs to alleviate the financial burden.
The value of VFTs lies in their ability to connect students to a real life context of what they are learning in school. By breaking up the monotony of a traditional classroom setting, field trips can be very exciting for students. Giving children meaning to what they are discovering in class better reinforces that learning and allows for a more well-rounded experience.
Q1: What are some of the advantages and disadvantages of VFTs?
After reading this article, I began to contemplate not only the advantages of VFTS, but the disadvantages as well. There is no doubt that VFTs can bring expertise and far away destinations to the classroom without spending an exorbitant amount of money, but I do think its important to note that the overall experience is vastly different than students traveling outside of their traditional work environment. Students cannot appreciate the full sensory experience of certain places such as a zoo or a botanical garden while sitting in a classroom. However, VFTs do provide visual and auditory exposure which is very valuable. Additionally, virtual technology rids field trips of the physical safety liability of leaving school grounds with a large group of students. On the other hand, there is the aspect of technological safety that a teacher must consider before incorporating any virtual programs into the classroom. I think it is important to recognize the value in using videoconferencing equipment without replacing traditional field trips altogether because students can benefit greatly from the incorporation of both into their lives.
Q2:If resources are limited, how would I keep all my students engaged?
In my subbing experience I have found that most of the classrooms I've taught in have anywhere from 6-12 computers. If there are not enough computers for each student, I would most likely create stations in my class. Using asynchronous VFTs would allow me to separate my class into groups and have them explore certain websites and virtual tours independently. The other groups can be engaged in worksheets, discussions, art projects, mini-lessons with me, etc. This approach would not only allow me to accommodate every student, but it would also allow me to make the lesson interdisciplinary and therefore even more well-rounded.
Saturday, April 10, 2010
Introduction Letter
Hello! My name is Allison Hoffman and I am from Oceanside, California. I have lived here since I was 11 years old. I was born in La Palma, California, and I moved to Buffalo Grove, Illinois (outside Chicago) when I was 3. I attended grades K-5 at James Whitcomb Riley Elementary School in Arlington Heights, Illinois. When I moved to Oceanside, I went to middle school at Martin Luther King Jr. Middle School. Then I went down the street to El Camino High School for all 4 years. I received my B.A. in political science at UCSD in 2008 and also had the amazing opportunity to study for a semester in Sweden at Lund University. I hope to get my multiple subject teaching credential at CSUSM and then eventually obtain a master's degree as well!
My experience with technology tends to be determined by the people I am comparing myself to. For instance, my dad can barely compose an email (bless his heart), so he considers me a computer genius. I definitely do not consider myself one, but I can figure most things out (even if it takes me awhile). I am familiar with Microsoft Office programs, internet browsing, the basics, etc. What I don't now, I know how to google. :) I recently purchased a 13" Macbook Pro which I LOVE, but I don't really have anything against PCs. I just miss the "4 finger swipe" when I use any PC.
The CSUSM mission statement attracted me to the school because of its emphasis on lifelong learning. I am excited to join a profession that encourages everyone involved to continue pursuing higher education at all phases of their lives. My goal is to be the type of teacher who is open to learning from a variety of sources including my students. I hope to be considered an educator as well as a lifelong learner.
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