This assignment was a collaborative effort between 5 classmates and myself. Using GoogleDocs, we each tackled a different Copyright/Internet Safety issue including Cyber Predators, Cyberbullying, Social Networks, Inappropriate Content, Privacy and Plagiarism, and Identity Safety. While researching each topic, we completed student assignments exploring different scenarios and situations. This artifact not only exhibits collaboration, but also my preparedness in modeling safe and digitally responsible behavior to my students.
Friday, May 7, 2010
Classroom Newsletter (NETS-T I, III)
I used Microsoft Word to creatively format a classroom newsletter complete with columns, clip art, a masthead, graphics, and drop caps. I included my self-portrait as well to demonstrate my ability to scan items into the computer.
iMovie: CSUSM PSA (NETS-T II, III, IV)
Using iMovie video-editing software, I created a short public service announcement introducing prospective CSUSM students to the school and campus. I imported video footage, edited clips, added my own voice and music, experimented with different video effects, and included text over images and videos. This artifact shows how I met NETS-T, specifically NETS-T III because I demonstrated fluency with video software and communicated information about CSUSM to my viewers. I also promoted digital responsibility by including credits citing where I got the music and information I used.
Journal #9: Web 2.0. Today's Technologies, Tomorrow's Learning
Groff, J., & Haas, J. (2008). Web 2.0: today's technology, tomorrow's learning. Learning & Leading with Technology, 36(2), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/SeptemberOctoberNo2/L_L_September_October_2008.htm
Summary:
This article all about using digital technology like social networking sites, simulations, and digital games to give value to lessons in order to engage students with the material. Some teachers are attempting and advocating the use of today's technologies to translate lessons into a language most students speak these days. While there are some that do not welcome this type of teaching because many of these games and sites have a reputation of being disruptive rather than useful, there are a lot of teachers who want to tap into the value of such resources to find how to use them effectively in the classroom. Simulations can be used to allow students to explore worlds and ideas that would otherwise be impossible to reach. Social networking allows teachers and students to create their own space outside of the classroom to communicate, collaborate, and share ideas. Digital games can be valuable if they focus on problem solving skills and teamwork.
There are, of course, concerns with using certain technology in the classroom. Implementing these strategies and games into lessons is a lot easier said than done. The element of access to resources is always an issue, especially today with budget cuts and limited resources in most classrooms throughout the country. There is also the concern that lessons designed around technology and digital games are open-ended and therefore unpredictable. This concept frightens some teachers because it is very student-centered and difficult to manage, but Groff and Haas argue that student-centered learning can be a rich experience for students because they will work along their teachers to solve problems that may arise and can learn from the hands on experience.
Q1: Will I use digital games and simulations in my classroom?
I definitely had some of the concerns educators have with some of these new technologies, but after reading this article I am very much excited about the possibilities of engaging more students by essentially speaking their "digital language." In my experience substitute teaching, I have seen firsthand how excited students are to do any activity using computers. Tapping into that excitement is part of being a good teacher. It is important to be able to build on the foundation students already have and utilize the skills they bring to the classroom as well as teach them new skills. In an increasingly digital world, why not reflect that in our classrooms and transform education in a way that engages and inspires students?
Q2: What are some digital games that teachers are using now in a K-5 setting?
The article mentioned Club Penguin as an example. I have not seen exactly what Club Penguin is, but I know many students I sub for talk about it and draw penguins constantly so I can assume it is something they are interested in and excited to play. Wikipedia's entry on Club Penguin says it is an MMORPG (massively multiplayer online role-playing game) that allows children to play games in a virtual setting. Because Disney published this game with the intent of children ages 6-14 to use it, it is very focused on child safety. The fact that businesses are creating online games targeting children is a great thing because the more educators embrace the use of them in the classroom, the more games will be focused on the educational market. Therefore, the reciprocal relationship between technology and education is a new but flourishing connection that can be nourished by our willingness to transform education and be innovative in the classroom.
Summary:
This article all about using digital technology like social networking sites, simulations, and digital games to give value to lessons in order to engage students with the material. Some teachers are attempting and advocating the use of today's technologies to translate lessons into a language most students speak these days. While there are some that do not welcome this type of teaching because many of these games and sites have a reputation of being disruptive rather than useful, there are a lot of teachers who want to tap into the value of such resources to find how to use them effectively in the classroom. Simulations can be used to allow students to explore worlds and ideas that would otherwise be impossible to reach. Social networking allows teachers and students to create their own space outside of the classroom to communicate, collaborate, and share ideas. Digital games can be valuable if they focus on problem solving skills and teamwork.
There are, of course, concerns with using certain technology in the classroom. Implementing these strategies and games into lessons is a lot easier said than done. The element of access to resources is always an issue, especially today with budget cuts and limited resources in most classrooms throughout the country. There is also the concern that lessons designed around technology and digital games are open-ended and therefore unpredictable. This concept frightens some teachers because it is very student-centered and difficult to manage, but Groff and Haas argue that student-centered learning can be a rich experience for students because they will work along their teachers to solve problems that may arise and can learn from the hands on experience.
Q1: Will I use digital games and simulations in my classroom?
I definitely had some of the concerns educators have with some of these new technologies, but after reading this article I am very much excited about the possibilities of engaging more students by essentially speaking their "digital language." In my experience substitute teaching, I have seen firsthand how excited students are to do any activity using computers. Tapping into that excitement is part of being a good teacher. It is important to be able to build on the foundation students already have and utilize the skills they bring to the classroom as well as teach them new skills. In an increasingly digital world, why not reflect that in our classrooms and transform education in a way that engages and inspires students?
Q2: What are some digital games that teachers are using now in a K-5 setting?
The article mentioned Club Penguin as an example. I have not seen exactly what Club Penguin is, but I know many students I sub for talk about it and draw penguins constantly so I can assume it is something they are interested in and excited to play. Wikipedia's entry on Club Penguin says it is an MMORPG (massively multiplayer online role-playing game) that allows children to play games in a virtual setting. Because Disney published this game with the intent of children ages 6-14 to use it, it is very focused on child safety. The fact that businesses are creating online games targeting children is a great thing because the more educators embrace the use of them in the classroom, the more games will be focused on the educational market. Therefore, the reciprocal relationship between technology and education is a new but flourishing connection that can be nourished by our willingness to transform education and be innovative in the classroom.
Journal #8: Tapping the Weath of Social Networks for Professional Development
Greenhow, C. (2009). Tapping the wealth of social networks for professional development. Learning & Leading, 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/36810g.pdf
Summary:
Social networks are becoming increasingly popular, not just among students. Teachers are beginning to tap into their value as well. This article is about the advantages of schools and teachers evolving and adapting to the emerging digital world at their disposal. Because many of these technologies are relatively new to education, there is a need for more research to be conducted regarding how to use them in the classroom and the true impact technology has on education as a whole.
Two trends are particularly evident with regards to teacher use of social networking tools. The first is social bookmarking which is a tool for people to share their bookmarks and sites of interests with an online community. The usefulness of this in the education is that it facilitates collaboration and helps users share valuable scholarly articles, journals, sources they come across. Social networking can also be used as a way to gain more access to support from colleagues and peers and to share our creativity online. Sites such as Facebook, Classroom 2.0, and Twitter all fall under this trend. Self-reflection and analysis has always been a very important part of teaching and these types of resources allow teachers to evaluate their performance and trouble shoot areas which need improvement. Teachers can also receive more professional recognition for their research and work in the classroom through these types of social networking sites. If used properly, these sites are also helpful to students wanting to broadcast their work through a safe medium. In the coming years, we will see more of the advantages and effects of social networking sites and will also hopefully be better-equipped to deal with the disadvantages.
Q1: Am I likely to use twitter in an elementary school setting?
I probably would not use twitter with elementary school students. The instant polling is an awesome feature if all students or participants have cell phones, but I know most of my students won't and it seems like a more sophisticated tool to be used in middle or high school grades. I think it could be a valuable resource to utilize with other teachers at my school because we could post questions and answers there and share our thoughts about our classrooms and schools. Events could be posted to keep everyone updated. Parents could be brought into the equation as they could "follow" the tweets of their children's teachers. In that sense, twitter and other social media would be a great asset to the elementary school classroom!
Q2: What are the implications of social networking tools being so new to the field of education?
Greenhow mentions a few times that research on using such technology in the classroom is very limited because of how new it is. I think that this is important to remember when incorporating wikis and twitter and blogs into schools because we must be very responsible and use good judgment with such powerful tools. Digital responsibility and citizenship are such new terms that not everyone is aware of them. We should continue to research the effects and proper ways of using technology in the classroom as it emerges within education.
Summary:
Social networks are becoming increasingly popular, not just among students. Teachers are beginning to tap into their value as well. This article is about the advantages of schools and teachers evolving and adapting to the emerging digital world at their disposal. Because many of these technologies are relatively new to education, there is a need for more research to be conducted regarding how to use them in the classroom and the true impact technology has on education as a whole.
Two trends are particularly evident with regards to teacher use of social networking tools. The first is social bookmarking which is a tool for people to share their bookmarks and sites of interests with an online community. The usefulness of this in the education is that it facilitates collaboration and helps users share valuable scholarly articles, journals, sources they come across. Social networking can also be used as a way to gain more access to support from colleagues and peers and to share our creativity online. Sites such as Facebook, Classroom 2.0, and Twitter all fall under this trend. Self-reflection and analysis has always been a very important part of teaching and these types of resources allow teachers to evaluate their performance and trouble shoot areas which need improvement. Teachers can also receive more professional recognition for their research and work in the classroom through these types of social networking sites. If used properly, these sites are also helpful to students wanting to broadcast their work through a safe medium. In the coming years, we will see more of the advantages and effects of social networking sites and will also hopefully be better-equipped to deal with the disadvantages.
Q1: Am I likely to use twitter in an elementary school setting?
I probably would not use twitter with elementary school students. The instant polling is an awesome feature if all students or participants have cell phones, but I know most of my students won't and it seems like a more sophisticated tool to be used in middle or high school grades. I think it could be a valuable resource to utilize with other teachers at my school because we could post questions and answers there and share our thoughts about our classrooms and schools. Events could be posted to keep everyone updated. Parents could be brought into the equation as they could "follow" the tweets of their children's teachers. In that sense, twitter and other social media would be a great asset to the elementary school classroom!
Q2: What are the implications of social networking tools being so new to the field of education?
Greenhow mentions a few times that research on using such technology in the classroom is very limited because of how new it is. I think that this is important to remember when incorporating wikis and twitter and blogs into schools because we must be very responsible and use good judgment with such powerful tools. Digital responsibility and citizenship are such new terms that not everyone is aware of them. We should continue to research the effects and proper ways of using technology in the classroom as it emerges within education.
Wednesday, May 5, 2010
Journal #6: A New Concept of Citizenship for the Digital Age
Greenhow, C. (2010). A New concept of citizenship for the digital age. 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=25564&DirectListComboInd=D
Summary:
The concept of digital citizenship is relatively new, but important to understand in the digital age we live in. ISTE includes digital citizenship in its NETS for students because of its importance and relevance to our current educational climate. This article offers multiple definitions as well as some recent studies addressing this standard. According to NETS-S, digital citizenship is, "the ability to practice and advocate online behavior that demonstrates legal, ethical, safe, and responsible uses of information and communication technologies." There are many abstract terms in this definition because it encompasses all of the different aspects of safety and responsibility students should understand when participating in the digital world.One reason digital citizenship is hard to define is the differences between the cultures of hundreds of countries. Even within our own culture, there are a multitude of ways one can be misunderstood online. Add a language and cultural barrier and there is a big problem with the concept of citizenship. The scope of digital citizenship has also expanded with the rise in popularity of social networks, blogging, and other Web 2.0 media.Researchers from the University of Kansas identified 9 components of digital citizenship:- digital etiquette- digital communication- digital access- digital literacy- digital commerce- digital law- digital rights and responsibilities- digital health and wellness- digital securityDigital citizenship includes serious issues such as cyberbullying. Research is being done to examine the effects of this type of harrassment on children and teenagers today. Another study was conducted to examine the moral code teachers should follow on social networking sites in hopes of modeling appropriate and safe behavior online.
Q1: As a teacher, what should I do to model digital citizenship?
Summary:
The concept of digital citizenship is relatively new, but important to understand in the digital age we live in. ISTE includes digital citizenship in its NETS for students because of its importance and relevance to our current educational climate. This article offers multiple definitions as well as some recent studies addressing this standard. According to NETS-S, digital citizenship is, "the ability to practice and advocate online behavior that demonstrates legal, ethical, safe, and responsible uses of information and communication technologies." There are many abstract terms in this definition because it encompasses all of the different aspects of safety and responsibility students should understand when participating in the digital world.One reason digital citizenship is hard to define is the differences between the cultures of hundreds of countries. Even within our own culture, there are a multitude of ways one can be misunderstood online. Add a language and cultural barrier and there is a big problem with the concept of citizenship. The scope of digital citizenship has also expanded with the rise in popularity of social networks, blogging, and other Web 2.0 media.Researchers from the University of Kansas identified 9 components of digital citizenship:- digital etiquette- digital communication- digital access- digital literacy- digital commerce- digital law- digital rights and responsibilities- digital health and wellness- digital securityDigital citizenship includes serious issues such as cyberbullying. Research is being done to examine the effects of this type of harrassment on children and teenagers today. Another study was conducted to examine the moral code teachers should follow on social networking sites in hopes of modeling appropriate and safe behavior online.
Q1: As a teacher, what should I do to model digital citizenship?
Q2: Have teachers been fired for inappropriate online behavior?
Yes. I googled this topic and found a case on the PBS website of a teacher who created a myspace to communicate with students. The school fired the teacher for "exercising poor judgment" and possibly having inappropriate conversations with his students. This is an important issue to research because when using Web 2.0 tools these types of boundaries are being threatened and must be upheld even with the greater communication between teachers and students. If we as educators do not take the proper precautions to make online communication safe and appropriate, we are vulnerable to termination and the stigma attached with it.
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