Journal 4: Can Facebook Replace Face-To-Face?

Journal 4:

Anderson, L. S., & Hildenbrand, E. K. (2009, October). Point/Counter Point: Can Facebook Replace Face-to-Face?. Retrieved October 1, 2009, from ISTE.

So for my free article of choice on ISTE, I chose one that immediately popped out in my mind because we have been talking about topics related to this one in class a lot! The article I chose was one about Facebook. We discussed social networking sights in class and even made a Twitter account. Since I also have a Facebook account I was curious to see the article! The topic of the article is can Facebook replace face-to-face? It was written from two different people, and two different perspectives.

1. Did Larry S. Anderson feel that Facebook could replace face-to-face?

Larry said yes! He feels that many adults and people tend to reject the idea of Facebook without even giving it a fair shot. He feels that is can be used to our advantage. Facebook allows judgments about people to be thrown out the window because online, a picture is not a necessity to have a Facebook account. Groups can be joined and opinions can be expressed that might not have been expressed in a face to face conversation. He feels it is a great tool for students to use!

2. Did Ellen Hildenbrand feel that Facebook could replace face-to-face?

Ellen said no! Ellen is not an advocate of online learning, and feels that a student will really only benefit from a person being present while teaching. She feels online communication can sometimes send the wrong message, and cause confusion on points trying to be made while socially interacting. She feels that as a teacher she needs to receive vibes from her students in order to effectively teach them, such as body language and facial expressions. She is not anti Facebook, just not pro it when it comes to students using it for learning.

In this post, using the ISTE website I read an article called "Can Facebook Replace Face-to-Face?" I wrote a journal entry after reading the article, and I posted it on my blog. I formulated two questions from reading the articles, and then I answered the questions.

Journal 3: Walk, Fly, or Teleport to Learning

Journal 3:
Yoder, M. B. (2009, October). Walk, Fly, or Teleport to Learning: Virtual Worlds in the Classroom. Retrieved October 1, 2009, from ISTE.

I thought MUVE’s was so cool! I have never heard of it before, in a way it’s like its own world. For me, the teen MUVE was very intriguing to me; because that is the age group I want to teach. Middle school students would love to learn through an online resource such as this. I remember when I was in middle school, and our class took trips to the computer lab to play games once a month I loved it! This seems like a better version of a game because it is educational as well.

1. What does DIDI stand for, and what is the meaning behind it?

DIDI stands for “dream it, do it”. It is an after school program that students are meant to do individually. In DIDI they can experience workshops, and community problems in a fun fashion. DIDI encourages kids to lead social change, and to make a positive impact on the environment. Technical assistance is also available through DIDI. With DIDI it seems the sky is the limit!

2. What are the starting steps to becoming virtualized?

Read, research and learn. Online resources for the specific grades you are teaching are endless online. Reading blogs is a helpful tool as well. Connect and talk with other teachers from whom you can learn from. Take virtual tours with friends, co-workers or fellow “MUVEr”s. Lastly, create your virtual self and explore! Create a “second life” and try to get involved with someone else you know who wants to create one as well. Create an avatar and chat with other avatars to get the ball rolling.

In this post, using the ISTE website I read an article called "Walk, Fly, or Teleport to Learning". I wrote a journal entry after reading the article, and I posted it on my blog. I formulated two questions from reading the articles, and then I answered the questions.

Journal 2: Ground Tech Integration

Journal 2:

Hofer , M., & Harr, J. (2009, October). Learning Connections: Tech Integration in Social Studies. Retrieved October 1, 2009, from ISTE.

What was addressed in this article is something I have thought about a lot, and I was excited to read about a way to solve the issue or incorporating technology into lesson plans. Since I want to be a math teacher, I have been trying to think of how I would be able to use technology in my classroom. There were specific ways in the article on how to incorporate knowledge based activities into using technology online, plus divergent and convergent activities. Bray used an example of taking a virtual field trip online for his students. I took a virtual field trip in a college Earth Science course, and I thought it was very effective and I learned a great amount!

1. What type of activities could be used in divergent-knowledge activities?

There are many different types of activities for this type of learning! Creating diaries, drawing cartoons, developing a knowledge web, designing an exhibit, or engaging in a historical role play are just a few ways to show divergent-knowledge activities in a technological manner.

2. What has research demonstrated about teachers and their lesson planning?

Teachers are found to plan their lessons around content based learning and activities centered on that. Teachers try to accommodate lesson plans to fit their students learning styles, because not every student learns in the same way. Pedagogy is another thing teachers try to think of when creating lesson plans for their students.

In this post, using the ISTE website I read an article called "Learning Connections: Tech Integration In Social Studies". I wrote a journal entry after reading the article, and I posted it on my blog. I formulated two questions from reading the articles, and then I answered the questions.

Journal 1: E-Learning Programs

Journal 1:
Pickle, K., Coyle, S., & Jones, T. (2009, October). e-Learning Programs Come in All Shapes and Sizes. Retrieved October 1, 2009, from ISTE.

I couldn’t believe what I was reading when the article said that some teachers in the Yukon-Koyukuk School District taught five different levels, and each of those levels required different lesson plans. I can’t imagine how a teacher could be nearly as effective having to remember and present so much different curriculum. Once technology was introduced into these classrooms, it was proven that students were doing better and many were able to study and learn more about their native language that would not be accessible through a teacher teaching them because they do not know enough about that specific language more than likely. I think the e-learning program has obviously been proven to be very effective, and I think it should be used in many other school districts!!

1. How does the V-Brick technology reach out to children and in what ways does it help students and their learning?

The V-Brick technology is an awesome and very resourceful tool for teachers to use in their classrooms. It allows teachers to make video modules that students are able to follow online. The point of these video modules is to help students learn, practice and master concepts through using a computer in place of a teacher. In reality the teacher is not physically present, but is extremely close to being physically present due to being able to record themselves while teaching. V-Brick technology also allows for online practice activities.

2. What are some possible benefits to online student courses?

Students can take online courses at their own convenience, and if taking a course face to face doesn’t work out, online is a great way to be just as effective without having a teacher present. Another reason is that online courses can help students become well familiar with technology which is something very important in the 21st century. Equity is almost guaranteed in an online class, and the opportunities seem endless.

In this post, using the ISTE website I read an article called "e-Learning Programs Come In All Shapes and Sizes". I wrote a journal entry after reading the article, and I posted it on my blog. I formulated two questions from reading the articles, and then I answered the questions.

Journal 7: "Calendars"

For the Classroom 2.0 assignment I chose to pick a tool under “Calendars”. Google Calendars was a tool that I was unfamiliar with that was discussed and brought up in almost every discussion that I read. Administrators and teachers used this tool to share information about what’s going on in that particular time period such as holidays, events, and schedules which are accessible to parents, students, teachers, other administrators, etc., online. Google Calendars lets you keep track of your own events as well as others. Calendars can be shared amongst people and it allows one to manage personal and professional calendars. Events can be added, and multiple calendars can be made and shared. For example a work calendar can be made and a home one as well. After you make your calendars you can share them and make them accessible to others or left private. A G-mail address is not necessary, but is prefered for sharing this tool. Reminders can be set so that important dates or events are ensured they are not missed. Reminders can be sent to your cell phone, and through email as well. It is great for scheduling tasks and a great way to stay organized. I was really drawn to this tool and I could definitely see myself using it as a future teacher or administrator. I definitely see myself using this now! There were so many different posts in the discussion threads about programs accessible online that are free and easy to use that are great planning tools to in order to share upcoming events with others. I am the type of person that loves to be organized and plan ahead and I was very drawn to the idea of using a program like Google Calendars. It can be a fun and interactive way to mark important dates and advertise upcoming events within a school. I think Google Calendars brings a community or school district together by ensuring that everyone is on the same page, and people are able to see well in advance upcoming events that they might be interested in so that they can personally mark it on their own Google Calendar.

Here is the link to the discussion thread I followed on Classroom 2.0
http://www.classroom20.com/forum/topic/listForTag?tag=calendars

In this assignment I went to the Classroom 2.0 website. I created an account with Classroom 2.0 and signed in. I picked a "tool" on the right side of the web page. There were many different tools to choose from. I picked a tool called "Calendars". Once I picked this tool, I then researched about this specific tool by reading on two different discussions posted under this link. In my blog I wrote about how this tool works, and what I learned from doing research on this tool.

Copyright (NETS IV)

Copyright Assignment

In this copyright assignment I was placed into a group to work with two other students. We went to a website called Fair Use Harbor. From there we split up the different harbors and researched on two specific harbors. The two harbors that I researched on dealt with Copyright and the laws of copyright, as well as the uses of Fair Use. I wrote down in bullet points about what I learned from my research. Using Google Docs, our group was able to assemble our entire document which included information from every Harbor. I posted the document on my blog titled "Copyright" by using the Scribd website.

Powerpoint (NETS III)

ed422 ppt

I created a powerpoint presentation based on the ISTE Nets for Teachers website. I used a hyperlink, transitions between slides, images, sounds, color, and bullets in order to show my learning. I worked collaboratively in a group for this assignment.

Inspiration (NETS III)

In this Inspiration assignment, I looked at the Nets standards for teachers. For each Nets standard I looked further into two subcategories per Net. I picked assignments we have done this semester in ED422 and matched them with the subcategories I felt were being described to that specific Net. Then, I used pictures to represent my findings and my Inspiration was complete!