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!

Collaborative Power Point Rubric (NETS I)

I made a rubric using the website Scribd. I worked in a group with Marly and David. The rubric we created was made in order to grade our fellow classmates powerpoints. We created a grading scale and our rubric had specific guidelines to differentiate between a student receiving full credit, partial and no credit.