Inspiration!

NETS-T: 1,2,3

Here is my outline, made with Inspiration, for the narratives for TaskStream.

Journal #9: Teaching Green (NETS-T:1,2,3,4)

Waters, J. (2011). Teaching green. The Journal, 38(4), Retrieved from http://thejournal.com/research/2011/04/digital-edition_april_pdf/asset.aspx?tc=assetpg.

With our numerous advances in energy conservation, teaching “green” has become an integral part of education.  Taking care of the world we live in is an important part of our wellbeing and teaching students about energy conservation, how to think “green,” and respect the environment has proven to be imperative and necessary.  In his article, “Teaching Green,” John Waters explores some of the many online tools available to teachers and educators on teaching students about the environment. While some of the sites like myfootprint.org and classroomearth.org can be used to engage and inform high school students on issues surrounding the environment, other websites like “EEK!” and powerupthegame.org can provide environmentally informative fun and interactive activities for younger students.  Also, Waters mentions the online Environmental Protection Agency Teaching Center, which provides tons of background information, lesson plans, and ideas for integrating environmental education with everyday curriculum.

Question 1: Explore each of the websites. Which one could you see yourself using in your classroom? Why?  I could definitely see myself using EEK! The website had an incredible amount of activities and lesson plans for teachers to follow. I thought it was awesome! Also, I could see myself utilizing many of the resources on the EPA’s website. The Youtube channel seems super interesting!

Question 2: How would you incorporate environmental education with your subject matter?  Tying mathematics and environment education would be fun! I would use example of carbon footprints, waste, and clean air composition while teaching ratios and then using results to form graphs or equations. Also, exploring the output/input of solar energy to build algebraic formulas.

Journal #8: Point/Counterpoint: Should Schools Be Held Responsible for Cyberbullying? (NETS-T:4,5)

Bogacz, R., & Gordillo, M. (2011). Should schools be responsible for cyberbullying?. Learning and Leading with Technology, 36(6), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Point_Counterpoint_Should_Schools_Be_Held_Responsible_for_Cyberbullying.aspx  

With the freedom and ease of the internet and technology today, cyberbullying has become a prominent issue surrounding both home and school environments. Generally, the schools have been held responsible for bullying because it happens during school, but who is held responsible when the bullying moves from the home to school, and from computer to computer? The article, presents two viewpoints surrounding schools and cyberbullying. Renee Bogacz believes that schools should most definitely be held responsible for cyberbullying. Teachers and administrators must educate themselves, their students and their parents, about cyberbullying and then reinforce these ideas, insisting that all "educational stakeholders" must work together to stop cyberbullying. On the other hand, Miguel Gordillo believes that it is society and the families involved that should be held responsible for cyberbullying. He asserts that while the school can be held responsible for educating and teaching about cyberbullying, the root of the problems starts at home, and ultimately, it is the responsibility of the parents to provide a loving and healthy home life to deter students from cyberbullying.

Question 1: Considering the viewpoints presented in the article, whom do you think should be held responsible for cyberbullying? I believe, like Gordillo states, that bullying starts at home, but like Bogacz says, it affects the school environment. I don’t think that either party should be held completely responsible.  I think that educators should both inform and deal with issues surrounding cyberbullying but the real problem begins at home and it will take some major changes in society as a whole to prevent cyberbullying. 

Question 2: Do you think that restricting sites and keeping a close eye on students will prevent cyberbulling? I that if a child wants to or feels the need to bully, he/she will, no matter what.  As educators, I think it important that we educate rather than restrict. 

Journal #7: My Personal Learning Network

             The concept of a PLN, or personal learning network, is to build a collaborative community that pinpoints or specifies ideas or information in which you are interested. With my PLN, I am essentially building a collaborative network that goes beyond the grounds of a school. I can branch out and access websites or blogs discussing relevant topics or lesson plans, talk to teachers from across the world and create a digital community related to teaching concepts or strategies. These networks become a way to consistently learn and develop your resources as a teacher. 

Twitter, is a website which provides a forum for people to chat in real-time, and to  “tweet” information.  With my twitter, I was able to follow people, who “tweeted” about things that I was interested in. I found these people through educational chats and through other people within my network.  Through both #mathchat and #edchat, I was able to follow people interested in both mathematics and teaching. I targeted people through their short profiles, conversations and participations in chats, and through their tweets and retweets. I participated in the #mathchat, and I must say it was incredibly cool. The conversation was about how to connect geometry through real applications in the classroom. I learned so much and felt so connected with the people involved in the chat.  These chats are a great concept for teachers because they provide a way to branch out, share ideas, and further their own education.

My diigo turned out to be an incredible learning tool.  Through the people I followed (mostly mathematics educators) I was able to find so many different resources for education. Getting started was tough, but after exploring a bit, I couldn’t stop adding sites and following people! Also, I joined a few groups. These were incredibly informative and led me to even more resources and people to follow! The pages that I tagged PLN, were mainly pages or blogs about how to utilize twitter and how to build and get the most out of your PLN.  I found these pages through both my group and my network. In the future, these pages will help me to keep building my PLN.

Last, but certainly not least, I became a member of classroom2.0, a digital discussion forum.  This forum is a space for teachers around the world to gather and post relevant information and tools having to do with teaching and technology. It provides a way for teachers to connect, explore new ideas, and build their PLN.  As a member, I was able to access a variety of teacher’s blogs, create my own profile, watch videos and read relevant articles.  While exploring the site, I watch a video about a website called TenMarks. The video was very informative. I had actually heard about TenMarks from a website that was bookmarked in my Diigo network. It really showed how a PLN can be an excellent way to pinpoint all things you are interested in.

I had a great time building my PLN. I especially enjoyed exploring Diigo, I think it provides a perfect way for teachers to share resources and information all the time. Also, the twitter chat was fun and really made me realize benefits of creating a community and connecting with others.

Journal #6: Building Your PLN (NETS-T:3,5)

Warlick, D. (2009). Growing your personal learning network. Learning and Leading with Technology, 36(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/200904?pg=4#pg1 

 

Connecting with people and information is an important part of being a teacher.  Build a PLN, or personal learning network, can is a way to gather information and connect with teachers and educators across the world.  In his article, David Warlick, explains how to actively and effectively build your PLN through three different avenues: personally maintained synchronous connections, personally and socially maintained semisynchronous connections, and dramatically maintained asynchronous connections. While personally maintained synchronous connections include the basics like ichat, and instant message to connect to people already in your network, personally and socially maintained semisynchronous connections provide your PLN with collaboration that does not have to happen in real time and can happen across different avenues and happen while connecting or doing something else. Dynamically maintained asynchronous connection, on the other hand, allow us to connect with information. Warlick explains the importance of organizing and gathering the information you want through an RSS aggregator. In this sense, you are able to "sick back and relax," and let the information come to you.  Most importantly, Warlick explains that building your PLN takes responsibility and constant gathering and learning.

Question 1: How would you use the concept of a PLN in the classroom? I would, most importantly, use my PLN to gather information and others ideas to keep my classroom interesting and up-to-date. Also, helping students build their own PLN with their peers and and with information involving what topics we are covering in class.

Question 2: How would you avoid getting caught up in the mess of PLNs? I would, as Warlick explains, stay responsible and aware of the time spent on my PLN. Also, I would invest in a good RSS aggregator and constantly check in with the information I have been gathering.

All About Me Survey

Journal #4: It's Time to Trust Teachers with the Internet (NETS-T: 4,5)

Schaffhauser, D. (2010, December 1). It's time to trust teachers with the internet:a conversation with meg ormiston. Retrieved from http://thejournal.com/articles/2010/12/01/its-time-to-trust-teachers-with-the-internet-a-conversation-with-meg-ormiston.aspx?sc_lang=en 

Teaching in the 21^st century has become technological. In order to maximize student learning, it is pertinent to not only utilize technological tools but to also teach students how to use these tools. In her interview, Meg Ormiston discusses the importance of trusting teachers to use technology efficiently within the classroom. With the openness of the Internet, many administrators and districts put up blockers to certain websites deemed unsuitable for students. Although some blockers are absolutely necessary and reasonable, many administrators put up blockers everywhere, restricting sites that may enhance and increase student learning. Ormiston states, “Every time we get one of these new tools, we have an opportunity to engage students. That's what it's about. It's not about locking things behind the gate. It's about appropriate engagement.” We must trust teacher to both use and teach students how to appropriately use the Internet. If schools allow both teachers and students to successfully use the Internet, the opportunities for learning become endless.

Question 1: Is it appropriate and necessary to block all social networking sites (e.g. facebook, myspace, twitter, blogger, etc.)? I do not think this is necessary at all.  Seen in class, teachers can effectively utilize these websites to actually help and increase student learning. Yes, there are many ways in which students can ineffectively use these sites, but I believe that if the teacher presents knows how to appropriately use these sites, there should be a minimal amount of issues.

Question 2: What do you think is the best way to teach and employ “appropriate engagement” within the classroom? Blockers? Limited access? I think the best the best way is to teach the students responsible ways to utilize the Internet and to have them understand that while they are at school they must be appropriate. Also, presenting the internet as a privilege which is not to be abused will help to make students more responsible.

Journal #3: 100 Things That Make me Happy

1. My boyfriend 2. My sister 3. My parents 4. Swimming 5. Step class 6. Dancing 7. Biking 8. Spin class 9.Accomplishing something 10. Apples and peanut butter 11. Oranges 12. Getting an A 13. Sleeping 14. Feeling intelligent 15. Doing well at work 16. Helping people 17. Making other people happy 18. Going to the swap meet 19. My boyfriend’s band 20. Listening to my boyfriend sing. 21. Subhumans 22. Sunny days 23. Summer time 24. Gumballs 25. Getting something right 27. Feeling sexy 28. Chocolate mile 29. Desperate Housewives 30. King of Queens 31. The Office 32. Monk 33. Law and Order 34. Edward Norton 35. Reading a good book 36. Getting time to relax 37. Bubble baths 38. My boyfriend’s back rubs 39. The Jacuzzi 40. Getting in a good work out 41. Feeling warm and cozy 42. Tutoring 43. Eating well 44. Skinny Hazelnut Lattes 45. Smoothies 46. Relaxing at home. 47. Waking up on time. 48. New clothes 49. Getting paid 50. My Ipod 51. Having the day off 52. Getting my homework done 53. Understanding my math homework 54. My macbook 55. Good music 56. Going to shows 57. Listening to old punk rock 58. Johnny Cash 59. Lucky Cologne for men 60. My Ed422 Blog 61. My Ed422 professor 62. Meeting new people 63. Talking with my mother 64. My Opa and Oma 65. My cousins 66. Holloween 67. Getting all dolled up 68. Cryptograms 69. Arrested Development 70. Dirty Martinis 71. Good smelling candles 72. Raspberry Wine 73. Raspberries 74. Grapes 75. Engaging in good conversation 76. The beach 77. Driving down Coast Highway 78. Happy pictures 79. Sunflowers 80. Tulips 81. My tattoos 82. My boyfriend’s tattoos 83. Getting down with my bad self 84. Low rider bikes 85. Summer nights 86. Salsa Dancing 87. Swing Dance 88. Teaching someone something valuable 89. Old school cars 90. 1950’s fashion 91. 1950 Ford trucks 92. Dia De Los Muertos art 93. Nacho Libre 94. My boyfriend acting like Nacho Libre 95. Disney Movies 96. Little black dresses 97. Hensley’s 98. Shopping at Target 99. Making someone laugh 100.That there is plenty more than 100 things that make me happy.

Journal #2: Join the Flock (NETS-T: 1,2,3,5)

Ferguson, H. (210). Join the flock. Learning and Leading with Technology, 37(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Join_the_Flock.aspx 

In this day and age, information is readily available and literally just a “click” away, but how do we go about utilizing and processing all this information?  Shannon McClintock and Hadley Ferguson suggest that we “Join the Flock!” In their article, Ferguson and McClintock, discuss how to use twitter as a tool for building a “collaborative community,” where you can, not only, share your own ideas, but also gather information from others’ ideas. Ferguson discusses “how” to join this flock, suggesting that we create profiles, follow colleagues and people with similar interests, build a network, and create lists. Essentially, we need to build a unique profile, which holds and pinpoints all the information that we are interested in. Ferguson stresses the idea that with twitter you don’t have to share your ideas, “you can simply follow people and not say a word. Just read the tweets, click on links to blogs, and learn.” Twitter is an excellent source for not only learning, but also for sharing ideas; it is all a matter of how you use it.  McClintock describes how to maximize this learning, through use of a twitter organizer, hashtags, and lists to access valuable and pertinent information.

Question 1: How would you effectively use twitter within the classroom? I would use twitter as a primary device for keeping the lines of communication open between my class and me. I would create a class hashatag to help student’s access infromation and use tweets to post answers or helpful homework hints.

Question 2: What is something you learned about twitter? I used how to manage and effectively use a “twitter organizer.” I never knew there was such a thing, let alone what to do with it!

Journal#1: Doing Web 2.0 Right (NETS-T: 1, 2,3)

Light, D. (2011). Do web 2.0 right. Learning and Leading With Technology, 38(5), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Feature_Article_Do_Web_2_0_Right.aspx


Today, the Internet and web 2.0 can easily provide teachers with the tools they need to successfully engage and enhance student learning.  While utilizing the Internet in the classroom can be useful and fun, it can also prove to be a tricky task.  In his article, "Do web 2.0 right," Daniel light discusses the successes and failures of using web 2.0 with in the classroom. First, Light explains the three key factors in using web 2.0 successfully within the classroom: "instituting daily practice, carefully considering the audience, and teaching and enforcing appropriate behavior." Private and classroom blogs were successfully used when implemented within the classroom everyday in order to increase interest, engage discussion and debate between students, and to provide teacher-student feedback and communication.  Public blogs were also used, providing a forum for which students could share thoughts and constructive criticism yet, teachers found the students more comfortable with private blogs. When dealing with the Internet and web 2.0, successful teachers were careful and selective about the assignments and the audience involved. Because of the extent of people to which web 2.0 can reach, successful teachers will “consciously control” access to the online community. Light suggests that when utilizing Web 2.0, teachers must create and both an online and an in-class community that cultivates communication, ideas and intellectual growth.  If used correctly, Web 2.0 can be an effective and help create an open and accessible community with in the classroom. 

Question 1: Would you prefer using private or public blogs in the classroom? I would prefer to use a public blog, but I think a private blog is more effective. I think having a helpful classroom blog which students can post homework questions or issues is extremely useful.  Giving each student an option of having a private or public blog would be more appropriate when turning in assignments.

Question 2: How do you see yourself using Web 2.0 in the classroom? I could see myself having a class blog. I think it really opens up communication and discussion for not only the teacher and the students but for students to other students. I would use Web 2.0 to further build community and communication outside of the classroom. 

Technology Self-Assesment: School 2.0

 Facilitating and Inspiring Student Learning and Creativity:

A talk on creativity in schools by Ken Robinson

In his discussion, Ken Robinson, pinpoints a major problem in public education- a lack of creativity.  He claims that we stigmatize mistakes and we are educating people out of their creative capacities.  He also brings up a major point about how we are medicating our children to sit still and just pay attention rather than taking the time to understand why they cannot sit still.  I think this is a very important point. The educational system today is so structured, that many students who do not fit the structure exactly are ostracized and medicated. A students’ creative capacities is not explored, rather, it is repressed and bend to fit the mold. As educators, it is important for us to educate our students to a full capacity, which means not only mentally and cognitively but also creatively.  With the technology available in the classroom, we must ensure that it is put to good use; helping students thrive academically and creatively.  Under the NETS-T standard, we must “facilitate and inspire student learning and creativity.” I think it is important for us to think outside the box and use technology to break the mold and allow students to think in a variety of ways.  Given the proper tools, students can use technology to explore their minds and discover their own creative capabilities.

Intro

Hello There.

So, my name is Kelsey and I joined the class a little late (story of my life) but, I am super excited to start the course!

I am a native Californian and started my education in Sacramento and attended a private elementary school until my family moved to Escondido when I was in third grade.  I finished the rest of my schooling right here in San Marcos, being the first graduating class of Mission Hills high school. From there I attended San Francisco State University for two years, decided it wasn't me, and came back to good old San Marcos.  I am a Mathematics major and hope to teach high school math!

As far as the technological continuum, I am on the low end. I have a mac book, an ipod and just last month acquired a touch screen cell phone. Ha. I like to kick it old school.  I am pretty clueless when it comes to the web, I still don't have a facebook or twitter! (eeek.) I am so excited to learn though, I have always wanted to start a blog and I have a feeling I will enjoy this class.

I must say, I like the mission statement. It is very inspiring and I think CSUSM stays true to it. I really like the first part of the statement. I think, like it says, we need to transform public education by having thoughtful educators.  Although I did not attend CSUSM for the mission statement, I am happy to be attending a college with such a great statement!