Chapter 5 in this book is called "Network Security vs. Access." Again, this chapter goes with the trend of relating to chapter 6 of the Williamson text. I had not really thought of the fact that entire servers and school systems can catch one virus and bring down the entire slew of computers attached to them. I guess I knew it could happen, but had not considered that it actually did happen.
This chapter talks about the dangers of viruses, hackers, and internet connections going down. Many students are extremely familiar with technology and know more than many adults and are learning to hack into school computers and change their grades. Cost is a huge problem for network security because it is very expensive. Sensitive and confidential information is being hacked into through school computers. Students need to be safe from harmful content on the internet. Teachers need to be productive and use the technology in schools so the money is well spent. Access and functionality plays a huge part; computers or projectors may be available, but then internet or SmartBoards are not which causes major problems. In response to all of these problems schools may restrict permissions, block instant messaging, disable use of USB drives, add firewalls/antivirus/spam filters, implement policies and procedures, and restrict server use. There is a list of 6 areas for balancing security with access: 1. develop a network rights strategy, 2. manage, without restricting, desktop computer activity so that instructional needs are balanced with desktop security, 3. monitor student use, 4. block unauthorized access from the outside through the use of firewalls, 5. customize the firewall to meet functional requirements, 6. set up secure remote access, so that teachers can use the school server from home.
I think this chapter would be great for school systems when trying to secure their servers and such. I love the firewall suggestions and the 6th suggestion so that teachers can have access from home. It is inconvenient when teachers cannot access their gradebooks or other things from their home computers because of firewalls or other security that might block their access.
Saturday, December 3, 2011
GEM-4
Chapter 4 in this book is titled "Misuse of Mobile Communication Devices and Cyberbullying." At first I was apprehensive if these two should be included in one chapter, but it turned out to work very well and cover many different necessary problems and recommendations to fix them. This chapter continues to go along with the theme of the rest of the book and relate to chapter 6 of the ISTE book we used during class time.
This chapter talks about misuse and abuse of mobile communication devices (MCDs) in the classroom. Teachers have seen cheating, videos posted without permission, cyberbullying, etc. in schools with the rise of MCDs. Students are able to text others for test answers, make lists of answers, and even simply find answers online during tests which is causing problems in classroom testing. Audio, video, text, and photos have been posted without permission which has been getting many students into trouble with teachers and administrators. Also, many students are being cyberbullied during the school day and after the school day on social sights like Facebook, Myspace, and Twitter. This problem comes in many shapes and forms and is not always easy to identify. Many schools are simply banning the use of MCDs to try to solve this problem, but that makes many students want to try to use them even more. Some schools are implementing planned use, but even then many students are using them outside of the rules. This book suggests to embrace them and find ways to use these MCDs in classroom settings so that students are using them for learning rather than harm. There is a list of measures to take if students are being cyberbullied. Make sure teachers, students, and parents understand any policy in place for MCDs in schools.
This chapter is useful because it gives uses for MCDs in schools that help students learn. However, it is a stretch for those of us going into elementary education. Even though children are getting students younger and younger, it is not realistic to expect that each student in your 3rd grade classroom will have a cell phone or other MCD.
This chapter talks about misuse and abuse of mobile communication devices (MCDs) in the classroom. Teachers have seen cheating, videos posted without permission, cyberbullying, etc. in schools with the rise of MCDs. Students are able to text others for test answers, make lists of answers, and even simply find answers online during tests which is causing problems in classroom testing. Audio, video, text, and photos have been posted without permission which has been getting many students into trouble with teachers and administrators. Also, many students are being cyberbullied during the school day and after the school day on social sights like Facebook, Myspace, and Twitter. This problem comes in many shapes and forms and is not always easy to identify. Many schools are simply banning the use of MCDs to try to solve this problem, but that makes many students want to try to use them even more. Some schools are implementing planned use, but even then many students are using them outside of the rules. This book suggests to embrace them and find ways to use these MCDs in classroom settings so that students are using them for learning rather than harm. There is a list of measures to take if students are being cyberbullied. Make sure teachers, students, and parents understand any policy in place for MCDs in schools.
This chapter is useful because it gives uses for MCDs in schools that help students learn. However, it is a stretch for those of us going into elementary education. Even though children are getting students younger and younger, it is not realistic to expect that each student in your 3rd grade classroom will have a cell phone or other MCD.
GEM-3
Chapter 3 in Security vs. Access is titled, Predators, or Ensnaring Young People. This chapter again goes along with chapter 6 in the Williamson text. This chapter contains interesting information and I enjoyed reading this information to make myself more aware of what is going on in the online world.
There are people out there who mask who they really are with unhappy intentions. Some adults use it with sexual intentions with minors. These people are known as predators. Pedophiles can use the internet to bring children into sexual relationships that are inappropriate. "Between 1996 and 2007, the number of child pornography or sexual exploitation cases rose from 113 to 2,443, an increase of 2,162%." Misperceptions of these predators are that they are always adult males looking for young children, that any personal information on the internet leads to abduction and assault, and that children are always tricked into meeting predators. Young children are not usually the victims, most are teenagers betweent he ages of 13-17. These crimes are not through stalking, abduction, or violence; typically they are attempting to engage sexually. Predators play with teen's emotions and convince them they can be trusted and they can meet them safely. Child sex crimes are not new and have not appeared as the internet has become popular, but the internet is a new medium through which predators can attempt these crimes. Teachers and parents must be responsible in informing their children about online predators and the precautions to implement so their children are not victimized. There are lists to go through with young children and adolescents. There is a list of ways to report victimizing situations in this chapter also.
This is great information for the classroom. It shows the importance of needing to use avatars and screennames in classes for online programs where names and photos are used in the classroom. Teachers do not want their students becoming the victims of these online predators and it is important that proper precautions are put in place so that this does not happen.
There are people out there who mask who they really are with unhappy intentions. Some adults use it with sexual intentions with minors. These people are known as predators. Pedophiles can use the internet to bring children into sexual relationships that are inappropriate. "Between 1996 and 2007, the number of child pornography or sexual exploitation cases rose from 113 to 2,443, an increase of 2,162%." Misperceptions of these predators are that they are always adult males looking for young children, that any personal information on the internet leads to abduction and assault, and that children are always tricked into meeting predators. Young children are not usually the victims, most are teenagers betweent he ages of 13-17. These crimes are not through stalking, abduction, or violence; typically they are attempting to engage sexually. Predators play with teen's emotions and convince them they can be trusted and they can meet them safely. Child sex crimes are not new and have not appeared as the internet has become popular, but the internet is a new medium through which predators can attempt these crimes. Teachers and parents must be responsible in informing their children about online predators and the precautions to implement so their children are not victimized. There are lists to go through with young children and adolescents. There is a list of ways to report victimizing situations in this chapter also.
This is great information for the classroom. It shows the importance of needing to use avatars and screennames in classes for online programs where names and photos are used in the classroom. Teachers do not want their students becoming the victims of these online predators and it is important that proper precautions are put in place so that this does not happen.
GEM-2
Chapter 2 of Security vs. Access is called inappropriate content. This chapter would go along with Chapter 6 in the ISTE book also. This chapter goes with the area of online safety.
This chapter talks about the scare of students being exposed to inappropriate things while they are online and under teachers' supervision. Some things that are typed into search engines can bring up completely different kinds of things than what you are actually looking for that happen to have the same key words. There is a danger in teens using gang signs in their online photos because they think it is cool or funny. There is a story in this chapter about teens in Hong Kong who were arrested because they possessed a type of explosive they had read how to make online. In the U.S. 87% of young people use the Internet daily. 2/3 of those, and rising, use it at school. 99% of that 87% use the internet in multiple locations throughout the day. There is no way to protect students from the dangers of the internet 100% of the time, but precautions can be taken. Students need to be aware of what to do when inappropriate or undesirable items appear on their screens. Filtering and blocking software can help limit many sights that might be inappropriate for students to be on. Parents and students should be aware of the acceptable use policy (AUP) at their school. Students should be under direct supervision when they are online.
This is a very good chapter to help a school or teachers know how to help keep their students away from undesirable content. I think that it is really important for parents and teachers to know that students cannot be protected 100% of the time, but precautions can be placed to help the chances be even lower. Teachers should assume the responsibility of instructing students on what to do if inappropriate or bad information/photos/videos are on the website before them.
This chapter talks about the scare of students being exposed to inappropriate things while they are online and under teachers' supervision. Some things that are typed into search engines can bring up completely different kinds of things than what you are actually looking for that happen to have the same key words. There is a danger in teens using gang signs in their online photos because they think it is cool or funny. There is a story in this chapter about teens in Hong Kong who were arrested because they possessed a type of explosive they had read how to make online. In the U.S. 87% of young people use the Internet daily. 2/3 of those, and rising, use it at school. 99% of that 87% use the internet in multiple locations throughout the day. There is no way to protect students from the dangers of the internet 100% of the time, but precautions can be taken. Students need to be aware of what to do when inappropriate or undesirable items appear on their screens. Filtering and blocking software can help limit many sights that might be inappropriate for students to be on. Parents and students should be aware of the acceptable use policy (AUP) at their school. Students should be under direct supervision when they are online.
This is a very good chapter to help a school or teachers know how to help keep their students away from undesirable content. I think that it is really important for parents and teachers to know that students cannot be protected 100% of the time, but precautions can be placed to help the chances be even lower. Teachers should assume the responsibility of instructing students on what to do if inappropriate or bad information/photos/videos are on the website before them.
GEM-1
For my GEM track I have been reading the book Security vs. Access: Balancing Safety and Productivity in the Digital School. After reading chapter 1 called "The Threat of Security and Its Effects on Access", I see this chapter directly relating to chapter 6. I think this book will mostly go along with chapter 6 because it about security and access and that goes with "Social, Ethical, Legal, and Human Issues" like from the Williamson text.
This chapter started by presenting a teacher with who ordered bulbs online on a Saturday that he had come in on his own time to do some work at school and was accused with inappropriate use of the internet at school. This teacher then explains how the school does not allow any CDs to be burned on the school computers even simple Powerpoints that the class creates because they have a fear of copyright laws violate. There are many more stories like this teachers' out there of school systems hindering the use of technology in school because of fears. However, technology cannot be fully integrated and students will not get all of the 21st century skills needed if they are stopped from using certain parts of technology. Barriers included in technology integration are "a lack of appropriate hardware and software, a lack of training, insufficient administrative support, and collegial jealousy." There are 8 security threats listed at the end of the chapter that the rest of the book goes through and talks about.
In this chapter there is a sentence, "Most teachers do not worry about using a picture of Snoopy or Scooby-Doo to brighten a classroom bulletin board, but those same teachers may be genuinely frightened at the prospect of prosecution for using that same picture on a classroom-related web page." This sentence rang so true as I read it. I had never thought of it in those terms, but that is the fear that is present in classrooms today. Teachers should not have to worry that the picture they use in their classroom going up on their website would cause copyright issues.
This chapter started by presenting a teacher with who ordered bulbs online on a Saturday that he had come in on his own time to do some work at school and was accused with inappropriate use of the internet at school. This teacher then explains how the school does not allow any CDs to be burned on the school computers even simple Powerpoints that the class creates because they have a fear of copyright laws violate. There are many more stories like this teachers' out there of school systems hindering the use of technology in school because of fears. However, technology cannot be fully integrated and students will not get all of the 21st century skills needed if they are stopped from using certain parts of technology. Barriers included in technology integration are "a lack of appropriate hardware and software, a lack of training, insufficient administrative support, and collegial jealousy." There are 8 security threats listed at the end of the chapter that the rest of the book goes through and talks about.
- Inappropriate content
- Predators, or ensnarement
- Misuse of mobile communication devices
- Cyberbullying
- Network security
- Inappropriate network use
- Copyright infringement
- Data and identity theft
In this chapter there is a sentence, "Most teachers do not worry about using a picture of Snoopy or Scooby-Doo to brighten a classroom bulletin board, but those same teachers may be genuinely frightened at the prospect of prosecution for using that same picture on a classroom-related web page." This sentence rang so true as I read it. I had never thought of it in those terms, but that is the fear that is present in classrooms today. Teachers should not have to worry that the picture they use in their classroom going up on their website would cause copyright issues.
Friday, October 28, 2011
BLOG-10
Today I looked at a website from the resources of Chapter 7. The I looked at a grants website. Chapter 7 in the ISTE book is about planning, budgeting, etc. for technology. This website fits in perfectly because it is completely in line with the chapter with the fact that it is about grants.
This website is made by the Grants Policy Committee. This website is a central storehouse for over 1,000 grants and $500 billion dollars of rewards per year. This website gives an overview of what a grant is, who is eligible, and the highlights of the website along with many other things. This has a section for applicants that takes you through the steps you need to take to apply for a grant. The applicant system-to-system section makes it easy for people applying to fill out automated applications for grants throughout systems. There is also a section for granters, those who are giving the grants. This interested me because I had not thought about how the granters get their grants onto the page; that was something I just overlooked. You can search for different grants and contact people about grants easily from this website. There is also a link to the grants.gov blog so that people can see the latest news on the website and those sorts of things.
This site would be very useful in the future. To me, it seems like a database where I, as a teacher, could go and look for grants that could apply to my circumstances if I am looking to improve technology or other aspects of my school or classroom in the future. Automated applications would make it much easier to apply for more than one grant and hugely cut down on the time needed for the application process in the future.
This website is made by the Grants Policy Committee. This website is a central storehouse for over 1,000 grants and $500 billion dollars of rewards per year. This website gives an overview of what a grant is, who is eligible, and the highlights of the website along with many other things. This has a section for applicants that takes you through the steps you need to take to apply for a grant. The applicant system-to-system section makes it easy for people applying to fill out automated applications for grants throughout systems. There is also a section for granters, those who are giving the grants. This interested me because I had not thought about how the granters get their grants onto the page; that was something I just overlooked. You can search for different grants and contact people about grants easily from this website. There is also a link to the grants.gov blog so that people can see the latest news on the website and those sorts of things.
This site would be very useful in the future. To me, it seems like a database where I, as a teacher, could go and look for grants that could apply to my circumstances if I am looking to improve technology or other aspects of my school or classroom in the future. Automated applications would make it much easier to apply for more than one grant and hugely cut down on the time needed for the application process in the future.
Thursday, October 27, 2011
BLOG-9
Today I looked at a website for Chapter 2 resources. This website was Harnessing the Web. This goes directly with this chapter in the ISTE book on Planning and Designing Learning Environments and Experiences.
The website begins at a tutorial home page. This page beings with 5 sections that have to do with becoming involved in a community for online learning projects and gives resources and ideas and information. These five sections are also listed at the side of the page as links instead of labeled sections. A is an Introduction to Project Based Learning (PBL), B is Finding Projects, Partners, and Collaborative Tools, C is Making Online Projects, D is Library of References, Readings, and Resources, and E is Friendship through Education. Outside of these 5 sections there is also a sections for Workshops. Included is also a Terms of Use and a Contact Us section.
This website interested me a lot because we had just learned about PBL in Dr. Bond's Brain Based Learning class. When making an online project or looking for a PBL lesson this would be a helpful resource when I begin teaching in my classroom. We know that these are not the most current resources, so I would be interested in finding a more updated website similar to this one to use for information in my classroom in the future.
The website begins at a tutorial home page. This page beings with 5 sections that have to do with becoming involved in a community for online learning projects and gives resources and ideas and information. These five sections are also listed at the side of the page as links instead of labeled sections. A is an Introduction to Project Based Learning (PBL), B is Finding Projects, Partners, and Collaborative Tools, C is Making Online Projects, D is Library of References, Readings, and Resources, and E is Friendship through Education. Outside of these 5 sections there is also a sections for Workshops. Included is also a Terms of Use and a Contact Us section.
This website interested me a lot because we had just learned about PBL in Dr. Bond's Brain Based Learning class. When making an online project or looking for a PBL lesson this would be a helpful resource when I begin teaching in my classroom. We know that these are not the most current resources, so I would be interested in finding a more updated website similar to this one to use for information in my classroom in the future.
Wednesday, October 26, 2011
BLOG-8
Today I chose to look at a website from the Chapter 6 Resources list from our ISTE textbook. This chapter is about Social, Ethical, Legal, and Human Issues using technology in the classroom, and even out of the classroom. This website is about the rules for cyberspace so that students can be aware of what they should and should not do as they work.
This website is all about Rules in Cyberspace. The homepage has three different sections to click on and view. The first is "Are You a Good Cybercitizen?" This section has different senarios for students to look at the rules of the Internet. After a student reads the senario then they can click "GO!" and there is a question to ask with some answers to choose. The student can then pick the answer they is correct and if it is not they get a sad face and an explanation to as to why that answer might be wrong. If the answer they pick is correct they get a smiley face and even an explanation as to why the answer they picked is right! Another tab is "Rules in Cyberspace." This is a list of the "Do[s]" and "Don't[s]" of the internet for children. The "Do" part has links students can use on homework help and research for projects. The third tab is "You Can Get in Real Trouble for Hacking!" This has a list of examples of things hackers have done and how they got in trouble for doing those things.
This is a great resource for the classroom. It is very simple and student friendly. I love how after the questions there is always an explanation whether you got the answer wrong or right. The student are not just left with a simple wrong or right. Also, I think that this website is an excellent resource to just get students thinking about the wrong and right in cyberspace. This sets a standard for students to meet and gives them a way to figure these rules out using technology.
This website is all about Rules in Cyberspace. The homepage has three different sections to click on and view. The first is "Are You a Good Cybercitizen?" This section has different senarios for students to look at the rules of the Internet. After a student reads the senario then they can click "GO!" and there is a question to ask with some answers to choose. The student can then pick the answer they is correct and if it is not they get a sad face and an explanation to as to why that answer might be wrong. If the answer they pick is correct they get a smiley face and even an explanation as to why the answer they picked is right! Another tab is "Rules in Cyberspace." This is a list of the "Do[s]" and "Don't[s]" of the internet for children. The "Do" part has links students can use on homework help and research for projects. The third tab is "You Can Get in Real Trouble for Hacking!" This has a list of examples of things hackers have done and how they got in trouble for doing those things.
This is a great resource for the classroom. It is very simple and student friendly. I love how after the questions there is always an explanation whether you got the answer wrong or right. The student are not just left with a simple wrong or right. Also, I think that this website is an excellent resource to just get students thinking about the wrong and right in cyberspace. This sets a standard for students to meet and gives them a way to figure these rules out using technology.
Tuesday, October 25, 2011
BLOG-7
Today I am looking at a resources list for Chapter 4 of the ISTE book. I looked at a website called The Teacher Tap. This is a resource for student and teacher portfolios. On the home page you can view more about the project overview. The Teacher Tap is a free online resource for teachers and librarians to help them not be so overwhelmed with the internet. This helps with professional development in a way that anyone can access it, not a particular school. There is a Tech and Learning tab that that has links to ways of using technology in simply and more complex ways in the classroom. There is a Internet Resources tab that has educational resources, content rich websites, collaborative projects, and cool student, educator, and library websites. There is a Libraries and Literacy tab that has links to things that go directly with the library, literacy, language, literature, inquiry, and skills.
This would be very useful in my classroom in the future. I could easily get on a website like this if I need help on a project or a way to use technology in my classroom. This is an easy way to find projects to modify and not re-invent the wheel. This would make my life easier as a teacher and help me not waste too much time coming up with something that is already out there.
This would be very useful in my classroom in the future. I could easily get on a website like this if I need help on a project or a way to use technology in my classroom. This is an easy way to find projects to modify and not re-invent the wheel. This would make my life easier as a teacher and help me not waste too much time coming up with something that is already out there.
Monday, October 24, 2011
BLOG-6
Today I looked at the Partnership for 21st Century Skills' Mile Guide. This is a website that went along with chapter 8. This website helps with a vision for transforming a school into a 21st Century Skills environment. Leadership plays a direct role in this transformation in a school. This chart, or guide, gives goals at different levels. This would help leaders with a vision realize what they can achieve without biting off more than they can chew.
This website shows a Milestone chart of different stages of 21st century skills. It shows the Early Stage, the Transitional Stage, and the 21st Century Skills Stage. There is a Learning and Teaching section, a Leading and Managing section, and a Partnering section. The Learning and Teaching section goes through 21st Century Skills (Core Subjects, 21st Century Context, 21st Century Content, Learning Skills, and Learning Tools), Assessment, Pedagogy, and Professional Development. The Leading and Managing section goes through Vision, Equitable Educational Opportunity, Planning and Allocating Resources, Infrastructure and System Integration, Knowledge and Skills, Policymaking, and Accountability. The Partnering section goes through Parenting, Community, Higher Education and Teacher Preparation, Content Providers, and Business.
This would be a huge help in planning steps to take for a new technology coordinator, facilitator, or leader. This could even help just as a teacher in general who wants their classroom to facilitate learning of 21st Century Skills. This would especially help when a school is at a very early level of having 21st Century Skills. This would give clear goals to reach as you are moving through becoming a 21st Century Skills classroom or school.
This website shows a Milestone chart of different stages of 21st century skills. It shows the Early Stage, the Transitional Stage, and the 21st Century Skills Stage. There is a Learning and Teaching section, a Leading and Managing section, and a Partnering section. The Learning and Teaching section goes through 21st Century Skills (Core Subjects, 21st Century Context, 21st Century Content, Learning Skills, and Learning Tools), Assessment, Pedagogy, and Professional Development. The Leading and Managing section goes through Vision, Equitable Educational Opportunity, Planning and Allocating Resources, Infrastructure and System Integration, Knowledge and Skills, Policymaking, and Accountability. The Partnering section goes through Parenting, Community, Higher Education and Teacher Preparation, Content Providers, and Business.
This would be a huge help in planning steps to take for a new technology coordinator, facilitator, or leader. This could even help just as a teacher in general who wants their classroom to facilitate learning of 21st Century Skills. This would especially help when a school is at a very early level of having 21st Century Skills. This would give clear goals to reach as you are moving through becoming a 21st Century Skills classroom or school.
Friday, October 21, 2011
BLOG-5
I got many things from today's presenter. You have to have technology in place before teachers can be trained. Leadership has to include planning. You do not want to do something that will end incompletely. Have an idea of what the school's goals are before you begin planning. Some teachers will need trained and retrained over and over again. One training session is almost never enough. Budgeting is "like trying to nail Jello to a wall." Budget is not set in stone. Make sure to have funds for infrastructure or the things no one will see. Yu must have timely technical support, you don't want students or teachers to give up on e technology. Policies are not fun, but completely necessary to have and be put in place. These need to be for both professional and personal equipment that is brought into the school. First gain access, then go back and train and use.
If I were to ever try to implement a technology plan I would benefit greatly from Mr. Hotchkiss' presentation. It is very interesting to know the background of a technology plan. I think it will be extremely beneficial to my understanding of the technology coordinator/facilitator's role. I can have a deeper appreciation for everything they have to do within their job.
If I were to ever try to implement a technology plan I would benefit greatly from Mr. Hotchkiss' presentation. It is very interesting to know the background of a technology plan. I think it will be extremely beneficial to my understanding of the technology coordinator/facilitator's role. I can have a deeper appreciation for everything they have to do within their job.
Thursday, October 20, 2011
BLOG-4
Today we got to hear from Polly Brake. One main point I thought was useful, not only for being a technology coordinator, but for all teaching was to get the principals and administration of your school on your side and rooting for you. When it comes to professional development remember that teachers are like their age group. Meaning that elementary teachers act like their students, middle school teachers like their students, and high school teachers like their students. You also have your problem children within the groups and your champions. When it comes to technology it's about the students. If anyone can help, let them. The quicker you get things fixed the better for the students and the way they learn. A useful resource for the future is Teachertube.com. Today is only the second time I have heard of Mimio.
This will help me when I know answers to continue to remember to present those answers in a nonthreatening way so that others are not frustrated with my attempts to help. If I were ever to become a technology I now know not to start in the same way Ms. Brake did, but to take careful steps in the beginning so backtracking is not necessary later on. It is so useful to learn from others mistakes. I think if I was ever a technology coordinator I would love to be in a group such as the group that Polly meets with to share ideas and resources.
This will help me when I know answers to continue to remember to present those answers in a nonthreatening way so that others are not frustrated with my attempts to help. If I were ever to become a technology I now know not to start in the same way Ms. Brake did, but to take careful steps in the beginning so backtracking is not necessary later on. It is so useful to learn from others mistakes. I think if I was ever a technology coordinator I would love to be in a group such as the group that Polly meets with to share ideas and resources.
Wednesday, October 19, 2011
BLOG-3
I picked reading "Publishing Student Work" from Teaching with Wikis, Blogs, Podcasts, and More. This relates to chapter 4 from today in our Williamson textbook. I think that this chapter to extremely brief and maybe even too short to fully understand if you had no prior knowledge, unlike us here at Johnson University.
This is a very short chapter on E-portfolios. There are two types of electronic portfolios:
This would be an easy option to use in class if you have a class set of computers and you would probable need a scanner. I could see myself using this as a review for maybe a specific subject. Also, this would be a great place to display student work so parents can go view the wonderful things their students are completing. I would be very interested in possible, safe E-portfolios that the students could use in my classroom in the future.
This is a very short chapter on E-portfolios. There are two types of electronic portfolios:
- Working Portfolio - A collection of student's work, usually arranged with m ost recent work first and new work added as it is completed. This enables students to reflect back on their work.
- Presentation Portfolio - Created for a purpose or audience; the portfolio is the product.
This would be an easy option to use in class if you have a class set of computers and you would probable need a scanner. I could see myself using this as a review for maybe a specific subject. Also, this would be a great place to display student work so parents can go view the wonderful things their students are completing. I would be very interested in possible, safe E-portfolios that the students could use in my classroom in the future.
Tuesday, October 18, 2011
BLOG-2
I read chapter two of The Digital Diet titled "Searching." I foresee this chapter going along with chapter five of our ISTE book and relating to the productivity. I have not yet read chapter five so I cannot say directly, but to me it seems as if it would fit.
This chapter tells how to refine searching. It starts by saying that in November of 2006 the Internet reached the 100 million website milestone, and that was in 2006. There are so many websites out there that when you to to google.com and "google" (verb) something your options can be far too many to go through. Therefore, this chapter explains how to further refine your search to include just what you need and not get all the fluff involved with the simple search. The advanced search on Google allows different words to be entered and used in different ways. You can do general words and exact phrases that you want to find. You can even put a date on a search so you only get the most recent sites. Also, you can pick a language and even narrow the search down to just one particular website if a website has many links within one site. The author's aim is to save time, money, and energy to get on with life and not waste your personal resources when you could be saving them.
This would make it so much easier to help students search in the classroom setting. They will not need to spend so much time after using the advanced search instead of the general, simple search.
I mini lesson outlining the direct way to search will show students how not to waste time and energy looking at unnecessary websites when looking for something in particular.
This chapter tells how to refine searching. It starts by saying that in November of 2006 the Internet reached the 100 million website milestone, and that was in 2006. There are so many websites out there that when you to to google.com and "google" (verb) something your options can be far too many to go through. Therefore, this chapter explains how to further refine your search to include just what you need and not get all the fluff involved with the simple search. The advanced search on Google allows different words to be entered and used in different ways. You can do general words and exact phrases that you want to find. You can even put a date on a search so you only get the most recent sites. Also, you can pick a language and even narrow the search down to just one particular website if a website has many links within one site. The author's aim is to save time, money, and energy to get on with life and not waste your personal resources when you could be saving them.
This would make it so much easier to help students search in the classroom setting. They will not need to spend so much time after using the advanced search instead of the general, simple search.
I mini lesson outlining the direct way to search will show students how not to waste time and energy looking at unnecessary websites when looking for something in particular.
Monday, October 17, 2011
BLOG-1
Today I chose to use Amazon to find a book and read some of it to tell about it. The book I chose to look at was A Young Adult's Guide to Safety in the Digital Age by Jeff Sechler. The copyright date on this book is 2010 by Sunbury Press. This book is divided into three parts: Personal Safety Risks, Personal Property Risks, and Professional Risks. Within these three parts rests nine chapters. Chapter one is the chapter that was available for me to read.
This chapter is titled "Sexual and Online Predators." I saw this chapter as extremely interesting and easy to read. The author was not wasting time getting to the meat of the matter. Points were made directly and in much detail. It seems that the author's research was in-depth. First he talked about how most people have "friends" on social sites that they do not really know, but through other people. "Studies have shown that one in four girls in the United States reported they met a stranger off of the Internet in person." This quote pushes the chapter onward to a discussion of sexual predators. First in defining a sexual predator we see that would be "someone who either has already been convicted of or pled guilty to committing a sexually oriented offense or is likely to commit sexually oriented offenses in the future." Then Sechlar describes four different types of sexual predators and their approaches to their prey. Who is at risk? Everyone. There are many different precautions that need to be taken when using the internet to keep someone completely safe. "Predators can be found in just about every nook and cranny of the Internet."
This book goes on in chapters two through nine to talk about things like cyber-bullying, Internet addictions, identity theft, viruses, online reputation, and even copyright. Based on this single chapter that I read I could see this book direction my instruction in such a way that I am making sure to cover the bases I need to. The author does not waste words in describing these threats and makes them clear in a way that is easy to read. I think that reading this book would make me much more aware of the possible threats on the Internet and possibly even make me rethink future requirements that I might currently have in mind of my students that could be dangerous. This relates directly to chapter six of the Williamson text on Social, Ethical, Legal, and Human Issues.
This chapter is titled "Sexual and Online Predators." I saw this chapter as extremely interesting and easy to read. The author was not wasting time getting to the meat of the matter. Points were made directly and in much detail. It seems that the author's research was in-depth. First he talked about how most people have "friends" on social sites that they do not really know, but through other people. "Studies have shown that one in four girls in the United States reported they met a stranger off of the Internet in person." This quote pushes the chapter onward to a discussion of sexual predators. First in defining a sexual predator we see that would be "someone who either has already been convicted of or pled guilty to committing a sexually oriented offense or is likely to commit sexually oriented offenses in the future." Then Sechlar describes four different types of sexual predators and their approaches to their prey. Who is at risk? Everyone. There are many different precautions that need to be taken when using the internet to keep someone completely safe. "Predators can be found in just about every nook and cranny of the Internet."
This book goes on in chapters two through nine to talk about things like cyber-bullying, Internet addictions, identity theft, viruses, online reputation, and even copyright. Based on this single chapter that I read I could see this book direction my instruction in such a way that I am making sure to cover the bases I need to. The author does not waste words in describing these threats and makes them clear in a way that is easy to read. I think that reading this book would make me much more aware of the possible threats on the Internet and possibly even make me rethink future requirements that I might currently have in mind of my students that could be dangerous. This relates directly to chapter six of the Williamson text on Social, Ethical, Legal, and Human Issues.
Thursday, August 18, 2011
EXPAND-4
Webkinz
Webkinz is also a website from the end of chapter 6 about virtual worlds. This website is aimed towards younger children than teen second life. To be a part of this virtual world a child must buy a Webkinz or Lil' Kinz animal and enter the secret code to make their stuffed animal come to life virtually. After entering the code, you enter a name and decide if it's a boy or girl, each animal then receives a room, or house, and this is where they live. They have money to redecorate with, eat on, or buy anything they want or need. Each pet has multiple meters to tell if they are happy, hungry, or healthy. There are games that can be played, or activities to learn from. You can earn more "money" to use by winning these games or getting answers correct. There is chat set up to use between friends, but they have pre-typed sentences that they can use only. This is a safety feature that I see as very necessary for young ones using a website like this one. Children can have multiple webkinz registered and play whenever they please.
Webkinz is also a website from the end of chapter 6 about virtual worlds. This website is aimed towards younger children than teen second life. To be a part of this virtual world a child must buy a Webkinz or Lil' Kinz animal and enter the secret code to make their stuffed animal come to life virtually. After entering the code, you enter a name and decide if it's a boy or girl, each animal then receives a room, or house, and this is where they live. They have money to redecorate with, eat on, or buy anything they want or need. Each pet has multiple meters to tell if they are happy, hungry, or healthy. There are games that can be played, or activities to learn from. You can earn more "money" to use by winning these games or getting answers correct. There is chat set up to use between friends, but they have pre-typed sentences that they can use only. This is a safety feature that I see as very necessary for young ones using a website like this one. Children can have multiple webkinz registered and play whenever they please.
EXPAND-3
Teen Second Life
Teen Second Life comes from the list of websites at the end of chapter 6 called Virtual Worlds. This is a website to be used socially. The avatars have a life that the person using the avatar can control. This website can be free, or cost money. This website has tutorials to teach new users how to use their new avatars and make their lives realistic. In teen second life the people can fly, which is weird. Teen second life is a very large website with many people to interact with along the way. This website allows people to shop, create, work, buy land, etc. If there was time for use of this in the classroom it would be great for teaching students budgeting, living, etc. in older grades. There are blogs, forums, groups, etc. about teen second life for even more communication and understanding of this virtual world.
Teen Second Life comes from the list of websites at the end of chapter 6 called Virtual Worlds. This is a website to be used socially. The avatars have a life that the person using the avatar can control. This website can be free, or cost money. This website has tutorials to teach new users how to use their new avatars and make their lives realistic. In teen second life the people can fly, which is weird. Teen second life is a very large website with many people to interact with along the way. This website allows people to shop, create, work, buy land, etc. If there was time for use of this in the classroom it would be great for teaching students budgeting, living, etc. in older grades. There are blogs, forums, groups, etc. about teen second life for even more communication and understanding of this virtual world.
EXPAND-2
Juice
This website comes from the end of chapter 3; this chapter is titled MP3 Players. This is one item I had not even thought about using in the classroom until reading this chapter. The website is great because it's free, which is always good! It supports more than 15 different languages. This is a place to get podcasts. This download has four tabs that allow users to download, subscribe, look through a directory of podcasts, and clean up. Users can also schedule times for the program to automatically check your stations for updates. This is a free program, but it is not completely an online program. You have to download Juice to your computer to really be able to use it. This website takes money donations to help keep it going!
This website comes from the end of chapter 3; this chapter is titled MP3 Players. This is one item I had not even thought about using in the classroom until reading this chapter. The website is great because it's free, which is always good! It supports more than 15 different languages. This is a place to get podcasts. This download has four tabs that allow users to download, subscribe, look through a directory of podcasts, and clean up. Users can also schedule times for the program to automatically check your stations for updates. This is a free program, but it is not completely an online program. You have to download Juice to your computer to really be able to use it. This website takes money donations to help keep it going!
EXPAND-1
Polleverywhere
This website is great! It goes straight along with chapter 2 in the book. This chapter is titled cell phones and is all about the usefulness of cell phones in the classroom. Polleverywhere is a way to use the technology of cell phones to receive answers. This is a free site for up to 30 users. Above 30, the fees go up in increments and can be a bit pricy, but for small groups it's very useful. There are many groups that use this website, some are "presenters, ad agencies, educators, faith-based organizations, non-profits, and more." All you do is simply go to the website, click on create your first poll, choose whether you want it to be multiple choice or open ended, create the question, and watch the answers come in! If I had a class that I knew would all have cell phones I think this would be a great way to get anonymous answers to share with the group when necessary. The home page is very informative and does a great job at making polleverywhere a desirable technology to be used.
This website is great! It goes straight along with chapter 2 in the book. This chapter is titled cell phones and is all about the usefulness of cell phones in the classroom. Polleverywhere is a way to use the technology of cell phones to receive answers. This is a free site for up to 30 users. Above 30, the fees go up in increments and can be a bit pricy, but for small groups it's very useful. There are many groups that use this website, some are "presenters, ad agencies, educators, faith-based organizations, non-profits, and more." All you do is simply go to the website, click on create your first poll, choose whether you want it to be multiple choice or open ended, create the question, and watch the answers come in! If I had a class that I knew would all have cell phones I think this would be a great way to get anonymous answers to share with the group when necessary. The home page is very informative and does a great job at making polleverywhere a desirable technology to be used.
Tuesday, August 16, 2011
Monday, August 8, 2011
SMART-9
Creating Content-Images
I have personal experience accessing videos and photos on Facebook, Tumblr, Youtube, and other websites. I have used this for keeping caught up in the lives of my friends, entertainment, educational purposes, learning how-to, etc. I have downloaded some when necessary. Some I save for myself, and some I share with others.
I have personal experience uploading videos and photos to Facebook, Tumblr, and Youtube. All three of these are very easy to use as long as videos are formatted correctly and photos are small enough to upload easily. The use of most of these was just to show others. Sometime it was for educational purposes, like for this class and other classes where it was necessary to upload videos to share.
Thursday, June 30, 2011
SMART-8
Creating Content-Writing
A blog is a where someone can write and post a dated entry and then is is posted in order by date starting at the most recent and dating back to when the blog was started. Blogs have one writer or others who are added by the original owner and they are very personal. A wiki is one site that allows visitors to change content based on what they think is necessary. The information on wikis can be changed or edited by anyone. A web-based word processor is just like a normal word processor, but online you do not have to purchase the software necessary for offline word processors. This information can be published elsewhere if the writer thinks necessary.
Blogs can be used as a place for students to journal their personal thoughts or answers to questions, such as this blog, in a classroom. This can be used for book studies, sharing podcasts, or sharing presentations. Wikis can be used as jumping off points for research. It needs to be made known to students that these sites are not reliable sources because anyone can go in and add whatever information they want to them, but if a student needs direction then this is a great place to start. They can learn key words from already made wikis and use them to find if the information is actually true from better, more reliable sources. Classes can even make their own wiki and use it to share information that is useful for class projects. Web-based word processors can give many students an opportunity to collaborate on one project. Such as Google docs where many students can write in the same project at the same time and it appears on everyone's screens as they work. This would be great for something like round-robin writing, team writing, and peer editing.
SMART-7
Gaming
I think that gaming can have a lot of educational value. I would say that the age group of teachers that I am a part of is a group that understands the value of gaming better than the generations before us. We are a group of students that grew up gaming more than past groups and we have seen the advancements made throughout our years in school. "The late 1980s and early 1990s saw the rise of commercially developed software games that were both entertaining and skills based" (p. 89). This is when I was growing up so I am more familiar with past generations of teachers who did not have the games in their classrooms as they were learning. These teachers before me might consider gaming solely for entertainment and not for skills and learning. Students give reasons for using games to help them learn in school like they can "be used to teach difficult concepts" and "they are engaging" (p. 89). Some students learn better by doing. Gaming can be used in correspondence to regular teaching for students who are slower learners or for students who learn better by doing. Gaming can be reinforcement to the concepts students already know and further their knowledge in ways that simple worksheets and paper may not be able to accomplish. Throughout the whole chapter on gaming it talks about how games can provide opportunity for students to learn problem solving and thinking skills that are not easily taught otherwise. After reading the common objectives to gaming in the chapter I think the only major concerns would be the hardware, amount of time to play, and finding time to play. I would say that it is the teacher's job to find games that are useful the the curriculum and that teach the children. Teachers cannot just say, "Go find a game and play it!" and expect children to find an educational game; they must first use the game themselves to make sure it is safe and that it will actually teach their students.
SMART-6
Virtual Worlds
I have never visited an online virtual world. I have not visited online worlds before because I have never had time to just sit down and spend time in a virtual world. I spent my time socializing, hanging out with friends, reading, at church, playing volleyball, and scrapbooking rather than in a virtual world.
Wednesday, June 29, 2011
SMART-5
Social Networks
I began social networking a long time ago. When I was in middle school I got a Myspace account and used that to keep in touch with my friends from school outside of school and in touch with my relatives that live in Indiana and Nevada. I also used email to keep in touch with a few of my Aunts from out of state. I loved Myspace; it gave me a way to talk to people without tying up the home phone line (I did't get a cell phone until I could drive), or costing tons of money! Then when I was a freshman in high school I began using Facebook. At first I thought Facebook was difficult to navigate, but as the days went on I learned to love it even more than Myspace. Eventually Twitter was introduced into the picture and I tried that out a little bit. I never really liked Twitter though. Eventually I deleted my Myspace, then deleted my Twitter for a time. I discovered Tumblr then and I used Tumblr, which is a kind of picture/video/audio/etc. blogging site where you can reblog what others put up or add your own posts. Then I went back to Twitter thinking I might like it better, but I had no luck and I still have it, and don't use it. I used Facebook to stay in touch with my youth group and keep base with them on things we were doing throughout the months because I have interned for the past four summers. Facebook is the best social network that I have come in contact with, and I have kept it for the longest period of time outside of email. I have had one of my email addresses since middle school and I still use it today.
Tuesday, June 28, 2011
SMART-4
Netbooks
I would say that I am a proponent of one-to-one computing in classrooms. I know that it could potentially be a huge distraction, but I believe that it will help students be more prepared for their futures. I do not think it is appropriate for teachers to discourage any kind of technology use in the classroom if the students can learn from it. In the first chapter we read about how most students these days are not being properly prepared to use technology in their future workplaces. As teachers, it is our job to make a change here and promote the use of technology so that our students are learning what is necessary.
Students are much more excited about learning when they are not required to do the old, boring, plain worksheets from the past. The article by Linda Borg says, ""When teachers say, ‘Get out your worksheet,’ I’m like, ‘OK,’" says 12-year-old Teri Thompson. “When they say, ‘Get out your iPad,’ I’m like, ‘Yes! The iPad!’”" So I believe that learning with one-to-one computing will add excitement and interest to my students' attitudes.
Also, one-to-one computing would allow for students to have their textbooks electronically rather than hard copies. The article called "iPad May Replace Textbooks in the Classroom" that tells how expensive it is to buy textbooks and the cost is greatly reduced by using electronic versions of the same books.
The article called "Schools See Rising Scores with iPads" is a short study with few students, but it seems to have good results. Of course, the study should be carried out further because there are many factors to be considered, but the idea that this kind of technology can raise scores is incredible.
On page 42 in Teaching with Tools Kids Really Use there is a list that gives reasons why the use of one-to-one computing is beneficial. A brief outline of this list is files can be shared, discussed, edited, etc. right on the computer and at the same time, students can post in wikis, videoconferencing and interviewing, and they promote solving real world problems.
Pros of Netbooks vs. Tablets:
Netbooks don't have as much room for gaming so they would be less of a distraction.
Netbooks have an actual keyboard which gives students an opportunity to learn to type correctly easier because they can feel the buttons.
Netbooks are generally cheaper than tablets.
Cons of Netbooks vs. Tablets:
Tablets have more apps that could be used educationally. They can even be focused specifically on subject areas.
Tablets are simply a screen which allows for more versatility.
Tablets are simpler to trouble-shoot on.
I have never heard of tablets getting viruses (but they may and I just don't know).
In the chapter there was a lot written about how operating systems on the Netbooks can often be sluggish.
Tablets have the iBook or eBook apps.
SMART-3
MP3 Players
Pros
Creating, listening, promote critical thinking/problem solving/workplace skills, help ELL students improve skills, help foreign language studiers, teacher reviews can be posted for extra help, testing past rote memorization
Cons
Distracting, battery life (if not charged), cheating (audio recordings of study notes), illegal uploading and downloading
What stands out to me most about these links is that many are just like blogs, only you can hear and read what the writer has to say. Sometimes it is very hard to understand what a writer is saying because inflection cannot be detected in words on a page, but when you actually hear what the writer thinks you get a better idea of how they actually feel. This could be used in a classroom to better give emotion behind what student writers are typing in blogs. They can type their blog and also add their voice in to give emphasis where they need, outline what is most important, and show inflection.
I think that many of the suggestions for making podcasts could be useful to me in the future. As it says in the book, “successful podcasts must be engaging and contain reliable information, requiring research, script writing and revision, rehearsal, legible recording, and editing before the podcast can be published.” This simple sentence is proof that using podcasts in the classroom and publishing our own podcasts in the classroom is a valuable way for students to learn.
SMART-2
Cell Phones
Some Surprising Stats:
Approximately 79% of all teens have a cell phone; the surprising stat: this is an increase of 36% since 2005.
46% of children ages 9-11 have cell phones.
20% of children ages 6-8 have cell phones.
Pros and cons for cell phone use in the classroom:
Pros
Calculators, useful for research, educational gaming, calendars (events, due dates, appointments, etc.), teaching digital etiquette, cameras (to promote concepts), tactful podcasts, polls/quizzes through text or Internet,
Cons
Cheating, harassment, rumors, disruptive, distraction, cyber-bullying, cameras (posting or sharing mean or ill pictures), rude podcasts
Best idea for cell phone use:
I would say the podcast idea was my favorite. I had never thought about using a cell phone, or landline phone, to make podcasts for the teachers to listen to answers to questions, new ideas or thoughts, memorable items (like on a field trip), or interviews. Also, I had not considered making a podcast of class or school news. These are all great ideas for using cell phones or landlines to make podcasts or voice recordings in the classroom! I also really like the idea of texting in answers to surveys or quiz questions and that sort of thing, but we have discussed that previously in classes that I have taken so it was not such a new idea.
Monday, June 27, 2011
SMART-1
21st Century Skills
This chapter contains information that I consider extremely relevant and useful for today's teachers. We must realize that there is a generation gap in technology and consider how much more advanced children today are in the same technology we came to know at later ages. I think it is easy to forget that times are different and to think that children will not have some skills when, actually, they do. I really loved the quote from Thomas Friedman about that simple phrase that has gone from "finish your dinner-people in India and China are starving" to "finish your homework-people in India and China are starving for your jobs." That is such an example of how much the world has changed from the generation of our parents to our generation. And then, how much the world is going to change from our generation to the generations of children that we are going to have in our classroom.
The definition of 21st Century Skills as given in the book is "the content knowledge and applied skills that today's students need to master to thrive in a continually evolving workplace and society." We read how there is a debate about whether to simply teach 21st century skills, simply teach content, or a combination of the two. There are three documents listed that discuss 21st century skills. These three documents contain a few common themes. "It's important to remember that they [21st century skills] do not replace content area standards: they support them by emphasizing the importance of using modern tools and strategies to achieve academic goals."
Then on top of that you have to remember as a teacher that technology is constantly changing, so current technology that you can teach students in elementary grades is no longer current technology once they get into the work force. Teachers must learn to teach their students for change. They need to equip students with all of the necessary skills to work with current technology and equip them with minds to be willing to accept and learn future technology. Students need to understand that technology will constantly be changing and they will constantly have to be adapting. Also, teachers need to understand those two very important facts.
In this chapter there were sections on common objections and also changing viewpoints, and these were very important to read so that we will know differing points of view.
I think it is important for teachers to understand that it is not enough to simply type a previously hand written document into word and call that incorporation of technology. Students need to have the opportunity to explore what is available to them in new and exciting ways. They cannot learn about technology if they are not given the opportunity to be able to dive right in. They can take advantage of technology as they are given chances to explore what they have at their fingertips. Of course, as a teacher, you still have to monitor what the students are using. Also, there is not always time to give to play around and explore. There are standards for technology that are very helpful in guiding teachers in ways to use current technology. Help students apply technology to real world situations and incorporate critical thinking skills. You do not have to rewrite your entire curriculum, just evaluate it and see where there can be slight changes made to make your classroom technologically rich.
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