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.
Tuesday, October 25, 2011
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.
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