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Wednesday, February 25, 2009
Wednesday, February 18, 2009
Social Bookmarking- NETS 5
1. I chose the exhibit, "The Way We Worked" from the National Archives. I chose this website because it is important for students to see and understand the different types of jobs that Americans did prior to the 21st century. Also, one of the California standards is that students understand community and become valuable members in their community. I believe, that in order for this to occur, students must understand and value what came before them. On this website I saw many pictures taken of the places that American worked in the mid 19th to mid 20th centuries, what they wore, how they worked, the conflicts that occurred at work and also the dangerous and unhealthy work and workplaces. Using primary sources in the classroom is much more effective than teaching out of a textbook. Students all learn in different ways but the best way to capture all types of learners is through hard evidence. Showing a student a picture versus reading to them about a picture, will more than likely help them to retain the information. Furthermore, there are so many different ways to incorporate using primary sources into fun classroom activities that will engage every student in the classroom.
2.My three areas:
-Ensure that your school has a mission statement that commits to cultural competence as an integral component of all its activities. The cultural competence committee should be involved in developing this statement.
-Network with other schools that are developing and implementing culturally competent systems. Adapt the processes and information that are consistent with your school's needs and interests.
-Network with parent, family, minority community, and faith-based organizations concerned with the needs of diverse students. Solicit their involvement and input in the design and implementation of initiatives for culturally, linguistically, racially, and ethnically diverse groups.
I think it is very important that the students, parents and community are aware of the intentions of the schools. With a proper mission statement, everyone would know what to expect from the school, and if the cultural competence were not achieved, then they would also be aware of this and speak up. Since the school is supposed to reflect the community, I think it is very important to network with other schools and have all the schools in the community implementing similar culturally competent systems. This also ties to the third area that would fit my teaching style. It is important to not just involve other schools in the community but the community itself. I can see myself being the liaison between the school the community and bringing in minority groups in order to help understand and create lesson plans that fit.
3. I chose the labor movement topic under the history sub-topic. This website is a virtual exhibit of American sweatshops during the Industrial revolution. You can explore the real exhibit by clicking on any part of the floor plan. There is an introduction, a history, an interactove fashion food chain and much more. You can even play a global industries game! I thought this was a fun way to explore a history topic and it reaches kids of reading levels 3-6! It's great!
4. It was hard to pick just one! Under the featured content menu was a link to Learning Adventures. In this menu was 11 different topics that you find in social studies and science. When you click on the topic of your choice you are brought to an interactive page where you can learn about your topic. Each adventure is done in a way that is fun and engaging to students. I would definitely use these in my classroom and explore them WITH my students. For example, the adventure on the Galapagos Islands finds a fun way to explain Taxonomy to students. There is a quiz that you must answer before you are eaten by the vampire finch eats you! I really loved the rhyme about the Galapagos, and it comes with audio background. Songs are a great tool in teaching students because they are catchy and students remember them! I just absolutely loved all these adventures and can't wait to use them!
5. The Multiple Intelligences website is a module created for teachers to learn about the multiple intelligences in order to better understand and teach their students. There are 8 types of intelligences and one that is still being explored, the existential intelligence. I enjoyed learning about 'Listening to Teach' where teachers are taught to engage in four kinds of listening in order to engage all students:
-Listening to know particular students
-Listening to the rhythm and balance of the classroom
-Listening to social, cultural, and community contexts of students' lives
-Listening for silence and acts of silencing
6. The lesson I chose was "I Am Special". This lesson uses two stories; Fish Is FIsh, by Leo Lionni and Chameleon's Colors, by Chisato Tashiro. By asking a question after each story, the students learn the message that you should be yourself. I would use this lesson the first week of class to introduce the idea that in our classroom and everywhere in our community, we should be ourselves because people will like who we really are. I would probably tie this to writing assignment where students draw a picture of themselves and write three sentences to tell the class about themselves and then we would hang everyones pictures and descriptions all around the classroom.
7. Question #4: In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest countries in the world based on 40 indicators of child well-being. Which two countries received the lowest ratings?
Answer: The United States and the U.K.
This answer surprised me although I did guess it was going to be the answer. It is so surprising to learn that the United States and the U.K., two countries that pride themselves on the best civil liberties and treatment, had the lowest rating! We are supposed to be one of the most powerful countries, yet we treat our children the worst? Children are the future, they will grow up to run businesses, be teachers, invent and run the country, how can we let this happen?!
Question #10: Powder cocaine (largely used by wealthy people) and crack cocaine (largely used by economically disadvantaged people) contain roughly the same amount of the drug per gram. Under federal law, how much of these substances must an individual be convicted of possessing to be sentenced to a mandatory minimum of five years in prison?
Answer: 500 grams of powder or 5 grams of crack cocaine.
This answer shows how biased our country is. It is no secret that the powder form of cocaine is used by those with money, and those that are in the poorer socioeconomic class use crack cocaine. If they both contain the same potency then why would the amount differ between the two? It shows that the people with power just want those that are beneath them to be in jail because they feel their worth is less. Everyone has the same worth, no matter how much money you have. I just wish this was true in our country.
8.I got a 90% on the Netiquette Quiz. Netiquette is important and should be taught to students because in this day and age the internet is the new social community. We should know how to properly interact with people on the internet, just as if we were interacting with them in real life, aka, the Golden Rule of netiquette, remember the human! =^D Students will be using the internet and blogging and should be able to communicate in a proper manner, or else they may find themselves hurt. It sounds silly, but it is true. The internet is a crazy place and if we don't teach our students the correct skills to use it, they may find themselves in the Crazy-Net House.
2.My three areas:
-Ensure that your school has a mission statement that commits to cultural competence as an integral component of all its activities. The cultural competence committee should be involved in developing this statement.
-Network with other schools that are developing and implementing culturally competent systems. Adapt the processes and information that are consistent with your school's needs and interests.
-Network with parent, family, minority community, and faith-based organizations concerned with the needs of diverse students. Solicit their involvement and input in the design and implementation of initiatives for culturally, linguistically, racially, and ethnically diverse groups.
I think it is very important that the students, parents and community are aware of the intentions of the schools. With a proper mission statement, everyone would know what to expect from the school, and if the cultural competence were not achieved, then they would also be aware of this and speak up. Since the school is supposed to reflect the community, I think it is very important to network with other schools and have all the schools in the community implementing similar culturally competent systems. This also ties to the third area that would fit my teaching style. It is important to not just involve other schools in the community but the community itself. I can see myself being the liaison between the school the community and bringing in minority groups in order to help understand and create lesson plans that fit.
3. I chose the labor movement topic under the history sub-topic. This website is a virtual exhibit of American sweatshops during the Industrial revolution. You can explore the real exhibit by clicking on any part of the floor plan. There is an introduction, a history, an interactove fashion food chain and much more. You can even play a global industries game! I thought this was a fun way to explore a history topic and it reaches kids of reading levels 3-6! It's great!
4. It was hard to pick just one! Under the featured content menu was a link to Learning Adventures. In this menu was 11 different topics that you find in social studies and science. When you click on the topic of your choice you are brought to an interactive page where you can learn about your topic. Each adventure is done in a way that is fun and engaging to students. I would definitely use these in my classroom and explore them WITH my students. For example, the adventure on the Galapagos Islands finds a fun way to explain Taxonomy to students. There is a quiz that you must answer before you are eaten by the vampire finch eats you! I really loved the rhyme about the Galapagos, and it comes with audio background. Songs are a great tool in teaching students because they are catchy and students remember them! I just absolutely loved all these adventures and can't wait to use them!
5. The Multiple Intelligences website is a module created for teachers to learn about the multiple intelligences in order to better understand and teach their students. There are 8 types of intelligences and one that is still being explored, the existential intelligence. I enjoyed learning about 'Listening to Teach' where teachers are taught to engage in four kinds of listening in order to engage all students:
-Listening to know particular students
-Listening to the rhythm and balance of the classroom
-Listening to social, cultural, and community contexts of students' lives
-Listening for silence and acts of silencing
6. The lesson I chose was "I Am Special". This lesson uses two stories; Fish Is FIsh, by Leo Lionni and Chameleon's Colors, by Chisato Tashiro. By asking a question after each story, the students learn the message that you should be yourself. I would use this lesson the first week of class to introduce the idea that in our classroom and everywhere in our community, we should be ourselves because people will like who we really are. I would probably tie this to writing assignment where students draw a picture of themselves and write three sentences to tell the class about themselves and then we would hang everyones pictures and descriptions all around the classroom.
7. Question #4: In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest countries in the world based on 40 indicators of child well-being. Which two countries received the lowest ratings?
Answer: The United States and the U.K.
This answer surprised me although I did guess it was going to be the answer. It is so surprising to learn that the United States and the U.K., two countries that pride themselves on the best civil liberties and treatment, had the lowest rating! We are supposed to be one of the most powerful countries, yet we treat our children the worst? Children are the future, they will grow up to run businesses, be teachers, invent and run the country, how can we let this happen?!
Question #10: Powder cocaine (largely used by wealthy people) and crack cocaine (largely used by economically disadvantaged people) contain roughly the same amount of the drug per gram. Under federal law, how much of these substances must an individual be convicted of possessing to be sentenced to a mandatory minimum of five years in prison?
Answer: 500 grams of powder or 5 grams of crack cocaine.
This answer shows how biased our country is. It is no secret that the powder form of cocaine is used by those with money, and those that are in the poorer socioeconomic class use crack cocaine. If they both contain the same potency then why would the amount differ between the two? It shows that the people with power just want those that are beneath them to be in jail because they feel their worth is less. Everyone has the same worth, no matter how much money you have. I just wish this was true in our country.
8.I got a 90% on the Netiquette Quiz. Netiquette is important and should be taught to students because in this day and age the internet is the new social community. We should know how to properly interact with people on the internet, just as if we were interacting with them in real life, aka, the Golden Rule of netiquette, remember the human! =^D Students will be using the internet and blogging and should be able to communicate in a proper manner, or else they may find themselves hurt. It sounds silly, but it is true. The internet is a crazy place and if we don't teach our students the correct skills to use it, they may find themselves in the Crazy-Net House.
Journal 3: "Keep Them Chatting"
Cole, Jeannie (February 2009). Keep Them Chatting. Learning and Leading with Technology, 37, Retrieved March 11, 2009, from http://localhost:51966/learning_leading/200902-offline2/index.html
The article, "Keep Them Chatting", by Jeannie Cole explores different techniques to address the loss of interest or attention from your students when teaching them new curriculum using the Internet. The first of the 5 techniques she suggest is to ask students "high-level open-ended questions" where they are asked to discuss their answers with groups and follow up with an online tool for presenting the answers. The next techniques are the inquiry method and the discrepant inquiry method. With this method students research a given question. The next technique is to learn by personal examples. Students research and create their own example to share with the class. Finally, the last technique is to use illogical comparisons. With this method students will need to research a given concept and find an illogical comparison. Every technique that Cole mentions, is backed up with an example from the classroom. I think that these are great ways to engage students in the classroom, within the borders of an online context. I can see the useful qualities of creating more interactive lessons on the computer where students are being challenged to think and create.
Question #1: What would be the best technique to use for a class that is overactive and creative?
Answer: Personal Example. The students here would be given the opportunity to think and create for themselves without too much of a restriction. They would all participate and apply their knowledge, in pairs.
Question#2: What is the importance of using techniques such as the ones Cole describes? These techniques allow for students to become more interested in the assignments as well as have to invest their time and energy into the projects. These techniques require students' participation and don't allow for non-listening.
The article, "Keep Them Chatting", by Jeannie Cole explores different techniques to address the loss of interest or attention from your students when teaching them new curriculum using the Internet. The first of the 5 techniques she suggest is to ask students "high-level open-ended questions" where they are asked to discuss their answers with groups and follow up with an online tool for presenting the answers. The next techniques are the inquiry method and the discrepant inquiry method. With this method students research a given question. The next technique is to learn by personal examples. Students research and create their own example to share with the class. Finally, the last technique is to use illogical comparisons. With this method students will need to research a given concept and find an illogical comparison. Every technique that Cole mentions, is backed up with an example from the classroom. I think that these are great ways to engage students in the classroom, within the borders of an online context. I can see the useful qualities of creating more interactive lessons on the computer where students are being challenged to think and create.
Question #1: What would be the best technique to use for a class that is overactive and creative?
Answer: Personal Example. The students here would be given the opportunity to think and create for themselves without too much of a restriction. They would all participate and apply their knowledge, in pairs.
Question#2: What is the importance of using techniques such as the ones Cole describes? These techniques allow for students to become more interested in the assignments as well as have to invest their time and energy into the projects. These techniques require students' participation and don't allow for non-listening.
Journal 2: "Museums in the Classroom
Reissman, Rose (2009). Museums in the Classroom. Learning and Leading in Technology, 38, Retrieved March 11, 2009, from http://www.learningandleading-digital.com/learning_leading/200902/
In this article, Rose Reissman includes four different weblinks having to do with online museums. The first link, Resource Central- Museum Links, is a search engine that is linked to hundreds of museums. On this website, students and educators can search any keyword to find corresponding museums with exhibits and information. I think this is an absolutely great tool because it allows the class to take 'virtual field-trips'. If you ask any students what their favorite part of school is, chances are they will answer either with recess or field-trips. What can be greater then, than to be able to take daily field-trips? Incorporating this into class activities and lessons will allow the students to really engage themselves with the content.
There are also links to websites where educators can learn how to incorporate these virtual museums into their curriculum, learn more about museum vocabulary, and one where students can create their own museums. I think that Ms. Reissman has the right idea here. We must use this technology to our benefit. Creating safe places where children can learn should be the goal of every teacher, and with the websites that are in this article, I believe this can be done in ANY classroom.
Question #1: Will students benefit more from a virtual museum versus a real museum?
I think that both options will give the student a vast amount of information. However, I feel like the virtual museum will make it more accessible and easier to locate desired artifacts.
Question#2: How can virtual museums be used to improve a students technology skills?
The use of virtual museums incorporates many different aspects in digital citizenry. First a student must learn how to locate items. They then must determine the different types of files that are associated with the museums such as images, doc's, pdf's, etc. They also can use artifacts from the museums to create projects of their own which will lead into learning to create creative and innovative learning presentations.
In this article, Rose Reissman includes four different weblinks having to do with online museums. The first link, Resource Central- Museum Links, is a search engine that is linked to hundreds of museums. On this website, students and educators can search any keyword to find corresponding museums with exhibits and information. I think this is an absolutely great tool because it allows the class to take 'virtual field-trips'. If you ask any students what their favorite part of school is, chances are they will answer either with recess or field-trips. What can be greater then, than to be able to take daily field-trips? Incorporating this into class activities and lessons will allow the students to really engage themselves with the content.
There are also links to websites where educators can learn how to incorporate these virtual museums into their curriculum, learn more about museum vocabulary, and one where students can create their own museums. I think that Ms. Reissman has the right idea here. We must use this technology to our benefit. Creating safe places where children can learn should be the goal of every teacher, and with the websites that are in this article, I believe this can be done in ANY classroom.
Question #1: Will students benefit more from a virtual museum versus a real museum?
I think that both options will give the student a vast amount of information. However, I feel like the virtual museum will make it more accessible and easier to locate desired artifacts.
Question#2: How can virtual museums be used to improve a students technology skills?
The use of virtual museums incorporates many different aspects in digital citizenry. First a student must learn how to locate items. They then must determine the different types of files that are associated with the museums such as images, doc's, pdf's, etc. They also can use artifacts from the museums to create projects of their own which will lead into learning to create creative and innovative learning presentations.
Journal 1: "Passport to Digital Citizenship"
Ribble, M (2008, December). Passport to digital citizenship. Learning & Leading with Technology, Retrieved January 29th, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_November
In the 21st century, you cannot go a day without somehow needing technological assistance in some way. Technology is the new black, as those in the fashion world would say. With the dependence that we now have on technology, it only makes sense that students learn how to use this technology in the classroom. The article Passport to Digital Citizenship (Ribble, 2008-2009), describes the journey into technology that both educators and students must take in order to become more culturally and socially able in an ever changing technological world. Ribble defines digital citizenship as: “Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior” (14).
He goes on to describe the four stages of digital reflection citizenship that teachers must use to educate students properly in technology. The first stage is awareness. In this stage, students must become familiar with what is, and is not appropriate when using different forms of technology. The second stage Ribble describes is guided practice. This is different than the first stage in that students will now engage in using the technology, under the guidance of an instructor, rather than just learning about it. The third stage is modeling and demonstration. Here, teachers “will model appropriate technology use at school, home, and in society” (16). The last and final stage is feedback and analysis where students and teachers will participate in discussions about technology use and how top use is appropriately. (16).
Although Ribble says this is the final step, it really isn’t. He says that the last thing that must be done is to connect what is being learned at school with the home and community.
Question 1: At the end of his article, Mike Ribble says that we must fix the disconnect between school and the home or community. How can this be done?
Answer 1: I believe that as an educator, it is our job to make sure that the parents of our students are well aware of what goes on in the classroom. Learning does not end in the classroom, no matter if it is for math, English, or technology education. I think teachers should send weekly emails (to reinforce the use of technology) to all the parents as a group letting them know what their students did in the classroom that week and what they could do with them over the weekend to reinforce the lesson they learned.
Question 2: What do you think is the most important step in digital citizenship reflection?
I do not think that there is one step that is more important than the other. I am actually very impressed with the steps and the order in which they are presented. It takes into account the way a child thinks and develops. First they must be made aware of what is there. Then they should be shown how to use it properly before attempting to use it themselves. Lastly, there should ALWAYS be a discussion to wrap up what was done and also give students a chance to ask any questions they may have.
In the 21st century, you cannot go a day without somehow needing technological assistance in some way. Technology is the new black, as those in the fashion world would say. With the dependence that we now have on technology, it only makes sense that students learn how to use this technology in the classroom. The article Passport to Digital Citizenship (Ribble, 2008-2009), describes the journey into technology that both educators and students must take in order to become more culturally and socially able in an ever changing technological world. Ribble defines digital citizenship as: “Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior” (14).
He goes on to describe the four stages of digital reflection citizenship that teachers must use to educate students properly in technology. The first stage is awareness. In this stage, students must become familiar with what is, and is not appropriate when using different forms of technology. The second stage Ribble describes is guided practice. This is different than the first stage in that students will now engage in using the technology, under the guidance of an instructor, rather than just learning about it. The third stage is modeling and demonstration. Here, teachers “will model appropriate technology use at school, home, and in society” (16). The last and final stage is feedback and analysis where students and teachers will participate in discussions about technology use and how top use is appropriately. (16).
Although Ribble says this is the final step, it really isn’t. He says that the last thing that must be done is to connect what is being learned at school with the home and community.
Question 1: At the end of his article, Mike Ribble says that we must fix the disconnect between school and the home or community. How can this be done?
Answer 1: I believe that as an educator, it is our job to make sure that the parents of our students are well aware of what goes on in the classroom. Learning does not end in the classroom, no matter if it is for math, English, or technology education. I think teachers should send weekly emails (to reinforce the use of technology) to all the parents as a group letting them know what their students did in the classroom that week and what they could do with them over the weekend to reinforce the lesson they learned.
Question 2: What do you think is the most important step in digital citizenship reflection?
I do not think that there is one step that is more important than the other. I am actually very impressed with the steps and the order in which they are presented. It takes into account the way a child thinks and develops. First they must be made aware of what is there. Then they should be shown how to use it properly before attempting to use it themselves. Lastly, there should ALWAYS be a discussion to wrap up what was done and also give students a chance to ask any questions they may have.
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