Ed Tech Profile: NETS- 2 and 3

This is my Ed Tech Profile. I created it when I took the Ed Tech questionnaire online. This assignment was completed to check our computer/technology competency when beginning Education 422.

Wiki- Stupeflix Studio: NETS- 3 and 4

This assignment is a Wiki I created using Wetpaint. Wetpaint allows people to freely 
create and edit webpages. My Wiki focuses on using Stupeflix Studio. Stupeflix 
Studio is a website designed to allow people to create scrapbooks. People can 
add music, photos, and text to their scrapbooks. I researched whether or not 
this would be a good tool to use in my own future classroom. I was able to share 
my findings with other future educators using my Wiki. 

iMovie: NETS- 2 and 3

This is a movie I created using iMovie. I was able to use still photos, video clips, music, video effects, and text to create the video. The video is a PSA asking students at CSUSM to silence hate crimes on campus .

Copyright/Internet Safety: NETS- 2 and 4

This assignment is a Copyright/Internet Safety documents that I worked on 
collaboratively with some of my classmates. We worked independently on 
our sections and complied them in a Google Doc to create the final 
document. This assignment has examples of age-appropriate activities 
for students to complete while they are learning about Copyright and Internet Safety. 

Delicious Desserts Crossword Puzzle: NETS- 1 and 2

This is a crossword puzzle I created using Microsoft Excel. This is a creative use of
Excel. I can create crossword puzzles for my students using Excel or I can teach my 
students how to make crossword puzzles for their peers. I completed my crossword 
puzzle on "Delicious Desserts" because dessert is my favorite part of any meal!

Journal #9: Playing with Skype: NETS-5

Weller, T.J. (2010). Playing with skype. Learning and Leading with Technology, 37(6), Retrieved April 5, 2010 from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/

MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd=

Summary/Reflection:

This article discusses how the author, Travis J. Weller, incorporated the use of Skype in his school. Travis J. Weller had the composers of music selections call in via Skype to talk to students about the music business or introduce the music selections being performed by the school band. The author states in the article, “I have one steadfast rule about using technology in my classroom and rehearsal hall: If it makes for a richer educational experience, then it is worth it (Weller, 2010).” The incorporation of Skype was an inexpensive way to use technology that was incredibly meaningful for the students. The author goes on to state that Skype can be used to incorporate many more professionals into the classroom. The professionals can share their career experiences with the students in a classroom setting without having to come to the school.

I think using Skype is a creative outlet to expose students to new educational opportunities. I think the author was creative in his use of Skype. I think it was a thoughtful touch to have the composers of the music selections the school band was performing introduce the music selection and the band. I love the idea of having professionals call into schools, via Skype, to share about their careers. I think students can be exposed to many careers they may not have the opportunity to learn about. Something nice about Skype is that it is in real-time so students can interact with the person in the video chat.

Question 1: How does one obtain Skype?

There is a free, downloadable version of Skype that can be easily obtained by anyone who can download a program. Once Skype is downloaded, one can “call” anyone on Skype to chat with him or her via video-conferencing.

Question 2: Would students be interested in using Skype?

I think students would most definitely be interested in using Skype. I think students would enjoy “Skyping” with their friends after-school and on weekends. Students could discuss homework assignments and talk about the latest school news/gossip. I think students would also enjoy having guest speakers come into their classrooms via Skype. I think this new, educational opportunity would be beneficial to students. Students could be exposed to new career opportunities, or have the opportunity to make classroom events or presentations more unique and creative.

Journal #8: Navigate the Digital Rapids: NETS-5

Lindsay, J. & Davis, V. (2010). Navigate the digital rapids. Learning and Leading with Technology, 37(6), Retrieved April 5, 2010 from http://www.iste.org/Content/NavigationMenu/Publications/LL/
LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm

Summary/Reflection:

This article discusses what teachers need to know about becoming effective teachers in the digital age. The article offers advice on things to consider and things to avoid when becoming a teacher in the digital age. Things to consider include; customize, monitor and be engaged, have a plan, overcome the fear factor, dealing with objections, straying off topic, and putting the learning in the hands of the students. Students love to customize their tools and teachers should be sensitive to this. Teachers often stray away from customization because they feel they cannot meet the standards at the same time. The article states that customization and national standards can coexist in the same classroom. The article discusses the importance of teachers monitoring their students’ use in an educational network. Teachers need to engage their students and act professionally in the educational network. Teachers are responsible for taking appropriate action when students release offensive material, or pictures in the educational network. The article also states that teachers need to be prepared to overcome the fear factor of the educational network. Teachers will fair better if they understand that they are not alone and are willing to explore new educational opportunities in the educational network. Teachers should be prepared to stray off topic occasionally because sometimes a new learning opportunity can present itself when teachers and students stray away from their original topic. Teachers should be willing to allow students to personalize their digital tools and develop appropriate online behaviors. The article concludes with information about the authors’ Flat Classroom Project and other projects that have evolved from the Flat Classroom Project.

Question 1: How can schools and districts prepare teachers for becoming effective in the digital age?

I think that schools and districts can prepare teachers for becoming effective in the digital age by offering trainings periodically throughout the school year and summers. I think trainings would help teachers to overcome the “fear factor” associated with educational technology. I believe that if teachers are well-prepared for using technology that the students will benefit from the teachers being comfortable with technology use in the classroom. I think it is especially important to train teachers to use technology because many students know more about technology, today, than their teachers do. If teachers have solid knowledge base that they can continue to expand through life-long learning trainings than the teachers will feel more comfortable incorporating technology in their classrooms. 

Question 2: Whom should teachers go to for help in designing a discipline plan for technology use in their classroom?

I think that collectively, at a particular school, teachers should develop a discipline plan school-wide. I think students would be conscious of their actions because the discipline policy would be school-wide. Students would understand the policy and how their inappropriate behaviors in the educational network would lead to disciplinary action. I think that the school’s principal should also be on board with the discipline plan so that s/he can assist in enforcing the plan. I believe a school-wide discipline plan would be most effective in leading students to positive use of technology in the classroom.

Journal #7: The Beginner's Guide to Interactive Virtual Field Trips: NETS-5

Zanetis, J. . (2010). The Beginner's guide to interactive virtual field trips. Learning and Leading with Technology, 37(6), Retrieved April 5, 2010 from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/
MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D

Summary/Reflection:

The article, The Beginner’s Guide to Interactive Virtual Field Trips, introduces the concept of virtual field trips (VFTs). The article explains that there are two types of VFTs. The first type of VFTs are asynchronous and the second type are interactive synchronous. Asynchronous VTFs are websites that include text, audio, or video. Asynchronous VTFs are not in real time. The quality and substance of asynchronous VTFs varies. The article provides a list of websites that have reputable asynchronous VTFs. Interactive VTFs are synchronous experiences that are in real time. The technology required to participate in interactive VTFs is h.323 videoconferencing. During interactive VTFs an expert presents information to students. The presentations can be interactive. Students are able to interact with the expert. Some examples that experts may present include; a museum display, a demonstration of an experiment, or a tour of the location they are at. The article explains that educators and schools should not be discouraged by the technology required or the cost of the technology for interactive VTFs because grant money is often available. The article also states that many schools realize the benefits of interactive VTFs and that when compared to the cost of real field trips that the fees for the technology do not seem so bad. The author of the article writes that VTFs are of great value to students who have the opportunity to participate in them.

I found this article to be interesting. I am curious to learn more about VTFs after reading this article. I can certainly see the benefits of real-time tours of museums, demonstrations of science experiments, and a presentation of an exhibit. I think these interactive VTFs can be especially great if they are significantly far from where the students live. If I were a student in California and were able to participate in an interactive VTF of the Metropolitan Museum of Art in New York I would be very excited! I doubt many students in California have the opportunity to go to New York and experience the art there. I would feel disappointed, though, if I were a student living in San Diego and took a VFT of the San Diego Zoo. I think this virtual field trip would be less meaningful because the Zoo is in San Diego. I think students should be exposed to field trips that are local but I can see how wonderful the opportunity would be to have a VFT that took place in Alaska, or New York City, or in a foreign country. It would probably be exciting to have VFTs that took place at obscure locations that are not usually accessed by schools such as a NASA location, a movie set, or a congressional office. I think these learning opportunities would be significant for students of all ages.

Question 1: What are the advantages of VTFs?

I think there are many advantages to using VTFs in the classroom. I think a major advantage is the students are exposed to opportunities that they otherwise would not have. Students can interact on a more personal level with museum curators or real-life chemists, biologists, etc. I think these opportunities could provide students with exposure to careers that they may have never considered before. I think this could be really beneficial to students. Another advantage of VTFs are that there is no driving time to eat up the day. As a kid, I remember going on field trips and we would spend what seemed like hours on the bus. We would arrive for our field trip and have to rush through the day and then get back on the bus. As an adult, I’ve had the opportunity to chaperone field trips with my cousin’s middle school and it still feels that a great deal of the day is spent on the bus. I think interactive VTFs can cut down on wasted downtime and provide for meaningful time spent in class learning something new and exciting.

Question 2: What are the disadvantages of VTFs?

The most obvious disadvantage of VTFs is the lack of the whole “field trip experience.” I can sympathize with students, teachers, and parents who feel that the meaning of field trip is lost. There is something very exciting about boarding a school bus and being whisked away to a field trip location. Students are exposed to the real-world. There are ample opportunities for learning on a field trip. Students obviously learn about whatever it is on the field trip they have come to see but they also learn patience and proper behavior for the real-world. Another disadvantage is the lack of exposure for students to new places. Many students, in San Diego, do not have the opportunity to visit the Zoo or Legoland or Sea World but on a field trip they are exposed to these wonderful places. I think the experience of seeing these places in person is a great opportunity for students. I believe if they saw them through videoconferencing technology a lot of the meaning and excitement would be lost. 

Inspiration: NETST 3: Model Digital-Age Work and Learning

This assignment is a graphic organizer I created using Inspiration. Inspiration allows people to create graphic organizers using photos and text. This particular Inspiration document is on the 5 NETS for Teachers standards. I have the five NETS standards listed with photos that represent each and then I have two artifacts for each standard. The artifacts attest to my knowledge of the standard. I have also included photos for each of the artifacts.