Social Bookmarking- Delicious.com: NETS- 1 and 5

This assignment is list of my Social Bookmarking tags that are tagged on Delicious.com. Delicious.com allows individuals to "bookmark" their favorite websites to shares with friends, family, or colleagues. The individual who tags the websites can organize the bookmarks according to category. All of these websites I have tagged fall into the broad category of "Ed 422" and "Education." This can be a helpful tool for me to collaborate with future colleagues, students, or parents of my future students.

For this journal entry I have bookmarked all of the assignments on http://delicious.com/aackerman128.

1. National Archives- I selected the exhibit "Every Four Years: Electing a President" to look at. This exhibit looks at presidential elections and the media types used to bring the election into American family's homes. The exhibit included text, photos, graphic images, original artifacts and campaign memorabilia from previous elections. The exhibit also included activities that visitors could participate in such as mock voting and campaigning. I think it is very important to use primary sources whenever they are available. This exhibit (based on the photo) had buttons, hats, and bumper stickers from past elections. I think a lot of students would enjoy looking at things like this to see how campaigns have utilized funds to pay for items such as stickers and buttons in the past as well as the present. Students could also look at the different types of media that brought elections into American family's homes. This would also be a great opportunity to discuss technology because due to the improvements to technology the campaign process has been changed and shaped. Those artifacts and media are small pieces of history that would complement classroom discussion and reading of the textbook.

2. National Education Association (NEA)- I feel that "ensuring that my school has a mission statement that commits to cultural competence as an integral component of all of its activities" is something I could fit into my teaching style. I would gladly help my school develop a mission statement that takes into account cultural competence because I feel it is especially important for all students to feel that they belong at their school and that they are part of the school's community. I also believe I could successfully incorporate "networking with other schools that are developing and implementing culturally competent systems" and "adapt the processes and information that are consistent with my school's needs and interests." I chose this because I think I would be able to network with other teachers at neighboring schools to share ideas that promote cultural awareness and inclusion of al students from all backgrounds. I am very interested in collaborating so I think this would come somewhat effortlessly to me but would make a huge impact in my classroom as well as the entire campus. If I am networking with other teachers at neighboring schools I could also "gather and organize resource materials related to culturally diverse groups for use by school staff." I chose this because I will have a jumpstart on preparing these materials if I am already collaborating and sharing with teachers from different schools. This information would help me and other teachers in my classroom to work more successfully with culturally diverse students that we may or may not have a lot of experience with.

3. Cyber Bullying- I took the cyber bullying quiz for "tweens" or 11-13 year olds. I am planning to teach middle school and decided this was the appropriate quiz for me. I scored myself a "3." I tried to take into account how I was as a "tween" and how I am as an adult. Unfortunately, when I was a "tween" there was not nearly as much internet savvy as there is today among "tweens." I do remember in middle school and early high school being at friend's houses and logging onto AIM and talking to the "cute" boys. It was usually a couple of friends and myself pretending to be just one of us so I gave myself a point for this. I also gave myself two points for posting pictures without friends' consent. I use Facebook and I don't ask my friends if it is okay to post our pictures. I use discretion and never post anything inappropriate but I have never thought to ask them because I assume they are just as eager as I am to see the pictures! Based on my score, I was a "cybersaint" but I am not sure if I would score myself the same way today if I were currently in middle school.

I really enjoyed reading the section on instant messaging. The topic of instant messaging is something I can directly relate to using in middle school. I think instant messaging is a great way to catch up with friends after school, exchange homework assignment if you or a friend forgot to write them down, and exchange questions about homework. Many students have absent parents or parents who cannot help them with homework. As a future teacher, I would appreciate my students helping one another out to clarify assignments or suggest ways to complete assignments. I would hope students weren't doing homework for one another but I would not have a problem with students answering questions for their classmates and helping them. I would even suggest to my classes at the beginning of the school year to exchange contact information with their friends in the class so if they do have homework troubles they can instant message/email/call a peer for help. I read that students can feel isolated if they are not allowed to use instant message. I will take this into consideration and promote a safe use of it in my classroom.

4. Kathy Schrock's Guide for Educators-
- Subject Access: History and Social Studies- I selected this subject access because I am planning to teach middle school Social Studies. I chose the site "Any-Day-In-History" as an area I could use in my classroom. Any-Day-In-History allows one to select a month and a day within the month. Once the day and month have been selected birth dates, death dates,  holidays, and events that occurred on that particular day come up to view.  I will definitely incorporate the Any-Day-In-History page in my classroom. I would like to incorporate "this day in history" in my class and put some events on the board and allow students the opportunity to elaborate on them or answer a question on them for participation points. I think this website will be a great resource for me to use to look up events for the board.

- Teacher Helpers: Bulletin Board Ideas- I selected bulletin board ideas because I feel that environment of a classroom is important for the classroom teacher and the students. I would like my walls to be welcoming and inviting for students. I would like to create a comfortable environment that promotes optimal learning. I think tasteful bulletin boards can do just that. I am a big fan of animals (especially jungle and wild animals) and I would like to use animals as a theme in my classroom. I found a lot of cute ideas on Kathy Schrock's links page. I was especially fond of an animals bulletin board on gigglepotz.com. I was only able to see it for a few seconds though because one must be a member to utilize the resources. It is nice to know that incorporation of an animal theme is something that will be available to me as a teacher.

5. Multiple Intelligences- According to the Multiple Intelligences Quiz, my top three intelligences are Interpersonal- 63%, Intrapersonal-56%, and Verbal Linguistic-50%. I watched the video "Multiple Intelligences Thrive in Smartville." I enjoyed the video. I learned that it is really simple to incorporate the different intelligences into one's classroom. The assignment may be Math which is generally thought of to be number smart but teachers can include picture smart and verbal smart, among others, to address the various intelligences in the classroom.

6. Teaching Tolerance- http://www.tolerance.org/activity/reverse-images
Grade: 6-8, Subject: Social Studies, Topic: Reverse Images

The topic of this lesson plan is promoting healthy messages of beauty. The project was called GO GIRLS! and it worked to promote healthier body images and self-esteem in girls. The GO GIRLS! program discusses how the media portrays beauty and how this can lead to eating disorders and unhealthy body images. I could incorporate a similar project in my classroom. At the local middle schools around my house, students from 6-8th grade have are offered a program called Family Life. Family Life talks about body changes middle school students experience, peer pressure, and an introduction to sex education. A GO GIRLS! program could be incorporated into Family Life. I feel it is important to promote self-esteem and self-confidence to middle school age girls because that time in their life can be a very difficult transition if it is not treated carefully.

7. Multicultural Education and Equity Awareness-
Question 3: According to a study by the American Association of Physicians for Human Rights, what percentage of physicians report witnessing a colleague giving reduced care or refusing care to lesbian, gay, or bisexual patients? Answer: 52%. I was shocked by this question for many reasons. Are doctors informed of their patients sexual orientation? Or do doctors find this out based on medical issues the patients have? I would need to look at more research but from the look at this just based on numbers I do not feel that doctors should be deciding medical care based on sexual orientation, if in fact, that is what is going on. People should receive the care they need because they are part of the human race, but because they like women, or men, or both.

Question 4: In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest counties in the world based on 40 indicators of child well-being. Which two countries received the lowest ratings? Answer: The United States and the UK. I was not surprised at this at all. For the US and the UK being countries of such wealth and power it does not seem that they take care of their citizens. I cannot speak so much for the UK but as a US citizen I feel as though my country is ready to jump into the affairs of neighboring countries and far away countries but that it is not prepared to jump in and fight poverty on its own soil. I would hope that this study would be eye-opening for the US and the UK. Maybe the study would promote an awareness in both countries for the citizens living within the country.

Question 10: Powder cocaine (largely used by wealthy people) and crack cocaine (largely used by economically disadvantaged people) contain roughly the same amount of 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 question does not surprise me either like Question #4. In the US, crimes committed by the wealthy are not usually taken seriously but smaller crimes committed by minorities or the economically disadvantages are often taken very seriously.

8. Netiquette- 
I scored 9 question correctly on the Netiquette quiz which was equal to 90% or an A-! I think it is important to teach students Netiquette like one would teach them social skills and manners. Students may not know appropriate behavior for the internet. If there isn't someone who can coach them on the right behavior they may never act appropriately. I had to be taught what brb (be right back) means and that ALL CAPITAL LETTERS MEANS YELLING OR SCREAMING! If I was not informed of these things I would not know. I may have thought all capital letters meant excitement. I see the benefits of sharing Netiquette with students :->

Classroom Newsletter: NETS- 1 and 3

This is a classroom newsletter I created using Microsoft Word. This is a creative way to use Microsoft Word for something other than creating a word document. I was able to include scanned images, clipart, drop caps, and various fonts to customize my newsletter. This is a fun tool I can use in my own classroom to update my future students and parents about classroom news. I could also teach my future students to create their own newsletters in Microsoft Word. 

NewsletterAA(2)

Journal #4: Keeping the Peace: NETS-5

Levinson, M. . (2010). Keeping the peace. Learning and Leading with Technology, 37(5), Retrieved February 22,  from 
http://www.iste.org/AM/Template.cfmSection=February_No_5_4&Template=/
MembersOnly.cfm&NavMenuID=4495&ContentID=25237&DirectListComboInd=D
Summary/Reflection:


The article, Keeping the Peace, discusses a school's implementation of a 1:1 laptop ratio and one of the problems that resulted from this. Nueva School began the 1:1 laptop program and immediately experienced problems with iChat, both in class and at home. At school there was instant messages sent among students in class and at home video chat was intruding on the privacy of families. The school and teachers felt overwhelmed with the misuse of iChat. Some staff members even said they would not use the laptops in class because of the distracting nature of programs such as iChat. Eventually, it was decided that the iChat program needed to be blocked from the computers to ensure responsible computer use at the school. The result of the iChat block was immense. Students and parents expressed support for both sides of the iChat block. The result of the iChat block was an implementation of a "boot camp" for students. The "boot camp" is an opportunity for new 6th graders to orient themselves with their laptops prior to the laptops going home. The school also planned to provide more training for staff and teachers, as well as parent education classes to facilitate laptop use between school and home. 


This article was something I felt was very relevant to me as a future teacher. I am planning to teach middle school so I was able to picture myself experiencing a laptop based classroom. I think Nueva School handled the iChat problem midyear as best as possible. I liked how the school did not maintain a full ban the next year. The school considered the problem and opted for an IM program that was limited to student use on the network at the teacher's discretion. I think this was a wise choice. As a middle and high school age student I loved IMing my friends. It was great for a chat after school about the day's events or a fantastic way to share homework assignments questions. I tried to consider which side I would take on iChat issue. I think midyear I would have done what Nueva School did. I would not be opposed to adding the program back the next school year though. I would just plan on providing more training on the use of it and also making sure there were consequences for misuse. 


Question 1:How could other schools avoid a situation like Nueva School experienced with iChat?


I think the experiences of Nueva School provide all schools that are planning to pursue a 1:1 computer ratio with a lot of valuable information. I think if future schools were to read the article on what happened with Nueva School and iChat the schools may pursue a program that does not have chat capabilities on the computer. Another good way for future schools to learn from Nueva School would be to implement a "bootcamp" or class prior to allowing students the privilege of taking the computers home for school/personal use. I think the best choice is to provide proper training for students on responsible computer use. I think banning iChat at Nueva School was necessary because it was done midway through the school year but I believe that school's can prevent something like this from happening with providing training on responsible computer use for students. I think this would be very successful! I think it would make students, teachers, and parents happy. 


Question 2:Would implementing a "bootcamp" for all students at all schools help with technology savvy and  eliminate overuse of certain programs?


I think if all schools were to implement a so-called "bootcamp" for all students it would promote technology savvy and eliminate overuse of certain programs like iChat. Students' "bootcamp" would teach them skills for responsible computer use. I think teachers could instruct students on when using certain programs is appropriate and inappropriate. When students complete the "bootcamp" it would probably be good for them to sign a form that states they will act responsibly when using the school computers. The form could also say that if they fail to act responsibly that certain privileges will be revoked. 

Journal #3: Using Podcasts to Develop a Global Perspective: NETS-5

Maguth, B.M., & Elliott, J. . (2010). Using Podcasts to develop a global perspective. Learning and Leading
with Technology, 37(5), Retrieved on February 22, from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25244&DirectListComboInd=D


Summary/Reflection


This article discusses students at a science, technology, engineering, and math school in Columbus, Ohio using podcasting technology to learn about global issues and other cultures. The project promotes a cultural appreciation in the students. The article discussed, in detailed, what one group chose to do their project on. The group chose climate change. The group members took on roles as leaders of nations, politicians, and scientists. The students were responsible for planning, researching the issue and individuals, writing questions and a script. When students completed the non-technology parts of the project they were then allowed to record their projects using Garage Band (an Apple program). Students also edited their projects. They incorporated the use of music and commercials. The final task of their project was to broadcast their projects on the internet. 


This is my third journal and this article was my favorite so far! I am not at all technologically savvy and this article spoke to me because it involved a human component (cultural understanding/awareness/sensitivity) that made it easier for me to understand. This sort of use of technology is one that I feel confident I would use in my own classroom. I like the idea of the student-led research, discussion, and composing of questions. I think this activity would make the information more meaningful for students. I think it would generate a genuine interest in the subject for the students. I also think that this interest could transfer to the school campus. I think students would feel more culturally aware of those around them. They may consider others' feelings, thoughts, and ideas they are sensitive to. 


Question 1: In what capacity can podcasting be used in schools to develop a global perspective?


I was curious to learn how a school that isn't technology/math/science based could use podcasting to develop a global perspective. I think it would be great to incorporate in a technology class because it would provide a more detailed use of technology and real-world application. Most technology classes are electives though so I do not feel this would reach a broad enough range of students. The next place I thought it would fit in nicely would be in a high school Government class. In the state of California all 12th graders are required to take a one semester Government class. I think this curriculum could enhance a government class. I think students would really enjoy incorporating technology into topics that may not be of great interest to them. I think the technology would make them become more interested in the topics. I think the greater interest could also lead to greater cultural understanding and tolerance on high school campuses. 




Question 2:At what age group can you begin have students working on Podcasting to promote cultural understanding and awareness?


I think the approach to creating cultural awareness and sensitivity through use of technology is really great! The students in the article were high school students but I think the use of podcasts and technology could be implemented at an earlier age. I think middle school age students could definitely participate in a similar activity. I think teachers could actually tailor the activity to span a lot of age ranges. Kids of all ages enjoy use of technology but younger kids may not have the ability to do all the detailed research, script writing, and actual production. I do think that kids as young as 1st-2nd grade could participate in some sort of "good manners" or "good friends" or "good playground behavior" podcasts that can be shared throughout a school or schools. I think middle school age students can tackle a similar project to the high school age students but maybe it could just be less detailed. I certainly see the value in promoting cultural awareness and sensitivity. What a great way to accomplish this using technology. 

Journal #2: Five Steps to an Accessible Classroom Website: NETS-5

Amundson, L. (2009). Five steps to an accessible classroom website. Learning and Leading with Technology, 37(3), Retrieved on February 15, 2010, from http://www.iste.org/AM/Template.cfm?Section=November_No_3_5&Template=/MembersOnly.cfm&NavMenuID=4436&ContentID=24615&DirectListComboInd=D.




Reflection/Summary:


This article discusses five steps to make a classroom website accessible to people who may have visual, hearing, movement, cognitive, or speech disabilities. The article outlines these five steps as the ones to make the website navigable for those with the previously mentioned disabilities; organize for easier navigation, navigation without a mouse, text explanations for images, using text that makes sense, and web validators. The article recommends achieving easier navigation by using headers to identify new sections on the website. The article also states that choice of color for fonts and backgrounds should not be red or green because those with color-blindness cannot distinguish them, and to not choose colors that are hard to distinguish when the page is set to gray-scale. The next step for making a classroom website more accessible is to make it navigable without a mouse. The article recommends using the tab-key as the navigational tool. The article also points out that drop down and rollovers are hard to use without a mouse so consider this when making one's website easily accessible. The next step is to include text explanations for images, videos, and audio. This will help those access the website who may be color-blind or deaf or cannot make sense of images. The next step to making the website easily accessible is to use text that people can understand, for example, instead of saying "click here" to a link write what about what the link actually is. The final step to making a classroom website more accessible is to use a website validator to check the accessibility of your website.  


I found this article to be something of great value to someone like me who is a future teacher. I am not very tech savvy to begin with so something as simple as making a website will be challenging for me. I am sure when I make my own class website I will be thrilled that I actually accomplished the task of "making a class website" that I may not have actually thought about whether or not my website is easy or difficult to navigate? I would like to use these five steps so that students with disabilities will be able to access my website and feel they are included and belong!




Question#1:What happens if the teacher building the website does not know how to complete all of these steps to making his/her website accessible?


I think for many teachers completing all of these steps may be overwhelming at first. It may be good for teachers who are not super tech savvy to focus on making the website accessible for one disability. If a teacher has a deaf student and s/he utilizes a lot of audio clips on the site s/he can make sure to add text descriptions of all of the audio clips to make sure deaf students can access the website with ease. If teachers are really struggling with making a website most schools or district offices have tech support people who can help with putting the finishing touches on the website.




Question #2: Where can teachers find individuals with disabilities to test their websites?


Many teachers probably feel their websites are easily accessible even when they are not. Teachers may ask students or parents to practice navigating their website. If there are concerns from the students or parents then teachers can make changes to their website. Teachers may also seek out help from students or adults with disabilities that way teachers can make sure people with visual, hearing, movement, cognitive, or speech disabilities are able to navigate the website with ease. 

Journal #1: Computing in the Clouds: NETS-5

Johnson, D. (2009). Computing in the clouds. Learning and Leading with Technology, 37(4). Retrieved on February 1, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm




Summary/Reflection 
This article discusses a possible alternative for integrating technology in classrooms throughout the United States. The article is talking about "cloud computing" or using resources online that are free to create documents, spreadsheets, presentations, and surveys. Schools are faced with continued budget cuts while technology continues to change rapidly. Schools can utilize "cloud computing" free of cost and make technology more readily available to more students. The article proposes the use of NetBooks for students and teachers. NetBooks are low-cost computers that can easily be interchanged between students because student work is not stored on the computer itself. The article poses the question, could parents afford to spend around $250 dollars for a NetBook for each of their children? The author cites having to purchase a graphing calculator for his son when he was in high school. The graphing calculator cost around $100.00 The article also outlines the shortcomings of NetBooks and "the cloud" saying that files may not be 100% secure and it is questionable if files are private. The article goes on to state that for making movies and playing/making CD's and DVD's a regular computer is required. 


I thought this article was interesting. I do not consider myself tech savvy at all but this article seemed to raise some good points about saving money while making technology more readily available to greater numbers of students. I am not entirely sold on NetBooks and "the cloud." Maybe this is because it is unfamiliar to me? Or because I feel that students will be missing out on learning to programs most commonly used in work and college? I can certainly see the benefits of integrating technology into classrooms with more of a 1:1 ratio instead of one computer and five or six students must share throughout the week. 


Question #1: Will the integration of NetBooks into the classroom actually be more costly because teachers need to be trained on them?


The article states that NetBooks cost far less then regular computers but it states that teachers will need to be trained on how to use them. The school districts will need to provide the trainings to teachers. I am not sure how long it takes to become proficient at using a NetBook but districts will have to be continually offering trainings to new teachers. New teachers may be recent college graduates who have little or no knowledge of NetBooks or new teachers may be people who have decided to teach as a second career and likely have little or no knowledge of NetBooks. If people are not properly trained on the use of NetBooks they may not take full advantage of the technology so it is important to educate people fully on the use of NetBooks. 


Question #2: Do NetBooks provide students with opportunities to learn proper MLA and APA formatting that is required for higher education?


Personally, I am not familiar with NetBooks and what their capabilities are but from my own experience using online sources to type into there is not a way to properly format papers. For example, I am currently typing my blog and there is no way I could format margins, font size, a header/footer, and page numbers because it's just a continuous box to type into. I am not sure, based on the reading, if NetBooks have the capability of formatting papers in APA or MLA format. If they do not then this could be a serious problem when students begin college. If NetBooks do have these capabilities then these can be wonderful teaching tools to teach students how to format papers, references, and citations.