Social Justice: Choice or Necessity?
By Colleen Swain and David Edyburn
In today’s technology based society, a strong computer savvy is no longer and bonus skill, but rather a necessity. All papers are written on computers, and all research and information acquisition is via the internet. The lack of a proper technological education is almost equivalent to an inability to read. It is mind boggling to believe that we will be preparing our students for careers that do not even exist yet, According to the US Department of Labor in the next few decades 80% of all jobs will require technological intelligence.
One of the biggest issues with teaching through technology is this issue of social justice. Educators must strive to provide instructional technology accessible to the classroom, and make this a staple part of the learning process. Some of the greatest restrictions on a quality technological education are simply lack of proper access, if any at all to sources. Once sources are gained, the task is proper utilization. New resources are popping up daily, so educators need to effectively decide which to take advantage of and how to use them in the classroom.
We as teachers can help to eliminate the educational learning gap, if we go about it the right way.
Question 1: How are we supposed to as educators prepare our students for careers we don’t even know about yet?
Answer 1: The best we can do for our students is to learn along with them. We can prepare ourselves as best as we can, and use ourselves are examples.
Question 2: How important will correct social justice play into our classrooms?
Answer 2: Social justice will be an ever present factor in our technological instruction. We will have to decide as educators what is proper for the classroom and not just correlated to our own personal preferences.
Friday, April 17, 2009
Friday, April 10, 2009
Journal Review 8
Growing Your Personal Learning Network
By David Warlick
This particular article was about PLNs, or Personal Learning Networks. The concept of PLNs is not a new concept by any means. For years, we as people have relied on resources and those around us to formulate the basis of our knowledge. Even before the convenience of technology we were connecting with people and the world around us.
It seems as though new PLNs are popping up everyday. There are 3 main types of PLNs. The first is a personally maintained synchronous connection. This is the standard PLN that includes consulted people and places for answers and information. The second is a personally and socially maintained semichronous connection. This type of connection consists of an alternate time reference. It is not synchronous, it just simply exists. The final type of PLN is a dynamically maintained asynchronous connection. The prior two connect people with each other, this type connects us with sources we deem as valuable.
It’s funny because I chose this article for the same reason I chose the last, in that it made a reference to what we were discussing in class this week. Diigo was used as one of the main examples.
Question 1: What relevance does this article have to current events in technology?
Answer 1: Basically, this entire article is everything that is current in technology The internet and all its components are such an ever-flourishing market, and these PLNs are just some of many examples of that.
Question 2: How can I use this to relate to my students?
Answer 2: I always try to put myself in the position of the students and how I could better understand their angle. For me, Myspace was the site in high school. I was about 15 when the site came into full swing, and I remember everyone just had to have a Myspace. Now there is Facebook, and Twitter, and who knows what else. But I’ll always remember my first experiences with mastering the site.
By David Warlick
This particular article was about PLNs, or Personal Learning Networks. The concept of PLNs is not a new concept by any means. For years, we as people have relied on resources and those around us to formulate the basis of our knowledge. Even before the convenience of technology we were connecting with people and the world around us.
It seems as though new PLNs are popping up everyday. There are 3 main types of PLNs. The first is a personally maintained synchronous connection. This is the standard PLN that includes consulted people and places for answers and information. The second is a personally and socially maintained semichronous connection. This type of connection consists of an alternate time reference. It is not synchronous, it just simply exists. The final type of PLN is a dynamically maintained asynchronous connection. The prior two connect people with each other, this type connects us with sources we deem as valuable.
It’s funny because I chose this article for the same reason I chose the last, in that it made a reference to what we were discussing in class this week. Diigo was used as one of the main examples.
Question 1: What relevance does this article have to current events in technology?
Answer 1: Basically, this entire article is everything that is current in technology The internet and all its components are such an ever-flourishing market, and these PLNs are just some of many examples of that.
Question 2: How can I use this to relate to my students?
Answer 2: I always try to put myself in the position of the students and how I could better understand their angle. For me, Myspace was the site in high school. I was about 15 when the site came into full swing, and I remember everyone just had to have a Myspace. Now there is Facebook, and Twitter, and who knows what else. But I’ll always remember my first experiences with mastering the site.
Friday, March 27, 2009
Journal Review 7
Tech Camp Unleashes Creativity and Collaboration
By Joe Bardin
Each summer Kindergarten through 12th Grade teachers gather together to put on a technology based summer camp for students. The goal being to improve Arizona schools through high quality professional development, and teacher leadership. It has become apparent that teachers want to utilize technology more, but they need a way to jumpstart their efforts. Enter, the Arizona K-12Center.
The great thing about technology is that it actually gets students interested in the material and inspires them to cooperate. When making iMovie projects, there was no hassle to get children involved since they all wanted to be a part of the movie. The great thing about each of the tools is that they are all so easy to use. The technology can also be used to bridge language gaps, for example with deaf students, or any other second language learners.
Finally the camp was able to enhance collaboration between not just the teachers, but the fellow students. The older ELL students were able to help the younger students, everyone is able to learn from each other. The greatest revelation discovered through the camp was that no one person knows everything about any given task or application. This is not however seen as a barrier, but rather as an opportunity for knowledge.
Question 1: What attracted me most to this article?
Answer 1: I usually skim the articles before I decide which one I’d like to write my blog about, and what popped out to me about this one was the iMovie project. It was so fun playing around with it in class that it inspired me to do my blog on this article.
Question 2: How does this article help to encourage using more technology in the classrooms?
Answer 2: It proved how effective teamwork can be. Not just the efforts of the teachers, but the student involvement. Technology seems to be an arena today’s youth are able to actively participate in, they feel comfortable with it, and therefore more likely to get involved. Since getting children excited about learning is what it’s all about, we should be encouraging them to learn through outlets they are comfortable with. Assigning more projects that promotes the utilization of their computer savvy skills.
By Joe Bardin
Each summer Kindergarten through 12th Grade teachers gather together to put on a technology based summer camp for students. The goal being to improve Arizona schools through high quality professional development, and teacher leadership. It has become apparent that teachers want to utilize technology more, but they need a way to jumpstart their efforts. Enter, the Arizona K-12Center.
The great thing about technology is that it actually gets students interested in the material and inspires them to cooperate. When making iMovie projects, there was no hassle to get children involved since they all wanted to be a part of the movie. The great thing about each of the tools is that they are all so easy to use. The technology can also be used to bridge language gaps, for example with deaf students, or any other second language learners.
Finally the camp was able to enhance collaboration between not just the teachers, but the fellow students. The older ELL students were able to help the younger students, everyone is able to learn from each other. The greatest revelation discovered through the camp was that no one person knows everything about any given task or application. This is not however seen as a barrier, but rather as an opportunity for knowledge.
Question 1: What attracted me most to this article?
Answer 1: I usually skim the articles before I decide which one I’d like to write my blog about, and what popped out to me about this one was the iMovie project. It was so fun playing around with it in class that it inspired me to do my blog on this article.
Question 2: How does this article help to encourage using more technology in the classrooms?
Answer 2: It proved how effective teamwork can be. Not just the efforts of the teachers, but the student involvement. Technology seems to be an arena today’s youth are able to actively participate in, they feel comfortable with it, and therefore more likely to get involved. Since getting children excited about learning is what it’s all about, we should be encouraging them to learn through outlets they are comfortable with. Assigning more projects that promotes the utilization of their computer savvy skills.
Friday, March 13, 2009
Journal Review 6
Turning Lurkers into Learners
By Jason Alley and Karen Greenhaus
The main focus of this article was about turning "lurkers," into active chatroom participants. A lurker is defined as a student who rarely, or never participates in online discussions. There are many reasons why a student might not want to participate, not just because of apathy, or laziness; for example if they feel the topic has already been fully addressed before they got to give their input, or if it is a topic that they have very little knowledge of and need to learn more about.
Today, more and more schools are converting online systems like Blackboard and WebCT, and not only are lectures, but entire class sessions and lectures are being conducted online. While this approach is may be effective for an avid computer user, or someone with previous onsite experience, but for someone completely out of the know, it can be quite daunting. Which is was causes more and more lurking, especially as the semester progresses.
According the article the best way appease lurking, and promote active participation is by getting children involved early on in the class. Having various introduction activities and games that make kids comfortable with the system and with the other children in their class. The more comfortable the student feels the more they will be willing to share and divulge in the discussion groups. As we try to progress technology based learning we need to continue developing innovative ways to ensure that our students are able to progress along with it.
Question 1: How will my own personal experiences with online discussions make it easier using them in my own classroom?
Answer 1: Growing up in the generation that I did will undoubtedly be a great advantage to me. I have been using computers for my everday schoolwork for just about all of my academic career. My entire college education has involved utilizing WebCT on a daily basis. So for me, understanding how the class discussions work will be of no difficulty, and I will also be able to relate to the students since I will understand it from their end as well.
Question 2: What ways could I get my students to actively participate as "learners" not "lurkers?"
Answer 2: I think the best way to get students involved is to get them jumpstarted and excited about online discussions from the very beginning. Have the introductory discussion be something that is going to intrigue them right off the bat, and motivate them to stay active throughout the semester. Have them describe themselves; maybe their favorite pasttime or hobby, or some other defining characterstic they admire about themselves that makes them unique. If the topic is something that they can't get wrong and feel comfortable enough talking about they will become familiar with the online course tools, and with the entire discussion process.
By Jason Alley and Karen Greenhaus
The main focus of this article was about turning "lurkers," into active chatroom participants. A lurker is defined as a student who rarely, or never participates in online discussions. There are many reasons why a student might not want to participate, not just because of apathy, or laziness; for example if they feel the topic has already been fully addressed before they got to give their input, or if it is a topic that they have very little knowledge of and need to learn more about.
Today, more and more schools are converting online systems like Blackboard and WebCT, and not only are lectures, but entire class sessions and lectures are being conducted online. While this approach is may be effective for an avid computer user, or someone with previous onsite experience, but for someone completely out of the know, it can be quite daunting. Which is was causes more and more lurking, especially as the semester progresses.
According the article the best way appease lurking, and promote active participation is by getting children involved early on in the class. Having various introduction activities and games that make kids comfortable with the system and with the other children in their class. The more comfortable the student feels the more they will be willing to share and divulge in the discussion groups. As we try to progress technology based learning we need to continue developing innovative ways to ensure that our students are able to progress along with it.
Question 1: How will my own personal experiences with online discussions make it easier using them in my own classroom?
Answer 1: Growing up in the generation that I did will undoubtedly be a great advantage to me. I have been using computers for my everday schoolwork for just about all of my academic career. My entire college education has involved utilizing WebCT on a daily basis. So for me, understanding how the class discussions work will be of no difficulty, and I will also be able to relate to the students since I will understand it from their end as well.
Question 2: What ways could I get my students to actively participate as "learners" not "lurkers?"
Answer 2: I think the best way to get students involved is to get them jumpstarted and excited about online discussions from the very beginning. Have the introductory discussion be something that is going to intrigue them right off the bat, and motivate them to stay active throughout the semester. Have them describe themselves; maybe their favorite pasttime or hobby, or some other defining characterstic they admire about themselves that makes them unique. If the topic is something that they can't get wrong and feel comfortable enough talking about they will become familiar with the online course tools, and with the entire discussion process.
Friday, March 6, 2009
Journal Review 5
Does This Really Work?
The Keys to Implementing New Technology
While Providing Evidence That Technology is Successful.
By Sara Sawtelle
Today many school districts across the nation are using technology that is dated, ineffective, and irrelevant to the present times. However, people and schools become so set in their technological ways, and attached to the programs that they are comfortable using, it can be hard to let go and adapt newer technological opportunities. The purpose of this article is not only to implement new technology, but to prove the true benefits of newer options. The approach taken to proof the effectiveness of these programs is based on The Scientific Method. While most people only think of The Scientific Method when it comes to conducting science experience or chemistry projects, the author looks at this task an experiment in its own right.
Stage 1: To Create a Hypothesis, or develop a plan to determine how beneficial the new program will be. Stage 2: Plan an Experiment. They Do this by asking important questions, and covering all the basis so as to be able to effectively stand by their technological updates. Stage 3: Preparation, this involves getting all the key players and backers of the project trained in the subject area so that they can effectively prove the software’s viability. That way they will be able to seamlessly integrate the test program into the curriculum. Stage 4: Testing the Predictions, this involves the actual implementation of the software into the test area, and having the teachers that were trained in its usage help to make sure the programs run smoothly. The final state is Stage 5: Adjustments, going through and working out the kinks in the system so to say, and testing its results. Was the new program more effective than past ones? Were noticeably significant increases in the subject material documented?
The school was able to effectively document results, demonstrate progress, and implement an innovative technology into the school.
Question 1: Was this an effective way to take a step toward the future?
Answer 2: In my recent observations and deductions, it is becoming increasingly apparent how reluctant schools are toward adapting new technology, and utilizing it in their classrooms. Even though there is so much out there that can be gained by shifting focus to a technology based education, many educators are still digging their heels in the sand. So I think that an approach like this could be highly effective. It is presented in such a logical way that would make sense to educators across the board, and is thorough enough to be credible.
Question 2: How would I be able to use this method in my own classroom?
Answer 2: It has recently dawned on me that I am preparing to teach students with tools that have not been invented yet. With new gadgets like iPods, and USBs, and the constant evolution of the internet, it is has to even imagine what types of things will continue to pop up over the next 50 years. Many of these tools will undoubtedly be an asset to the education community and further solidify the material we are trying to teach to our students. It is also fair to assume that implementing these technologies in our classrooms will be met with hesitation and criticism; a Scientific Method based approach like this is really going to come in handy when trying to force our districts into the future.
The Keys to Implementing New Technology
While Providing Evidence That Technology is Successful.
By Sara Sawtelle
Today many school districts across the nation are using technology that is dated, ineffective, and irrelevant to the present times. However, people and schools become so set in their technological ways, and attached to the programs that they are comfortable using, it can be hard to let go and adapt newer technological opportunities. The purpose of this article is not only to implement new technology, but to prove the true benefits of newer options. The approach taken to proof the effectiveness of these programs is based on The Scientific Method. While most people only think of The Scientific Method when it comes to conducting science experience or chemistry projects, the author looks at this task an experiment in its own right.
Stage 1: To Create a Hypothesis, or develop a plan to determine how beneficial the new program will be. Stage 2: Plan an Experiment. They Do this by asking important questions, and covering all the basis so as to be able to effectively stand by their technological updates. Stage 3: Preparation, this involves getting all the key players and backers of the project trained in the subject area so that they can effectively prove the software’s viability. That way they will be able to seamlessly integrate the test program into the curriculum. Stage 4: Testing the Predictions, this involves the actual implementation of the software into the test area, and having the teachers that were trained in its usage help to make sure the programs run smoothly. The final state is Stage 5: Adjustments, going through and working out the kinks in the system so to say, and testing its results. Was the new program more effective than past ones? Were noticeably significant increases in the subject material documented?
The school was able to effectively document results, demonstrate progress, and implement an innovative technology into the school.
Question 1: Was this an effective way to take a step toward the future?
Answer 2: In my recent observations and deductions, it is becoming increasingly apparent how reluctant schools are toward adapting new technology, and utilizing it in their classrooms. Even though there is so much out there that can be gained by shifting focus to a technology based education, many educators are still digging their heels in the sand. So I think that an approach like this could be highly effective. It is presented in such a logical way that would make sense to educators across the board, and is thorough enough to be credible.
Question 2: How would I be able to use this method in my own classroom?
Answer 2: It has recently dawned on me that I am preparing to teach students with tools that have not been invented yet. With new gadgets like iPods, and USBs, and the constant evolution of the internet, it is has to even imagine what types of things will continue to pop up over the next 50 years. Many of these tools will undoubtedly be an asset to the education community and further solidify the material we are trying to teach to our students. It is also fair to assume that implementing these technologies in our classrooms will be met with hesitation and criticism; a Scientific Method based approach like this is really going to come in handy when trying to force our districts into the future.
Tuesday, March 3, 2009
Software Review: Learning.com
Web-Browsing: Research and Citing Sources Grades 6-8
Learning.com Webling: http://learning.com
I found the Web-Browsing Unit to be a very useful resource. It mostly just reitterated and confirmed information that I already knew, but it was still very informative. I think that it would such an asset in a classroom environment, especially for children with no prior knowledge of the technical skills. The way that the lessons are broken down it makes it easy to keep up with everything they are demonstrating and getting the kids to get involved and actually help navigate through the sites is a really great utilization of their newly aquired skills. I didn't really come across any problems while using the program. I had some trouble keeping the sound adjusted properly, but that was just on the computer that I was using itself. But I did find it very useful that you were able to pause, and continue the lesson, it made it easy to take time out.
Lesson 1: Web Browsing Basics
NETS For Students
K-12[5] Students understand human, cultural, and societal issue related to technology and practice legal and ethical behavior.
K-14[5.a] advocate and practice safe, legal and responsible use of information and technology.
K-12[6]Students demonstrate and sound understanding of technology concepts, systems and operations.
K-12[6.a]understand and use technology systems
K-12[6.b] select and use applications effectively and productively.
6-8[7] Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
Lesson 2: URLs
NETS For Students
K-12[1.a] Apply existing knowledge to generate new ideas, products or processes.
K-12[2] Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
K-12[2.a] interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
K-12[6] Students demonstrate a sound understanding of technology concepts, systems and operations.
K-12[6.a] understand and use technology systems.
K-12[6.b] select and use applications effectively and productively.
6-8[7] Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
Lesson 3: Web Searches
NETS for Students
K-12[3] Students apply digital tools to gather, evaluate and use information.
K-12[3.b] Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
K-12[3.c] Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
K-12[4] Students use critical thinking skills to plan and conduct research, manage projects, solve problems and and make informed decisions using appropriate digital tools and resources.
K-12[4.c] collect and analyze data to identify solutions and/or make informed decisions.
K-12[5] Students understand human, cultural, and social issues related to technology and practice legal and ethical behavior.
K-12[5.a] advocate and practice safe, legal and responsible use of information and technology.
Lesson 4: Validating and Sourcing
NETS for Students
K-12[1] Students demonstrate creative thinking, construct knowledge, and develop innovative projects and processes using technology.
K-12[1.a] apply existing knowledge to generate new ideas, products, or processes.
K-12[2] Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual and contribute to the learning of others.
K-12[2.a] interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
K-12[2.b] communicate information and ideas effectively to multiple audiences using and variety of media and formats.
K-12[5] Students understand human, cultural, and social issues related to technology and practice legal and ethical behavior.
K-12[5.a] advocate and practice safe, legal and responsible use of information and technology.
K-12[5.b] exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.
Friday, February 27, 2009
Journal Review 3
Getting Girls EX.I.T.E.D About Project Management
By Bjorn Norstrom, Carol Smith, and Annika Haglund
Everyday students are required to complete many tasks that involve utilizing technology based tools. The problem with this is that, not all students are always properly educated, or equipped to accomplish these tasks, especially the more complicated ones. A school in Colchester, Vermont came up with their own solution to this problem.
IBM puts on an annual summer camp called Exploring Interests in Technology and Engineering, or EX.I.T.E. The camp is geared towards getting middle school aged girls enthusiastic about science and technology along with IBM engineers. The IBM/Colchester Middle School liaison, Annika Haglund, teamed up with the EX.I.T.E representatives, to come up with a program to teach girls project management. The program was based around four main goals: the establishment of a long term relationship between mentor and mentoree, introduce the girls to product management with a connection to technology skills, encourage young girls to pursue careers in sciences and technology, and to develop a model that could be followed in a school setting on collaborating around technology.
The original pilot project was a weekly EX.I.T.E club that met after school hours. Eventually the club began meeting everyday after school, with a closer, more hands on relationship with their IBM mentors. The girls soon became much more task orientated, and took ownership over the projects of the club. Girls who had been shy or introverted were suddenly coming out of their shells, both in and outside of the club. Through collaboration of the pedagogy of the teachers, and the experience and technological skill of the IBM mentors together created amazing strengths for the project.
Question 1: How as a teacher this is relevant to me?
Answer 1: Well not only as a teacher, but as a female teacher, this entire article was fascinating to me. Even in today’s day and age, with the leaps and bounds taken towards equality, men still hold all of the math, engineering, and technology based careers--or rather, a majority of the highest paying professions. This club, and summer camp to be geared complexly towards young girls is completely liberating. It is inspiring girls to get out into the areas they were maybe hesitant towards approaching, and gives them the skills they need to thrive in the areas.
Question 2: How could this be made into an effective program at a school I may teach at?
Answer 2: After reading this article I would love to get involved with a program like this, and begin the processes of getting it effectively established in my school. Many times girls just need a strong push, or spark to get them excited about something. I would love to be a part of that spark or excitement for them. Also, when I was younger I was always fascinated by science, and technology, I heavily considered some sort of IBM based career, so it would be a learning experience for me as well.
By Bjorn Norstrom, Carol Smith, and Annika Haglund
Everyday students are required to complete many tasks that involve utilizing technology based tools. The problem with this is that, not all students are always properly educated, or equipped to accomplish these tasks, especially the more complicated ones. A school in Colchester, Vermont came up with their own solution to this problem.
IBM puts on an annual summer camp called Exploring Interests in Technology and Engineering, or EX.I.T.E. The camp is geared towards getting middle school aged girls enthusiastic about science and technology along with IBM engineers. The IBM/Colchester Middle School liaison, Annika Haglund, teamed up with the EX.I.T.E representatives, to come up with a program to teach girls project management. The program was based around four main goals: the establishment of a long term relationship between mentor and mentoree, introduce the girls to product management with a connection to technology skills, encourage young girls to pursue careers in sciences and technology, and to develop a model that could be followed in a school setting on collaborating around technology.
The original pilot project was a weekly EX.I.T.E club that met after school hours. Eventually the club began meeting everyday after school, with a closer, more hands on relationship with their IBM mentors. The girls soon became much more task orientated, and took ownership over the projects of the club. Girls who had been shy or introverted were suddenly coming out of their shells, both in and outside of the club. Through collaboration of the pedagogy of the teachers, and the experience and technological skill of the IBM mentors together created amazing strengths for the project.
Question 1: How as a teacher this is relevant to me?
Answer 1: Well not only as a teacher, but as a female teacher, this entire article was fascinating to me. Even in today’s day and age, with the leaps and bounds taken towards equality, men still hold all of the math, engineering, and technology based careers--or rather, a majority of the highest paying professions. This club, and summer camp to be geared complexly towards young girls is completely liberating. It is inspiring girls to get out into the areas they were maybe hesitant towards approaching, and gives them the skills they need to thrive in the areas.
Question 2: How could this be made into an effective program at a school I may teach at?
Answer 2: After reading this article I would love to get involved with a program like this, and begin the processes of getting it effectively established in my school. Many times girls just need a strong push, or spark to get them excited about something. I would love to be a part of that spark or excitement for them. Also, when I was younger I was always fascinated by science, and technology, I heavily considered some sort of IBM based career, so it would be a learning experience for me as well.
Monday, February 23, 2009
CSUSM Future Educators
https://docs.google.com/a/cougars.csusm.edu/Doc?id=dpttbjf_6gzk7j3nw
Yvette Givens
If I were to describe myself in three words they’d be genuine, loyal and teachable. These are all characteristics I believe will make me an affective teacher. I have always been a hard-working student who enjoys learning. My favorite subject is mathematics, which is why I decided to pursue an undergraduate degree in it. I find math to be a very intriguing subject. I love the fact that there is always one answer but multiple ways of getting there. I guess problem solving is something that attracts me not only academically but also in life.
The courses I took as a math major originally seemed unnecessary for what I wanted to do. There were many times when I was in class wondering why I had to take certain courses if all I wanted to teach was high school math. In making it through these courses I got to experience how it felt to be a frustrated math student, which I feel will better help me relate to the students I will have in my classroom who are frustrated as well. Furthermore, I am better equipped with the background knowledge I need to be an effective teacher.
Early on I realized I have a passion for young people. This coupled with my enjoyment of mathematics has been why I’ve decided to pursue a career as a math teacher. I love to serve others, and I believe teachers are some of the greatest servants that exist in this world. One of my favorite quotes is one by Gandhi: “Be the change you wish to see in the world.” As a teacher I believe I will be able to live out this motto. Teachers spend so much time with their students not only teaching them a subject matter but also being a role model to them. By no means do I believe I am a picture perfect human being. I am constantly striving to be the best version of myself. If I can make this evident to my students while simultaneously inspiring them to have the same mentality I believe change can happen.
If you wish to know more about me please feel free to email me at: Yvette.Givens@gmail.com
You may also check out my blog at: http://vetsedu422.blogspot.com/
High School Mathematics
"Math is like love-- a simple idea but it can get complicated." When we get down to the bottom line of things everyone wants love in their life, so if math is like love why wouldn't anyone want math in their life? While I'm using humor to talk about math in one's life, the truth is math cannot be escaped. Even if one went their whole life without stepping foot into a mathematics classroom they would need to know how to count, add, subtract, etc. In conducting everyday activities like purchasing food or clothing, cooking, and balancing your checkbook math is involved. These may seem like simple tasks at first, but there are times when it can get complicated. Math has always been a subject I've enjoyed, and I look forward to the opportunity to teach it. I would like to teach the high school level because it is at this point when students become disgruntled with the subject, feeling as though there is no need for it in life. I like to make connections from the classroom to real life and feel as though I will be able to do so in an effective way for my students.
Not only is math essential for being able to perform certain tasks in life, but knowledge in the subject will also better equip students for future careers they may pursue in which they may not even know math is involved. The subject matter is also an effective tool in teaching individuals problem solving skills. As one proceeds in their educational endeavors they will find that math only gets more and more complicated, but hopefully with me as their teacher they will learn to appreciate all that is involved in math in the development of character, patience, and understanding. Math can be an enjoyable subject. Some areas are more interesting than others, but the exciting thing about high school level math is there are so many subject areas to be touched that provide each student with an opportunity to find some kind of interest in mathematics. There is much information available on California Mathematics Content Standards for teachers, students, and parents. There are also many websites available for students who are interested in getting extra help or practice during the summer and other school vacation periods. The following website is very helpful in helping students to gain more knowledge on some of the mathematical subjects talked about in the California Mathematics Content Standards website: http://mathworld.wolfram.com/
The courses I took as a math major originally seemed unnecessary for what I wanted to do. There were many times when I was in class wondering why I had to take certain courses if all I wanted to teach was high school math. In making it through these courses I got to experience how it felt to be a frustrated math student, which I feel will better help me relate to the students I will have in my classroom who are frustrated as well. Furthermore, I am better equipped with the background knowledge I need to be an effective teacher.
Early on I realized I have a passion for young people. This coupled with my enjoyment of mathematics has been why I’ve decided to pursue a career as a math teacher. I love to serve others, and I believe teachers are some of the greatest servants that exist in this world. One of my favorite quotes is one by Gandhi: “Be the change you wish to see in the world.” As a teacher I believe I will be able to live out this motto. Teachers spend so much time with their students not only teaching them a subject matter but also being a role model to them. By no means do I believe I am a picture perfect human being. I am constantly striving to be the best version of myself. If I can make this evident to my students while simultaneously inspiring them to have the same mentality I believe change can happen.
If you wish to know more about me please feel free to email me at: Yvette.Givens@gmail.com
You may also check out my blog at: http://vetsedu422.blogspot.com/
High School Mathematics
Not only is math essential for being able to perform certain tasks in life, but knowledge in the subject will also better equip students for future careers they may pursue in which they may not even know math is involved. The subject matter is also an effective tool in teaching individuals problem solving skills. As one proceeds in their educational endeavors they will find that math only gets more and more complicated, but hopefully with me as their teacher they will learn to appreciate all that is involved in math in the development of character, patience, and understanding. Math can be an enjoyable subject. Some areas are more interesting than others, but the exciting thing about high school level math is there are so many subject areas to be touched that provide each student with an opportunity to find some kind of interest in mathematics. There is much information available on California Mathematics Content Standards for teachers, students, and parents. There are also many websites available for students who are interested in getting extra help or practice during the summer and other school vacation periods. The following website is very helpful in helping students to gain more knowledge on some of the mathematical subjects talked about in the California Mathematics Content Standards website: http://mathworld.wolfram.com/
Another reason I know I am meant to be a teacher is my love for children. I have always been drawn to children and had such a natural ease forming bonds with them. I think having had such a influential hand in raising my own sisters has instilled that in me. I want to teach elementary school for about 10 years or so; but I intend on getting my Masters in History, teaching high school history, and eventually pursuing a PhD in history and teaching history at a college level. What I love most about our College of Education mission statement is its commitment to “life-long learning,” which I extensively believe in. I think that we are not giving our students an education for the day, or an education for the year, but for an entire lifetime. The knowledge we provide them is the basis of which they will build on for a lifetime. I feel like my own continuing pursuit of a further education while teaching is an apparent example of this.
Contact Information
Email: Morag001@cougars.csusm.edu
Blog Web Address: http://krysteenameduc422.blogspot.com/
First Grade and Beyond
In today’s day and age of technology where knowledge can be accessed by the click of a mouse, and where we have endless amounts of educational resources, it is astounding to learn that 20% of high schoolstudents are considered functionally illiterate. Even more staggering is that 42 million American adults are illiterate and 50 million cannot read at a level exceeding that of a fifth grader.
It is statistics like these that have both instigated and fueled my dedication to illiteracy. How these children move up through the grades, and continue to be pushed through the education system baffles me. But I have made a promise to myself to do even the slightest bit to minimize the illiteracy rates in if nothing else my district, or my school. I want to teach first grade, which of course is where the basics of reading and writing are laid out for children. I just want to feel like I have done my part to help spark the need for knowledge. The link below is to the California State Content Standards.
http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf
Eventually I plan on moving up through all of the grades from elementary school, to high school, and eventually to a college level. I want to teach history, and history teachers are notoriously forgiving when it comes to paper writing, linguistics, grammar, etc. I on the other hand, will not be that teacher. I know for example at our college we have a writing standard that must be met each semester by each class, regardless of subject, I would definitely take advantage of this policy. I want to feel like I fully devoted myself to my students, and I personally would not want to feel like I let them down by letting them just slide through the system. When I think back to some of the best teachers that I had growing up, and how much they helped me and inspired me into this profession, I want to feel like I lived up to their expectations of me by holding my own students to the same standards.
Friday, February 20, 2009
Journal Review 3
Going on A Desktop Diet
By Michael St. Jean
In times like these, and in an economy like this, districts and state boards are feeling the pressures of budget cuts, and fund restrictions. So it is no surprise that certain areas are coming up with innovative ways to save money. The small 16 school district of Pawtucket, Rhode Island is no exception. The district was trapped in a cyclical cage of desktop system upgrades, and replacements the schools just could no afford. In addition, the computers barely fit into the small elementary schools, and stretched the limits of the aging schools’ electrical capabilities. The technology was becoming increasingly dated, as curriculum was progressing, and the district trying to keep up with the evolving demands.
Next came the solution, to get rid of all the desktop computers. As an alternative, the district buying and building terminal servers, and converting the desktops into thin clients. Terminal servers are those that host applications, and then communicate remotely with systems of computers and other devices. The converted desktops became specialized clients that exchange mouse clicks, keyboard strokes and video with the terminal servers. This exchange creates a local experience and desktop experience for several users at a time.
The change was not a swift one; but rather one that happened through phases overtime. Over six years ago the process began with just a few computer trials. After success was proven the district needed to buy a supply of outdated desktops to convert. The justification in the purchase was that allow there would be an immediate cost of $90,000, in the long run the schools would be saving upwards of $800,000 to $1,000,000. Today the district deploys 1,800 thin clients, supported by 40 terminal servers. The desktop diet has definitely proved successful in terms of dropping extra money along the way.
Quesion 1: How could this be implemented in our own school district?
Answer 1: The article gave a fascinating play by play as how to effectively being the desktop diet in your own schools. I think that with proper planning, and a dedicated team the desktop diet could be a fundsaver in our own hometowns. Perhaps not in higher level education schools since multiple desktops are integral to both teachers and students. But the diet would most likely be effective in elementary school settings.
Question 2: About how much savings couldbe estimated for a major California school district?
Answer 2: While I cannot project an exact number, seeing as how nearly one million was saved on such a small district of only 9,000 students in Rhode Island, I imagine the savings in one of our school districts to be even higher.
By Michael St. Jean
In times like these, and in an economy like this, districts and state boards are feeling the pressures of budget cuts, and fund restrictions. So it is no surprise that certain areas are coming up with innovative ways to save money. The small 16 school district of Pawtucket, Rhode Island is no exception. The district was trapped in a cyclical cage of desktop system upgrades, and replacements the schools just could no afford. In addition, the computers barely fit into the small elementary schools, and stretched the limits of the aging schools’ electrical capabilities. The technology was becoming increasingly dated, as curriculum was progressing, and the district trying to keep up with the evolving demands.
Next came the solution, to get rid of all the desktop computers. As an alternative, the district buying and building terminal servers, and converting the desktops into thin clients. Terminal servers are those that host applications, and then communicate remotely with systems of computers and other devices. The converted desktops became specialized clients that exchange mouse clicks, keyboard strokes and video with the terminal servers. This exchange creates a local experience and desktop experience for several users at a time.
The change was not a swift one; but rather one that happened through phases overtime. Over six years ago the process began with just a few computer trials. After success was proven the district needed to buy a supply of outdated desktops to convert. The justification in the purchase was that allow there would be an immediate cost of $90,000, in the long run the schools would be saving upwards of $800,000 to $1,000,000. Today the district deploys 1,800 thin clients, supported by 40 terminal servers. The desktop diet has definitely proved successful in terms of dropping extra money along the way.
Quesion 1: How could this be implemented in our own school district?
Answer 1: The article gave a fascinating play by play as how to effectively being the desktop diet in your own schools. I think that with proper planning, and a dedicated team the desktop diet could be a fundsaver in our own hometowns. Perhaps not in higher level education schools since multiple desktops are integral to both teachers and students. But the diet would most likely be effective in elementary school settings.
Question 2: About how much savings couldbe estimated for a major California school district?
Answer 2: While I cannot project an exact number, seeing as how nearly one million was saved on such a small district of only 9,000 students in Rhode Island, I imagine the savings in one of our school districts to be even higher.
Thursday, February 5, 2009
Journal Review 2
Virtual Success: Transforming Education Through Online Learning
By Julie Young, Pam Birtolo, and Raven MacElman
This entire article was really fascinating. I knew that you could take college courses online, but I had no idea that you could complete an entire high school career online as well. Then once I thought about it, I found it very shocking that I had never heard about Florida Virtual School (FLVS) before this article.
Virtual schools offer an entirely different type of educational experience; it is an alternative to standard curriculum, normal school hours and scheduling obligations. Children are able to learn on their own time and on their own motivation. If they are sitting awake at 2 o’clock in the morning they can message their teacher and receive almost instantaneous feedback.
These children are not only mastering technology, they are working out multiple concepts of education on their own just as much through instructional guidance. They are also receiving higher grades and scoring higher on AP exams and outperforming standard students on educational assessments.
Question 1: How effective can this virtual instruction be?
Answer 1: With this time of education, information is accessible, and knowledge and limitless. Any question a student can conjure up can instantly be answered by the click of the mouse. If there is something the teacher themselves is unaware of the answer, or simply just unavailable the student can take steps toward resolving it on their own.
Question 2: Where do I as a teacher fit into this virtual world?
Answer 2: The teacher still holds a vital role in this type of instruction. They are laying out the coursework, anticipating the needs of their children ahead of time, and needing to be reaching at all hours of the day. There are no hours or boundaries to the classroom; the teacher is dedicated 24 hours a day. If I want to be a History professor as I someday wish to be, there is a very big chance that I will be teaching online courses as well as teaching in the classroom. I will need to be able to accommodate myself to all the learning styles and teaching abilities.
By Julie Young, Pam Birtolo, and Raven MacElman
This entire article was really fascinating. I knew that you could take college courses online, but I had no idea that you could complete an entire high school career online as well. Then once I thought about it, I found it very shocking that I had never heard about Florida Virtual School (FLVS) before this article.
Virtual schools offer an entirely different type of educational experience; it is an alternative to standard curriculum, normal school hours and scheduling obligations. Children are able to learn on their own time and on their own motivation. If they are sitting awake at 2 o’clock in the morning they can message their teacher and receive almost instantaneous feedback.
These children are not only mastering technology, they are working out multiple concepts of education on their own just as much through instructional guidance. They are also receiving higher grades and scoring higher on AP exams and outperforming standard students on educational assessments.
Question 1: How effective can this virtual instruction be?
Answer 1: With this time of education, information is accessible, and knowledge and limitless. Any question a student can conjure up can instantly be answered by the click of the mouse. If there is something the teacher themselves is unaware of the answer, or simply just unavailable the student can take steps toward resolving it on their own.
Question 2: Where do I as a teacher fit into this virtual world?
Answer 2: The teacher still holds a vital role in this type of instruction. They are laying out the coursework, anticipating the needs of their children ahead of time, and needing to be reaching at all hours of the day. There are no hours or boundaries to the classroom; the teacher is dedicated 24 hours a day. If I want to be a History professor as I someday wish to be, there is a very big chance that I will be teaching online courses as well as teaching in the classroom. I will need to be able to accommodate myself to all the learning styles and teaching abilities.
Friday, January 30, 2009
Journal Review 1
The article was a wonderful anecdote by an elementary teacher about her first experience with an author live chat. I have never participated in an author chat, so I found the article very interesting. I especially liked how the entire school came together to help facilitate the boys experience. From the network administrator, to the school librarian, and even the director of maintenance who was able to install last minute shades for glare elimination. I also liked how well received all of the questions were by the author; and how she addressed each boys question by using his name. It showed that she not only truly cared about what they were asking her, but that she actually cared about the boys themselves.
The questions that stuck out in my mind while reading the article were, 1) How could I properly utilize this in my own classroom? I want to teach elementary school, which is right when children are getting the basics of reading, and becoming enthusiastic about literature. To get a child interested in reading and writing, and to then have them be able to talk to an author of a book they enjoyed would help to keep them inspired.
My next question was how I could go about actually implementing the utilization. I assume much of the author chats are set up and announced fairly ahead of time, so I would know about them pretty early on. I would then be able to chose an age and course appropriate book by an author, and read it with or to my class. Once they were excited about the book, and really captivated by its writing, I could then ask the children to come up with ideas for questions if they would ask the person who wrote the book whatever they wanted. I could then inform the students that they would be able to ask the author these questions themselves. I was always an enthusiastic student, and an avid reader; if I had had the opportunity to talk to some of my favorite authors it would have just further spurred my love for literature.
The questions that stuck out in my mind while reading the article were, 1) How could I properly utilize this in my own classroom? I want to teach elementary school, which is right when children are getting the basics of reading, and becoming enthusiastic about literature. To get a child interested in reading and writing, and to then have them be able to talk to an author of a book they enjoyed would help to keep them inspired.
My next question was how I could go about actually implementing the utilization. I assume much of the author chats are set up and announced fairly ahead of time, so I would know about them pretty early on. I would then be able to chose an age and course appropriate book by an author, and read it with or to my class. Once they were excited about the book, and really captivated by its writing, I could then ask the children to come up with ideas for questions if they would ask the person who wrote the book whatever they wanted. I could then inform the students that they would be able to ask the author these questions themselves. I was always an enthusiastic student, and an avid reader; if I had had the opportunity to talk to some of my favorite authors it would have just further spurred my love for literature.
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