I first assessed my current technological knowledge by taking a Edtech profile. This 45 minute test helped me evaluate my current competencey level and I discovered was moderately knowledgeable.
Ed Tech Profile
Monday, August 10, 2009
Wednesday, August 5, 2009
Fair Use Harbor--Nets IV
This paper was created collaboratively through Google Documents from information obtained at Fair Use Harbor and includes the history of Fair Use, what constitutes Fair Use, the exact specifications of how much of a copyrighted work can be used, who can use this material and where it may be used as well as how many copies can be made.
Web 2.0 Wiki Page on Proprof.com: Nets III and IV
I created this wiki page on a quiz and poll tool found at ProProf.com. It details the tool and how I could use it in my classroom.
PowerPoint Presentation--NETS I and III
To create this PowerPoint, I inserted clip art that I found online, used transitions between slides, included a link to ISTE and had each section of the slide appear separately. I also included ideas on how to incorporate NETS for students in lesson plans.
Iste Slide Show
Iste Slide Show
Newsletter--NETS I and III
I created this Newsletter by using several components of a word processing program. I used these components to add clip art, borders and bullets that I located online, to construct a two-column document and to create a banner by inserting and formatting a table. Along with use of these editing elements, I also wrote two articles: one about myself, and one on how our class will learn and use technology. In addition to the articles, I included a class motto as well as quotes from Presidents Abraham Lincoln and Barack Obama.
NewsletterRW
NewsletterRW
IMovie--NETS I and II
NETS 1 This is an movie on CSUSM that I edited using the I-movie program. I used transitions between film clips, inserted video effects on the clips, added music, created titles and gave it a personal touch with some narration.
Inspiration Graphic Organizer--NETS II and III
I created a Diagram with the ISTE National Educational Technology Standards as the main topic. Each of the 5 NETS was a subtopic and terminated with each project that I created that fulfilled that specific requirements. I chose the layout and colors, and also imported clip art.
Technology Crossword; NETS I and II
I created this puzzle using the Excel spreadsheet program. This puzzle differs from traditional puzzles because of the interactive quality that I created through the use of conditional formatting. This type of formatting allows me to have the first letter of the answer turn red instead of green if the student inserts the wrong letter.
Tech Crossword
Tech Crossword
Journal 9
Mader, J;Smith, B (August 2009). Science + technology = creativity (and Ffun!). Learning & Leading with Technology, Retrieved August 5, 2009, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_2&Template=/MembersOnly.cfm&NavMenuID=4363&ContentID=23906&DirectListComboInd=D
This article was about helping students incorporate technology to attain creativity in fields often thought of as uncreative-- science and math. He writes that in the beginning, the teacher should teach and integrate the technological tools (like PowerPoint or sound/video editing) in the course of the lesson; in this way students learn the lesson content and the computer skills at the same time. After the students have acquired the technological tools, the teacher should then make the assignments intentionally vague in terms of format, allowing students to have the freedom to be creative in the final outcome. He gives an example of a science project where the students had to describe a wave; while most presentations were in PowerPoint, one group created a music video instead. This creativity of one group led to a transformation in the way that the class thought about creating a project and they all strove more creativity in the following assignments.
Is this something I would like to do in my own class?
I think this was a wonderful way to integrate creativity, technology and the coursework and I will definitely want to implement this idea in my classroom. He gave such concrete examples as well as a link to more suggestions, that I think it won't be hard to do at all.
Would I recommend this article?
Out of all the articles we read, I thought this was the best one and I would recommend it to other educators. I liked it because it was a 'nuts and bolts" type of article--it supplied specific information and examples to help you implement his suggestions.
This article was about helping students incorporate technology to attain creativity in fields often thought of as uncreative-- science and math. He writes that in the beginning, the teacher should teach and integrate the technological tools (like PowerPoint or sound/video editing) in the course of the lesson; in this way students learn the lesson content and the computer skills at the same time. After the students have acquired the technological tools, the teacher should then make the assignments intentionally vague in terms of format, allowing students to have the freedom to be creative in the final outcome. He gives an example of a science project where the students had to describe a wave; while most presentations were in PowerPoint, one group created a music video instead. This creativity of one group led to a transformation in the way that the class thought about creating a project and they all strove more creativity in the following assignments.
Is this something I would like to do in my own class?
I think this was a wonderful way to integrate creativity, technology and the coursework and I will definitely want to implement this idea in my classroom. He gave such concrete examples as well as a link to more suggestions, that I think it won't be hard to do at all.
Would I recommend this article?
Out of all the articles we read, I thought this was the best one and I would recommend it to other educators. I liked it because it was a 'nuts and bolts" type of article--it supplied specific information and examples to help you implement his suggestions.
Journal 8
B. Bouterse, J.O.Corn, B.O.Halstead, (August 2009). Choosing the perfect tools for one-to-one, 6 Questions to consider before implementing a portable learning initiative at your school or district. Learning & Leading with Technology, Retrieved August 4, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/AugustNo1/37115t.pdf
This article addressed six specific issues about hardware and software that need to be identified prior to purchasing portable technology devices for a school. The way to identify your needs is to ask the following questions.
Do you want or need to:
After defining the questions, a table compares the attributes of various portable devices. They also make it clear that while the initial investment may be higher on some products, the TCO (total cost of ownership) must take into account the classroom value of its assets and not the just the monetary cost.
Did this article make this subject clear to me?
Not really. While the information in the table was clear, the actual computers that were mentioned were completely unknown to me, and most of them seemed to have almost no differences between them except battery time.
How long before all schools achieve a one-to-one computer to student ratio?
I think it will be quicker than we think. Computers have become so pervasive in today's world and the educational field, that in only a few more years, schools will be expected to utilize them and money in the budget will be found to finance them. A good place to look would perhaps be from the textbook budget, as these books will soon be obsolete in a one-to -one computer environment; each student could read the material online for a much smaller price than paying for a physical textbook.
This article addressed six specific issues about hardware and software that need to be identified prior to purchasing portable technology devices for a school. The way to identify your needs is to ask the following questions.
Do you want or need to:
- Add peripherals like printers, cameras, microscopes, etc.?
- Download applications or just use web-based content?
- Access the Internet?
- Learn a new Operating System?
- Save our work on the system or online?
- Have a durable product?
After defining the questions, a table compares the attributes of various portable devices. They also make it clear that while the initial investment may be higher on some products, the TCO (total cost of ownership) must take into account the classroom value of its assets and not the just the monetary cost.
Did this article make this subject clear to me?
Not really. While the information in the table was clear, the actual computers that were mentioned were completely unknown to me, and most of them seemed to have almost no differences between them except battery time.
How long before all schools achieve a one-to-one computer to student ratio?
I think it will be quicker than we think. Computers have become so pervasive in today's world and the educational field, that in only a few more years, schools will be expected to utilize them and money in the budget will be found to finance them. A good place to look would perhaps be from the textbook budget, as these books will soon be obsolete in a one-to -one computer environment; each student could read the material online for a much smaller price than paying for a physical textbook.
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