Citation: Mader, J & Smith, B (2009, August). Science + Technology= Creativity (and Fun!). Learning and Leading with Technology, Retrieved august 4, 2009, from: http://www.iste.org/AM/Template.cfm?Section=August_No_1_2&Template=/MembersOnly.cfm&NavMenuID=4363&ContentID=23906&DirectListComboInd=D
Summary
This article focused on some procedures that will help science educators encourage and stimulate students to be creative and innovative in their “science endeavors.” To do this, students need some basic outlines of assignments alongside the chance to use specific tools, such as microphones, digital cameras, camcorders, and probe ware to learn more about the technology and be able to expand their digital toolboxes to investigate the trends and patterns of data. To give students adequate time to explore each new technology is another important element. Finally students need their own teacher’s intentionally vague descriptions for the final product. It means teachers should give students free choices to use whatever medium they want to showcase their work. Thus, students will be encouraged and interested to do their projects as creatively and innovatively as possible.
According to the article, how can teachers facilitate instruction for students to apply technology in an innovative manner? Teachers can provide students with the tools, give them the time to be familiar with the tools, and try to get out of students’ way. Thus, students can produce an innovative result.
As a future teacher, how can I gain access to some examples of using these procedures to increase creative thinking skills of my future students? You can find some examples online at www.edtechinnovators.com that can help you to inspire your future students to be creative and innovative.
Saturday, August 8, 2009
Journal 8:Choosing the Perfect Tools for One-to-One
Citation: Bouterse, B. Corn, J. Halstead, E (August, 2009). Choosing the Perfect Tool for One-to-One. Learning& Leading with Technology, 37, Retrieved August 4, 2009, from:
http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/AugustNo1/37115t.pdf
Summary
This article discusses the importance of purchasing appropriate computers for schools in order to best meet the needs of teachers and students in the current age of technology. If administrators purchase cheap computers that are not compatible with a school’s needs, they maybe have to spend more money in future because of poor manufacturing of hardware or other factors such a inadequate memory or inability to “read” more current software. Therefore, this article suggests six questions for buyers to consider prior to purchasing portable Laptops for schools or districts.
The first question deals with purpose. The buyers should consider: Will the computing device be used for a single purpose or multipurpose? The second question is about operating systems. What operating systems can facilitators, technicians, and teachers manage (windows, Linux, Mac)? The third question is related to applications. Does the school need to install applications by using the Web or CD? The fourth question is about content. Does the school need to put files, data, documents, presentations, and images onto the hard drive or web? The fifth question deals with peripheral equipment. Will the device be compatible with printers, projectors, digital cameras, or microscopes? The last question is about robustness. How long will the computing device work properly?
At the end, the authors applied these six questions as an evaluation tool to compare some products, such as HP Compaq, Traditional laptops and Inte1 Classmate PC. They concluded that buyers should not make decisions based on the cost of products but rather on the overall implications of the longevity of the device. Therefore, without any doubts, making a computing device accessible to every student and teacher can maximize the educational technology initiative.
What does “Thick” mean? According to the article, thick devices are regular computers or laptops which are working with operating systems like Microsoft windows Mac OS X, or Linux.
What does “Thin” mean? Thin devices are nonportable computers that are connected to a network.
http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/AugustNo1/37115t.pdf
Summary
This article discusses the importance of purchasing appropriate computers for schools in order to best meet the needs of teachers and students in the current age of technology. If administrators purchase cheap computers that are not compatible with a school’s needs, they maybe have to spend more money in future because of poor manufacturing of hardware or other factors such a inadequate memory or inability to “read” more current software. Therefore, this article suggests six questions for buyers to consider prior to purchasing portable Laptops for schools or districts.
The first question deals with purpose. The buyers should consider: Will the computing device be used for a single purpose or multipurpose? The second question is about operating systems. What operating systems can facilitators, technicians, and teachers manage (windows, Linux, Mac)? The third question is related to applications. Does the school need to install applications by using the Web or CD? The fourth question is about content. Does the school need to put files, data, documents, presentations, and images onto the hard drive or web? The fifth question deals with peripheral equipment. Will the device be compatible with printers, projectors, digital cameras, or microscopes? The last question is about robustness. How long will the computing device work properly?
At the end, the authors applied these six questions as an evaluation tool to compare some products, such as HP Compaq, Traditional laptops and Inte1 Classmate PC. They concluded that buyers should not make decisions based on the cost of products but rather on the overall implications of the longevity of the device. Therefore, without any doubts, making a computing device accessible to every student and teacher can maximize the educational technology initiative.
What does “Thick” mean? According to the article, thick devices are regular computers or laptops which are working with operating systems like Microsoft windows Mac OS X, or Linux.
What does “Thin” mean? Thin devices are nonportable computers that are connected to a network.
Wednesday, August 5, 2009
My imovie-NETS-T(2,3)
I created this iMovie using iMovie software with video and audio clips provided by instructor.This video showcase some part of CSUSM in 1:09 minutes. It has special video effects,title,scene transitions, background music, and end credits.
PowePoint Presentation-NETS(1,3)
I created my interesting power point presentation using Micro Soft power point in order to introduce my reflection on some performance NETS for K-2 grade level . This powerpoint has five slids along with the relevant grafics,animations,and transitions.
Intro to NETS for Students Grade Level K-2(2)
Intro to NETS for Students Grade Level K-2(2)
Tuesday, August 4, 2009
Inspiration-NETS-T(1,3)
I created my inspiration from "inspiration.com" to organize my artifacts for National Educational Technology Standards. Inspiration is a visual, learning tool that helps learners to create a graphic organizer to organize their ideas. It can also be used in any subject area.
Monday, August 3, 2009
Fair Use Copyright- NETS-T (4)
My two classmate and I completed this assignment Collaboratively. We used Fair Use Harbor Website at http://www.stfrancis.edu/cid/copyrightbay/fairuse.htm. There were six sectionshat provid information and regulations regarding fair use of copyright. I wrote summaries of two sections in Google docs.
Copyright
Copyright
My Wiki-NETS-T(1,2,3)
I created a Wiki page on Wetpaint.com. I chose Mixbook under the writing tools. Mixbook is a digital tool which is all about collaboration and creativity. It is a good tool that could make writing fun and interesting. I made a mixbook about my journey to Austria.
Classroom Newsletter-NETS(1&3)
I created my classroom newsletter using Microsoft Word inorder to introduce some parts of my class activities to students and their parents. I used tools within word to edit margins, making a table for the masthead, design word art, import graghics and clip art from Google,divide the ducument into columns,and find a way to illustrate my message.I found classroom newsletter as a good way to enhance student learning, creativity and innovation.
Sunday, August 2, 2009
Tech. Crossword NETS 1,3
This is my crossword I made using MS Excel. I followed a tutorial from Atomic Learning. I found this work could support student success and innovation as fun and effectively possible.
Tech My Crossword
Tech My Crossword
Journal 7: Beyond social networking: Building toward Learning Communities
Citation: Reynard, Ruth (15 July, 2009). Beyond social networking: building toward learning communities. Retrieved July 31, 2009, from:
http://the journal.com/Articles/2009/07/15/Beyond-Social-Networking-Building-Toward-Learning-Communities.asp
Summary
This article shows the recent increase in the use of social networking sites among the various age groups especially among young people. Nowadays, the positive effects of social networking tools in teaching and learning processes are obvious. The more technology is integrated into these processese, the more students will be able to learn in future. Social networking with some other web 2.0 tools are defined as good examples of collaborative tools that can build students’ technology skills in an interesting and fun learning environment in which students cannot only learn from each other but can also create an effective relationship among themselves. Therefore, teachers must use such tools to help students build a learning community in which the skills of discussion can be increased through in-class or online discussion groups,. Thus, collaboration can be developed through ideas or information sharing.
Will students solely be able to construct collaborative learning skills with the use of web 2.0? Absolutely they will not. Teachers are important parts of the learning process in which they can push students beyond social interaction to the kind of learning communities that are dynamic, very rich, and much more likely to enhance the learning of all students.
Are there any challenges with new technology tools in schools? Yes, there are. There are some challenges such as orientation and lack of student confidence in their use as well as an increase challenge to” present” ideas and information publicly.
http://the journal.com/Articles/2009/07/15/Beyond-Social-Networking-Building-Toward-Learning-Communities.asp
Summary
This article shows the recent increase in the use of social networking sites among the various age groups especially among young people. Nowadays, the positive effects of social networking tools in teaching and learning processes are obvious. The more technology is integrated into these processese, the more students will be able to learn in future. Social networking with some other web 2.0 tools are defined as good examples of collaborative tools that can build students’ technology skills in an interesting and fun learning environment in which students cannot only learn from each other but can also create an effective relationship among themselves. Therefore, teachers must use such tools to help students build a learning community in which the skills of discussion can be increased through in-class or online discussion groups,. Thus, collaboration can be developed through ideas or information sharing.
Will students solely be able to construct collaborative learning skills with the use of web 2.0? Absolutely they will not. Teachers are important parts of the learning process in which they can push students beyond social interaction to the kind of learning communities that are dynamic, very rich, and much more likely to enhance the learning of all students.
Are there any challenges with new technology tools in schools? Yes, there are. There are some challenges such as orientation and lack of student confidence in their use as well as an increase challenge to” present” ideas and information publicly.
Journal 6: Don’t feed The Trolls
Citation: Richardson, Karen W. (May 2008). Don’t feed the trolls: Using blogs to teach civil discourse. Learning and Leading with Technology, Retrieved July 27, 2009, from: http//www.iste.org/Content/Navigationmenu/Publications/LL/LLIssues/volume_35_2007_2008_MayNo7/L_L_May_2008.htm
Summary
In this article, the author talks about the use of blogging as a tool that can engage students more in an educational environment in which they have better access to relevant materials online as well as the opportunities to read and comment on the other’s writing. The author also mentions that although blogging is a good collaborative technology in education, there is room for students to spread gossips post uncivil comments or baseless information about a school, or a teacher. Therefore, teachers must help students to understand what appropriate behavior they must have on their online interactions. Students must learn some rules or guidelines to practice civil discourse in order to avoid personal attacks, or “if they think maybe they shouldn’t do something, they probably shouldn’t.”MOOse Crossing is an online interactive learning environment which provides specific guidelines and suggestions such as, don’t use name calling, avoid labeling people, and discussing ideas, not people. Those kinds of guidelines can help students develop their own self- awareness and learn to use civil discourse in both real and virtual environments.
When do blogs act effectively? Blogs are effective when teachers teach students about the benefits of using and posting civil discourse online. Because online interactions let students review or reflect on online conversations both alone and in groups. Students can learn how to handle and to post their agreements or disagreements. In this way they can be more engaged in self- monitoring to have more effective conversations online.
What suggestion would you offer to someone who deals with troll? The best suggestion would be to ignore the person who posts offensive and rude messages on the Internet.
Summary
In this article, the author talks about the use of blogging as a tool that can engage students more in an educational environment in which they have better access to relevant materials online as well as the opportunities to read and comment on the other’s writing. The author also mentions that although blogging is a good collaborative technology in education, there is room for students to spread gossips post uncivil comments or baseless information about a school, or a teacher. Therefore, teachers must help students to understand what appropriate behavior they must have on their online interactions. Students must learn some rules or guidelines to practice civil discourse in order to avoid personal attacks, or “if they think maybe they shouldn’t do something, they probably shouldn’t.”MOOse Crossing is an online interactive learning environment which provides specific guidelines and suggestions such as, don’t use name calling, avoid labeling people, and discussing ideas, not people. Those kinds of guidelines can help students develop their own self- awareness and learn to use civil discourse in both real and virtual environments.
When do blogs act effectively? Blogs are effective when teachers teach students about the benefits of using and posting civil discourse online. Because online interactions let students review or reflect on online conversations both alone and in groups. Students can learn how to handle and to post their agreements or disagreements. In this way they can be more engaged in self- monitoring to have more effective conversations online.
What suggestion would you offer to someone who deals with troll? The best suggestion would be to ignore the person who posts offensive and rude messages on the Internet.
Monday, July 27, 2009
Journal 4: Interactive boards
According to the posting online, there are different kinds of interactive boards. Smart Boards is one of the interactive boards. It is a public computer for the class that can be integrated with the webcam and Skype. It is a projected, large-sized computer screen with the high sound. Students can share their thinking and explorations by just standing in front of it and touching the screen. Teachers who use Smart Boards say that knowledge accelerates so fast in an open group format. It is “on” and in use all of the time. Teachers who use it cannot seem to stop talking about its benefits for student learning. They say it is a way students and teachers can search for information and learn together. Teachers apply multi-modal approaches to their lessons; seamlessly integrating video using software such as Powermedia Plus, Front Line, United Streaming, and TV programs like Nova, McNeil News Hour as well as interactive websites.
As I followed some of threads in the classroom 2.0, teachers also noted that they liked Notebook software so they could develop graphic organizers for reading, use concept maps for science lessons, and math lessons. Teachers also use multicolored pens on the Smart Board to write for all to see and keep track of new visitors on their Cluster Maps. Students take turns typing the “story” that explain the graph with Smart Board’s on-screen keyboard. For reviewing math facts, Kidspiration and the Smart Board make a great pair. With inspiration software students use the board to create graphic organizers for writing activities. Student can touch the board and use the pens for brainstorming ideas.
Other interactive boards were also introduced such as Pomethean active Boards. These boards provide pre-made lessons and flip charts. Some teachers preferred Pomethean Boards to Smart Boards because of premade lessons. Teachers also talked about other Active Boards as well as Active studio for taking pictures.
As I followed some of threads in the classroom 2.0, teachers also noted that they liked Notebook software so they could develop graphic organizers for reading, use concept maps for science lessons, and math lessons. Teachers also use multicolored pens on the Smart Board to write for all to see and keep track of new visitors on their Cluster Maps. Students take turns typing the “story” that explain the graph with Smart Board’s on-screen keyboard. For reviewing math facts, Kidspiration and the Smart Board make a great pair. With inspiration software students use the board to create graphic organizers for writing activities. Student can touch the board and use the pens for brainstorming ideas.
Other interactive boards were also introduced such as Pomethean active Boards. These boards provide pre-made lessons and flip charts. Some teachers preferred Pomethean Boards to Smart Boards because of premade lessons. Teachers also talked about other Active Boards as well as Active studio for taking pictures.
Journal 3: Assessment Made Easy
Citation: Zucker, Andrew A. (June, July 2009). Assessment Made Easy. Learning and Leading with Technology, Retrieved July 20, 2009, from:
http://www.iste.org/current/Navigationmenu/publications/LL/current_Issue_L_June_july.htm
Summary
This article shows the astonishing results of students’ educational improvement through having a one-to-one Laptop program in the Denver school of Science and Technology. This public charter high school uses this program to provide a fast pace grading of students’ assignments and tests. This program is a good way to give the students instant results and feedback on their work which is considered an important part of the learning process. The school also uses assessment software to administer assessments including multiple choice questions to identify students’ weaknesses. Then, the teachers design new lessons and provide instruction and support to meet the students’ needs. Language arts teachers at this school also use one-to-one labtop programs to improve their teaching of writing. They believe that in this way the students can save more paper and time as well as have an opportunity to get instant feedback on their writing. It is a good way for students to receive both teacher explanation and editing simultaneously.
What other elements besides computers do the schools need to foster both academic and personal success for the students? Clearly, having computers are not the only components that can make improvements for students. The schools need thoughtful administrators, high-quality teachers, as well as an effective curriculum. If all of these elements are incorporated in the schools, the above goals will be met successfully.
Do you think that it is easy to have such a one-to one labtop program in schools? Definitely the answer is no. Having such programs in schools requires computers as well as the software installed on each laptop. It also needs professional development for teachers, an active e-mail system, technical support provided on sites, and a wide variety of related technologies, including computer probes for science labs and more than a dozen computer servers supporting wireless Internet networks, e-mail, voicemail, and other necessary factors such as financial support from district, state and school administrators.
http://www.iste.org/current/Navigationmenu/publications/LL/current_Issue_L_June_july.htm
Summary
This article shows the astonishing results of students’ educational improvement through having a one-to-one Laptop program in the Denver school of Science and Technology. This public charter high school uses this program to provide a fast pace grading of students’ assignments and tests. This program is a good way to give the students instant results and feedback on their work which is considered an important part of the learning process. The school also uses assessment software to administer assessments including multiple choice questions to identify students’ weaknesses. Then, the teachers design new lessons and provide instruction and support to meet the students’ needs. Language arts teachers at this school also use one-to-one labtop programs to improve their teaching of writing. They believe that in this way the students can save more paper and time as well as have an opportunity to get instant feedback on their writing. It is a good way for students to receive both teacher explanation and editing simultaneously.
What other elements besides computers do the schools need to foster both academic and personal success for the students? Clearly, having computers are not the only components that can make improvements for students. The schools need thoughtful administrators, high-quality teachers, as well as an effective curriculum. If all of these elements are incorporated in the schools, the above goals will be met successfully.
Do you think that it is easy to have such a one-to one labtop program in schools? Definitely the answer is no. Having such programs in schools requires computers as well as the software installed on each laptop. It also needs professional development for teachers, an active e-mail system, technical support provided on sites, and a wide variety of related technologies, including computer probes for science labs and more than a dozen computer servers supporting wireless Internet networks, e-mail, voicemail, and other necessary factors such as financial support from district, state and school administrators.
Monday, July 20, 2009
Journal2: How Teenagers Consume Media
Citation: Robson, Matthew (13 July, 2009). How teenagers consume media: The report that shook the city. Guardian, Retrieved July 18, 2009, from:
http:// www.guardian.co.uk/business/2009/july/13/teenager-media-habits-morgan-stanley
Summary
This article was written by a-15-year teenager who did a research on the new habits of teenagers consuming radio, television, internet, computers, and newspapers.
As the results have shown, most teenagers are not regular listeners of radio because with so many free online sites they have better access to whatever songs they want to listen to. Teenagers also prefer to have a copy of the song transferring it to their portable music players such as an iPod or a mobile phone. Nowadays, teenagers use a variety of free network sources to watch movies, read newspapers, and play games. Teenagers also tend to use the free web sites like Google to do their research, or YouTube to watch movies. They do not like to make purchases on the internet as most of the teenagers do not have credit cards.
As it is clear, technology has changed the traditional way of consuming media. Teenagers are looking for the cheapest and almost free manner of consuming to meet their goals. Of course, money could be a key factor in using technology as well. The more money teenagers have the better technology access they can afford.
Do adult people would like to use the technology the same as teenagers to listen to music? As a matter of fact, a number of people would like to use the music service iTunes or music CDs to listen to their music legally. They also may prefer to listen to the radio or watch music TV channels. But these ways are uncommon between teenagers because of the high price of CDs or iTunes music cards. Some teenagers download their desired music illegally from file sharing sites, or they also download songs on music streaming sites. Most Teenagers do not care about how to use technology legally.
What expectations do teenagers have from the technology? Teenagers expect to obtain any information with a touch on the screen. They also expect to have mobile phones with large capacities for music, and have portable devices that can connect to the internet. They really expect to use devices without wires.
http:// www.guardian.co.uk/business/2009/july/13/teenager-media-habits-morgan-stanley
Summary
This article was written by a-15-year teenager who did a research on the new habits of teenagers consuming radio, television, internet, computers, and newspapers.
As the results have shown, most teenagers are not regular listeners of radio because with so many free online sites they have better access to whatever songs they want to listen to. Teenagers also prefer to have a copy of the song transferring it to their portable music players such as an iPod or a mobile phone. Nowadays, teenagers use a variety of free network sources to watch movies, read newspapers, and play games. Teenagers also tend to use the free web sites like Google to do their research, or YouTube to watch movies. They do not like to make purchases on the internet as most of the teenagers do not have credit cards.
As it is clear, technology has changed the traditional way of consuming media. Teenagers are looking for the cheapest and almost free manner of consuming to meet their goals. Of course, money could be a key factor in using technology as well. The more money teenagers have the better technology access they can afford.
Do adult people would like to use the technology the same as teenagers to listen to music? As a matter of fact, a number of people would like to use the music service iTunes or music CDs to listen to their music legally. They also may prefer to listen to the radio or watch music TV channels. But these ways are uncommon between teenagers because of the high price of CDs or iTunes music cards. Some teenagers download their desired music illegally from file sharing sites, or they also download songs on music streaming sites. Most Teenagers do not care about how to use technology legally.
What expectations do teenagers have from the technology? Teenagers expect to obtain any information with a touch on the screen. They also expect to have mobile phones with large capacities for music, and have portable devices that can connect to the internet. They really expect to use devices without wires.
Journal 1: Do Teachers Need Personal Trainers?
Citation: Owens, Aileen M (June/ July 2009). Do your teacher need a personal trainer? Learning& Leading with Technology, Retrieved July 18, 2009 from: http://www.iste.org/Content/NavigationMenu/
Publications/LL/Current_Issue/L_L_June_July.htm
Summary
This article discussed how an instructional technology coordinator through a partnership with Duquesne University found a way to provide free instructional technology training to the teachers who needed more support and training to create and implement technology in their lessons in the classroom.
Duquesne University offered the “Student Internship Program” in which the interns volunteered in grades 1-5 in various districts and schools to train and to create appropriate instructional strategies to increase technological learning opportunities for both teachers and students in the classroom. All teachers, students, and interns engaged in this program benefited in that teachers got more support and training than they could have received from one instructional technology coordinator, and the interns got valuable experiences to create lessons to include in their portfolios.
If I were the person who was selected to choose the interns, how would I choose them? I would choose the interns whose skills would match the areas in which teachers needed support. I would select well- skilled and creative interns who could plan and provide new and appropriate instructional strategies for the teachers at the site who would need a personal trainer in the classroom.
What are the main points of this article? As I read this article, I realize that educators’ collaboration, responsibility, and creativity can help to create a learning environment in which both teachers and students can effectively use and thus enjoy the available technology resources in schools.
Publications/LL/Current_Issue/L_L_June_July.htm
Summary
This article discussed how an instructional technology coordinator through a partnership with Duquesne University found a way to provide free instructional technology training to the teachers who needed more support and training to create and implement technology in their lessons in the classroom.
Duquesne University offered the “Student Internship Program” in which the interns volunteered in grades 1-5 in various districts and schools to train and to create appropriate instructional strategies to increase technological learning opportunities for both teachers and students in the classroom. All teachers, students, and interns engaged in this program benefited in that teachers got more support and training than they could have received from one instructional technology coordinator, and the interns got valuable experiences to create lessons to include in their portfolios.
If I were the person who was selected to choose the interns, how would I choose them? I would choose the interns whose skills would match the areas in which teachers needed support. I would select well- skilled and creative interns who could plan and provide new and appropriate instructional strategies for the teachers at the site who would need a personal trainer in the classroom.
What are the main points of this article? As I read this article, I realize that educators’ collaboration, responsibility, and creativity can help to create a learning environment in which both teachers and students can effectively use and thus enjoy the available technology resources in schools.
Social Bookmarking
Social Bookmarking
1.National Archives
I looked at a primary source about the pandemic of influenza in 1918. I saw how the influenza killed most of the urban and rural people in 1918. I learned that there was a deadly virus which spread so fast. I also realized that the victims would die by suffocation. I saw pictures of nurses who wore masks in order not to catch the disease. I believe that the value of using primary sources allows everyone to get the information from the first-hand accounts.
2.National Education Association
I found the groups that are at risk include gay, lesbian, bisexual, or transgender students.
I think as a future teacher it is important to examine my own values about these issues and recognize the diversity in students so that I can know which students are isolated. If students are isolated they cannot focus on learning. It is also good to engage school staff with the ideas how to help children because students have different thoughts and beliefs. It is important to network with family and parents so that they can be more involved in teaching to the needs of their children.
3.CyberBullying
After I took the quiz, my score was zero because I am not a cyber bully. I never pretend to be somebody else. I do not abuse children through emails or messaging.
I learned that as a teacher I should teach students not to spread rumors or jokes over the internet about the persons who they know because many people can read them and the students’ actions could hurt someone’s feelings. I learned that cyber bullying is harassment that can involve the police. So, in my class I am going to teach my students not to say bad words over the internet because they can get in trouble for cyber bullying. I really want to teach my students to understand their responsibilities for what they say and do online. Another way that I can teach the students to be safe is to use “Teenangels” who are volunteers that help children be safe and responsible on the internet.
4.Kathy Schrock’s Guide for Educators
I chose science and technology from “Subject Access” because it is a good source of scientific knowledge. My student sshould visit this website if they need to do a research paper. For example, the “Science Learning Network” offers links to museums and other scientific websites.
I chose the assessment and rubric from “Teacher Helpers” because it will helped me as a teacher design my own rubric in the classroom. For example, I can design group projects based on the rubric outlines and I can also use someone else’s experiences to better my own.
5.Multiple Intelligences
My top three intelligences are: musical 81%, naturalistic and verbal linguistic 75%, and intrapersonal 69%.
By watching the movies I learned that each child has different capacities and learning techniques to learn lessons. Therefore, the teachers should use different techniques and procedures to teach students in the manner that is best for them and best aligned with their intelligence strengths. As I saw, teachers should help the students recognize their strength points in order to think scientifically. The teachers should not follow the traditional ways which make the students memorize specific formulas but rather to think the processes through in a variety of ways..
6.Teaching Tolerance
Grade: Middle Grades
Subject: Math and Science
Topic: All topics
I chose this lesson: Tips for Students. This lesson offered a checklist which provided suggestions for what students can do when bullying occur. In this checklist the written suggestions were about students being bullied, students who witness bullying, and the bullies themselves.
This checklist interested to me because it gave all of the possible ways that a student not only could avoid being bullied but also can make a commitment to change his/her own bullying behavior. I would like to use this procedure in my class because it is a practical way to teach students how they can address their problems. I can also make other checklists to provide suggestions in different areas of the students’ needs as well.
7.Edchange Multicultural Education
The first question that I found interesting was about the U.S military budget which was 7 times higher than China which was the world’s second biggest military spender. This amount shows the inequality of distribution of the U.S budget. I wonder why the U.S spends lots of the country’s budget on the military. Isn’t it better if half of the military budget is spent on improving education or helping low income people in the U.S?
The second interesting question was about 52% of physicians report witnessing a colleague giving reduced care or refusing care to lesbian, gay, or bisexual patients. Why should these people be discriminated against? Where is the physicians’ oath they took to save lives? What happened to America’s commitment to human rights? Who deserves to have such rights? These are questions that should be taken into consideration if we believe in fairness and justice.
8.Nettiquette
I got 90% score on quiz. : )
As a future educator, I would teach students about Nettiquette because it is a good way have students be familiar with the rules of cyberspace. It is also helpful for students to obtain more knowledge about the technical limitations of online communication. Knowing about Nettiquette not only will help students make a positive impression on those they meet in cyberspace but also will help students properly conduct their behavior in order not to hurt others’ feeling in the online world. =D>
1.National Archives
I looked at a primary source about the pandemic of influenza in 1918. I saw how the influenza killed most of the urban and rural people in 1918. I learned that there was a deadly virus which spread so fast. I also realized that the victims would die by suffocation. I saw pictures of nurses who wore masks in order not to catch the disease. I believe that the value of using primary sources allows everyone to get the information from the first-hand accounts.
2.National Education Association
I found the groups that are at risk include gay, lesbian, bisexual, or transgender students.
I think as a future teacher it is important to examine my own values about these issues and recognize the diversity in students so that I can know which students are isolated. If students are isolated they cannot focus on learning. It is also good to engage school staff with the ideas how to help children because students have different thoughts and beliefs. It is important to network with family and parents so that they can be more involved in teaching to the needs of their children.
3.CyberBullying
After I took the quiz, my score was zero because I am not a cyber bully. I never pretend to be somebody else. I do not abuse children through emails or messaging.
I learned that as a teacher I should teach students not to spread rumors or jokes over the internet about the persons who they know because many people can read them and the students’ actions could hurt someone’s feelings. I learned that cyber bullying is harassment that can involve the police. So, in my class I am going to teach my students not to say bad words over the internet because they can get in trouble for cyber bullying. I really want to teach my students to understand their responsibilities for what they say and do online. Another way that I can teach the students to be safe is to use “Teenangels” who are volunteers that help children be safe and responsible on the internet.
4.Kathy Schrock’s Guide for Educators
I chose science and technology from “Subject Access” because it is a good source of scientific knowledge. My student sshould visit this website if they need to do a research paper. For example, the “Science Learning Network” offers links to museums and other scientific websites.
I chose the assessment and rubric from “Teacher Helpers” because it will helped me as a teacher design my own rubric in the classroom. For example, I can design group projects based on the rubric outlines and I can also use someone else’s experiences to better my own.
5.Multiple Intelligences
My top three intelligences are: musical 81%, naturalistic and verbal linguistic 75%, and intrapersonal 69%.
By watching the movies I learned that each child has different capacities and learning techniques to learn lessons. Therefore, the teachers should use different techniques and procedures to teach students in the manner that is best for them and best aligned with their intelligence strengths. As I saw, teachers should help the students recognize their strength points in order to think scientifically. The teachers should not follow the traditional ways which make the students memorize specific formulas but rather to think the processes through in a variety of ways..
6.Teaching Tolerance
Grade: Middle Grades
Subject: Math and Science
Topic: All topics
I chose this lesson: Tips for Students. This lesson offered a checklist which provided suggestions for what students can do when bullying occur. In this checklist the written suggestions were about students being bullied, students who witness bullying, and the bullies themselves.
This checklist interested to me because it gave all of the possible ways that a student not only could avoid being bullied but also can make a commitment to change his/her own bullying behavior. I would like to use this procedure in my class because it is a practical way to teach students how they can address their problems. I can also make other checklists to provide suggestions in different areas of the students’ needs as well.
7.Edchange Multicultural Education
The first question that I found interesting was about the U.S military budget which was 7 times higher than China which was the world’s second biggest military spender. This amount shows the inequality of distribution of the U.S budget. I wonder why the U.S spends lots of the country’s budget on the military. Isn’t it better if half of the military budget is spent on improving education or helping low income people in the U.S?
The second interesting question was about 52% of physicians report witnessing a colleague giving reduced care or refusing care to lesbian, gay, or bisexual patients. Why should these people be discriminated against? Where is the physicians’ oath they took to save lives? What happened to America’s commitment to human rights? Who deserves to have such rights? These are questions that should be taken into consideration if we believe in fairness and justice.
8.Nettiquette
I got 90% score on quiz. : )
As a future educator, I would teach students about Nettiquette because it is a good way have students be familiar with the rules of cyberspace. It is also helpful for students to obtain more knowledge about the technical limitations of online communication. Knowing about Nettiquette not only will help students make a positive impression on those they meet in cyberspace but also will help students properly conduct their behavior in order not to hurt others’ feeling in the online world. =D>
Wednesday, July 8, 2009
Introducing Mehrnaz!!
My name is Mehrnaz Yazdani and I am from Iran. I was born and raised in Tehran, the capital of Iran. My home-language is Persian or Farsi. I have been in the U.S.A with my husband and my two children since December 2007. I went to school (k-12 ) in Tehran. I started university in Damavand which was a city near Tehran. After four years I received a BA in English Translation. I also took part in techniques and principles in Language Teaching programs to get a certificate in order to be qualify to teach English to elementary students in state or private schools as well. In March 2009, I enrolled in CSUSM. I am going to be in Teaching Credential program as soon as I pass my prerequisites and CSET test. I hope to meet the requirements for being in program within a couple of months.
My experiences with technology came back to the months when I attended the basic and then intermediate technology classes in Iran. I learned lots of new things about windows 1998. So as you see I am a PC person. I forgot some part of the points which I learned in my country. Honestly, because of migration, I couldn’t purchase a computer until last May. I just had access to the internet from the library. I am currently using Microsoft Office 2007 in order to do my assignment. I really enjoy learning new things as well as learning more about computer programs and internet researches. I am a second language learner so that for me both learning and understanding takes time. But I am a hard working student who has nice classmates and professors who want to help me to develop my love of learning as I wish.
The mission statement of the CSUSM/COE was a factor in my decision to enroll to be a thoughtful and responsible educator in the future who believes in all children’s ability to learn. It is my ultimate goal to be educated in an educational environment in which educational equity, social justice, diversity, collaboration, and life-long learning is taken into consideration. It is also CSUSM’s goal to produce educators who can transform public education into a democratic and student-centered educational environment in which all students regardless of their race, color, religion, and languages are involved in the learning process. I am a student who is experiencing such a wonderful educational environment in which I am included.
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