Tuesday, November 27, 2007
Monday, November 19, 2007
I found this article http://www.citrus.unitec.ac.nz/projects/peru_cic.html
about the Centre for Information Technology Research Unitec New Zealand's POVERTY ELIMINATION PROJECT.
Description from the article: "Networking remote communities to high value activities and markets through a system of telecenters and education. This project is aimed at the sustainable relief of poverty in remote agricultural areas of Peru with high indigenous populations. By providing communication tools, local telecentres and training to these remote communities we enable other groups in the community to benefit, including education, health, local governance, new business initiatives and eco-tourism."
- To provide the tools and training to connect remote agricultural communities to existing planting and harvesting advice and market information of the Ministry of Agriculture in Peru (Ministerio de Agricultura).
- To use these tools and training to provide remote agricultural communities access to higher valued business initiatives and social support systems in education, health and governance.
- To provide remote agriculture communities access to training and expertise resources."
There are many other projects out there that are designed to bring a computer to a student. It would be neat for my West High students to raise money and buy a computer for a student in a country far from Iowa. My students then could communicate with the student and learn about other cultures while learning to be better society members.
See my previous posting on 1:1 computing for more info http://radtechnobysarah.blogspot.com/search/label/1:1%20computing
Sunday, November 18, 2007
I was reading another classmate's blog http://lalindell.blogspot.com/ and she was discussing the following article by Chris Dede.
which is about Planning for Neomillennial Learning Styles. Shifts in students' learning style will prompt a shift to active construction of knowledge through mediated immersion.
I found this site about learning styles for teachers. http://otec.uoregon.edu/learning_styles.htm It has many other links. On one of the first links http://www.howtolearn.com/ you can find out what your learning style is. My results for Learning Style Preferences:
36% Visual Learner
27% Auditory Learner
36% Kinesthetic Learner
This learning style site offers newsletters about strategies for students and teachers that deal with knowing your own learning style. I signed-up for a few and have received three emails. I will caution anyone who doesn't like to get a lot of email not to sign-up for the automatic email newsletters.
Friday, November 16, 2007
I found an article about another school's cell phone policy at http://www.usatoday.com/tech/news/2002/01/21/schools-cell-phones.htm
(The site said it could not be republished so you will have to go read it yourself.)
My school's "STUDENT USE OF CELL PHONES, BEEPERS, AND PERSONAL LISTENING DEVICES policy: The Faculty of West High School have developed the following building wide guidelines, regarding student use of cell phones, beepers, and personal listening devices during the school day, in an effort to be consistent and fair:
• Students must keep all phones, beepers, and personal listening devices turned off and out of sight from bell to bell, or 7:45 am to 2:35 pm.
• Cell phone or classroom phones may not be used in the classroom, unless the teacher or staff member has given special permission.
• In the event that a student is using any items during school hours without prior permission, the staff member will confiscate the item and turn it into the main office.
• The item will be returned to the student at the end of the school day, the first time the student violates protocol.
• Second offense shall require a parent/guardian to retrieve the item from the school.
• Subsequent offenses will be turned over to the student’s grade level administrator for further consequences.
PLEASE NOTE: As per the Student Conduct Code 504.3-R photographic cell phones (cameras) will be banned from use in all district facilities. This includes restrooms, locker rooms, gym classes, theaters, and activity practices."
The policy can be found at http://westhigh.waterloo.k12.ia.us/student_use_of_cell_phones
The balance between using cell phones at school and banning cell phones at school will take a while to find. I think that using cell phones at College versus in High School is not the same issue. For right now I am on the side of banning the use of phones during class time. It is too distracting for most students. Most high school aged students are in the world of all or nothing. We can teach them respectful use of cell phones for the classroom, but it usually boils down to that if they have a cell phone they are going to use it. I am sure this topic will be discussed more and more as cell phones also become our personal computers. See my previous posting http://radtechnobysarah.blogspot.com/search/label/Horizon%20Report for more info about cell phone use in the Horizon Report 2007.
Photo at http://joplinnews.scottjoplinschool.org/photos/uncategorized/cellphone1.gif
Tuesday, November 13, 2007
At conferences, I always start by asking parents what their student has told them about our class. Usually the answer is "nothing". I hope my blog can help parents and their students strike up a dialog about what is going on in our class. Since most of the work we do in the class must be done at school, for a variety of reasons, I don't foresee that the blog will be used too much for missing work. However, even if one student a week can use the information to help keep up with the class, it will be worth my time to update it.
Fun Fact: I put a poll on the site to see if parents would let me know how many use the site.
Some ideas about what to do with blogs at school can be found at http://escrapbooking.com/blogging/teaching.htm
Found on the site "The Purpose and Learning Outcomes. What's the purpose of the blog? Why is the blog format being used?
Learning Outcome. What are the specific learning outcomes? What's the objective of the lesson(s)? What standards are being addressed? When used in teaching and learning, the educational outcomes must be clear to the students. This is more than I have done with blogs as of yet.
Information. What information will be shared? Where will this information originate? Most blogs are used to share information including facts, data, statistics, links to other resources, opinions, and much more. In addition to text, the blog could contain audio, video, and visuals.
Process or Product. Is the blog mostly about process or product? Blogs are often used by teachers as a tool to document the information inquiry process. I did require students to put links to additional information and sources when they created their own blog. My blog doesn't have a link as of yet.
Reflection. Blogs can be used as a meta cognitive tool to help people think about their life or learning. These reflections may be intended for themselves, their classmates, or the world. Another activity I had my students do on their blog was to reflect on a Newsweek article they read.
Interaction. Some blogs focus on communication between the person posting the entry and the people making comments. The responses may include additional information, expanded ideas, or critiques. Sometimes the most important aspect of the blog is questioning. With young children, the interaction is often between the child and the teacher. I required students to comment on their fellow classmates' blogs (at least four people per assignment). If the students could not find something worth while to comment on they could skip that person's blog. This made it more important for everyone to write well.
Assessment. Do the learning outcomes match the assessment? Sometimes blogs are used as a tool for assessment to check student understanding. Bloggers may be asked to state facts, analyze an article, or express their understandings." As of now I have not set-up a very good system to assess student blogs.
Photo is a print screen of my blog.
Friday, November 9, 2007
"Second Life is a 3D online community. It is comprised of over 9 million online users from around the globe, inhabiting their own virtual land and developing on it. When you think you have had enough of your virtual land, then you may sell it on the Second Life market for the virtual money, Lindon Dollars, or real American Dollars. Since last month, over a million US dollars have been traded for this virtual land. In Second Life, you can build anything you want, with highly flexible tools. You don’t have to buy any software, but membership is not free. You may sign up for a free basic account, but memberships introduce more into your virtual imagination. When you are introduced into this new world, you make your own avatar that is a cartoon image of yourself or anything else of your liking. You may make an avatar of yourself or perhaps a creature. Second Life, though, comes at a REAL price. Through research, it costs to own a virtual island, about $1,675 American dollars. But, that is not all. You also have to pay for maintenance of your particular piece of land, which comes up to around $300 American dollars per month. However, to retain this money flow, Second Life has its own economy within the system. Second Life gives you the experience of owning your own land and exploring your own creativity while exploring the virtual world and meeting others.
<http://www.pixelache.ac/2005/files/Wikipedia-logo_BWb.jpg>[September 26th, 2007]
SecondLife.com. Picture of Second Life. (September 23rd, 2007)
Information of Blogger:
Picture from Blogger, a section of Google Mail. (September 24th, 2007)"
Thursday, November 8, 2007
I had students research three technologies and share what they had learned with the class. My posting http://radtechnobysarah.blogspot.com/2007/11/student-project-example-cont.html is an example of one student's project.
Below is the link to the Iphone video. (It takes a little time to load and it will be on the right.)
Photo at http://www.kottke.org/plus/misc/images/iphone-parallels.jpg
Wednesday, November 7, 2007
I have been working on becoming a digital community in my high school classroom. We created blogs this semester that the students used to communicate their ideas to each other. We also use email, but this is not new for us.
An interesting definition of virtual learning communities by Patti Weeg can be found at http://www.globalclassroom.org/2004/digital_classroom/communication/virtual_community_pw.html
"Virtual learning communities sustain ongoing collaboration among participants who come together because of common interests or goals. These participants may be physically located anywhere in the world. As in any learning community, the online learning community provides services and a support system for those who belong to it. Collaboration over time is a major component of the online learning community. Motivation for all learners is high because there is an audience and a purpose for student project work." This site also has many other links to projects that schools can participate in.
Photo at http://www.intel.com/technology/magazine/pix/cm09053_g1.gif
Monday, November 5, 2007
Monday, October 29, 2007
Go check out a few more of my students' blogs.
One of the themes for this podcast was what did the students like about blogs and what did they want to see in a blog. I hoped this would inspire some dialog between students. They do get a lot of good ideas from each other that I could never come up with.
Photo at http://business.missouri.edu/457/204.jpg
Friday, October 26, 2007
Monday, October 22, 2007
Below is what I have added to our groups Google doc so far:
examples of collaborative publishing http://strange.corante.com/archives/2007/02/26/open_publishing_collaborative_writing.php ebook idea
Photo at http://www.gustavocoronel.com.ar/local/cache-vignettes/L150xH121/arton769-1702a.jpg
Tuesday, October 16, 2007
If any one knows about the above types of collaborative publishing and can recommend one over the other, let me know.
So far in the readings and sites I have visited, I found that the overall theme was easy of use for co-workers to communicate and work together. No more trying to schedule meetings and finding time to work as one group. People can now work on-line anytime that works for them but still be part of a group. This would have been great during my undergrad when I had all those group projects and it was hard for me to meet since I was not a traditional student that lived on campus.
Sunday, October 14, 2007
Thursday, October 11, 2007
Yesterday I showed off my Podcast to my co-workers. I got many comments, the most often was "it so cute". I am not sure if that was the reaction I was going for but it is nice to hear that it sounded OK from someone other than my husband. Several people are looking towards my second podcast. I really think that I might use these in my class next semester when we start the blog unit again.
Tuesday, October 9, 2007
It is all about what responsibilities my students have when they blog for our class projects as well as their responsibility when commenting on other students' blogs. I used several resources to create the guidelines for this project. Click the link to hear the podcast that gave me the most inspiration.
Go check out some of my students' blogs. Also, check out the comments that other students said about their postings.
Sunday, October 7, 2007
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
A. apply existing knowledge to generate new ideas, products, or processes.
B. create original works as a means of personal or group expression.
Students choose three emerging technologies (each student will have different technologies), research the technology, summarize their findings, find pictures, put info and pictures in a presentation format, present to class to ‘teach’ the other students about their emerging technology, and finally allow for questions and discussion.
C. use models and simulations to explore complex systems and issues.
D. identify trends and forecast possibilities.
2. Communication and Collaboration
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. Students:
A. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
B. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
C. develop cultural understanding and global awareness by engaging with learners of other cultures.
Students from a school here and one from another country create a wiki that they share new information about how they use technology in their schools. Every time one of the schools uses a new technology or creates a new technology based project they share the ‘how to’s’ with the other school on the wiki. Students will be encouraged to share what they learned or valued out of the new technology project as well as the ‘how to’s’ of the project.
D. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
A. plan strategies to guide inquiry.
B. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
C. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
D. process data and report results.
Students research a topic using the Internet and at least four different sources. Using OneNote the students organize their notes and summaries from the Internet sites, create a presentation of the information they gathered, and show their information in any type of technology presentation format which could be PowerPoint, Blog, Wiki, Podcast, Video, Web Page, etc. Students would be required to have a fully documented Reference page.
4. Critical Thinking, Problem-Solving, and Decision-Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
A. identify and define authentic problems and significant questions for investigation.
B. plan and manage activities to develop a solution or complete a project.
C. collect and analyze data to identify solutions and/or make informed decisions.
Students are given pretend dollars to set-up a customer service department at a sales company. The students would have to identify the needs the business might have for technology, find what technology would work best, find the costs involved in purchasing the technology, plan a budget for the department, and then make suggestions for implementing their plan. Also, this could work well as a group project.
D. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
A. advocate and practice safe, legal, and responsible use of information and technology.
B. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
C. demonstrate personal responsibility for lifelong learning.
D. exhibit leadership for digital citizenship.
Students in groups of four, create a video that will be shown to the rest of the business classes at their school about the ethics of using information off the Internet and safety issues relating to the Internet.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
A. understand and use technology systems.
B. select and use applications effectively and productively.
Students are given ten scenarios from ten different types of businesses that have a problem that needs to be fixed. The students then are given time to research what would best ‘fix’ the problem. The scenarios would all have a technology based ‘fix’ for the problem. Example Scenario: A vet’s office is having trouble keeping track of customers that have not paid their bills, employee hours, and supplies used in the office.
C. troubleshoot systems and applications.
D. transfer current knowledge to learning of new technologies.
Saturday, October 6, 2007
Overall my students seem to be enjoying commenting on fellow classmates' blogs more than writing their own blogs. I have been trying to make their required postings about the content we are studying in class to make the blog time tie in with our educational goals for the class, however, the students really rather it be like their MySpace page where they can write what ever they are thinking. So this will be an area that I will be reviewing before I do this project again with my next semester's classes.
Saturday, September 29, 2007
One podcast I did find talked about the general ups and downs of on-line learning from the point of view of several college students. You can find this 4 minute blog at http://edcommunity.apple.com/ali/story.php?itemID=1004 you will need to scroll down the page to see the play button.
Later in my search I found this http://secretaffiliatemarketing.com/2007/05/16/how-to-set-up-wordpress-and-blogger-blogs-with-adsense/ it's a YouTube video about setting a blogger account up in under two minutes.
Next finding http://connect.educause.edu/blog/mpasiewicz/aninterviewwithglend/15467 is a 17 minute interview with Cal State's Director of Academic Technology Research. The last two minutes she talks about blogging.
When I have more time I plan on going back to http://connect.educause.edu/term_view/blogging to listen to more podcasts about blogging.
From his site "At its core, We Feel Fine is an artwork authored by everyone. It will grow and change as we grow and change, reflecting what's on our blogs, what's in our hearts, what's in our minds. We hope it makes the world seem a little smaller, and we hope it helps people see beauty in the everyday ups and downs of life."
Jonathan Harris worked with Sepandar Kamvar on a project called We Feel Fine. Sep Kamvar is a Consulting Assistant Professor of Computational Mathematics and Engineering at Stanford University. His site has a list of his credits, most of which I did not understand. I think these two men ate their Wheaties growing up.
Photo at http://www.fabrica.it/blog/uploads/interviews/jonathanharris-lg.jpg
Monday, September 24, 2007
A few places I plan on checking out when I have time:
http://www.daypop.com/ (would not open at school)
http://www.memeorandum.com/ (blocked at my school)
I liked how in the article it talked about several of the ways web 2.0 could be valuable to higher education. For me, this is key, if I am to spend time learning about a new technology I need to know how to implement it in my classroom or if it is worth implementing in my classroom.
Saturday, September 22, 2007
http://patrickiisreflections.blogspot.com/2007/09/world-of-warcraft.html that was talking about gaming. The idea of gaming and education is new to me. When I was young, we did not use any electronic games for educational purposes in school. I know they exist, but gaming is out of my comfort zone.
For more info go to http://www.dlib.org/dlib/february02/kirriemuir/02kirriemuir.html skip down to 5. Games and academia and 6. Games, consoles and game-based PCs as learning technology. It is interesting to note that the article is from 2002.
Here's a quote from the article "For example, the scenario could be modified into that of an online database-oriented game. The pupils would then work online in conjunction with pupils from other schools, acquiring database searching, information acquisition, network communication, and information analysis skills in order to complete the game."
These skills are some of the same skills that are discussed at the International Society for Technology in Education at http://www.iste.org/Content/NavigationMenu/NETS/For_Students/NETS_S.htm that we are suppose to be teaching our students. ISTE lists many technology skills that students show learn to be successful in their lives. Many education games could help students learn these necessary technology skills.
Friday, September 21, 2007
Sunday, September 16, 2007
Saturday, September 15, 2007
An Arapahoe High School Teacher:
Discourse about Learning, Teaching and Technology blog:
Alfred Thompson, Computer Science Teacher:
Teachers using Technology
Sunday, September 9, 2007
Friday, September 7, 2007
In the 1:1 Stories Project blog, it talks about the digital natives and their need to e-learn with a computer, and that hands on learning helps them take more ownership in their learning. I agree with the blog that students need to see the real life application of knowledge so that they feel more engaged in their learning, which a computer can provide. No matter what career most students go into, they will need computer skills or have to do their entire job on a computer. It is important for students and adults to keep learning new skills all their lives. Computers are one big way that is going to happen. We need to keep finding ways to let this happen in all types of classrooms.
In class we discussed the $100 laptop project. I wanted to know more, so I looked it up and found this site that describes what it is all about. http://www.g1on1.org/
Sunday, September 2, 2007
In the Engage Me or Enrage Me article by Marc Prensky, I found no helpful information. I realize he is just trying to point out the problem schools are facing, but I would have appreciated more about how to work with the new type of student rather than just telling me about them. I am sure he has written other articles on the subject, but so far everything I have read from him has had the attitude that all teachers are slacking in their job and that they must not want to educate students if they don’t use a game to teach the lesson. As for his Digital Natives, Digital Immigrants article, I found his definition of each group of people interesting. I do believe that there is a difference in the two sets of people. I do want to help my students learn in the manner that is best for them, however, when they go to work they will also find that many of their bosses and co-workers are going to be digital immigrants and there is a need for understanding how to work with a person who might be less technologically savvy. The articles did get me thinking about how I could change my copyright lesson that I will be teaching soon to my Intro Computers II class to make it more interactive and more technology based.
After that we will go to the following link and work on lesson 6:
Saturday, September 1, 2007
Wednesday, August 29, 2007
Tuesday, August 28, 2007
I am a student at UNI in the Instructional Techonology MA program and a computer teacher at West High School in Waterloo.