Writing Tools for differntiating Instruction
Kylie Steward, Diana Greer and Sean J. Smith
The author of this article discuss different technology tools that educators can access to support the Universal Design for Learning (UDL) principles which dictate that content standar should be delivered in a variety of ways that address the needs of a diverse group of students . Some of these tools mentioned in the article are Inspiration, Draft Building, Co: Writer, Write :OutLoud
and Speech sythesis. All of these resources address a specific problem or need that students may have in understanding course material.
1. How can Draft:Builder help a student that has difficulty planning, organizing, and drafting written material?
Draft:Builder is specifically designed to address those problems. Acconding to the aticle, it reduces the writting process into small pieces that can be easily managed by the student. Student become more focused on finishing these small tasks and develop effective writing strategies. Draft:Builder takes into account the pricncipal of UDL by making software that can be used in a variety of ways that take into account the way that students process information. It also provides students with templates that can be applied to different content standards.
2. How would implementing the resources listed on the article make content more accessible to my students?
My role as a teacher is to find ways to differentiate my instruction in the classroom. One way to do this is to implement techniques that will enable my students to learn to the best of their ability. By using these resources, I will be creating an environment that makes learning more accessible and that meets that needs of my students. For example, software such as Speech synthesist makes it possible for students to see the connection between the visual and auditory representation of words and as a result it can help them to do better at developing their writing and reading skills.
Friday, April 27, 2007
Journal #9
Activating Your School: Movement-Oriented Learning
Pete Rognli
In his article Pete Rognli discusses the implementation of the School of the Future located in the Rochester Minnesota school district. This school combines physical activity with the integration of technology. Students have access to wireless technology that allows them to work on assignments using laptops in a variety of positions such as sitting, kneeling or standing. He points out that according to the American Heart Association, physical ed has been steadily decreasing and students are exercising less. According to the author, bringing physical activity into the classroom was a collaborative effort that was put into practice last March by the Mayo Clinic, the Rochester School District, local health clubs and Apple Computers. Students were able to walk laps while at the same time using pod casts on lessons and wrote assignments on e-books. Rognli also points out that integrating physical activity into the classroom environment does mean that educators need expensive materials. integration can be accomplished by finding creative ways of using physical activity in the classroom.
1. In what ways could I integrate physical activity in the classroom if I lack the resources to buy expensive equipment?
I could set aside a short time for my students to go outside for a five minute brisk walk every day. This would give them some much needed excersice as well as provide them with a break from the routine of the classroom. I could also arrange my lessons to include short periods where students stretch or run in place.
2. How could I get parents involved in helping their children be more active at home?
I could create a weekly newsletter with tips on healthy snacks that parents can make for their children at home as well as physical activities that can be done at home with very little effort. I would also include a list of upcoming events that are provided by the city at no cost. For example, attending free trail walks around the surrounding countryside.
Pete Rognli
In his article Pete Rognli discusses the implementation of the School of the Future located in the Rochester Minnesota school district. This school combines physical activity with the integration of technology. Students have access to wireless technology that allows them to work on assignments using laptops in a variety of positions such as sitting, kneeling or standing. He points out that according to the American Heart Association, physical ed has been steadily decreasing and students are exercising less. According to the author, bringing physical activity into the classroom was a collaborative effort that was put into practice last March by the Mayo Clinic, the Rochester School District, local health clubs and Apple Computers. Students were able to walk laps while at the same time using pod casts on lessons and wrote assignments on e-books. Rognli also points out that integrating physical activity into the classroom environment does mean that educators need expensive materials. integration can be accomplished by finding creative ways of using physical activity in the classroom.
1. In what ways could I integrate physical activity in the classroom if I lack the resources to buy expensive equipment?
I could set aside a short time for my students to go outside for a five minute brisk walk every day. This would give them some much needed excersice as well as provide them with a break from the routine of the classroom. I could also arrange my lessons to include short periods where students stretch or run in place.
2. How could I get parents involved in helping their children be more active at home?
I could create a weekly newsletter with tips on healthy snacks that parents can make for their children at home as well as physical activities that can be done at home with very little effort. I would also include a list of upcoming events that are provided by the city at no cost. For example, attending free trail walks around the surrounding countryside.
Journal #8
Virtual Schooling
Niki Davis and S. Niederhauser
Davis ans Niederhauser describe in their article the various ways that technology has made possible the use of various approaches that differ from the standard way of face-to-face instruction. Some of these approaches discussed are Distance Learning, Online Learning, Course Shell, Virtual Classroom and Virtual Schooling. The authors provide statistics about the number of students who have had access to these methods of instruction and the reasons why they chose to enroll in these courses. One of the approaches that Davis and Niederhauser focus on is the Virtual Schooling System. They provide an example in the case of the some of the courses given by Iowa Learning Online headed by Gail Wortmann who along with others created and implemented a virtual school that involved high school anatomy and physiology students. They implemented WebCT learning management software that provided access to students to materials such as a course calendar, syllabus and discussion boards. Students also had access to video conferencing weekly where they could communicate directly with Wortmann. The authors also point out that this type of instruction needs the collaboration from teachers, students, administrators, on-site facilitators, parents and instructional technology coordinator to provide support for students when technical problems arise.
1. What would my responsibilities be in order to be an effective teacher of a Virtual School?
According to the article, to be an effective teacher I would have create an environment that fits the needs of the students enrolled in the course as well as taking into account the different locations that students would be logging in from. I should make my instruction reflect different opportunities of engaging my students through different multimedia methods. In addition, provide feedback, assesment and collaboration opportunities for the students.
2. What is the role of the facilitator in the Virtual School System?
Davis and Niederhauser, the facilitator can be anyone from a K-12 teacher, administrator, councelor or a person hired to fill that role. They are the site coordinators that provide students with infformation regarding the responsibilities of the virtual school, instructional support and access to both elementary and high school resources. They also stand as advisers to students as well as helping them to choose the Virtual School courses that best fits their needs.
Niki Davis and S. Niederhauser
Davis ans Niederhauser describe in their article the various ways that technology has made possible the use of various approaches that differ from the standard way of face-to-face instruction. Some of these approaches discussed are Distance Learning, Online Learning, Course Shell, Virtual Classroom and Virtual Schooling. The authors provide statistics about the number of students who have had access to these methods of instruction and the reasons why they chose to enroll in these courses. One of the approaches that Davis and Niederhauser focus on is the Virtual Schooling System. They provide an example in the case of the some of the courses given by Iowa Learning Online headed by Gail Wortmann who along with others created and implemented a virtual school that involved high school anatomy and physiology students. They implemented WebCT learning management software that provided access to students to materials such as a course calendar, syllabus and discussion boards. Students also had access to video conferencing weekly where they could communicate directly with Wortmann. The authors also point out that this type of instruction needs the collaboration from teachers, students, administrators, on-site facilitators, parents and instructional technology coordinator to provide support for students when technical problems arise.
1. What would my responsibilities be in order to be an effective teacher of a Virtual School?
According to the article, to be an effective teacher I would have create an environment that fits the needs of the students enrolled in the course as well as taking into account the different locations that students would be logging in from. I should make my instruction reflect different opportunities of engaging my students through different multimedia methods. In addition, provide feedback, assesment and collaboration opportunities for the students.
2. What is the role of the facilitator in the Virtual School System?
Davis and Niederhauser, the facilitator can be anyone from a K-12 teacher, administrator, councelor or a person hired to fill that role. They are the site coordinators that provide students with infformation regarding the responsibilities of the virtual school, instructional support and access to both elementary and high school resources. They also stand as advisers to students as well as helping them to choose the Virtual School courses that best fits their needs.
Journal #7
Internet Safety: A Whole New Approach
Greg Taranto
This article describes how Greg Taranto with collaboration from other educators have developed techniques that teach students the proper and safe way of using the Internet at Canonsburg Middle School. Some of the techniques that they implement is to have all seventh grade students attend a six week course titled Technology Applications and Middle Schools issues where students deal with different issues such as cyberbullying, the proper way of using the net, and how to protect themselves from having their personal and private information. Another technique that the author discusses is the creation of a Internet Safety Website that not only educators can have access to but students and parents as well. He concludes that students should be made aware that although the Internet can be a great resource, it is important to be aware of it's dangers.
1. What would be the benefits of creating a program such as the one implemented at Cannosburg Middle School?
I believe that the benefits of implementing a program such as the one in Cannosburg Middle School would be an asset to my students for the following two reasons. First, it would give students information about the proper way of using the Internet. I believe that most students are unaware of the pitfalls regarding the net that can have a negative effect on their lives. Students would learn to analyze the validity of information found on the Internet as well as understanding how to avoid giving personal information to be used by unscrupulous people. Second, by having everyone participate it would help to build a sense of community where everyone contributes in making the Internet a safe and rewarding experience.
2. What would be the the reason for giving students the Internet Safety Survey?
It would provide educators with an understanding of where their students stand regarding Internet use. The results of the survey could be used to create strategies that would fit the needs of the students. Also, it would provide students with an opportunity to reflect on past experiences using the net as well as bringing up issues that they feel need to be clarified.
Greg Taranto
This article describes how Greg Taranto with collaboration from other educators have developed techniques that teach students the proper and safe way of using the Internet at Canonsburg Middle School. Some of the techniques that they implement is to have all seventh grade students attend a six week course titled Technology Applications and Middle Schools issues where students deal with different issues such as cyberbullying, the proper way of using the net, and how to protect themselves from having their personal and private information. Another technique that the author discusses is the creation of a Internet Safety Website that not only educators can have access to but students and parents as well. He concludes that students should be made aware that although the Internet can be a great resource, it is important to be aware of it's dangers.
1. What would be the benefits of creating a program such as the one implemented at Cannosburg Middle School?
I believe that the benefits of implementing a program such as the one in Cannosburg Middle School would be an asset to my students for the following two reasons. First, it would give students information about the proper way of using the Internet. I believe that most students are unaware of the pitfalls regarding the net that can have a negative effect on their lives. Students would learn to analyze the validity of information found on the Internet as well as understanding how to avoid giving personal information to be used by unscrupulous people. Second, by having everyone participate it would help to build a sense of community where everyone contributes in making the Internet a safe and rewarding experience.
2. What would be the the reason for giving students the Internet Safety Survey?
It would provide educators with an understanding of where their students stand regarding Internet use. The results of the survey could be used to create strategies that would fit the needs of the students. Also, it would provide students with an opportunity to reflect on past experiences using the net as well as bringing up issues that they feel need to be clarified.
Journal #6
Social Justice: Choice or Necessity?
Colleen Swain and David Edyburn
In this article, Swain and Edyburn discuss how technology use in the classroom is sometimes used for the benefit of a few students while alienating a large number of students. They point out that it is important for all students tho have access to technology because according to the U.S. department of Labor's SCANS report indicated that in the next twenty years, at least 80% of the jobs available will require workers to have compentency in technology. They also point out that if access to technology is not equitable for all students, they will have to work at jobs that do not provide the benefits that could be attained by better paying professions. The authors go on to give strategies that teachers can use to make technology play an integral part of their classroom instruction and at the same time provide the necessary access for students to enrich their knowledge base and prepared them for the future.
1. How can I make technology available for students who have special needs?
I could research and implement instructional and assistive technologies that would address the particular needs of the student in question. For example, If I had a second grade student who was having difficulty making the correct association between the sounds and the symbols of a language (phonics), I would differentiate my instruction by including an instructional technology that would enable my student to practice and learn this important concept in an interesting and interactive way. This will allow my student not only to learn how to use technology but also will help him/her to keep up with the rest of the students by the knowledge that has been attained.
2. What is the Digital Equity Portal and Toolkit and how can it help me in my classroom instruction?
The digital Portal and Toolkit is a resource that educators can access that includes about 150 strategies and resources that help students bridge the digital divide. Some of the resources include websites where computers can be purchased at prices below retail. Another resource includes free or open software which can be used to bring technology into the curriculum. As a result, my students will benefit by learning material in various ways that will make learning a more enjoyable experience.
Colleen Swain and David Edyburn
In this article, Swain and Edyburn discuss how technology use in the classroom is sometimes used for the benefit of a few students while alienating a large number of students. They point out that it is important for all students tho have access to technology because according to the U.S. department of Labor's SCANS report indicated that in the next twenty years, at least 80% of the jobs available will require workers to have compentency in technology. They also point out that if access to technology is not equitable for all students, they will have to work at jobs that do not provide the benefits that could be attained by better paying professions. The authors go on to give strategies that teachers can use to make technology play an integral part of their classroom instruction and at the same time provide the necessary access for students to enrich their knowledge base and prepared them for the future.
1. How can I make technology available for students who have special needs?
I could research and implement instructional and assistive technologies that would address the particular needs of the student in question. For example, If I had a second grade student who was having difficulty making the correct association between the sounds and the symbols of a language (phonics), I would differentiate my instruction by including an instructional technology that would enable my student to practice and learn this important concept in an interesting and interactive way. This will allow my student not only to learn how to use technology but also will help him/her to keep up with the rest of the students by the knowledge that has been attained.
2. What is the Digital Equity Portal and Toolkit and how can it help me in my classroom instruction?
The digital Portal and Toolkit is a resource that educators can access that includes about 150 strategies and resources that help students bridge the digital divide. Some of the resources include websites where computers can be purchased at prices below retail. Another resource includes free or open software which can be used to bring technology into the curriculum. As a result, my students will benefit by learning material in various ways that will make learning a more enjoyable experience.
Friday, March 9, 2007
Journal # 5
Cyberbullying: How to Fight the New Bullies
Rosalind Wiseman
In this article, Wiseman describes how the Internet has become the new arena used by bullies to intimidate and threaten their victims. Cyberbullies use different tools such as instant messages, e-mails, pictures or text messages put their cruel comment about some online. Wiseman comments that the anonymity that the Internet provides gives a perfect cover for those who bully their victims. But Wiseman states that new legislation is in the works that would address this problem. In addition, the Supreme Court will soon hear a case that would decide if public school officials have the right to monitor student's speech even if they are not on school grounds if it is believed that students have posted threat. In addition, Wiseman also states statistics related to cyberbulling and tips that parents can use to prevent it.
1. What can I do to teach my students about Cyberbullying?
I would gather information about the subject and then presented to my students. This would include handouts that students could share with their parents to bring them up on what cyberbullying is and strategies on how to prevent it from happening. In addition, I would give my students resources on where to go for help if they are the victims of cyberbullying or are themselves the aggressors. Finally, I would create an environment where bullying of any form is strictly prohibited and where students are comfortable coming to me for help.
2. What should schools do regarding the issue of cyberbullying?
I think that schools could address the issue by holding an assembly that not only discussed the issue of cyberbullying but bullying in general. This is an issue that affects everyone. Most often students do not report that they are being bullied because they feel that if they do, the bully will become more aggressive or that they will be viewed as being weak. If schools begin to strictly enforce the policies in the books, students would be more likely to report incidents. This means that any use of a derogatory comment, threat or use of force would be considered a break of the rules. I have often been in schools where I have heard derogatory comments ignored by teachers that are standing a few feet away. In addition, schools need to communicate with parents more about any kind of bullying, especially as Wiseman reported that 15% of parents do not know what cyberbullying is.
Rosalind Wiseman
In this article, Wiseman describes how the Internet has become the new arena used by bullies to intimidate and threaten their victims. Cyberbullies use different tools such as instant messages, e-mails, pictures or text messages put their cruel comment about some online. Wiseman comments that the anonymity that the Internet provides gives a perfect cover for those who bully their victims. But Wiseman states that new legislation is in the works that would address this problem. In addition, the Supreme Court will soon hear a case that would decide if public school officials have the right to monitor student's speech even if they are not on school grounds if it is believed that students have posted threat. In addition, Wiseman also states statistics related to cyberbulling and tips that parents can use to prevent it.
1. What can I do to teach my students about Cyberbullying?
I would gather information about the subject and then presented to my students. This would include handouts that students could share with their parents to bring them up on what cyberbullying is and strategies on how to prevent it from happening. In addition, I would give my students resources on where to go for help if they are the victims of cyberbullying or are themselves the aggressors. Finally, I would create an environment where bullying of any form is strictly prohibited and where students are comfortable coming to me for help.
2. What should schools do regarding the issue of cyberbullying?
I think that schools could address the issue by holding an assembly that not only discussed the issue of cyberbullying but bullying in general. This is an issue that affects everyone. Most often students do not report that they are being bullied because they feel that if they do, the bully will become more aggressive or that they will be viewed as being weak. If schools begin to strictly enforce the policies in the books, students would be more likely to report incidents. This means that any use of a derogatory comment, threat or use of force would be considered a break of the rules. I have often been in schools where I have heard derogatory comments ignored by teachers that are standing a few feet away. In addition, schools need to communicate with parents more about any kind of bullying, especially as Wiseman reported that 15% of parents do not know what cyberbullying is.
Journal #4
From Toy to Tool
Liz Kolb
This article is about how cell phones can be used as a teaching tool in the classroom. Kolb points out that cell phones can be used to create audioblogs which are recordings done on cell phones that instantly get posted on a blog site such as Blogger. This method of using their cell phones allows students to record/store interviews and take pictures that can later be used to enhance their school work. Using their cell phones to make this audio blogs eliminates the use of expensive cameras and other recording devices that students might not have access to. Audioblogs, Kolb says, can be applied to most subjects addressed in schools. In her article, Kolb also discusses how to make an audioblog, the sites available for students to create their blogs, concerns about privacy, cost and copyright laws that are involved in the process.
1. How could I implement the use of audioblogs to help my students in a social studies lesson that focuses the importance of diversity in cultures.
I could use this lesson as a way of students to become active participants in creating an artifact that is made up of interviews of people of different races and cultures that they are acquainted with. I could assign them a list of questions to ask and the students would then post their interviews on their bloggs. They would then be asked to view each blogg and make determinations about the similarities and differences that make each race and culture rich and unique.
2. What could my students and I do for those that because of limited resources cannot afford to have a cell phone?
I think that my students and I could do the following three things: One, we could share our phones with other students. Two, we could research for the less expensive plan available and then we could have activities that would involve students bringing any spare change from their homes such as pennies, nickles etc. Each month we would count the money to help pay for the cell phone services. Also we could recycle cans each month and make money while at the same time making the world a better place.
I think that by participating in these activities students would learn that by working together they can accomplish a goal and at the same time help their fellow students.
Liz Kolb
This article is about how cell phones can be used as a teaching tool in the classroom. Kolb points out that cell phones can be used to create audioblogs which are recordings done on cell phones that instantly get posted on a blog site such as Blogger. This method of using their cell phones allows students to record/store interviews and take pictures that can later be used to enhance their school work. Using their cell phones to make this audio blogs eliminates the use of expensive cameras and other recording devices that students might not have access to. Audioblogs, Kolb says, can be applied to most subjects addressed in schools. In her article, Kolb also discusses how to make an audioblog, the sites available for students to create their blogs, concerns about privacy, cost and copyright laws that are involved in the process.
1. How could I implement the use of audioblogs to help my students in a social studies lesson that focuses the importance of diversity in cultures.
I could use this lesson as a way of students to become active participants in creating an artifact that is made up of interviews of people of different races and cultures that they are acquainted with. I could assign them a list of questions to ask and the students would then post their interviews on their bloggs. They would then be asked to view each blogg and make determinations about the similarities and differences that make each race and culture rich and unique.
2. What could my students and I do for those that because of limited resources cannot afford to have a cell phone?
I think that my students and I could do the following three things: One, we could share our phones with other students. Two, we could research for the less expensive plan available and then we could have activities that would involve students bringing any spare change from their homes such as pennies, nickles etc. Each month we would count the money to help pay for the cell phone services. Also we could recycle cans each month and make money while at the same time making the world a better place.
I think that by participating in these activities students would learn that by working together they can accomplish a goal and at the same time help their fellow students.
Journal #3
Video and the Age of Participation
Glen Bull
In this article, Bull addresses the issue of how to educators can best implement digital video clips into explicit curricular activities. He discusses several such as Discovery Education unitedstreaming web site which provides digital video resources specifically designed to comply with content area, grade level and state standards. Bull points out that this website consist of about 4000 video programs that have been divided into 40,000 shorter video clips that can then be applied to the class curriculum. Bull goes on to describe other resources that educators can access such as Annenberg Media (http://www.learner.org) and PBS (http://www.pbs.org/teachersource). Another site that Bull discusses in detail is the Discovery Educator's Network (DEN). He points out that this resource makes it possible for educators as well as students to edit and rearrange licenced copyrighted materials. These materials can then be added to the DEN site. Bull also states that about 70% of school in the U.S. are currently members of this service. He hopes that eventually the use video on the web and school's curriculum can be combined more effectively to help students and educators.
1. How useful would using these resources be for instance on a Science lesson on the life cycle of the caterpillar?
I think it would be extremely useful to use these resources because I would save me time
in isolating the particular segment of a video that I was looking for. I could just go on a website such as DEN and it would provide the specific video segment that applied for my lesson while at the same time addressing the grade level and standards I am teaching. In
addition, my students would be able to see and understand the process better than by just utilizing the text.
2. What would students be exposed to if they were to access the NGS Wildcam Africa site?
Students would see wildlife interaction in real time. They would be able to observe the different animals that come to the watering hole that its being filmed. They would also be able to observe how time and weather changes the landscape of the watering hole and surrounding area. But most importantly it would allow them to appreciate the beauty and diversity of Africa's wildlife and make real life connections to their own lives.
Glen Bull
In this article, Bull addresses the issue of how to educators can best implement digital video clips into explicit curricular activities. He discusses several such as Discovery Education unitedstreaming web site which provides digital video resources specifically designed to comply with content area, grade level and state standards. Bull points out that this website consist of about 4000 video programs that have been divided into 40,000 shorter video clips that can then be applied to the class curriculum. Bull goes on to describe other resources that educators can access such as Annenberg Media (http://www.learner.org) and PBS (http://www.pbs.org/teachersource). Another site that Bull discusses in detail is the Discovery Educator's Network (DEN). He points out that this resource makes it possible for educators as well as students to edit and rearrange licenced copyrighted materials. These materials can then be added to the DEN site. Bull also states that about 70% of school in the U.S. are currently members of this service. He hopes that eventually the use video on the web and school's curriculum can be combined more effectively to help students and educators.
1. How useful would using these resources be for instance on a Science lesson on the life cycle of the caterpillar?
I think it would be extremely useful to use these resources because I would save me time
in isolating the particular segment of a video that I was looking for. I could just go on a website such as DEN and it would provide the specific video segment that applied for my lesson while at the same time addressing the grade level and standards I am teaching. In
addition, my students would be able to see and understand the process better than by just utilizing the text.
2. What would students be exposed to if they were to access the NGS Wildcam Africa site?
Students would see wildlife interaction in real time. They would be able to observe the different animals that come to the watering hole that its being filmed. They would also be able to observe how time and weather changes the landscape of the watering hole and surrounding area. But most importantly it would allow them to appreciate the beauty and diversity of Africa's wildlife and make real life connections to their own lives.
Sunday, February 18, 2007
Journal #1
Professors adjust their teaching methods to reach technology-savvy generation
by Elanor Tang Su
In the article Elanor Tang Su points out how advances in technology have changed the way hat students and faculty interact with one another in the classroom. Professors have found that it has become increasingly difficult to engage students in the curriculum. But some professors have risen to the challenge by integrating websites that include discussion forums as well as having students have access to past lecture slides, grades and assignments. Some professors have also integrated the use of clickers during quizzes that when a student pushes a button transmits information through infrared rays. The results then appear on the screen and are evaluated by the professor. The article also describes the way that students are constantly multitasking. The author states that brain researchers such as Gordan Graftman with the National Institute of Neurological Disorders and Stroke has pointed out that research has shown that people who multi-task are at much higher risk of making mistakes and take longer to finish tasks.
1. In what way could some of the techniques described in the article have a positive impact in my classroom?
I think that it would enhance the curriculum in my classroom. Students now days are constantly exposed to different technologies that when they come to the class they find themselves bored or distracted. I think that if I used the clicker mentioned in the article on quizzes they would find it more interactive than writing the answers on a piece of paper. I also think that creating a website dedicated specifically to my classroom, students would be able to access material on lessons, grades and be able to post their best work on a special section created specifically for that purpose.
2. What resources are available to me that would keep me up to date with the latest educational tools to help my students engage more in the classroom?
The resources that are available can be accessed in several ways. First, I can ask other educators about what tools they use to engage students. Second, I can subscribe to periodicals such as ISTE's Learning and Leading with Technology that document the latest technology teaching tools for educators. Third, I would try to come up with my own creative way of making my teaching more effective and at the same time address the needs of my students.
Thursday, February 8, 2007
Journal #2
Breathing Fire into Web 2.0.
Hardman and David Carpenter.
This article is about an online system called myDragonNet (htto://dragonet.hkis.edu.
hk)that was developed by The Hong Kong International School. This system provides administrators, teachers, and students with a new way to communicate and organized their work. Hartman and Carpenter go on to describe in detail the three key componets of myDragonNet: classroom and group management, curriculum development and electronic porfolios and their application in the school setting.
1. How would having this technology in my classroom benefit my students?
It would benefit students by allowing them access to information that I have posted about our class, sports teams and clubs. This information can come in the form of multimedia resources, calendars or e-mails. They also can have access to an e-porfolio that represents who they are and their achievements. In these portfolios, kids as young as kindergardeners can display their best work. They can also turn in work for their classes and at the same time store it in their portfolio. Another advantage is that students can share their work in the form of artifacts or work by themselves and they alone control who access to their portfolio.
2. In what way would having the curriculum development help me be a better teacher?
The curriculum development makes it easier for teachers to create, store, standard map and archieve curriculum. For example, it has curriculum libraries that can be applied to every grade level. If a teacher wants to write the curriculum that applies to her classroom, all he/she needs to do is go into these libraries and will find the benchmaks and standards he/she needs to meet.
Hardman and David Carpenter.
This article is about an online system called myDragonNet (htto://dragonet.hkis.edu.
hk)that was developed by The Hong Kong International School. This system provides administrators, teachers, and students with a new way to communicate and organized their work. Hartman and Carpenter go on to describe in detail the three key componets of myDragonNet: classroom and group management, curriculum development and electronic porfolios and their application in the school setting.
1. How would having this technology in my classroom benefit my students?
It would benefit students by allowing them access to information that I have posted about our class, sports teams and clubs. This information can come in the form of multimedia resources, calendars or e-mails. They also can have access to an e-porfolio that represents who they are and their achievements. In these portfolios, kids as young as kindergardeners can display their best work. They can also turn in work for their classes and at the same time store it in their portfolio. Another advantage is that students can share their work in the form of artifacts or work by themselves and they alone control who access to their portfolio.
2. In what way would having the curriculum development help me be a better teacher?
The curriculum development makes it easier for teachers to create, store, standard map and archieve curriculum. For example, it has curriculum libraries that can be applied to every grade level. If a teacher wants to write the curriculum that applies to her classroom, all he/she needs to do is go into these libraries and will find the benchmaks and standards he/she needs to meet.
Monday, January 29, 2007
Intro Letter
Hello everyone!
My name is Esther Adrianna Gette. I have a son named Scotty and I am a vegetarian. I was born in Mexico where attended school until the sixth grade. I came to the United States when I was eleven years old. I graduated from both San Pasqual Elementary and San Pasqual High School.
I have very little experience with technology compared to some you in class. I took a course at Palomar College that gave me some insight into how to use the computer. I have always worked on a PC. This class will be the first time that I will be using a MAC. The fact that I am a student has made me depend on technology more that I would have otherwise. I am one of those people that Professor Heil mentioned that are a little apprehensive about technology. I hope that this class will enable me to learn more about technology and that it can benefit me both as a student and future teacher.
The part of the Mission Statement that speaks to me is the one that deals with diversity. I think that this is a very essential part of the education process. I like the fact that I can walk around campus and see a diverse group of students that reflects the society we live in. In addition, I like that the college offers courses that deal with diversity. I think that it teaches all of us to appreciate each other differences as well as our similarities.
My name is Esther Adrianna Gette. I have a son named Scotty and I am a vegetarian. I was born in Mexico where attended school until the sixth grade. I came to the United States when I was eleven years old. I graduated from both San Pasqual Elementary and San Pasqual High School.
I have very little experience with technology compared to some you in class. I took a course at Palomar College that gave me some insight into how to use the computer. I have always worked on a PC. This class will be the first time that I will be using a MAC. The fact that I am a student has made me depend on technology more that I would have otherwise. I am one of those people that Professor Heil mentioned that are a little apprehensive about technology. I hope that this class will enable me to learn more about technology and that it can benefit me both as a student and future teacher.
The part of the Mission Statement that speaks to me is the one that deals with diversity. I think that this is a very essential part of the education process. I like the fact that I can walk around campus and see a diverse group of students that reflects the society we live in. In addition, I like that the college offers courses that deal with diversity. I think that it teaches all of us to appreciate each other differences as well as our similarities.
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