Envisioning the Future of Education-Learning While Mobile
By Mark van’t Hooft
Mobile learning has been a part of education for about a decade, and can be described as learning with a mobile device such as a handheld computer or mobile phone. Mobile learning takes into consideration not only the mobility of the technology and the learner, but also the interactions between them and emphasizes learning as a social process.
Two important aspects of learning while mobile are conversation and context. Conversation is not just the exchange of knowledge, but also how learners are networked with peers, teachers, and digital tools in order to access learning. Conversation includes the importance of developing higher-order thinking skills and inquiry-based learning. The context of learning is never static because learners move from one location to another, acquire new knowledge and enter new conversations. Learning while mobile can provide a bridge between schools and society, and between formal and informal learning.
Learning while mobile can bring challenges to both teachers and learners. One challenge described by the author is the Participation Gap. Students may be adept at using digital technologies for entertainment, but the demands placed on them when using the same technologies for learning can be very different. A second challenge is the Transparency Problem. Media can be used in society as aggressive and biased methods of advertising, news coverage and distribution of information which can shape a learner’s perception of the world. A third challenge is in Ethics where there is a breakdown of traditional forms of professional training and socialization to prepare learners for future public roles. A final challenge is the Fear Factor. Parents’ fear of the unknown as related to technology and how children use technology can have negative side effects.
Learning while mobile means that more and different types of learning are happening outside the classroom than in it. Learning is becoming more personal, networked, portable and durable.
QUESTION 1
What is an example of mobile learning as it is used in a classroom?
One example used in the article is Frequency 1550. This project takes learners out of the classroom as they take on the role of pilgrims in medieval Amsterdam in the year 1550. Teams compete to find a special relic using GPS cell phones to download clues and complete location-based media assignments.
QUESTION 2
What are some recommendations for schools using mobile learning technology?
Schools need to spend more time not only teaching students how to become more literate and think critically, but also teach new skills that come with increased collaboration and networking when using mobile tools. Students need to be taught how to interact with technology and navigate information across various media formats.
Sunday, April 20, 2008
Saturday, April 19, 2008
Journal 8
Disabled Bodies, Able Minds:
Giving Voice, Movement, and Independence to the Physically Challenged
By Diane Curtis
This article discusses how assistive technology is changing the way students with disabilities communicate and learn. The author profiles four students with disabilities and the assistive technology they use in school and daily living.
Adrian is an eleven-year-old who cannot walk, speak or use any of his limbs. The only body part Adrian can control and move is his eyebrows. Adrian is taking part in a district program called TACLE (Technology and Augmentative Communication for Learning Enhancement). Adrian wears a headband that can sense the movement of his eyebrows and allows him to communicate using a computer.
Niara is an eight-year-old with cerebral palsy. She also uses a wheelchair and speech-generation technology, but she uses her cheek to activate a computer.
Susanna is a sophomore at the University of Washington. She wants to be a television news anchor. Susanna relies on her computer for all her school work. She depends on her wheelchair and cell phone to manage college life.
Lukas is a high school junior who has limited use of his limbs. Lukas uses a wheelchair and is able to play a euphonium (small horn instrument) in the school band thanks to a custom designed joystick.
All over the country, assistive technology is opening the way for students with disabilities to do what other students have always had the opportunity to do-achieve their potential and be more independent.
QUESTION 1:
Why are schools reluctant to use assistive technology?
The main reason is cost. Often assistive technology must be customized for each individual student. However, the benefits far out weigh the expense. The federal Americans with Disabilities Act and various other laws have created a greater determination among parents and teachers to make sure students with disabilities are included in all school activities.
QUESTION 2:
Besides academic growth, what are other benefits of assistive technology?
Students who use assistive technology have increased self-esteem. They view themselves as more in control of their choices and decisions. Instead of feeling excluded they now have the tools to be an active part of their environment.
Giving Voice, Movement, and Independence to the Physically Challenged
By Diane Curtis
This article discusses how assistive technology is changing the way students with disabilities communicate and learn. The author profiles four students with disabilities and the assistive technology they use in school and daily living.
Adrian is an eleven-year-old who cannot walk, speak or use any of his limbs. The only body part Adrian can control and move is his eyebrows. Adrian is taking part in a district program called TACLE (Technology and Augmentative Communication for Learning Enhancement). Adrian wears a headband that can sense the movement of his eyebrows and allows him to communicate using a computer.
Niara is an eight-year-old with cerebral palsy. She also uses a wheelchair and speech-generation technology, but she uses her cheek to activate a computer.
Susanna is a sophomore at the University of Washington. She wants to be a television news anchor. Susanna relies on her computer for all her school work. She depends on her wheelchair and cell phone to manage college life.
Lukas is a high school junior who has limited use of his limbs. Lukas uses a wheelchair and is able to play a euphonium (small horn instrument) in the school band thanks to a custom designed joystick.
All over the country, assistive technology is opening the way for students with disabilities to do what other students have always had the opportunity to do-achieve their potential and be more independent.
QUESTION 1:
Why are schools reluctant to use assistive technology?
The main reason is cost. Often assistive technology must be customized for each individual student. However, the benefits far out weigh the expense. The federal Americans with Disabilities Act and various other laws have created a greater determination among parents and teachers to make sure students with disabilities are included in all school activities.
QUESTION 2:
Besides academic growth, what are other benefits of assistive technology?
Students who use assistive technology have increased self-esteem. They view themselves as more in control of their choices and decisions. Instead of feeling excluded they now have the tools to be an active part of their environment.
Monday, April 14, 2008
Journal 7
Software Review-Kidspiration
Betsy Sellers
I used Kidspiration to create a family tree for Social Studies that follows my second grade curriculum on ancestors. This program was not as easy as it looked, and I was grateful for the tutorials on Atomic Learning. I referred back to the Atomic Learning videos several times when I couldn’t get the result I wanted. Creating a basic product wasn’t too difficult and I like that the software had a lot of templates already set for students to just fill in information. Curriculum areas included Reading and Writing, Social Studies, Science and Math. There is a wide variety of graphics and symbols available in many topics that are easy to add to a document. Students are able to save incomplete work to finish later. Students are able to choose different letter fonts, sizes and colors, and it is easy to “erase” or edit work by clicking on the eraser in the tool bar. It was time consuming to use the software for the first time, but I can see where students who are able to use Kidspiration regularly would enjoy it and benefit from the variety of creative ways to share information. I especially appreciated that the software “talked” to you and identified each tool as you used it. This is great for auditory learners. This software might be difficult for students who struggle with following steps in sequence as some tasks required several steps in a specific order. However, this program would be easy to adapt to a variety of learner abilities. Students with below grade level abilities would be able to use a template already created, and students above grade level could import their own graphics, record sound and even add web hyperlinks. I think this would be a very beneficial program to use in elementary classrooms (K-5) provided the students have enough time to use it on a regular basis.
Betsy Sellers
I used Kidspiration to create a family tree for Social Studies that follows my second grade curriculum on ancestors. This program was not as easy as it looked, and I was grateful for the tutorials on Atomic Learning. I referred back to the Atomic Learning videos several times when I couldn’t get the result I wanted. Creating a basic product wasn’t too difficult and I like that the software had a lot of templates already set for students to just fill in information. Curriculum areas included Reading and Writing, Social Studies, Science and Math. There is a wide variety of graphics and symbols available in many topics that are easy to add to a document. Students are able to save incomplete work to finish later. Students are able to choose different letter fonts, sizes and colors, and it is easy to “erase” or edit work by clicking on the eraser in the tool bar. It was time consuming to use the software for the first time, but I can see where students who are able to use Kidspiration regularly would enjoy it and benefit from the variety of creative ways to share information. I especially appreciated that the software “talked” to you and identified each tool as you used it. This is great for auditory learners. This software might be difficult for students who struggle with following steps in sequence as some tasks required several steps in a specific order. However, this program would be easy to adapt to a variety of learner abilities. Students with below grade level abilities would be able to use a template already created, and students above grade level could import their own graphics, record sound and even add web hyperlinks. I think this would be a very beneficial program to use in elementary classrooms (K-5) provided the students have enough time to use it on a regular basis.
Tuesday, March 25, 2008
Journal 6
Gaming in the Classroom-Classroom 2.0
The discussion I followed was on using computer games in the classroom. In this context, “games” are any PC game that could be used in a classroom to enhance curriculum. One of the responses was posted by a teacher who has published articles in the UK on using games in the educational setting. He gave five important areas to consider before using games in a classroom. Since I will be switching from teaching second grade to fourth grade and possibly using games in my classroom next year I found his tips helpful. First, play the game yourself! This will give you a complete understanding of what will be required of the students. Second, plan for it. What are the learning objectives and how will you assess? How will the game support classroom learning? Third, make time and space for the game. Set ground rules and schedule time so it is accessible and fair to all students. Fourth, be positive and inclusive. Some students will be more adept at the game and may try to dominate play. Instead, use their abilities to help others. Finally, ensure accessibility for all students. Not all students have equal access to computer games outside of the classroom. Gaming in the classroom allows all students with different abilities equal opportunity to learn in a variety of ways, including visual, auditory and kinesthetic.
The discussion named quite a few games that various teachers have used successfully in the classroom to supplement learning. Games included SimCity (students designed and built 3D cities), Civilization, Age of Mythology, Carmen Sandiego, Oregon Trail, Roller Coaster Tycoon and Age of Empires to name of few. Discussions also centered on students making their own games using StageCast, Game Maker, Sauerbraten or Scratch. Many who responded also included links to web sites with further information on using games in the classroom. I found it interesting that one person even gave his del.icio.us account where he has tagged games he uses in his classroom. All in all, I found this discussion very informative and helpful.
The discussion I followed was on using computer games in the classroom. In this context, “games” are any PC game that could be used in a classroom to enhance curriculum. One of the responses was posted by a teacher who has published articles in the UK on using games in the educational setting. He gave five important areas to consider before using games in a classroom. Since I will be switching from teaching second grade to fourth grade and possibly using games in my classroom next year I found his tips helpful. First, play the game yourself! This will give you a complete understanding of what will be required of the students. Second, plan for it. What are the learning objectives and how will you assess? How will the game support classroom learning? Third, make time and space for the game. Set ground rules and schedule time so it is accessible and fair to all students. Fourth, be positive and inclusive. Some students will be more adept at the game and may try to dominate play. Instead, use their abilities to help others. Finally, ensure accessibility for all students. Not all students have equal access to computer games outside of the classroom. Gaming in the classroom allows all students with different abilities equal opportunity to learn in a variety of ways, including visual, auditory and kinesthetic.
The discussion named quite a few games that various teachers have used successfully in the classroom to supplement learning. Games included SimCity (students designed and built 3D cities), Civilization, Age of Mythology, Carmen Sandiego, Oregon Trail, Roller Coaster Tycoon and Age of Empires to name of few. Discussions also centered on students making their own games using StageCast, Game Maker, Sauerbraten or Scratch. Many who responded also included links to web sites with further information on using games in the classroom. I found it interesting that one person even gave his del.icio.us account where he has tagged games he uses in his classroom. All in all, I found this discussion very informative and helpful.
Saturday, March 8, 2008
Journal 5
Interactive Fiction Enhances Reality by Brendan Desilets
L&L-March/April 2008
In his article Interactive Fiction Enhances Reality, author Brendan Desilets defines Interactive Fiction (IF) and describes the benefits of IF in the classroom. Interactive fiction is a computer-based form of literature where the reader plays the part of an important character and decides what action that character will take. By typing sentences at the keyboard, the reader decides where the main character will go, what objects to use, how to solve problems and how to interact with other characters. Interactive fiction communicates almost entirely through words, not pictures.
Interactive fiction offers many benefits to the student and teacher. IF offers a high level of interest and fascination for students. It addresses all major components of conventional literature and can help students become better problem solvers. Students are able to work independently or in groups on IF stories.
QUESTION 1
How feasible is Interactive Fiction in the regular elementary classroom?
The author states that IF can be used even in the one-computer classroom. He further clarifies that IF has very modest cost and technological requirements. He provides the additional reference of his web site (if1.home.comcast.net) which gives detailed information on teaching and learning with Interactive Fiction.
QUESTION 2
How do students benefit from using Interactive Fiction?
Interactive Fiction offers a unique approach to reading literature. Students are actively involved in decision making which increases student participation and confidence and builds grammar skills.
L&L-March/April 2008
In his article Interactive Fiction Enhances Reality, author Brendan Desilets defines Interactive Fiction (IF) and describes the benefits of IF in the classroom. Interactive fiction is a computer-based form of literature where the reader plays the part of an important character and decides what action that character will take. By typing sentences at the keyboard, the reader decides where the main character will go, what objects to use, how to solve problems and how to interact with other characters. Interactive fiction communicates almost entirely through words, not pictures.
Interactive fiction offers many benefits to the student and teacher. IF offers a high level of interest and fascination for students. It addresses all major components of conventional literature and can help students become better problem solvers. Students are able to work independently or in groups on IF stories.
QUESTION 1
How feasible is Interactive Fiction in the regular elementary classroom?
The author states that IF can be used even in the one-computer classroom. He further clarifies that IF has very modest cost and technological requirements. He provides the additional reference of his web site (if1.home.comcast.net) which gives detailed information on teaching and learning with Interactive Fiction.
QUESTION 2
How do students benefit from using Interactive Fiction?
Interactive Fiction offers a unique approach to reading literature. Students are actively involved in decision making which increases student participation and confidence and builds grammar skills.
Saturday, March 1, 2008
Journal 4
Can Computers Tutor Students as Effectively As Teachers?
Ken Luterbach & Jeanie Cole-(L&L, March/April 2008)
In this article, Ken Luterbach supported the idea that computers can tutor students just as effectively as teachers. Luterbach states that student achievement from computer-aided instruction equaled achievement from teacher-led instruction. For stuggling students, computer-aided instruction may be even more beneficial than a teacher. Luterbach further states that instructional software delivered by computers can actually be more motivating for a student. The benefits of computer tutoring include providing individual attention, immediate feedback and unending patience. However Luterbach mentions that both instructional software and teachers are likely to motivate students of the instruction captures student’s attention, is relevant, increases confidence and provides satisfaction. Luterback seems to contradict his opinion when he states that managing students demands human attention and while computers are an effective method of tutoring, computers cannot replace teachers.
Jeanie Cole takes the other side of the argument and states that while students may benefit from computer instruction, a teacher is needed to adapt instruction and make it challenging. Students need to feel connected with others. A teacher can challenge students, provide collaborative learning and adjust to student personalities and learning styles. Cole does agree with Luterbach when she states that computer programs provide an excellent resource for tutoring struggling learners, however human interaction is still needed. Students need teachers to provide connections, challenges and adjustments. Cole sees instructional software as a tool to be utilized by the teacher. Many other strategies are needed to meet students with a variety of learning styles.
QUESTION 1
What are the advantages of tutoring using instructional software?
Instructional software can capture attention and motivate a student, provide individual instruction, attention and patience and provide feedback. Instructional software can be tailored to meet individual student needs.
QUESTION 2
What are the disadvantages of tutoring using instructional software?
There are no disadvantages in using instructional software for tutoring as long as it is one of many tools being utilized. Teacher input is still needed to provide students with a personal connection to others. Software cannot adapt to a student’s personality or learning style.
Ken Luterbach & Jeanie Cole-(L&L, March/April 2008)
In this article, Ken Luterbach supported the idea that computers can tutor students just as effectively as teachers. Luterbach states that student achievement from computer-aided instruction equaled achievement from teacher-led instruction. For stuggling students, computer-aided instruction may be even more beneficial than a teacher. Luterbach further states that instructional software delivered by computers can actually be more motivating for a student. The benefits of computer tutoring include providing individual attention, immediate feedback and unending patience. However Luterbach mentions that both instructional software and teachers are likely to motivate students of the instruction captures student’s attention, is relevant, increases confidence and provides satisfaction. Luterback seems to contradict his opinion when he states that managing students demands human attention and while computers are an effective method of tutoring, computers cannot replace teachers.
Jeanie Cole takes the other side of the argument and states that while students may benefit from computer instruction, a teacher is needed to adapt instruction and make it challenging. Students need to feel connected with others. A teacher can challenge students, provide collaborative learning and adjust to student personalities and learning styles. Cole does agree with Luterbach when she states that computer programs provide an excellent resource for tutoring struggling learners, however human interaction is still needed. Students need teachers to provide connections, challenges and adjustments. Cole sees instructional software as a tool to be utilized by the teacher. Many other strategies are needed to meet students with a variety of learning styles.
QUESTION 1
What are the advantages of tutoring using instructional software?
Instructional software can capture attention and motivate a student, provide individual instruction, attention and patience and provide feedback. Instructional software can be tailored to meet individual student needs.
QUESTION 2
What are the disadvantages of tutoring using instructional software?
There are no disadvantages in using instructional software for tutoring as long as it is one of many tools being utilized. Teacher input is still needed to provide students with a personal connection to others. Software cannot adapt to a student’s personality or learning style.
Tuesday, February 26, 2008
Journal 3
Five Don’ts of Classroom Blogging-by Julie Sturgeon
This article lists five common pitfalls teachers encounter when attempting to use blogging as part of their curriculum. First, don’t just “dive in”. Teachers are advised to have students sign off on a code of conduct for blogging. Students who violate the rules should lose their internet privileges. Requiring adult permission is also advised. Students need guidelines before being allowed to use an educational blog.
Second, don’t confuse blogging with “social networking”. A genuine educational blog is about students helping each other with class work, not about socializing. Students are required to include questions related to the subject in their blog, and to comment on other students questions.
Third, don’t leap at freebies. Some blog sites are free, but also include advertisements that are outside the educator’s control. These free sites do not offer the structure a school needs. Class Blogmeister is recommended because it is easy to use but gives the teacher a lot of control.
Fourth, don’t force a sequential style. Structure entries by topic rather than time to help readers make more sense of the blog and find information quicker.
Finally, don’t leave the blogging to the students. The teacher needs to structure how the student uses a blog and responds to others blogs.
Educational blogging can be beneficial. Blogging helps students become better writers. Participating in blogging can increase communication and literacy.
QUESTION 1
Why can’t teachers just have students create their own blog on one of the free sites?
On free blogging sites, students are exposed to third-party advertising that the teacher has no control over. Also, student postings and comments are available to anyone using the blogging site. Free sites do not offer the structure a school needs, or protection for students. Postings cannot be approved by a teacher first.
QUESTION 2
What are the benefits to using blogging with students?
Blogging can help students become better writers. Blogging is a creative and fun way to engage students in writing and to aid in transitioning from paragraphs to essays. Blogging offers a multimedia experience where students can work with images, video and music. Students may perform better when they know their peers will be reviewing their work.
This article lists five common pitfalls teachers encounter when attempting to use blogging as part of their curriculum. First, don’t just “dive in”. Teachers are advised to have students sign off on a code of conduct for blogging. Students who violate the rules should lose their internet privileges. Requiring adult permission is also advised. Students need guidelines before being allowed to use an educational blog.
Second, don’t confuse blogging with “social networking”. A genuine educational blog is about students helping each other with class work, not about socializing. Students are required to include questions related to the subject in their blog, and to comment on other students questions.
Third, don’t leap at freebies. Some blog sites are free, but also include advertisements that are outside the educator’s control. These free sites do not offer the structure a school needs. Class Blogmeister is recommended because it is easy to use but gives the teacher a lot of control.
Fourth, don’t force a sequential style. Structure entries by topic rather than time to help readers make more sense of the blog and find information quicker.
Finally, don’t leave the blogging to the students. The teacher needs to structure how the student uses a blog and responds to others blogs.
Educational blogging can be beneficial. Blogging helps students become better writers. Participating in blogging can increase communication and literacy.
QUESTION 1
Why can’t teachers just have students create their own blog on one of the free sites?
On free blogging sites, students are exposed to third-party advertising that the teacher has no control over. Also, student postings and comments are available to anyone using the blogging site. Free sites do not offer the structure a school needs, or protection for students. Postings cannot be approved by a teacher first.
QUESTION 2
What are the benefits to using blogging with students?
Blogging can help students become better writers. Blogging is a creative and fun way to engage students in writing and to aid in transitioning from paragraphs to essays. Blogging offers a multimedia experience where students can work with images, video and music. Students may perform better when they know their peers will be reviewing their work.
Saturday, February 23, 2008
Journal 2
Speaking Math-Using Chat in the Multicultural Classroom
By Janet Graham and Ted Hodgson
In this article, the authors describe how chat rooms and discussion forums were used to supplement traditional math classes at Osbourn High School, a multi-ethnic school in suburban Washington, DC. Chat rooms allowed students to conduct short real-time discussions while forums allowed discussions to happen at different times over the duration of an assignment. Both online discussions focused on specific math vocabulary. The goal was to encourage students to use math vocabulary to co-construct meaning. Each chat had an initial prompt and the teacher monitored discussions for content. Based on chats and responses, the teacher could then tailor lessons to clarify meaning and design follow-up activities. A benefit to electronic communication is that non-native speakers have time to plan their response. Chat times were structured into the school day so students without home computers were able to participate. The instructor was able to place students into small chat groups of 4-5 members. Also, whole-group forums in which students were not assigned to a specific discussion group were very effective. The authors found that the use of electronic communication positively affected student learning.
QUESTION 1
Does participating in electronic discussion tools improve academic performance?
Students who used chat rooms and discussion forums exhibited significant improvement in their use and recognition of math vocabulary compared to students in traditional classrooms.
QUESTION 2
How does online communication help non-native speaking students?
Electronic communication allows non-native speakers time to plan out their responses and use others’ responses as grammatical templates. Students in whole group forums were able to discuss information with other students who shared their same language or culture.
By Janet Graham and Ted Hodgson
In this article, the authors describe how chat rooms and discussion forums were used to supplement traditional math classes at Osbourn High School, a multi-ethnic school in suburban Washington, DC. Chat rooms allowed students to conduct short real-time discussions while forums allowed discussions to happen at different times over the duration of an assignment. Both online discussions focused on specific math vocabulary. The goal was to encourage students to use math vocabulary to co-construct meaning. Each chat had an initial prompt and the teacher monitored discussions for content. Based on chats and responses, the teacher could then tailor lessons to clarify meaning and design follow-up activities. A benefit to electronic communication is that non-native speakers have time to plan their response. Chat times were structured into the school day so students without home computers were able to participate. The instructor was able to place students into small chat groups of 4-5 members. Also, whole-group forums in which students were not assigned to a specific discussion group were very effective. The authors found that the use of electronic communication positively affected student learning.
QUESTION 1
Does participating in electronic discussion tools improve academic performance?
Students who used chat rooms and discussion forums exhibited significant improvement in their use and recognition of math vocabulary compared to students in traditional classrooms.
QUESTION 2
How does online communication help non-native speaking students?
Electronic communication allows non-native speakers time to plan out their responses and use others’ responses as grammatical templates. Students in whole group forums were able to discuss information with other students who shared their same language or culture.
Sunday, February 17, 2008
Journal 1
Social Networking for the K-12 Set by Jim Klein
This article describes how the Saugus Union School District developed and implemented social networking technologies for teachers and students. Goals for the new program included providing an easy to use, technology-rich environment for the creation and sharing of content; establishing technology-driven workgroups for communication with staff and community; providing opportunities to discuss social, ethical, and legal issues and the creation of effective learning environments. Only SUSD employees and students can create content on the community sites. Individual members can choose to share content with the general public, site members only, small groups, or just themselves. Comments are monitored by various access controls. Student comments are reviewed and approved before being posted. SUSD has over 350 users on the Teacher Community site. The site is used for newsletters, announcements, file sharing, lesson planning, lesson presentation sharing, videos, pod casting and creating communities of interest. The Student Community site has over 450 students online. Students post pod casts and creative writing projects, participate in group projects, share curriculum knowledge and review lessons. One of the key benefits of SUSD’s social networking is improved communication and a sense of community. Teachers can keep parents and students informed and collaborate with each other, and students can share work with one another, parents and teachers, in a safe environment.
QUESTION 1
How can social networking benefit me as a teacher?
Social networking can provide an easy way for me to communicate with parents and students. I could use a classroom blog to deliver updates, homework assignments and curriculum content.
QUESTION 2
What would be some potential drawbacks to using social networking in my class?
Although students would have a safe environment to post comments to me or one another, I think it would be very time consuming to review and approve student posts, and to reply to each comment posted by parents and students. Also, I would still be generating paper bulletins/updates for families that did not have regular computer access at home.
This article describes how the Saugus Union School District developed and implemented social networking technologies for teachers and students. Goals for the new program included providing an easy to use, technology-rich environment for the creation and sharing of content; establishing technology-driven workgroups for communication with staff and community; providing opportunities to discuss social, ethical, and legal issues and the creation of effective learning environments. Only SUSD employees and students can create content on the community sites. Individual members can choose to share content with the general public, site members only, small groups, or just themselves. Comments are monitored by various access controls. Student comments are reviewed and approved before being posted. SUSD has over 350 users on the Teacher Community site. The site is used for newsletters, announcements, file sharing, lesson planning, lesson presentation sharing, videos, pod casting and creating communities of interest. The Student Community site has over 450 students online. Students post pod casts and creative writing projects, participate in group projects, share curriculum knowledge and review lessons. One of the key benefits of SUSD’s social networking is improved communication and a sense of community. Teachers can keep parents and students informed and collaborate with each other, and students can share work with one another, parents and teachers, in a safe environment.
QUESTION 1
How can social networking benefit me as a teacher?
Social networking can provide an easy way for me to communicate with parents and students. I could use a classroom blog to deliver updates, homework assignments and curriculum content.
QUESTION 2
What would be some potential drawbacks to using social networking in my class?
Although students would have a safe environment to post comments to me or one another, I think it would be very time consuming to review and approve student posts, and to reply to each comment posted by parents and students. Also, I would still be generating paper bulletins/updates for families that did not have regular computer access at home.
Sunday, January 27, 2008
Saturday, January 26, 2008
Intro Letter of Betsy Sellers
My name is Betsy Sellers and I'm originally from Des Moines, IA. I went to St.Pius X grade school and Dowling Catholic High School. I attended the University of Northern Iowa for my teaching degree. I received my MA in Special Education at SDSU. My husband is in the Marine Corps and we've been stationed in various parts of CA for almost 20 years. This is our second time in Oceanside at Camp Pendleton. We have 3 boys, 13,11 & 5. This is my 3rd year teaching 2nd grade at St. Mary, Star of the Sea School in Oceanside, and my 16th year teaching (gasp!).
My tech experience is fairly basic. I'm a die-hard PC user and already felt out of my element the first night of 422. Just this year my classroom computer was connected to a projector and I love to show my students information from the web. I do a lot of word processing but must admit to never doing a power point presentation (second gasp!). I do have a class web page where all my assignments and notices are posted and my parents appreciate it. I create a lot of worksheets, lesson plans and extension activities using my computer. And of course I use my PC to create our annual "Christmas Letter"!
I chose CSUSM because I needed three classes (422 being one of the three) to renew my teaching credential which expired due to unforeseen circumstances which I can write a book on at a later date. CSUSM offered the classes I need, is convenient, and was recommended to me by several people. I wasn't even aware of the Mission Statement until I took my first class, however I was struck by the phrase "life-long learner". I think it is so important for educators to continue to improve themselves and stay up to date on the latest teaching techniques for the betterment of their students. As a teacher with a Special Education background I firmly believe in "educational equity" and "diversity" and strive to create a learning environment where students of all backgrounds and abilities can succeed.
My tech experience is fairly basic. I'm a die-hard PC user and already felt out of my element the first night of 422. Just this year my classroom computer was connected to a projector and I love to show my students information from the web. I do a lot of word processing but must admit to never doing a power point presentation (second gasp!). I do have a class web page where all my assignments and notices are posted and my parents appreciate it. I create a lot of worksheets, lesson plans and extension activities using my computer. And of course I use my PC to create our annual "Christmas Letter"!
I chose CSUSM because I needed three classes (422 being one of the three) to renew my teaching credential which expired due to unforeseen circumstances which I can write a book on at a later date. CSUSM offered the classes I need, is convenient, and was recommended to me by several people. I wasn't even aware of the Mission Statement until I took my first class, however I was struck by the phrase "life-long learner". I think it is so important for educators to continue to improve themselves and stay up to date on the latest teaching techniques for the betterment of their students. As a teacher with a Special Education background I firmly believe in "educational equity" and "diversity" and strive to create a learning environment where students of all backgrounds and abilities can succeed.
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