Journal # 9
Language Arts: Electronic Read-Arounds
By Rick Monroe
One of the neat things that technology allows us to do as educators is give the reins to the students and let them be in control of the learning while we guide the class, observe, and answer any questions or concerns students might have. This article talks about one strategy that can be used in the classroom for more student-centered learning. In Language Arts class students write several papers about books they’ve read, topics they’ve researched, and many more. One strategy used to get more students involvement in peer editing is by having electronic read-arounds. This is where students will have their work typed out and saved on a disk, flash drive or student file so that when they go to the computer lab they will be able to pull up their work and make a copy saved under a different title. Then they will select their text and change the font to something else of their choosing and put on caps lock. Once they are finished the teacher will have them rotate seats every 10 minutes at least 3 times giving the reader the opportunity to read their peers work and type in any questions, comments, suggestions or concerns with their initials at the end. The originator of paper will be able to see the comments left by his peers because of the font change and cap locks. The cool thing about this is that their original paper will not be destroyed because it is saved under a different title. This gives the writer and reader a chance to critique eachothers work and give any feedback they might have. The writer can then do what they want with their peer edited draft: print it, delete it, or save it. The point to the electronic read-around is to extend the conversation between the writer and the reader. This kind of feedback helps a writer test his intent against a reader’s response. After they have considered their piece, they are free to consult with the teacher but in the mean time this technique allows the students to take control of their learning.
1.Can this technique be used in multiple subject areas?
Yes, this technique can be implemented into the curriculum for all subject areas. You can be creative with it in having their students participate in more peer on peer learning. Students like to have feedback and in this situation it gives them the opportunity to be both the reader and the writer whether it is social studies, language arts, or science.
2.What can be done to take this technique to another level in students learning?
One idea would be to have the kids use illustrator and book publishing software and in groups create and publish their pieces with different text, and visuals. This will enable the students to collaborate with one another and publish their pieces while at the same time enhance their technological skills using the different applications.
Monday, July 16, 2007
Journal # 8
Google Spy: Zooming in on neighbors, nose-pickers, and sunbathers with Street View
By Michael Agger
Google has just introduced a new application called “Google Street View” where they sent out a camera van in varies cities to take 360 degree shots of the city. Their footage is then placed in Google Street View for the public to view and use. However, there was some privacy issues brought to attention by individuals who found themselves on the site. As a result of the high resolution in some of the filming, you are able to see objects in windows, people leaving strip joints and so on. Some of the individuals who found themselves or their property on the site feel that their privacy was being invaded. In disagreement, Google stated that "Street View only features imagery taken on public property and is not real time. This imagery is no different from what any person can readily capture or see walking down the street." They even made a list of all of the images that should be removed. This is a very important issue that should be taken into consideration. I like the idea of the direction that Google is headed and the potential of Street View but at the same time can understand people’s concerns. I believe that there is a difference from someone walking down the street filming or taking photographs to someone filming and posting it on the net for the general population to view.
1.What could is one way that Google could use “Street View” while respecting the privacy of concerned individuals?
Google could use video/Editing, Final Cut, to blur out the images of individuals who do not wish to be identified. This would allow Google to use their collected footage while respecting the privacy of individuals.
2.Could this new development of Street View bring business opportunities for marketing and advertisements of the places that are being recorded and published on-line?
There is always a possibility that if this takes off and even goes international we will see a new direction in business marketing and advertisement that could either be successful or make not much of a difference at all.
Google Spy: Zooming in on neighbors, nose-pickers, and sunbathers with Street View
By Michael Agger
Google has just introduced a new application called “Google Street View” where they sent out a camera van in varies cities to take 360 degree shots of the city. Their footage is then placed in Google Street View for the public to view and use. However, there was some privacy issues brought to attention by individuals who found themselves on the site. As a result of the high resolution in some of the filming, you are able to see objects in windows, people leaving strip joints and so on. Some of the individuals who found themselves or their property on the site feel that their privacy was being invaded. In disagreement, Google stated that "Street View only features imagery taken on public property and is not real time. This imagery is no different from what any person can readily capture or see walking down the street." They even made a list of all of the images that should be removed. This is a very important issue that should be taken into consideration. I like the idea of the direction that Google is headed and the potential of Street View but at the same time can understand people’s concerns. I believe that there is a difference from someone walking down the street filming or taking photographs to someone filming and posting it on the net for the general population to view.
1.What could is one way that Google could use “Street View” while respecting the privacy of concerned individuals?
Google could use video/Editing, Final Cut, to blur out the images of individuals who do not wish to be identified. This would allow Google to use their collected footage while respecting the privacy of individuals.
2.Could this new development of Street View bring business opportunities for marketing and advertisements of the places that are being recorded and published on-line?
There is always a possibility that if this takes off and even goes international we will see a new direction in business marketing and advertisement that could either be successful or make not much of a difference at all.
Journal #7
In Your Face: HOW FACEBOOK COULD CRUSH MYSPACE, YAHOO!, AND GOOGLE
By Christopher Beam
The article introduces Facebook, a social networking site similar to
Myspace, which has the potential of becoming just as comprehensive as
Yahoo and as popular as Myspace if it adds e-mail, instant messenger, and
RSS. One of the benefits to Facebook is it is clean of spam and easily
navigable. The issue is that Facebook has several add-on applications that
are fun but not useful such as “Graffiti Walls” which allows you to draw
on your friends sites, and “Honesty Box” which allows you to remain
anonymous while telling your friend what you really think about them. For
the site to be successful it needs to have applications like e-mail,
relative news, instant messenger and RSS. In the article it states
something to the effect that if Facebook adds these applications, users
would not have to surf the web because Facebook would be the supernet. I
am a Myspace user and can honestly say that it is convenient for me to use
because of the easy access to e-mail, and instant messenger. However one
of my biggest complaints would be all of the spam mail. The cool thing
about the site is that you are able to customize it and block certain
users from it. Another down fall to the networking site is the easy access
hackers have into your page. Since I have been a member I have had to
change my password four times as a result of hackers getting in and
refiguring my site. I am curious to see the outcome of Facebook have it
add on the desired applications. If it is successful I would be willing to
try it out. One of the major selling points is being free of spam and
easily navigable. The movement in technology is both fascinating and
scaring.
1.How would you use Facebook in your classroom?
If I were to use Facebook in my classroom I would have the students create a page and have it set to private so that it will be closed off to the public. Then I would create assignments that require my students to use applications in Facebook like blogs, internet research, e-mail and instant messenger and enable them to use their peers as good resources when working on their projects, and assignments.
2.If Facebook adds-on the desired applications mentioned above, do you believe that it has the potential to become a supernet?
There is always the possibility; however, it seems too good to be true. A social network that is spam free, has all the desired applications, and easily navigable. I really do not know until it happens and I have the chance to use it.
In Your Face: HOW FACEBOOK COULD CRUSH MYSPACE, YAHOO!, AND GOOGLE
By Christopher Beam
The article introduces Facebook, a social networking site similar to
Myspace, which has the potential of becoming just as comprehensive as
Yahoo and as popular as Myspace if it adds e-mail, instant messenger, and
RSS. One of the benefits to Facebook is it is clean of spam and easily
navigable. The issue is that Facebook has several add-on applications that
are fun but not useful such as “Graffiti Walls” which allows you to draw
on your friends sites, and “Honesty Box” which allows you to remain
anonymous while telling your friend what you really think about them. For
the site to be successful it needs to have applications like e-mail,
relative news, instant messenger and RSS. In the article it states
something to the effect that if Facebook adds these applications, users
would not have to surf the web because Facebook would be the supernet. I
am a Myspace user and can honestly say that it is convenient for me to use
because of the easy access to e-mail, and instant messenger. However one
of my biggest complaints would be all of the spam mail. The cool thing
about the site is that you are able to customize it and block certain
users from it. Another down fall to the networking site is the easy access
hackers have into your page. Since I have been a member I have had to
change my password four times as a result of hackers getting in and
refiguring my site. I am curious to see the outcome of Facebook have it
add on the desired applications. If it is successful I would be willing to
try it out. One of the major selling points is being free of spam and
easily navigable. The movement in technology is both fascinating and
scaring.
1.How would you use Facebook in your classroom?
If I were to use Facebook in my classroom I would have the students create a page and have it set to private so that it will be closed off to the public. Then I would create assignments that require my students to use applications in Facebook like blogs, internet research, e-mail and instant messenger and enable them to use their peers as good resources when working on their projects, and assignments.
2.If Facebook adds-on the desired applications mentioned above, do you believe that it has the potential to become a supernet?
There is always the possibility; however, it seems too good to be true. A social network that is spam free, has all the desired applications, and easily navigable. I really do not know until it happens and I have the chance to use it.
Journal #6
Filming Compassion
By Janet Bremer and Marilyn Clark
We are starting to see service learning being incorporated in student’s
courses. This gives students the opportunity to work at a site outside of
the classroom and then take what they have learned back to class to share.
This article introduces the use of video production and service learning
projects. Kids in the video production class are able to get involved with
a non-profit organization that is partnered with the school and create a
video to share with the rest of the class. This enables kids to learn
about different non-profit organizations while enhancing their skills in
video production and editing. The non-profit organizations also benefit
from the help that they receive from the students and the video that is
developed that gives insight into their organization by all interested
persons. Through this video production class, students enhance their
technological skills, use critical thinking and evaluation skills when
brainstorming the video and grading the works of their fellow classmates.
Schools across the nation are adding a Service Learning component to the
curriculum. This will give ample opportunities to be creative in
maximizing student learning.
1.Are there privacy issues to take into account when filming?
Yes, students will learn how to protect the identity of the individuals
that they are learning through the use of Final Cut. This is a
video/editing tool that can blur out the faces of the individuals who want
to remain anonymous.
2.As a classroom project, how much input does the non-profit organization have in creating the video and what it will reveal? How does it balance out with the classroom instruction?
Through my own experience in service learning that had been integrated in
our classroom we saw good and bad. We were to analyze what we observed and
then share with the class what we discovered. My concern with the video
production is the amount of input the non-profit organization has and at
what point are students allowed to address what they thought overall about
their service learning assignment.
Filming Compassion
By Janet Bremer and Marilyn Clark
We are starting to see service learning being incorporated in student’s
courses. This gives students the opportunity to work at a site outside of
the classroom and then take what they have learned back to class to share.
This article introduces the use of video production and service learning
projects. Kids in the video production class are able to get involved with
a non-profit organization that is partnered with the school and create a
video to share with the rest of the class. This enables kids to learn
about different non-profit organizations while enhancing their skills in
video production and editing. The non-profit organizations also benefit
from the help that they receive from the students and the video that is
developed that gives insight into their organization by all interested
persons. Through this video production class, students enhance their
technological skills, use critical thinking and evaluation skills when
brainstorming the video and grading the works of their fellow classmates.
Schools across the nation are adding a Service Learning component to the
curriculum. This will give ample opportunities to be creative in
maximizing student learning.
1.Are there privacy issues to take into account when filming?
Yes, students will learn how to protect the identity of the individuals
that they are learning through the use of Final Cut. This is a
video/editing tool that can blur out the faces of the individuals who want
to remain anonymous.
2.As a classroom project, how much input does the non-profit organization have in creating the video and what it will reveal? How does it balance out with the classroom instruction?
Through my own experience in service learning that had been integrated in
our classroom we saw good and bad. We were to analyze what we observed and
then share with the class what we discovered. My concern with the video
production is the amount of input the non-profit organization has and at
what point are students allowed to address what they thought overall about
their service learning assignment.
Journal #4
Moderating and Ethics for the Classroom Instructional Blog
By Patricia Deubel, Ph.D.
In her article, Dr. Deubel gives her view on blogs and shows how with the right guidelines can potentially support the collaborative element important for peer to peer learning. She gives examples on ways in which a blog can require class participation from every student compared to just open-ended questions aloud in class. Dr. Deubel suggest that if you decide to use a blog you may want to include a minimum number of words to be used or set a length for the post, have the students not only post their discussions but also have them reply to two other students, and give priority to student commentary. As Dr. Deeubel also pointed out that a blog is still a public forum, and ethics need to be taken into consideration. As educators we want to keep our students safe and as you monitor blogs try to ensure that they include truth, accuracy, and accountability along with respect to others even if you disagree with what they have to say. The classroom blog can help students reach instructional goals as well teach them skills for monitoring their own on-line behaviors. There are many dangers with blogs but with the right monitoring they can be very beneficial.
1.How are blogs beneficial to students?
Blogs are beneficial to students in ways that they allow peer to peer communication which will enable students to use critical thinking in answering discussion questions, leave feedback for their peers and give them the opportunity to take control of their learning while using technology to do so.
2.When would it be appropriate to use a blog in you classroom with your students?
I do not know the age range, but as long as the students learning is being monitored and are being kept safe it should be fine.
Moderating and Ethics for the Classroom Instructional Blog
By Patricia Deubel, Ph.D.
In her article, Dr. Deubel gives her view on blogs and shows how with the right guidelines can potentially support the collaborative element important for peer to peer learning. She gives examples on ways in which a blog can require class participation from every student compared to just open-ended questions aloud in class. Dr. Deubel suggest that if you decide to use a blog you may want to include a minimum number of words to be used or set a length for the post, have the students not only post their discussions but also have them reply to two other students, and give priority to student commentary. As Dr. Deeubel also pointed out that a blog is still a public forum, and ethics need to be taken into consideration. As educators we want to keep our students safe and as you monitor blogs try to ensure that they include truth, accuracy, and accountability along with respect to others even if you disagree with what they have to say. The classroom blog can help students reach instructional goals as well teach them skills for monitoring their own on-line behaviors. There are many dangers with blogs but with the right monitoring they can be very beneficial.
1.How are blogs beneficial to students?
Blogs are beneficial to students in ways that they allow peer to peer communication which will enable students to use critical thinking in answering discussion questions, leave feedback for their peers and give them the opportunity to take control of their learning while using technology to do so.
2.When would it be appropriate to use a blog in you classroom with your students?
I do not know the age range, but as long as the students learning is being monitored and are being kept safe it should be fine.
Journal #3
Social Justice: Choice or Necessity?
By Colleen Swain and David Edyburn
This article explores the social justice implications of instructional technology and provides educators with a framework for understanding the effects of their decisions in using instructional technology in the classroom. Society today requires students to not just have access to instructional technology but to be technologically fluent and be able to use technology to solve problems using the various sources provided by technology. According to the article, we are a global, technological, information-based society and students who are not technologically proficient will be at a disadvantage with future education and employment opportunities. This is why it is important for teachers to have a framework for social justice so that they are able to reflect on how instructional technology is used in their classroom. Things to ask yourself when adapting your framework of social justice with the use of instructional technology is the availability, will it be used routinely, will it be used in ways that reflect real-world, are the applications of interest, is it complex, will it be used to enhance learning opportunities for all students, and will it be used to monitor teacher/students progress over time. These are examples provided within the article to ask yourself when trying to ensure that the technology you use is equitably implemented. Overall the teachers have the decision to use and how to use technology in their classroom. According to the article, it states that “if educators were to infuse the use of instruction technology within the classroom as a component and catalyst for social justice, the educational experience for all students will change.” I would have to agree with this statement seeing how technology is booming and where the direction of society is going. However, knowing that not all schools have access to the same resources and then reading from the same article about ways to gain classroom access and find powerful resources I still find it difficult to see happening. If it was as simple as the article showed, why aren’t we seeing more and more teacher’s doing it?
1.How do you plan to develop a social justice framework for the use of instructional technology in your classroom?
This will be challenging because students do not have access to the same resources. However it does not mean that it is impossible. I will ensure that my students will be provided with the time they need in order to complete their work. Just being knowledgeable with the applications and giving students the background will help. I will do what I can as far as making a useful list for students on how to get access to resources, design a fundraiser to raise money to purchase recycled computers, donations, and maybe get a second job.
2.Given the resources to help gain classroom access to technological resources do you feel that some students will be at a disadvantage?
I believe that some students will still have trouble. There are other factors that need to be considered such as transportation, their family life/routine, and the type of learner that they are. Some kids may still be at a disadvantage because they are having a hard time grasping the information. Everybody is different and even though it may be equal doesn’t mean that it will be fair.
Social Justice: Choice or Necessity?
By Colleen Swain and David Edyburn
This article explores the social justice implications of instructional technology and provides educators with a framework for understanding the effects of their decisions in using instructional technology in the classroom. Society today requires students to not just have access to instructional technology but to be technologically fluent and be able to use technology to solve problems using the various sources provided by technology. According to the article, we are a global, technological, information-based society and students who are not technologically proficient will be at a disadvantage with future education and employment opportunities. This is why it is important for teachers to have a framework for social justice so that they are able to reflect on how instructional technology is used in their classroom. Things to ask yourself when adapting your framework of social justice with the use of instructional technology is the availability, will it be used routinely, will it be used in ways that reflect real-world, are the applications of interest, is it complex, will it be used to enhance learning opportunities for all students, and will it be used to monitor teacher/students progress over time. These are examples provided within the article to ask yourself when trying to ensure that the technology you use is equitably implemented. Overall the teachers have the decision to use and how to use technology in their classroom. According to the article, it states that “if educators were to infuse the use of instruction technology within the classroom as a component and catalyst for social justice, the educational experience for all students will change.” I would have to agree with this statement seeing how technology is booming and where the direction of society is going. However, knowing that not all schools have access to the same resources and then reading from the same article about ways to gain classroom access and find powerful resources I still find it difficult to see happening. If it was as simple as the article showed, why aren’t we seeing more and more teacher’s doing it?
1.How do you plan to develop a social justice framework for the use of instructional technology in your classroom?
This will be challenging because students do not have access to the same resources. However it does not mean that it is impossible. I will ensure that my students will be provided with the time they need in order to complete their work. Just being knowledgeable with the applications and giving students the background will help. I will do what I can as far as making a useful list for students on how to get access to resources, design a fundraiser to raise money to purchase recycled computers, donations, and maybe get a second job.
2.Given the resources to help gain classroom access to technological resources do you feel that some students will be at a disadvantage?
I believe that some students will still have trouble. There are other factors that need to be considered such as transportation, their family life/routine, and the type of learner that they are. Some kids may still be at a disadvantage because they are having a hard time grasping the information. Everybody is different and even though it may be equal doesn’t mean that it will be fair.
Journal #2
Real-Life Migrants on the MUVE: Stories of Virtual Transitions
Ross A. Perkins and Cathy Arreguin
This article introduces the reader to MUVE, a multi-user virtual environment that consists of animated characters that are controlled by the user “within a wider environment that can be explored-or built-at will.” MUVE’s are user friendly for both adults and kids with a bit of background instruction. Through the use of MUVEs, kids are able to use a multitude of skills that consist of but not limited to visual design, geometry and project management. Each of the projects requires a good amount of research, communication, and creativity. This new software appeals to several learner intelligences and have proven to be effective in a student’s learning. In order to connect with the student’s through the use of MUVEs, teachers and administrators will be required to have knowledge and vision. Overall, MUVEs have the ability to foster interactivity, exploration, collaboration, and creativity that will be beneficial to both teachers and students.
1.Can MUVEs be used for all ages?
MUVE’s can be used for all ages and are clear as to what MUVEs are appropriate for what ages to use.
2.At what point do you drawl the line between learning and repetition?
This new age, Second Life sounds great to want to try out. What is not interesting about using money to by things while learning about different subject areas and while enhancing your skills at the same time in math, English and critical thinking. However, at what point do you stop learning and are just being repetitive? For example, someone may have spent time learning how to build a chair and once they mastered the art of chair building, just keep building them because they are good at it. It’s tricky. When a lesson starts to become a game do you think it is time to put it away and try something else?
Monday, July 9, 2007
Professional Journals
Journal # 1
Google Guide
By Doug Johnson
This article does a fine job of offering suggestions to better improve one’s Google skills. Google has become a widely used source for several individuals including teachers and students. There are a few basic things to keep in mind when using Google. First, know what you are looking for; better the search by knowing a few facts about the topic that you are searching. Next, put your search in the form of a question; by using a question you are providing more search terms which will in turn narrow your search results and make them more specific. Once you enter your search and produce results, check to see if the sources are relevant to what you are looking for. This can be done by reading the sentences under the title with out actually going to the actual site. Using operators effectively may provide a more useful set of results. An example of a “quoted string operator” would be “birds-gaming”. If you prefer not to use search operators you can use Advanced Search. The article continues on to give more brief explanations concerning page ranking, the difference between sponsored and non-sponsored links, specialized search tools within Google and Google’s own search tips. Overall I found the article to be very helpful.
1.Would this article be useful for my students?
I believe that this article would be beneficial to my students and would give a better understanding of how to use Google as a search engine. The article is clear and easy to follow by providing important information in organized paragraphs that are not too wordy.
2.Did I learn anything new after reading the article?
I definitely learned something new from this article even though I have been using Google as a search engine for years. I did not know about the sponsored and non-sponsored sites. This proves that a review never hurts and something new could be discovered that you did not know before.
Google Guide
By Doug Johnson
This article does a fine job of offering suggestions to better improve one’s Google skills. Google has become a widely used source for several individuals including teachers and students. There are a few basic things to keep in mind when using Google. First, know what you are looking for; better the search by knowing a few facts about the topic that you are searching. Next, put your search in the form of a question; by using a question you are providing more search terms which will in turn narrow your search results and make them more specific. Once you enter your search and produce results, check to see if the sources are relevant to what you are looking for. This can be done by reading the sentences under the title with out actually going to the actual site. Using operators effectively may provide a more useful set of results. An example of a “quoted string operator” would be “birds-gaming”. If you prefer not to use search operators you can use Advanced Search. The article continues on to give more brief explanations concerning page ranking, the difference between sponsored and non-sponsored links, specialized search tools within Google and Google’s own search tips. Overall I found the article to be very helpful.
1.Would this article be useful for my students?
I believe that this article would be beneficial to my students and would give a better understanding of how to use Google as a search engine. The article is clear and easy to follow by providing important information in organized paragraphs that are not too wordy.
2.Did I learn anything new after reading the article?
I definitely learned something new from this article even though I have been using Google as a search engine for years. I did not know about the sponsored and non-sponsored sites. This proves that a review never hurts and something new could be discovered that you did not know before.
Thursday, June 7, 2007
My Secret Window for a Look into My Life
Hello there! My name is Rhawnie Gauthier and I am originally from Redding, Ca. Redding is located in Northern California in case you might be wondering. I have attended several schools during my years K-12. Shortly after I was born we moved to Petaluma where I attended preschool, and kindergarten, and then moved to Bodega Bay where I completed 1st grade. I left Bodega Bay after the 1st grade and moved to North Lake Tahoe where I completed half of the 2nd grade and the other half in Auburn. I started the 3rd grade in Placerville and then moved to Georgetown where I completed 4th and 5th grade. After that we moved to Otego, New York where I continued on to the 6th grade. By the end of the year we moved back to Sebastopol, Ca where I finished 7th and 8th grade. Once I graduated middle school I moved to Big Bear Lake, Ca. where I graduated high school in 2002. I did not stay in one place too long but I had the opportunity to experience different school environments that I am able to reflect on now.
I must admit that my experience with technology is very little. I love pens, pencils, and paper accompanied by a file cabinet. So if you were to ask me if I am a Mac person or a PC person, I would more than likely respond with, “what is the difference?” As I continue to pursue my education I have been encouraged to learn and utilize the technological tools that are made available in order to make my life easier and things more convenient as well as time friendly. Since I have been attending college I have become more familiar with different programs that include but are not limited to basic word processing, powerpoint, and zbrush. I am excited to continue growing and further maintain my knowledge and skills in technology so that I may incorporate what I learn in my teaching as a future educator.
The CSUSM/COE Mission Statement reflects what I believe that educational system should be about. As we continue to become a global village, I feel that it is imperative to create an inclusive environment for our youth to continue their education and grow into productive individuals in society. As a future educator I want my students to have equal opportunities. This can be accomplished through a commitment to “diversity, educational equity, and social justice.” My field of study in Criminal Justice motivated me to want to become an educator because of the stigma “at-risk” that is placed on students and wanting to help to ensure that our youth does not slip through the cracks of the education system but instead become “resilient”. This will be accomplished through creative, “reflective teaching, life-long learning, innovative research, and ongoing service.” I am ready for the challenge.
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