Thursday, April 29, 2010

EdTech Profile - NETS V

For this assignment, we used the Educational Technology Assessment (edtechprofile.org) and answered a serious of questions that would show whether or not we were proficient in technology and how it is used in our classroom. After the assessment was over, it created a visual profile to show our comprehension level of technology compared to other teachers. The profile would then give you a list of improvements that could be made to increase technological learning in your classroom.

KerriAnnClark's EDUC 422 Ed Tech Profile                                                            

Wiki Page -I, III, V

For this assignment, I used wetpaint.com to learn about an educational technological tool that I would like to explore. I chose to explore slideshows and used SlideRoll.com to produced my own creative slideshow using pictures from when I worked for worked for Poway Unified School District in the summer of 2009. After I created my wiki page led by tutorials, I then uploaded it to my blog using embedit.in

Excel Crossword Puzzle - II, III

For the Excel Crossword, I watched video tutorials that led us step-by-step on how to create a crossword puzzle using Microsoft Excel. The crossword puzzle was created based on a subject matter of our choice or it could be about ourselves. I chose to create a crossword about myself and my interests. This was a creative and fun way to learn how to use excel and I could now reproduce a crossword for my students to fill in about subject matter that met state standards.

KerriAnnClark Spreadsheet EDUC Clues                                                            

Copyright/Internet Safety - NETS IV, V

Utilizing GoogleDocs, I collaboratively worked with others classmates to research, gather and complete a project about copyright and Internet Safety. I personally researched the topic of cyberbullying and contributed to GoogleDocs for my other group members to review. All the topics listed in this assignment can be used as a reference for future teachers facing these issues in their classrooms.

Copyright and Internet Safety Group Project                                                            

iMovie PSA - III

Using iMovie, we were instructed to make a Public Service Announcement (PSA) on Hate Crimes at California State University San Marcos. To raise awareness on the issue of hate crimes, we constructed video clips using still shots, inputting video clips and incorporated transitions, music and text into our movies. We then saved and exported our video's using Quicktime for others to view.

Monday, April 12, 2010

Journal #10 - Let the Kids do the Work - I, IV, V

Lawlor, J. (2010). Let the kids do the work. L&L—Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Let_the_Kids_Do_the_Work.htm

A man used web 2.0 to create his own wiki. The first homework assignment he assigned was simple: Log on to the wiki, read a poem, and answer an essay question. As an afterthought, He asked his students to respond to at least one other student's essay. He has about 25 students in each class, so it was reasonable to expect 50 replies. The next morning he was shocked to discover 472 replies from a single class! Many of these replies lacked attention to grammar, but buried beneath the Internet slang were interesting thoughts and ideas. Later the students literally directed him where to go on the wiki. Sometimes he even sat down as a student took control of the laptop and led the class to the best essays and most interesting discussion threads. By meeting the kids where they live—online—he got them to invest in ways he never could have with a traditional homework assignment. In turn, they were more willing to participate in the classroom discussions that followed.

The students were told to write an essay on the wiki by their teacher. One girl wrote only two sentences and her peers responded via thread discussions. That night she attempted her essay again and got more feedback on what she wrote. She then when back for the third time to write her essay again which was a vast improvement from what she had written her first time. The teacher did not have to say a word to the girl. Instead the class wrote comments and she responded and made improvements herself.
The teacher assigned a free response project on the wiki but forgot to post the poems what they were supposed to free respond to. When the teacher logged onto the wiki the next morning he was surprised to see that one of his students took charge and posted them. The wiki empowered one student to help a hundred others get their homework done. How often does that happen? The real surprise working with the wiki was that the reluctant participants flourished online. This caused one student who never participates in class to do her work and responded to 25 others.

 He offered the job of remodeling his wiki to a few students, and they eagerly took on the task. They quickly executed a makeover. He was so impressed with the transformation that he insisted that they teach him the techniques they used. In this situation, the normal dynamics of the classroom were reversed: The students taught, and the teacher learned. What's important, however, was that everyone took greater ownership of the final product. Because the wiki is a collaborative tool, the students do more and the teacher does less

 How effective would this tool be in a classroom?

This project is definitely for grades 4 and up. A wiki would be pretty hard to teach younger grades. If I was teaching a class of upper elementary or higher then I would definitely use it. I feel that students work really well when their peers give them constructive feedback. As long as my students were giving constructive remarks rather than destructive remarks then I would be inclined to use this program.


Would I let my students teach?

I feel that students know a lot about the Internet because they love to explore and learn. As the teacher did here, he let them teach him how to design a more interactive and fun wiki rather than the boring one he use to have. This taught him and helped his students to learn to work together. Also if students aren’t afraid to teach then I feel it is a huge learning experience for the students to teach the rest of the class and I would highly encourage this behavior.



Journal #9 – Playing with Skype - II, IV, V


Weller, T. J. (2010). Playing with skype. L&L—Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd=

Travis J. Weller has attended many performances and watched where a guest conductor is brought in for an honors band and shared their personal insights with students. Many times it's difficult to bridge the gap between the composers of school band music and the students and audience they want to engage. Travis thought that there had to be a way to help those who write great music connect with the students who bring the music to life and the families who are listening. Both Travis J. Weller and Joseph M. Pisano of Grove City College in Pennsylvania, got together and came up with a way to bring composers to live concerts by the use of technology. Joseph and Travis invited their friend Jason Davis on to what is known as Skype into their 8th grade music classroom. Skype is a free and easy tool to use to communicate with others via Internet. You can talk and visually see the person you are talking with by webcam and microphone. Skype makes it possible for educators to seek out experts in their subject areas and invite them to share in the classroom or the rehearsal hall. Davis, then a freelance musician and licensing agent, spent 45 minutes discussing copyright laws, the music business, and censorship. Later that day, the idea to use Skype at a live concert came to them.
The equipment needed was very minimal: a computer with a broadband Internet connection, a data projector, a couple of microphones, a webcam, some adapters to pump the audio feed through the sound system, and a projector screen. Many times schools already have access too much of this equipment. They then invited musicians to join them on Skype and they agreed to appear live at the concert. They made an introduction for their pieces before the student performed them. The introduction turned into an interactive conversation that was very meaningful to the students and the audience.


Would I use Skype in my classroom?

            I use Skype on a weekly basis at my home right now to talk to other relatives that live in other states or towns. The best thing that Skype provides, is that you can visual see others and talk to them for free. As a teacher, I would definitely use Skype in my classroom. It can give my students a chance to talk and learn from other who live in other parts of the world. You can learn from different cultures or learn about multiple subjects from experts who can teach them more in depth on a subject that they want to learn about.
How would I get my students involved in using Skype?
            I would get my students involved by having a basic workshop, to teach them how to use Skype and then give them a chance to interact with others on the campus and learn to teach one another through Skype. I would then collaborate with other teachers from a different school and would have my students teach other students a lesson and then vice versa so that the students can learn from one another and teach each other while learning about Skype.

Sunday, April 11, 2010

Journal #8 – Navigate the Digital Rapids - IV, V

Lindsay, J., & Davis, V. (2010). Navigate the digital papids. L&L—Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm

Digital citizenship is about transforming myself into a professional who can effectively research technology trends, monitor the uses of technology in your school or district, avoid the fear factor that can easily paralyze you, and empower student-centered learning to create vibrant, exciting learning projects. Students thrive on customized tools, such as mobile technology, and customized learning environments. If I can involve my students in student-centered, globally connected projects, each student's learning experience cna become markedly different, and each classroom can become as unique as the students and teachers who learn there. A customized classroom and national standards can coexist and lead to rich learning.

Connecting students to other classrooms requires teachers to have a good understanding of how the technology works, especially the collaborative Web 2.0 tools, such as wikis, nings, and blogging platforms. They need to develop their own personal learning networks and have some understanding of what connected learning looks like and how to harness its power. Teachers need to monitor and become engaged in what their students are doing. Sometimes participants slip into a social-network mode of communicating. They may use textspeak or even inappropriate language, or they might upload pictures that are not acceptable in all global classrooms. This is where teachers must monitor in an engaged manner.

In Flat Classroom projects, teachers strictly moderate all online collaborative and networking sites for membership and content. When students step over the line, all teachers must understand the process to deal with it. The classroom teacher decides the appropriate action, which may include asking the student to apologize to the educational network or, in some cases, suspending or even banning the student from the network. We need to educate students as soon as they start using digital tools for communication, collaboration, and creation through connections online or offline. We encourage productive interactions and opportunities for students to connect and share differences and learn from experience how to respond and reach out to others in an appropriate way. The time to foster this is during their school years and in more controlled environments where good online citizenship practices can be molded.
As a teacher will I encounter this?

Technology today has become such a primary use in our everyday activity. Children as young as preschool are learning how to use computesr and children are being taught about the Internet in the elementary level. As a future teacher, I will be required to teach my teachers about the use of computers and I will need to teach them about Internet safety.

How will I teach my students about Internet safety and what is appropriate?

Many schools are offering workshops that students must attend to explain to students about the Internet and what is allowed at school. There are also monitoring websites that I can look at to see what my students are doing online and whether of not it is appropriate. If it is not, then I will take necessary active into account.

Journal #7 – The Beginner’s Guide to Interactive Virtual Field Trips - NETS I, IV, V



Zanetis, J. (2010). The Beginner's guide to interactive virtual field trips. L&L—Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D

For students, field trips can be an exciting break from day-to-day classroom activities and a memorable, real-world experience. Lately, local field trips have become less common as travel costs have steadily risen over the past several years but today we have other options. Virtual field trips (VFTs): field trips that are conducted virtually, over the Internet and/or videoconferencing equipment, so that students can learn directly from experts in far away places without ever leaving their classrooms. VTF’s can involve touring a historic site, witnessing scientific experiments or processes at museums or organizations, watching live demonstrations in the field, attending folk festivals or other events, and much more.

Asynchronous VFTs are not delivered in real time. They are basically websites that include text, audio, or video resources about specific topics. Another type is on a websites called: www.efieldtrips.org.
This organization hosts electronic field trips with four main parts: the Trip Journal, the Virtual Visit (a streaming video), an Ask the Expert tool, and a hosted Web chat. Interactive VFTs are synchronous, real-time experiences in which students in one location learn from informal educators in another location, such as a museum, historic castle, or organization such as NASA. These take place over the internet . As of right now, approximately 300 museums, science centers, historical sites, and similar organizations that offer interactive VFTs to schools. Using the videoconferencing interface, students can interact with the experts to get a real-world angle on the topic they are studying. The experts are usually trained and adept at adjusting to the students' level of comprehension. Students usually have no problem adjusting to interaction with an on-screen instructor, and, in fact, often find the experience engaging.

The lessons, which are usually based on national standards, also often include materials targeted to the students' area and grade level as well as classroom activities for students to do before and after the interactive VFT. VFTs do remove the barriers between your classroom and those far-away people and resources. It may seem a little strange at first to be talking to a TV, but once students get engaged in lively discussion with those on the far end, the technology becomes invisible, and the classroom walls disappear. Look for interactive VFTs led by known experts and reliable organizations that use credible primary sources as the key focus of the lessons Interactive VFTs often have a fee. But when compared to the cost of a real field trip, and considering the value students get out of them, many schools have decided to work these costs into existing fee structures or to add VFT funding to their budgets. If cost is a major hurdle in getting started, many content providers, such as NASA, also offer excellent free programs.

Would I use VFT’s in my classroom?
It would really depend on the cost and the school I work at. I feel that students sometimes need a hands on learning experience so if I am able to actually take my studnets to a specific field trip near by, then I would prefer that over VFT’s but if cost is too much then I would definitely use VFT’s.
How would I use VFT’s in my classroom?
Again the cost is always a factor in schools now but I would try to incorporate VFT’s as much as possible that will help increase my students learning. Again the material of the VFT would have to pertain to what I am teaching and help inhance my students learning in order for me to use it. I would do plenty of research and try to get my students more involved in the material to make learning fun.

Journal #6 - Social Bookmarking - III, IV, V

Robitaille, A., & Seshagiri, M. (2007, May 24). Classroom 2.0 - social bookmarking. Retrieved from http://www.classroom20.com/forum/topic/listForTag?tag=bookmarking


Social Bookmarking is the ability to tag, save, manage and share web pages from a centralized source. Social Bookmarking is a method for Internet users to share, organize, search, and manage bookmarks of web resources. Unlike file sharing, the resources themselves aren't shared, merely bookmarks that reference them. Two threads that I have followed are Question on Social Bookmarking (Web2.0) sites and Web 2.0 Tutorial for Educators.


In doing so, I learned that there are many sites that allow for social bookmarking. The main one that I have only known about is delicious.com but in following these threads, they have different social bookmarking websites that account for social bookmarking news or make a social text clip sharing. There are so many different types of social bookmarking websites depending on the category in which you want to social bookmark. Snipitron (http://www.snipitron.com) - allows you to create different subjects and use tags. Each list owner can decide whether to allow others to add them to their list and/or add comments or you can reject a person if you do not wish to have them follow your bookmarks.


Teachers have posted which social bookmarking websites have worked best for them. One teacher uses ikeepbookmarks. He thinks that it is easier for his 5th grade students to understand the folder better when he or his students tag websites. Another teacher really liked to use LinkaGoGo because it seemed to work best for her and her students. She primarily uses this social bookmarking website to organized her websites through folders, but the tags can also be added to make searching for entries easier.


In the Web 2.0 Tutorials for Educators, web 2.0 is known as the Read/Write Web, the new web is a breeding ground for creative and engaging educational endeavors. Teachers are using the new Web 2.0 tools to launch their classroom into the 21st century. Students are creating online content, collaborating with other students around the world and showcasing their work to a global audience. Web 2.0 provides new learning experiences for students and encourages global awareness, creativity, innovation, critical thinking and collaboration. According to Web 2.0 Tutorials for Educators, The knowledge students will gain from engaging with Web 2.0 technologies will foster the communication and information literacy skills that are required in the 21st century.


Commented on:
Carly - Podcasting
Brenda - Microblogging
Sara - Collaborative Documents

Thursday, April 8, 2010

Inspiration - NETS I, II, III

Through using a program called Inspiration, we created graphic organizers to show the National Educational Technology Standards For Teachers (NETS) and which projects we created that met each of those standards. Each of the five standards we wrote about had at least two artifacts that me those standards. Each NETS standard has a brief description of the standard and how it applies to the two different class artifacts.

Monday, April 5, 2010

Powerpoint Rubric - II, III

As a class, we collaboratively created a class rubric for our Powerpoint presentations. The rubric showed us what our PowerPoints needed to meet to get full credit on the assignment. The rubric was based on the standards that we as a class felt were appropriate for our PowerPoints. When we graded our assignments with other peers, they used this rubric to make sure all needs were met in our presentations.