Journal 4: Transforming School Communities

Transforming School Communities by Helen Soule

Soule presents a wonderful interactive way for parents, teachers,
and administrators to really open the lines of communication
through the internet. Suggestions of blogs and online discussion
boards would allow for members of the community to get involved
and share ideas with those in a position to actually make those
changes. Also, rather than assuming kids will make it home with
messages from the school, technology presents a far more efficient
and successful way for teachers and administrators to communicate
with parents.

Q1: If I were to integrate technology as a source of communication
between parents and the school, how would I ensure that every
suggestion is heard?

A1: Perhaps we could arrange for a parent or administrator to
manage the blog. After a week or so of discussion, that blog manager
could summarize the discussion and bring those ideas to the school.
Therefore, the main ideas are being heard without the repetitive
nature of similar suggestions.

Q2: How could I organize the blog so that different topics are being
discussed individually, rather than one blog serving as the sole
grounds for ranting?

A2: Perhaps we could organize a number of blogs, each serving a
main topic. Maybe at the beginning of the month we could decide
on some main ideas, and then parents and families, maybe even
teachers, could have open discussions about that one topic without
other topics overshadowing its importance.

Software Review: Learning.com

Web Browsing: Research and Citing Sources Grades 6-8


Review

Throughout the tutorials, I often felt that some of the information was simply a refresher course on things I already knew. However, the tutorials really helped to fill in the blanks about things I never really thought about. For example, I knew to type the name of the website in order to bring it up, but I was unaware of what the term "URL" actually stood for. In addition, I did not know what each part of the URL meant. These pieces of information did not necessarily help me navigate through the internet better, but I do feel more informed about the internet in general.

There may be some issues with kids searching for information on the internet, as keywords sometimes don't bring up the information we are looking for. Perhaps I can offer some suggestions to help them make each search as efficient as possible. In addition, it would be nice if I could offer some examples to assist them in their research. This will save time and make the time we do have more worthwhile.

The only problem I had was when I forgot to save the picture of my quiz the first time around, and was forced to take it again in order to get a snapshot. This really didn't have anything to do with the software though, which I thought was very self explanatory and fun. They did a great job using pictures in the lessons for visual learners like myself.

ISTE NETS Standards for Students


Browsing Basics

5.	Digital Citizenship
	Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
	a. advocate and practice safe, legal, and responsible use of information and technology.

6.	Technology Operations and Concepts
	Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
	a. understand and use technology systems. b. select and use applications effectively and productively.

URLs

1.	Creativity and Innovation
	Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
	a. apply existing knowledge to generate new ideas, products, or processes.

2.	Communication and Collaboration
	Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
	a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

6.	Technology Operations and Concepts
	Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
	a. understand and use technology systems. b. select and use applications effectively and productively.

Web Search

3.	Research and Information Fluency
	Students apply digital tools to gather, evaluate, and use information. Students:

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.

4.	Critical Thinking, Problem Solving, and Decision Making
	Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

c. collect and analyze data to identify solutions and/or make informed decisions.

5.	Digital Citizenship
	Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
	a. advocate and practice safe, legal, and responsible use of information and technology.

6.	Technology Operations and Concepts
	Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
	a. understand and use technology systems. b. select and use applications effectively and productively.

Validity and Sourcing

1.	Creativity and Innovation
	Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
	a. apply existing knowledge to generate new ideas, products, or processes.

2.	Communication and Collaboration
	Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
	a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

5.	Digital Citizenship
	Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
	a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

6.	Technology Operations and Concepts
	Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
	a. understand and use technology systems. b. select and use applications effectively and productively.

file:///Users/moriz001/Desktop/Karen-web-quiz.png

Citations

(2007). Easy Tech Tutorials. Available from:
http://www.learning.com/

(2007). ISTE NETS for Students. Available from: http://www.iste.org/Content/NavigationMenu/
NETS/ForStudents/2007Standards/
NETS_for_Students_2007.htm

Making Sense Through the Senses

Diversity and Understanding
Christy Curtis

    Growing up I have noticed that I have a variety of skills and interests which led me to decide on a liberal studies major. I understand the importance of diversity and teaching different students. I volunteer at a camp for children who are in the foster care system and they all come from different backgrounds. The experience of working with foster kids has allowed me to better understand the reasons behind the behaviors. Often these children have undergone serious traumatic stress and often teachers do not know what they have gone through and only see ways they act out.

    I also stress the importance of inclusion within education and daily life. I work with a seven year old girl who underwent a traumatic brain injury. By working with her and her family these past three years, I have broadened my scope of what education means to each child. It has also increased my care and compassion for those considered "different." 

    This past summer I helped teach preschoolers and tutor elementary school children at a community organization site in Mexico. I had the opportunity to collaborate with the other teachers to create a class schedule and choose teaching materials. During this experience I saw and worked with students and teachers with very little income. We had second hand books and often made our own copies by drawing. All of these experiences have given me a different outlook on what it means to be a teacher and creative ways to use what you have.

Email: c.curtis422@gmail.com
Blog: Christy's Blog

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The Arts
Christy Curtis

    Though I enjoyed numerous subjects in school including math, literature and writing, I have always preferred the arts. Theater and music especially inspired me. In high school, it was drama class that forced my out of my shell and where I really gained confidence in expressing myself. I understand that with budget cuts and funding issues often the arts or physical education are the first to go. However, it is often the arts that open children to creativity and channel energy. They are also opportunities for students to learn how to engage in social interaction and use "life skills" and gain confidence which will affect their learning in other areas. 

    I am most interested in teaching fourth grade students. I enjoy the ages where learning is still relatively new and exciting. Also, it is an age group where kids have developed their personalities but are still not too self-conscious to perform and act "silly" in front of other people. In fourth grade they are developing how to express emotions and start improvising.

Link to some teacher resources for creative drama: Creative Drama

Link to Art Content Standards: Fourth Grade Arts CA Content Standards

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Balancing Act 

Karen Morizi

My personal experience in the elementary grades led me to believe that school was easy. I was an exceptional speller, I was proficient in math, and reading and didn't find the need to study for any sort of testing we were asked to endure. Then in junior high school I found myself slipping a little. I was placed in honors courses for math and English, but I started losing interest in school. From my prior school experience, I had never learned how to study. I had never needed to study. This proved to be a real challenge to me. On top of never learning to study, my time management skills were seemingly non existent. This added to the challenge.

    As an aspiring teacher, I will use my experience in school to reach all of my students, regardless of their level of intelligence. If I find a student is bored because the material is too easy, I will make sure I find a way to challenge them. However, at the same time, I will make sure to get lower level students caught up without babying them. Another strategy I'd like to employ would be an inclusion-based teaching in which the students balance each other's strengths and weaknesses. For example, it would benefit a lower-level student to work with a gifted student academically, but it would also benefit the gifted student in terms of other skills; in my case, time management.

Email: moriz001@cougars.csusm.edu
Blog: http://karenmorizi.blogspot.com/

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Right & Left Brain Unite

Karen Morizi

        In my own schooling, I was always good at math and language arts. It seems humorous that the two would encompass my best subjects, as one is so logical and based on reasoning while the other allows my imagination to run wild and explore different realms of creativity. However, I believe the fact that I can adjust to either way of thinking will help make me a better teacher. I will have the luxury of understanding students who are more dominantly right-brained or left-brained. This will also help me to reach more of my students in the sense that I can use a variety of teaching styles to ensure that all of my students understand the material. 

     When I first decided I wanted to be a teacher, I envisioned myself teaching kindergarten, and perhaps first or second grade if need be. However, the more I am learning in my education courses, the more open I have become to teaching the later elementary grades (third through sixth). At present, I have decided to be open minded to the idea of teaching any of the elementary grades, as I believe each would offer a different yet exciting new experience.  

Language Arts Activity 

California Content Standards: English-Language Arts

 Math Activity 

California Content Standards: Mathematics 

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Photographs from "The Arts" were found 9 February 2009 at Pics 4 Learning.

Photographs from "Right & Left Brain Unite" were found 9 February 2009 at Cartoon Stock and Smart Kit.

Journal 3: Let's Welcome, Not Fear, Online Learning

Let's Welcome, Not Fear, Online Learning by Anita McAnear

I love the way Clayton M. Christensen put the concept of online learning in the book he co-authored, Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. Innovative technology incorporated into the classroom is "disruptive" when compared to conventional methods, but I believe the implication here is a good one. Technology is disruptive in a very positive way in that it bridges gaps that teachers have struggled with in the past.

Q1: When I become a teacher, how will I incorporate technology into my classroom?

A1: I love Christensen's suggestion that the internet can provide content, tools or even a tutor to assist with the lessons students are learning in the classroom. I will certainly integrate the internet in my classroom in order to reach students of all learning styles. Also, it will be extremely beneficial in producing a classroom full of independent learners.

Q2: In order to incorporate the internet into my classroom, will I have to take up extra time teaching students how to navigate online?

A2: It seems in this day and age, students are learning how to use the computer and even the internet at such a young age, it may not even be an issue. But in the case that even one student does not understand, I could offer a short tutorial at the beginning of class to get them started. If there are still questions, it would be a great lesson to the students that their peers can help them learn as well as the teacher. Also, they may struggle with some things, but through persistence they can learn independently and figure out the answers on their own.

Journal 2: Student Views of Hybrid Learning

Student Views of Hybrid Learning: A One-Year Exploratory Study by Qiuyun Lin

In my experience with online courses, I struggled with the format. I felt lost. I had to make it a point to stay on top of the work and reading in order to fare well. In the end, I did well but had to work harder to that end. I was in charge of managing my time and teaching myself the material which took a lot of focus and energy. In the findings of the article, although students perceived they learned more through FTF instruction, their course performance was no different than the online students, as mine had been. Researchers related their findings to different learning styles of students.

Q1: Do students manage to do well in online classes simply because they are forced to push themselves to be independent learners?

A1: I think so. Although it was difficult for me, being in an online class forced me to take responsibility for what I learned.

Q2: Would a hybrid course offer the best of both worlds?

A2: Yes. Although I did become a more independent learner in the online course, it took an excessive amount of time to absorb the material. Therefore, a hybrid class would be more effective for a wider range of learners. Our Educ 422 class is a good example. When I am lost, the face time at the beginning is really helpful. Yet, from that point on I am responsible for what I get done in the allotted time. This way, I am absorbing the information faster, but still able to work independently.