Please click on the link below to listen to my podcast. I hope you enjoy it.
Technology Integration in Haiti
Tuesday, October 30, 2007
E-book
I just finished reading the articles posted by Dr. Z on Blooks and E-books. Short articles and both very easy to read. The article that stood out to me the most was the article on E-books because it gives me some ideas on how technology can be introduced in our educational system as well as the educational system of those in third world countries. I found an article at the Rod library discussing the integration of technology in secondary school library media curriculum.
Please click on this link to read more on this topic:
Beyond the Book: Technology Integration Into the Secondary School Library Media Curriculum
Please click on this link to read more on this topic:
Beyond the Book: Technology Integration Into the Secondary School Library Media Curriculum
My First Podcast
http://www.icompositions.com
Here is the link to my first podcast.....I had difficulties getting through this podcast from beginning to end but am happy to say it's done. It is very rough and towards the end a piece was not deleted as planned (lol) so please stop listening to it after I thank you for listening please (lol) I don't know how that happen but I was tired and frustrated...but here goes...click below to listen
My First Podcast
Thursday, October 25, 2007
Youtube
Everyone knows youtube allows us to view videos for all purposes. Well I go on youtube when I need to laugh. Like me, many of you may be having a bad day and need to smile here are a couple videos that I hope do just that.
1. The first video is of a teacher and a student and how he reacts to the student answering his phone in the classroom. What would you do if this happened to you?
2. The second video is just for fun. I want you to watch and think of the preparation that went into making this video. Such dedication...Enjoy
(p.s. how many of these dances can you do?)
1. The first video is of a teacher and a student and how he reacts to the student answering his phone in the classroom. What would you do if this happened to you?
2. The second video is just for fun. I want you to watch and think of the preparation that went into making this video. Such dedication...Enjoy
(p.s. how many of these dances can you do?)
Monday, October 15, 2007
Ferdi's Assignment
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
-Students will use a video camera to recreate a commercial. In other words they will make a commercial for a project already out there and will post this commercial on Youtube.
A. apply existing knowledge to generate new ideas, products, or processes.
-Students will use existing commercial to figure out ways to make it better and as effective if not more effective than the previous commercial.
B. create original works as a means of personal or group expression.
-Students will use their creativity and have no limitations in expression as long as the commercial those not offend or disrespect others.
C. use models and simulations to explore complex systems and issues.
-Graphics will be added to the commercial to make it more appealing to the audience.
D. identify trends and forecast possibilities.
-Students can talk about Youtube towards the end and show other students what can be done and learned on Youtube.
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:
-If a teacher has a unit they are teaching on a specific country, Skype can be used to communicate with students and a teacher from the country the students are learning about.
A. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
-Students can use Blogs or an email thread to write down their thoughts or just to post different assignments they can be working on together.
B. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
-Students can also use Wikis as a form of communication and with this platform they can go in and add or edit each others assignments.
C. develop cultural understanding and global awareness by engaging with learners of other cultures.
-Using Skype or Video Conferencing (whichever is cheaper) students can see as well as talk to other students from another country (keeping the same theme as above). They can share facts about each others cultures and see that we are not so different after all.
D. contribute to project teams to produce original works or solve problems.
-As stated before the best way to do this would be the use of a Wiki.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
-The best tool I can think of would have to be the use of a WebQuest. Using googlepages.com students can create a WebQuest on a specific topic using data collected from all types of media.
A. plan strategies to guide inquiry.
-Teachers have used a WebQuest before to engage students in learning, well why not give the students a topic, put them in groups and have them come up with a WebQuest of their own.
-Using a WebQuest students have a specific taskonomy they have to follow where each of them is assigned a role and have to follow different steps to completing a tangible project (in this case it will be constructing a WebQuest with their findings).
B. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
-Using the Internet, the library, and other venues students will follow all copyright guidelines as they begin to construct their project.
C. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
-This is where the teacher comes in, he/she will have an evaluation sheet on how each role and use of media will be evaluated. Also questions will be asked at the end of the project to see what students have learned.
D. process data and report results.
-All results will be listed and seen in the final outcome which is the tangible project in this case it will be a WebQuest demonstrating their findings.
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:
-Students will use different search engines such as google, ask, and yahoo to answer questions provided by their instructor. (Ex. Virtual scavenger hunt…What color were George Washington’s eyes?)
A. identify and define authentic problems and significant questions for investigation.
-Students will have to list problems they encounter while searching and provide questions on how to make the search easier for the instructor.
B. plan and manage activities to develop a solution or complete a project.
-Depending on the subject or unit their can be as stated before a history scavenger hunt and with the resources/answers found they must create a story line on a specific period in history (Ex. WWII)
C. collect and analyze data to identify solutions and/or make informed decisions.
-Using the example before based on the questions asked by the instructor and the answers found by students online they will analyze the data they’ve collected based on what has been previously learned in the unit (resources that they can use to check validity of answers will be their textbooks).
D. use multiple processes and diverse perspectives to explore alternative solutions.
-Students should work together. More than one search engine should be used to locate answers and presentation of final project should be presented in a creative manner. (Ex. Pictures, journal entry, etc.)
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
-Students will research and create a PowerPoint on the Fair Use and Copyright Guidelines on using pictures, video, music, etc.
A. advocate and practice safe, legal, and responsible use of information and technology.
-Students will give examples on how each of these examples should be cited when used in a paper, project, or website.
B. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
-Students will work together and will list their different views on the issues of copyright and fair use guide lines and come up with one pro and con on using these resources instead of a resource from your own collection.
C. demonstrate personal responsibility for lifelong learning.
-Students will follow these guidelines in projects to come.
D. exhibit leadership for digital citizenship.
-Based on the information found students will be able to evaluate themselves on fair use and copyright issues when each project they’ve created is completed.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
-Students will be given a digital camera and asked to take pictures of their school and community. They will then use Picasa (Google Tool) to create a photo album to send to the students they’ve been communicating with via Skype of Video Conferencing.
A. understand and use technology systems.
-Students will demonstrate their ability to use the software following an outline given to them by their professor.
B. select and use applications effectively and productively.
-Students will use tools provided in the software to crop, trim, add frames, etc. to pictures they’ve selected.
C. troubleshoot systems and applications.
-Students will demonstrate their ability to figure out how to edit what they’ve previously designed and also what should be done if the system freezes.
D. transfer current knowledge to learning of new technologies.
-Students will then take what they’ve created a figure out how they want to send it to their friends overseas. (Ex. As a QuickTime movie using the Ken Burns effect, or as a slideshow in a PowerPoint document, or just a general album through email).
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
-Students will use a video camera to recreate a commercial. In other words they will make a commercial for a project already out there and will post this commercial on Youtube.
A. apply existing knowledge to generate new ideas, products, or processes.
-Students will use existing commercial to figure out ways to make it better and as effective if not more effective than the previous commercial.
B. create original works as a means of personal or group expression.
-Students will use their creativity and have no limitations in expression as long as the commercial those not offend or disrespect others.
C. use models and simulations to explore complex systems and issues.
-Graphics will be added to the commercial to make it more appealing to the audience.
D. identify trends and forecast possibilities.
-Students can talk about Youtube towards the end and show other students what can be done and learned on Youtube.
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:
-If a teacher has a unit they are teaching on a specific country, Skype can be used to communicate with students and a teacher from the country the students are learning about.
A. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
-Students can use Blogs or an email thread to write down their thoughts or just to post different assignments they can be working on together.
B. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
-Students can also use Wikis as a form of communication and with this platform they can go in and add or edit each others assignments.
C. develop cultural understanding and global awareness by engaging with learners of other cultures.
-Using Skype or Video Conferencing (whichever is cheaper) students can see as well as talk to other students from another country (keeping the same theme as above). They can share facts about each others cultures and see that we are not so different after all.
D. contribute to project teams to produce original works or solve problems.
-As stated before the best way to do this would be the use of a Wiki.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
-The best tool I can think of would have to be the use of a WebQuest. Using googlepages.com students can create a WebQuest on a specific topic using data collected from all types of media.
A. plan strategies to guide inquiry.
-Teachers have used a WebQuest before to engage students in learning, well why not give the students a topic, put them in groups and have them come up with a WebQuest of their own.
-Using a WebQuest students have a specific taskonomy they have to follow where each of them is assigned a role and have to follow different steps to completing a tangible project (in this case it will be constructing a WebQuest with their findings).
B. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
-Using the Internet, the library, and other venues students will follow all copyright guidelines as they begin to construct their project.
C. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
-This is where the teacher comes in, he/she will have an evaluation sheet on how each role and use of media will be evaluated. Also questions will be asked at the end of the project to see what students have learned.
D. process data and report results.
-All results will be listed and seen in the final outcome which is the tangible project in this case it will be a WebQuest demonstrating their findings.
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:
-Students will use different search engines such as google, ask, and yahoo to answer questions provided by their instructor. (Ex. Virtual scavenger hunt…What color were George Washington’s eyes?)
A. identify and define authentic problems and significant questions for investigation.
-Students will have to list problems they encounter while searching and provide questions on how to make the search easier for the instructor.
B. plan and manage activities to develop a solution or complete a project.
-Depending on the subject or unit their can be as stated before a history scavenger hunt and with the resources/answers found they must create a story line on a specific period in history (Ex. WWII)
C. collect and analyze data to identify solutions and/or make informed decisions.
-Using the example before based on the questions asked by the instructor and the answers found by students online they will analyze the data they’ve collected based on what has been previously learned in the unit (resources that they can use to check validity of answers will be their textbooks).
D. use multiple processes and diverse perspectives to explore alternative solutions.
-Students should work together. More than one search engine should be used to locate answers and presentation of final project should be presented in a creative manner. (Ex. Pictures, journal entry, etc.)
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
-Students will research and create a PowerPoint on the Fair Use and Copyright Guidelines on using pictures, video, music, etc.
A. advocate and practice safe, legal, and responsible use of information and technology.
-Students will give examples on how each of these examples should be cited when used in a paper, project, or website.
B. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
-Students will work together and will list their different views on the issues of copyright and fair use guide lines and come up with one pro and con on using these resources instead of a resource from your own collection.
C. demonstrate personal responsibility for lifelong learning.
-Students will follow these guidelines in projects to come.
D. exhibit leadership for digital citizenship.
-Based on the information found students will be able to evaluate themselves on fair use and copyright issues when each project they’ve created is completed.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
-Students will be given a digital camera and asked to take pictures of their school and community. They will then use Picasa (Google Tool) to create a photo album to send to the students they’ve been communicating with via Skype of Video Conferencing.
A. understand and use technology systems.
-Students will demonstrate their ability to use the software following an outline given to them by their professor.
B. select and use applications effectively and productively.
-Students will use tools provided in the software to crop, trim, add frames, etc. to pictures they’ve selected.
C. troubleshoot systems and applications.
-Students will demonstrate their ability to figure out how to edit what they’ve previously designed and also what should be done if the system freezes.
D. transfer current knowledge to learning of new technologies.
-Students will then take what they’ve created a figure out how they want to send it to their friends overseas. (Ex. As a QuickTime movie using the Ken Burns effect, or as a slideshow in a PowerPoint document, or just a general album through email).
Tuesday, October 2, 2007
Radio WillowWeb
Willowcast #25
I loved this podcast, it was so cute. Before I listened to this podcast I read Eric Rice's article on How to build a 10 minute podcast. As I listened to the podcast I had the article in front of me to see if the students followed the guidelines provided by Mr. Rice.
I must admit the podcast followed every rule provided by Mr. Rice. My favorite were the transitions, they consisted of jokes or riddles and I must admit I chuckled at a few of the jokes. I also like the music the students chose to play within their podcast. The music was patriotic and also fun.
It was also helpful to have the little menu on the site just in case I forgot who and what I was listening to. In this section I liked the option of going to Social Studies for Kids. I spent more time playing with the map and finding out about the fifty states then exploring the other links.
This was a fun podcast to listen to. In the end the students thanked their audience for tuning in and had music playing to end the segment as directed by Mr. Rice.
Good Job Willowdale Elementary!!!!
I loved this podcast, it was so cute. Before I listened to this podcast I read Eric Rice's article on How to build a 10 minute podcast. As I listened to the podcast I had the article in front of me to see if the students followed the guidelines provided by Mr. Rice.
I must admit the podcast followed every rule provided by Mr. Rice. My favorite were the transitions, they consisted of jokes or riddles and I must admit I chuckled at a few of the jokes. I also like the music the students chose to play within their podcast. The music was patriotic and also fun.
It was also helpful to have the little menu on the site just in case I forgot who and what I was listening to. In this section I liked the option of going to Social Studies for Kids. I spent more time playing with the map and finding out about the fifty states then exploring the other links.
This was a fun podcast to listen to. In the end the students thanked their audience for tuning in and had music playing to end the segment as directed by Mr. Rice.
Good Job Willowdale Elementary!!!!
RSS
I don't really have much to say about this article except for the fact that it reminds me of the link on my computer entitled FAVORITES. The only difference is RSS organizes the data being sent and stores them accordingly.
This tool can be useful to do research but like searching for data and using certain websites, there are risk to using RSS but what program doesn't have risks.
Point seven also points out that RSS can be used as a communication tool between student and teacher. In reading this section I was reminded of WebCT because it serves as the same function with the updating of assignments and contacting students or teacher for questions or information.
This tool can be useful to do research but like searching for data and using certain websites, there are risk to using RSS but what program doesn't have risks.
Point seven also points out that RSS can be used as a communication tool between student and teacher. In reading this section I was reminded of WebCT because it serves as the same function with the updating of assignments and contacting students or teacher for questions or information.
Podcasting (Get ready to get Juiced)
I listened to Brad Neisssen on the new technological tool that can be a good resource for educators everywhere. Mr. Neissen talks about a program that allows you to watch television on the internet and gives a list of some television stations that provide different programs that can be viewed on this platform. I love this idea because it is an easy way for teachers to incorporate technology into their classroom. If you (a teacher) is doing a lesson on Africa, you can get a video from Animal Planet that focuses on animals that live in Africa. I view this as taking a Safari without leaving the classroom.
This can also work in the professional field. In an industry such as welding or construction I can see where a meeting can begin with the history of the bridge or highway your workers will be repairing. This can give them a sense of pride knowing thy are working on something that may be an important aspect of their community or state. You can also talk about the advances we've made in technology and have a discussion on how easier or harder things are to fix or rebuilt using the technology then and today.
I believe this tool can be use in both the educational and professional settings as you can see from my examples above.
This can also work in the professional field. In an industry such as welding or construction I can see where a meeting can begin with the history of the bridge or highway your workers will be repairing. This can give them a sense of pride knowing thy are working on something that may be an important aspect of their community or state. You can also talk about the advances we've made in technology and have a discussion on how easier or harder things are to fix or rebuilt using the technology then and today.
I believe this tool can be use in both the educational and professional settings as you can see from my examples above.
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