tag:blogger.com,1999:blog-57232885128872822482024-03-14T07:55:15.860-07:00Moore, C 422Courtneyhttp://www.blogger.com/profile/11424023159160883338noreply@blogger.comBlogger11125tag:blogger.com,1999:blog-5723288512887282248.post-85367701812479809722009-04-17T11:57:00.000-07:002009-04-17T12:20:11.355-07:00LAST BLOG POST!!Podcasting the Classroom<br />by Brian Flanagan and Brendan Calandra<br /><br />This article explains the benefits and previous trials regarding podcasting classroom activities. Podcasting is a technology that allows students to listen to recorded audio pieces such as a lecture or any type of information that can be auditorily listened to. All of the podcasts can be downloaded onto an MP3 player such as an IPOD as well. The article describes a trial run that was put on at Duke University in 2004 where the incoming freshmen were handed an IPOD that had a lot of necessary information recorded on it including orientation schedules, advise from current students, and a lot of other pertinent information incoming freshmen need to know. Additionally the podcasting technique was used throughout several classrooms on campus where instructors could record lectures as well as students being able to record projects of different sorts. There are several benefits to using podcasting technology in the classroom and this technology is very versitile as well. Music students can use podcasting to critique or memorize music whereas other students can record lectures containing hard material so they can listen to it again. Podcasting does not yet have a set up of technical support if something were to happen to an individual podcast but the system is still new so support is in the works.<br />Q1: why do we need this new technology when we have tape recorders?<br />A1: I don't think there is really a reason. As with most technology there is always a new software or an update that makes it bigger and better- same with the tape recorder: it is going out of style<br />Q2: Can video projects be recorded?<br />A2: I would assume it would depend on your MP3 players capability. If it is a video IPOD I would guess that you can record and playback that sort of media.Courtneyhttp://www.blogger.com/profile/11424023159160883338noreply@blogger.com0tag:blogger.com,1999:blog-5723288512887282248.post-32812269499079098942009-04-08T09:22:00.000-07:002009-04-08T09:32:28.183-07:00Post #8Catching Up<br />By Anita McAnear<br /><br />This article is about summer time and what the author uses summer time for in addition to the new programs that the Learning & Leading site has to offer for the upcoming school year. At first McAnear states what she uses summer for- catching up. I use it to forget all that happened the year before and rest my brain. There is no need for use to spend the time we have to relax doing things that stresses us out. She also talks about a new researched-based program for teachers has arisen and how it will make large advances in the use of technology in the classrooms. McAnear lists three articles that she believes are the most effective articles from that year. She feels like "Electronic Editing" by Leigh Zeitz is a very important article for teachers that are not extremely computer savvy to learn the basic tools the computer offers. <br />Q1: Why was this article written?<br />A1: Maybe to assess the previous months articles and the contributions authors have made to the website. On the other hand, it could have been a signing off article for the author.<br />Q2: What do you use summer time for?<br />A2: I use it for complete relaxation. The only commitment I have is to my job other than that I will spend most of my time at the beach or laying around. Can't wait!!Courtneyhttp://www.blogger.com/profile/11424023159160883338noreply@blogger.com0tag:blogger.com,1999:blog-5723288512887282248.post-1027545551540789722009-04-02T08:50:00.000-07:002009-04-08T09:32:52.652-07:00Post #7The ABCs of Privacy Practices for Educators<br />by Melissa Dark, Clewin McPherson, and Joanne Troutner<br /><br />In this article, Dark, McPherson, and Troutner assess the privacy issues that we all encounter while using the internet. Teachers face issues of privacy even without the internet- for instance when they leave the classroom, they must trust their students aren't going to go into their computers and change grades or into the files in the room and take anything. There are also issues of privacy in regards to other students. Students are typically not invited to know grades or situations pertaining to other students. Medical information is also stored in computers within a school district as well as social security numbers and those files need to be kept private, too. These are important issues and it is imperative to protect information throughout the district. In order to do this, using complex passwords is a step. Capital and lower case letters, as well as numbers making the password longer than 8 characters for each password.<br /><br />Q1: Is total privacy on the internet really possible?<br />A1: I don't think so. It is always possible for someone to hack into a system because there is always someone out there that is ahead of the curve. There can be someone reading exactly what I am doing right now!<br />Q2: What happens when a student is able to retrieve all of the information that teacher has access to because he or she left the computer logged in?<br />A2: I think this is inevitable. Teachers can't be thinking about logging out of a computer at all times especially in an emergency situation. I forget to log off of my computer all the time.Courtneyhttp://www.blogger.com/profile/11424023159160883338noreply@blogger.com0tag:blogger.com,1999:blog-5723288512887282248.post-78798817614670861572009-03-13T21:11:00.000-07:002009-03-13T21:20:44.251-07:00Blog Post #6Remixing Chemistry Class<br />By Jonathan Bergmann and Aaron Sams<br /><br />This article is about a group of teachers that started a program using podcasting. The teachers film their lectures and make them available to students. These podcasts can be given to students that missed a class, or to students in the event of an absent teacher. Podcasts are also being used as homework. The teachers give the students a podcast of a lecture so that students can use class time for labs and other hands on work with teacher assistance. So far the podcasts have been proven to be helpful to students. <br />Q: How do all students get the technology to play the podcasts?<br />A: I'm not sure how all studnet will get the technology. Hopefully these podcasts can be played on a basic TV or computer<br />Q: Is it worth it to have the lectures as homework instead of other activities to test the students knowledge?<br />A: I disagree with this aspect. I don't think students should replace homework with podcast lectures. Homework shows teachers what they need to revisit in future lessons and how well their students are learning the material. I think the activities used as homework completed in class with teachers assistance is not necessarily effective.Courtneyhttp://www.blogger.com/profile/11424023159160883338noreply@blogger.com0tag:blogger.com,1999:blog-5723288512887282248.post-30696442801074723862009-03-04T22:33:00.000-08:002009-03-04T22:35:03.111-08:00Blog Post #5<!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" latentstylecount="156"> </w:LatentStyles> </xml><![endif]--><style> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.0in 1.0in 1.0in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--> <p class="MsoNormal">Staff Development</p> <p class="MsoNormal">By Jennifer Arms</p> <p class="MsoNormal"><o:p> </o:p></p> <p class="MsoNormal"><span style=""> </span>This article, “Staff Development” by Jennifer Arms, explains a meeting teachers are going to where they get a refresher course in technology. <span style=""> </span>The meeting is set up in a coffee shop to make the atmosphere more friendly and relaxed instead of restricting and professional. <span style=""> </span>These meetings are designed to enhance program development within schools and put teachers on the same page their students are in terms of the use of computers and other technology resources. <span style=""> </span>The teachers are required to participate in three, two-day training events and one online meeting.<span style=""> </span>The online meeting is crucial because it puts everything the teachers learn in the training events to work and the teachers can actually use what they have learned. <span style=""> </span>In addition, the teachers are able to evaluate if they need another tutorial session or if they are good to go and can use the technology tools in the classroom. <span style=""> </span>This article shows a sample of one of the schedules used at the meetings and the schedules incorporate a lot of time for the teachers to collaborate with one another. <span style=""> </span>This gives each teacher the opportunity to think of the technology on a bigger scale, not just the usage in their classroom. <span style=""> </span></p> <p class="MsoNormal">Q: Do these meetings really give teachers the full capability to use technology in the classroom?</p> <p class="MsoNormal">A: I think it would at least give the teachers an idea. <span style=""> </span>If will take practice and trial and error to see where the technology works the best in their curriculum and where it doesn’t.</p> <p class="MsoNormal">Q: Do teachers have to pay to go to these meetings of does the school pay?</p> <p class="MsoNormal">A: I think at some schools it is a requirement and other schools it is just recommended. <span style=""> </span>At the schools that require the teachers to go, I would assume they would pay for it. <span style=""> </span>At the schools that either recommend it or do not mention it at all, I think the schools would still pay for it if the teacher requested to go. </p>Courtneyhttp://www.blogger.com/profile/11424023159160883338noreply@blogger.com0tag:blogger.com,1999:blog-5723288512887282248.post-37898293071879503882009-02-25T12:32:00.001-08:002009-03-02T09:34:09.464-08:00Web Quiz<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRcO0eFISuh0mtbDquwIT3wc09G0CX_ywnwZ4QjfywYXYqWpaoJHnzDrpNJV9xmo5dQG9SFd2qp8_HkZirUlAUcO_JRWxY_xx94u7_Urh42iDjeWeBupGqx2nbQP0jnbGAIepHlqnxiq3n/s1600-h/Courtney+Moore-web-quiz.jpg"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 320px; height: 226px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRcO0eFISuh0mtbDquwIT3wc09G0CX_ywnwZ4QjfywYXYqWpaoJHnzDrpNJV9xmo5dQG9SFd2qp8_HkZirUlAUcO_JRWxY_xx94u7_Urh42iDjeWeBupGqx2nbQP0jnbGAIepHlqnxiq3n/s320/Courtney+Moore-web-quiz.jpg" alt="" id="BLOGGER_PHOTO_ID_5306835694266767986" border="0" /></a><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br /> <b style="color: rgb(204, 102, 204);">Software Review: Learning.com</b><br /><br /><span style="color: rgb(204, 102, 204);">Web Browsing: Grades 6-8</span><br /><b><br /><span style="color: rgb(255, 0, 0);">Browsing Basics<br /><br /></span></b><b> 5.</b> <b>Digital Citizenship<br /></b> Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:<br /> a. advocate and practice safe, legal, and responsible use of information and technology.<b><br /></b><b> 6. Technology Operations and Concepts<br /></b> Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: <br /><table class="zeroBorder" border="0" cellpadding="1" width="100%"> <tbody> <tr> <td width="10"> a. </td> <td width="96%"> understand and use technology systems. </td> </tr> </tbody> </table><br /><table class="zeroBorder" border="0" cellpadding="1" width="100%"> <tbody> <tr> <td width="10"> b. </td> <td> select and use applications effectively and productively. </td> </tr> </tbody> </table> <span class="TextLabel" id="ctl00_ContentPlaceHolder1_ItemViewControl_DescriptionValueLabel_Normal"><br /></span><b><span style="color: rgb(255, 0, 0);">URLs</span><br /></b> <table class="zeroBorder" align="center" border="0" cellpadding="1" width="90%"> <tbody> <tr> <td width="18"> <b>1.</b> </td> <td width="96%"> <b>Creativity and Innovation</b> </td> </tr> <tr> <td width="18"> <br /></td> <td> <p> Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: </p> </td> </tr> <tr> <td width="18"> <br /></td> <td> <table class="zeroBorder" border="0" cellpadding="1" width="100%"> <tbody> <tr> <td width="10"> a. </td> <td width="96%"> apply existing knowledge to generate new ideas, products, or processes.<br /></td> </tr> </tbody> </table> </td> </tr> </tbody> </table><br /><table class="zeroBorder" align="center" border="0" cellpadding="1" width="90%"> <tbody> <tr> <td width="18"> <b>2.</b> </td> <td> <b>Communication and Collaboration</b> </td> </tr> <tr> <td width="18"> <br /></td> <td> <p> 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: </p> </td> </tr> <tr> <td width="18"> <br /></td> <td> <table class="zeroBorder" border="0" cellpadding="1" width="100%"> <tbody> <tr> <td align="left" valign="top" width="10"> a. </td> <td width="96%"> interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. </td> </tr> </tbody> </table> </td> </tr> </tbody> </table><br /><br /><b>6. Technology Operations and Concepts<br /></b> Students demonstrate a sound understanding of technology concepts, systems, and operations. Students<br /> a.. understand and use technology systems.<br /><table class="zeroBorder" border="0" cellpadding="1" width="100%"> <tbody> <tr> <td width="10"> b. </td> <td> select and use applications effectively and productively. </td> </tr> </tbody> </table><br /><span class="TextLabel" id="ctl00_ContentPlaceHolder1_ItemViewControl_DescriptionValueLabel_Normal"><br /></span><b><span style="color: rgb(255, 0, 0);">Web Searching</span><br /><br /></b> <table class="zeroBorder" align="center" border="0" cellpadding="1" width="90%"> <tbody> <tr> <td width="18"> <b>3.</b> </td> <td> <b>Research and Information Fluency</b> </td> </tr> <tr> <td width="18"> <br /></td> <td> <p> Students apply digital tools to gather, evaluate, and use information. Students: </p> </td> </tr> <tr> <td width="18"> <br /></td> <td> <table class="zeroBorder" border="0" cellpadding="1" width="100%"> <tbody> <tr> <td align="left" valign="top" width="10"> b. </td> <td> locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. </td> </tr> <tr> <td align="left" valign="top" width="10"> c. </td> <td> evaluate and select information sources and digital tools based on the appropriateness to specific tasks. </td> </tr> </tbody> </table> </td> </tr> </tbody> </table> <table class="zeroBorder" align="center" border="0" cellpadding="1" width="90%"> <tbody> <tr> <td width="18"> <b>4.</b> </td> <td> <b>Critical Thinking, Problem Solving, and Decision Making</b> </td> </tr> <tr> <td width="18"> <br /></td> <td> <p> 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: </p> </td> </tr> <tr> <td width="18"> <br /></td> <td> <table class="zeroBorder" border="0" cellpadding="1" width="100%"> <tbody> <tr> <td align="left" valign="top" width="10"> c. </td> <td> collect and analyze data to identify solutions and/or make informed decisions. </td> </tr> </tbody> </table> </td> </tr> </tbody> </table> <table class="zeroBorder" align="center" border="0" cellpadding="1" width="90%"> <tbody> <tr> <td width="18"> <b>5.</b> </td> <td> <b>Digital Citizenship</b> </td> </tr> <tr> <td width="18"> <br /></td> <td> Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: </td> </tr> <tr> <td width="18"> <br /></td> <td> <table class="zeroBorder" border="0" cellpadding="1" width="100%"> <tbody> <tr> <td align="left" valign="top" width="10"> a. </td> <td width="96%"> advocate and practice safe, legal, and responsible use of information and technology. </td> </tr> </tbody> </table> </td> </tr> </tbody> </table> <table class="zeroBorder" align="center" border="0" cellpadding="1" width="90%"> <tbody> <tr> <td width="18"> <b>6.</b> </td> <td> <b>Technology Operations and Concepts</b> </td> </tr> <tr> <td width="18"> <br /></td> <td> Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: </td> </tr> <tr> <td width="18"> <br /></td> <td> <table class="zeroBorder" border="0" cellpadding="1" width="100%"> <tbody> <tr> <td width="10"> a. </td> <td width="96%"> understand and use technology systems. </td> </tr> <tr> <td width="10"> b. </td> <td> select and use applications effectively and productively. </td> </tr> </tbody> </table> </td> </tr> </tbody> </table><br /><span class="TextLabel" id="ctl00_ContentPlaceHolder1_ItemViewControl_DescriptionValueLabel_Normal"></span><b style="color: rgb(255, 0, 0);">Validity and Sourcing</b><br /><span class="TextLabel" id="ctl00_ContentPlaceHolder1_ItemViewControl_DescriptionValueLabel_Normal"></span><br /><table class="zeroBorder" align="center" border="0" cellpadding="1" width="90%"> <tbody> <tr> <td width="18"> <b>1.</b> </td> <td width="96%"> <b>Creativity and Innovation</b> </td> </tr> <tr> <td width="18"> <br /></td> <td> <p> Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: </p> </td> </tr> <tr> <td width="18"> <br /></td> <td> <table class="zeroBorder" border="0" cellpadding="1" width="100%"> <tbody> <tr> <td width="10"> a. </td> <td width="96%"> apply existing knowledge to generate new ideas, products, or processes. </td> </tr> </tbody> </table> </td> </tr> </tbody> </table> <table class="zeroBorder" align="center" border="0" cellpadding="1" width="90%"> <tbody> <tr> <td width="18"> <b>2.</b> </td> <td> <b>Communication and Collaboration</b> </td> </tr> <tr> <td width="18"> <br /></td> <td> <p> 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: </p> </td> </tr> <tr> <td width="18"> <br /></td> <td> <table class="zeroBorder" border="0" cellpadding="1" width="100%"> <tbody> <tr> <td align="left" valign="top" width="10"> a. </td> <td width="96%"> interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. </td> </tr> <tr> <td align="left" valign="top" width="10"> b. </td> <td> communicate information and ideas effectively to multiple audiences using a variety of media and formats. </td> </tr> </tbody> </table> </td> </tr> </tbody> </table> <table class="zeroBorder" align="center" border="0" cellpadding="1" width="90%"> <tbody> <tr> <td width="18"> <b>5.</b> </td> <td> <b>Digital Citizenship</b> </td> </tr> <tr> <td width="18"> <br /></td> <td> Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: </td> </tr> <tr> <td width="18"> <br /></td> <td> <table class="zeroBorder" border="0" cellpadding="1" width="100%"> <tbody> <tr> <td align="left" valign="top" width="10"> a. </td> <td width="96%"> advocate and practice safe, legal, and responsible use of information and technology. </td> </tr> <tr> <td align="left" valign="top" width="10"> b. </td> <td> exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. </td> </tr> </tbody> </table> </td> </tr> </tbody> </table> <table class="zeroBorder" align="center" border="0" cellpadding="1" width="90%"><tbody><tr><td width="18"><b>6.</b></td> <td><b>Technology Operations and Concepts</b></td> </tr> <tr> <td width="18"><br /></td> <td>Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:</td> </tr> <tr> <td width="18"><br /></td> <td> <table class="zeroBorder" border="0" cellpadding="1" width="100%"> <tbody> <tr> <td width="10">a.</td> <td width="96%">understand and use technology systems.</td> </tr> <tr> <td width="10">b.</td> <td>select and use applications effectively and productively.</td></tr></tbody></table></td></tr></tbody></table><br /><b><span style="color: rgb(204, 51, 204);">Mini Review:</span><br /><br /></b> This series of information helped me to understand where new users of the internet and other technologies need to start. This series gives students the basics. Also, this tutorial might be helpful for the older generation that did not grow up with the internet and computers. The only barrier I could predict when using this product in a classroom would be interest. At this point the internet is being used by students at a very young age, if not in the classroom than at home, and students at this grade level, 6-8, might not have an interest in learning the basics because they already know how to use the internet and other technologies. On the other hand, I do think it is important to educate all students and internet users regarding the importance of digital citizenship and the duty each user has to only post accurate information and proceed with caution on the internet. I did not face any problems while using this program. I thought it was very user friendly, a little slow paced, but very user friendly and easy to use.<b><br /></b><br /><b><br /><span style="color: rgb(204, 51, 204);">Citation:</span></b><br /><br />Learning.com. (n.d.). <i>Web Browsing: Research and Citing Sources</i>. Retrieved March 2, 2009, from http://platform.learning.com<br /><i>National Educational Technology for Students 2007</i> (2007). Retrieved March 2, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/<br /> NETS_for_Students_2007.htmCourtneyhttp://www.blogger.com/profile/11424023159160883338noreply@blogger.com0tag:blogger.com,1999:blog-5723288512887282248.post-87171509150191848432009-02-25T12:10:00.001-08:002009-03-04T22:38:25.909-08:00blog post #4<p class="MsoNormal" style="margin-bottom: 0.0001pt;"><span style="font-size:100%;">Passport to Digital Citizenship</span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt;"><span style="font-size:100%;">By: Mike Ribble</span></p> <p class="MsoNormal" style="margin-bottom: 0.0001pt;"> <span style="font-size:100%;">This article, “Passport to Digital Citizenship” written by Mike Ribble explains a conference that ISTE held to refresh teachers regarding new policies, tools, and techniques.</span> <span style="font-size:100%;">At this conference, the ISTE updated the audience on a new policy regarding the internet and students’ usage of the technology put in the classroom.</span> <span style="font-size:100%;">Also at this conference, ISTE introduced a new book titled </span><u>Digital Citizenship in Schools</u><span style="font-size:100%;">.</span> <span style="font-size:100%;">This book released the nine elements of digital citizenship.</span> <span style="font-size:100%;">Some of these elements included the legal rights and regulations in terms of the use of technology, the privileges and freedoms of digital citizenship, and the risks attached to using the internet and technology.</span> <span style="font-size:100%;">The elements help outline the ethical aspects as well.</span> </p> <p class="MsoNormal" style="margin-bottom: 0.0001pt;"> <span style="font-size:100%;">Next the article explains a cycle of integration of technology into the classroom and how to use technology properly as well as educate students on the appropriate manner in which to use technology in the classroom.</span> <span style="font-size:100%;">I found this article extremely interesting.</span> <span style="font-size:100%;">Now that technology is such as large aspect in our lives, it is challenging to introduce the proper usage of technology to a new generation.</span> <span style="font-size:100%;">Even the current technology users need an update on the ethical ways to use the internet as well as other technologies.</span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt;"><span style="font-size:100%;">Q: Do students need to learn the basics in a classroom?</span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt;"><span style="font-size:100%;">A: I don't think that it is necessary. These days everyone knows how to use the internet and I don't think that it is necessary to waste time in the classroom to teach them. It is important to teach the ethical aspect but not the basics.</span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt;"><span style="font-size:100%;">Q: Is this conference a requirement?</span></p><p class="MsoNormal" style="margin-bottom: 0.0001pt;"><span style="font-size:100%;">A: I hope it is not a requirement, I would assume not, but it is different for every district. This meeting seems like it would be really long and dragging.<br /></span> </p>Courtneyhttp://www.blogger.com/profile/11424023159160883338noreply@blogger.com0tag:blogger.com,1999:blog-5723288512887282248.post-29513273873365007202009-02-18T09:11:00.001-08:002009-02-18T09:22:55.413-08:00Teacher's Weekly<span style=";font-family:arial;font-size:100%;" ><span style="font-size:180%;"><b><div id="wjpk" style="padding: 1em 0pt; text-align: left;"><span style="font-size:78%;"><a id="publishedDocumentUrl" class="tabcontent" target="_blank" href="http://docs.google.com/Doc?id=dcc9v6b3_8hdztchhg">http://docs.google.com/Doc?id=dcc9v6b3_8hdztchhg</a></span><br /><img style="width: 438px; height: 76px;" src="http://docs.google.com/File?id=dcc9v6b3_12cqr9msg7_b" /></div></b></span></span><h1 style="font-family:arial;"><span style="font-size:100%;">February 2009</span></h1><h1 style="font-family:arial;"><span style="font-size:100%;">"What I Hope to Bring to the Classroom"</span></h1><span style=";font-family:arial;font-size:130%;" >Jennifer Short</span><br /><br /><p class="MsoNormal" style="margin: 0in 0in 10pt;font-family:arial;"> <span style="font-size:100%;">For as long as I can remember, I have been attracted to teaching. I enjoy<br />learning and I enjoy spreading information that I have learned to<br />others. For the past five years I have been teaching ski and<br />snowboarding to all ages. For the past 3 years, I have been working<br />intently with a ski and snowboarding program that caters to those<br />individuals with disabilities. I understand that teaching on the snow<br />is quite different than teaching in a classroom, but through my<br />experience I have learned a great deal, some of which I will carry into<br />my own classroom.<br /></span></p><p class="MsoNormal" style="margin: 0in 0in 10pt;font-family:arial;"><span style="font-size:100%;"><br />I am going into teaching because I think that everyone deserves to have a<br />great teacher. I remember my own grade school teachers, the good and<br />the bad alike. I also remember what wonderful impressions that the good<br />teachers left on me and how they furthered and influenced my everyday<br />life. I can only hope that I have that influence on a life.<br /></span></p><p class="MsoNormal" style="margin: 0in 0in 10pt;font-family:arial;"><br /><span style="font-size:100%;">In my classroom, I hope to create a warm and welcoming environment, one of<br />learning and one of acceptance. In today’s society, the norms are<br />praised and the seemingly “different” are looked down upon.<br />Furthermore, people are generally “afraid” or “unsure” about the<br />unknown. We cannot get around the fact that the disabilities <i>are</i><br />noticed by onlookers, but as special education teachers, I believe that<br />it is our duty to educate the onlooker about what the disability <i>is. </i>With this information of the unknown we can strive towards further classroom acceptance.<br /></span></p><span style=";font-family:arial;font-size:100%;" >Jenny Short</span><br /><p class="MsoNormal" style="margin: 0in 0in 10pt;font-family:arial;"> <span style="font-size:100%;">Jennifershrt8@gmail.com</span><br /><span style="font-size:100%;">http://shortj422.blogspot.com/ </span><br /></p><div face="arial" style="padding: 1em 0px; text-align: left;" id="ebws"><img src="http://docs.google.com/File?id=ddq8th7p_153dfc57fv_b" style="width: 164px; height: 221px;" /></div><span style=";font-family:arial;font-size:100%;" ><br /></span> <hr style=";font-family:arial;font-size:85%;" width="100%"><br /><span style=";font-family:arial;font-size:100%;" ><b><span style="font-size:100%;">Life Long Dream</span><span style="font-size:130%;"><br /><span style="font-size:85%;">By Courtney Moore</span></span><br /><div id="m89q" style="padding: 1em 0pt; text-align: left;"><div id="o.26" style="padding: 1em 0pt; text-align: left;"><img src="http://docs.google.com/File?id=dcc9v6b3_9mjc328dk_b" height="179" width="86" /><br /></div></div></b> When I get into a classroom, I think I will be more hands off. I will lecture a little bit but I would hope that most of my class will be a discussion. I want my students to be running the discussion with me just guiding it. By the eleventh grade students know how they learn best and what they need to do to get the important information into their minds. By this time, students are mature enough to have mature conversations inside a classroom without embarrassing other students for not knowing the answers or asking "stupid questions". Also the students are mature enough to be held accountable for the work they were assigned. I will hold my students accountable but also not assign busy work. I want them to understand the fundamentals of the class as well as the United States and I want them to be excited about it as well.<br /><br /> I have experienced fear of becoming a teacher but never doubt. When I was in Kindergarten, each day Mrs. Wilson would choose a student and would ask them the same questions: Your name, your birthday, if you have any pets and/or siblings, and what you want to be when you grow up. She would write all the answers down on a giant lined piece of poster board. My answer to the last question was that I wanted to be a teacher and a mom. That feeling and want has never gone away. I fear that I chose to be a teacher very young and have never changed my mind because this is all I know. School is all I know and where I am comfortable. I know many of my friends aspire to be doctors, lawyers, business men and women, but how do they know they are comfortable there when they have not been in a hospital situation, or a court room, or an office situation? I am comfortable in a classroom and I can't wait to run my own! If you would like to know more about me please visit <a href="http://moorec422.blogspot.com/" id="y9:2" title="my blog">my blog</a> !<br /><br />Contact information<br />Courtney Moore<br />Moore121@csusm.edu<br />CSMoore06@gmail.com<br /><br /></span><hr style=";font-family:arial;font-size:85%;" width="100%"><span style=";font-family:'Comic Sans MS';font-size:100%;" >"Teaching to the Less Advantaged"</span><span style=";font-family:arial;font-size:130%;" ><span style="font-weight: bold;"><br /></span><span style="font-size:85%;">Jennifer short </span></span><br /><div face="arial" style="padding: 1em 0px; text-align: left;" id="ebws"><div style="margin-top: 0px; margin-bottom: 0px;"><div id="ifg4" style="padding: 1em 0px; text-align: left; margin-top: 0px; margin-bottom: 0px;"><img src="http://docs.google.com/File?id=ddq8th7p_14f9ffxhms_b" style="width: 448px; height: 336px;" /></div><p class="MsoNormal" style="margin: 0px;"><span style="font-size:100%;">After I graduate, my hope is to teach mild-moderate special education<br />students. I have always been interested in the way that the brain works<br />and develops, (many times differently for different people). Growing<br />up, I was constantly around groups of people with special needs. My<br />aunt and uncle ran a "camp" that allowed these people to go out into<br />society and do things that they normally wouldn’t have the<br />opportunities to do. Events such as skiing, mountain climbing, nature<br />walks and body boarding were some of which were included in these<br />activities. In addition to this, my father taught a special education<br />Sunday school class and I taught an adaptive snowboarding and ski class<br />for individuals with special needs for several years.<img src="http://docs.google.com/File?id=ddq8th7p_18cr5v9gfb_b" id="kl.i" style="margin: 1em 1em 0px 0px; width: 120px; height: 120px; float: left;" /></span></p><p class="MsoNormal" style="margin: 0px;"><span style="font-size:100%;"> </span></p><p class="MsoNormal" style="margin: 0px;"><span style="font-size:100%;">I hope to bring my experience to the classroom in a positive way. It is<br />common knowledge that in the special education department, there is a<br />shortage of teachers. Many of these students need personalized and<br />direct attention, and many are not getting it. Many of the special<br />needs children are being made to sit-in on regular classrooms because<br />of this shortage. Although integration (to a certain extent) is a<br />healthy way of helping these specific children learn, some are not<br />ready to be put into the regular class room and some feel threatened.<br />If records show that they <i>are</i> ready to move on to a regular classroom, or if they feel comfortable and confident in doing so, than by all means, they should have the<br />opportunity to do so. It is my hope to provide these students that<br />don’t feel comfortable in a regular learning environment with the<br />one-on-one attention that they need and deserve.</span></p><p class="MsoNormal" style="margin: 0px;"><span style="font-size:100%;"> </span></p><p class="MsoNormal" style="margin: 0px;"><span style="font-size:100%;"> <a href="http://www.aboutautismlaw.com/2004_idea_california_special_education_laws.html" id="zk3r" title="California Special Education Laws">California Special Education Laws</a></span></p><p class="MsoNormal" style="margin: 0px;"><span style="font-size:100%;"><a href="http://www.cde.ca.gov/sp/se/" id="npqr" title="Califonia Department of Education: Special Education Standards">Califonia Department of Education: Special Education Standards</a> </span></p><p class="MsoNormal" style="margin: 0px;"><span style="font-size:100%;"><a href="http://www.teach-nology.com/teachers/lesson_plans/special_ed/" id="s560" title="Special Education Lesson Plans">Special Education Lesson Plans</a><br /></span></p></div></div><div face="arial" style="padding: 1em 0px; text-align: left;" id="ebws"><hr /><br /></div><div style="padding: 1em 0px; text-align: left; font-family: arial;" id="ebws"><span style=";font-family:Comic Sans MS;font-size:100%;" ><span style="font-size:180%;"><b><span style="font-size:100%;">United States History in the Classroom</span><span style="font-size:130%;"><br /><span style="font-size:85%;">By Courtney Moore<br /></span></span></b></span></span><span style=";font-family:arial;font-size:100%;" ><img src="http://docs.google.com/File?id=dcc9v6b3_10ddmcbpgc_b" style="width: 121px; height: 114px;" /></span><span style=";font-family:Comic Sans MS;font-size:100%;" ><br /><br /></span><span style="font-size:100%;"><img src="http://www.blogger.com/post-edit.g?blogID=5723288512887282248&postID=2951327387336500720" alt="" /></span><span style="font-size:100%;"> My area of interest is United States History.</span><span style=";font-family:arial;font-size:100%;" > The most interesting area of history for me is the time period of our founding fathers and the establishment of our country </span>as well as the United States involvement in World War II and the Cold War. Currently, the Cold War is my major interest. I also enjoying learning about Presidents and each of their efforts to <span style="font-size:100%;">make America the super power and the country they want it to become. </span>Each president has something that they hid from the public, some more than others. This makes politics as fun and interesting as it is. We never know the whole truth. I love to read and learn about the creation of our country. I also love learning about different religions. There are so many religions and versions of religions in the world that the learning never ends!<br /><span style=";font-family:Comic Sans MS;font-size:100%;" > As far as teaching history, I want to teach United States History. <div id="hi5w" style="padding: 1em 0pt; text-align: left;"><img style="width: 121px; height: 119px;" src="http://docs.google.com/File?id=dcc9v6b3_11d65kcsf8_b" /></div>I cannot wait to share my passion with students. Currently, US History is taught at the eleventh grade level, please see the </span><span style=";font-family:Comic Sans MS;font-size:100%;" ><a href="http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf" id="ss4r" title="California Standards for Social Sciences">California Standards for Social Sciences</a> for additional information</span><span style=";font-family:Comic Sans MS;font-size:100%;" >.<br />Eleventh grade US History is the last effort to establish some sort of<br />political knowledge and stance in students that will be voting within<br />the next year. As the saying always goes, we need to learn history to<br />learn from our mistakes and to not repeat them. The new generation of<br />voters needs to at least have the basic knowledge of the past so that<br />we don't repeat the mistakes previous generations have made.<br /><br /><br /><a href="http://www.loc.gov/index.html" id="uu1j" title="Library of Congress">Library of Congress</a><br /><a href="http://www.cnn.com/topics/" id="hqoy" title="CNN Archives">CNN Archives</a><br /><a href="http://quizhub.com/quiz/f-history.cfm" id="ux2n" title="Take a History Quiz!">Take a History Quiz!</a><br /><br /></span></div><div style="font-family: arial;" id="google_footer" class="google_footer"><p> All photos collected from Google Images February 11, 2009 in addition to private photos brought in from the authors</p></div>Courtneyhttp://www.blogger.com/profile/11424023159160883338noreply@blogger.com0tag:blogger.com,1999:blog-5723288512887282248.post-31342416183610321712009-02-16T09:16:00.001-08:002009-03-04T22:41:49.205-08:00Blog post #3Virtual Success<br />By Julie Young, Pam Birtolo, and Raven McElman<br /><br />In an article titled Virtual Success by Julie Young, Pam Birtolo, and Raven McElman, the authors explain the advantages of a school fully online. In Florida, the first statewide public virtual school in the United States opened in 1997. This school went out of the box to try and reach it's students. The students learn all the tools they need and that other students learn in a physical classroom, but online, on their own time, and from the comfort of their own home. It is home schooling, tech school, and traditional classroom all combined. Students feel the advantages of this online school because everyone learns differently. Also, some students want to focus on their Olympic or professional sports as well as other concentrations and this online school gives the students the flexibility they need to pursue them. As college students we are familiar with online classes but this gives the opportunity to high school students as well.<br />Online classes are a great way to integrate the new up and coming technology that the younger generations use every day and know. There are several ways to integrate technology and computers into the classroom. The three main types of classrooms are classrooms completely without computers also known as traditional classrooms, classrooms that meet in person throughout the week but also have an online component, or a classroom fully online. All options work for different students but it is always beneficial to have the options for everyone to choose from to cater to those hands-on students.<br />Q: Are online classes at the elementary level possible and/or beneficial?<br />A: I think it is possible but not beneficial. There are a lot of other aspects outside of the curriculum that students learn being on the campus of the school. They learn a lot of social skills that they wouldn't get from being only online.<br />Q: Would online classes be beneficial for high school?<br />A: I think they would but in small, controlled settings. Only some classes should be offered so that the student still has to be on the high school campus for some of the week. I think having an online aspect to classes would be great also.Courtneyhttp://www.blogger.com/profile/11424023159160883338noreply@blogger.com0tag:blogger.com,1999:blog-5723288512887282248.post-11319163831361514032009-02-02T09:17:00.001-08:002009-02-25T12:11:46.493-08:00Blog post #2Chatting it up Online<br />By Pamela Livingston<br /><br />This article explains a new program geared towards students at the authors of the books they are reading. This new system gives students access to the authors directly. This system is similar to the Instant Messenger that the current high school students use to chat with their friends online. In the past, students that wanted to contact the author of a book they had just finished would have to email the intended author and wait for that author to find the time to get through all of the emails and reply. Sometimes this would take months. By using the chatting system, the authors and students will meet on the site at a designated time and the students have direct access to the author. They can ask questions about the book, as why the author wrote the story, the author's motivations, etc.. Once the chat is complete, the students and teachers have access to the transcript of the conversation. This is a helpful tool to be used later in the classroom to analyze texts. <br /><br />Q1: I wounder how this would work in a high school setting. Would it be plausable?<br />A1: I think it would be plausible if more authors were to participate. There are many authors that I would like to talk with to ask what particular aspects of their stories meant from books like <span style="font-style: italic;">Catcher in the Rye</span> and <span style="font-style: italic;">Canterbury Tales</span>. There are many questions I would ask. I think that we should find a way to make this available to high school students, they would benefit greatly to a system like this.<br /><br />Q2: How can we make this system more efficient?<br />A1: First, the participants need to be vigilant at checking email and waiting for a notification of a chat request. The teachers would email the authors with a chat request using the chat website or system itself so the notification would be very visible. Then the authors and teachers would work out a time so the students can ask questions. The system should duplicate the technology used by American Online Instant Messenger and this system would work. As long as the students were prepared for the chat and had questions ready, this chat system would be extremely efficient.Courtneyhttp://www.blogger.com/profile/11424023159160883338noreply@blogger.com0tag:blogger.com,1999:blog-5723288512887282248.post-69805791085431175802009-01-30T22:00:00.000-08:002009-01-30T22:14:36.844-08:00Going on a Desktop Diet #1<meta equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 11"><meta name="Originator" content="Microsoft Word 11"><link style="font-family: verdana;" rel="File-List" href="file:///C:%5CDOCUME%7E1%5CCOURTN%7E1%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_filelist.xml"><o:smarttagtype style="font-family: verdana;" namespaceuri="urn:schemas-microsoft-com:office:smarttags" name="State"></o:smarttagtype><o:smarttagtype style="font-family: verdana;" namespaceuri="urn:schemas-microsoft-com:office:smarttags" name="place"></o:smarttagtype><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" latentstylecount="156"> </w:LatentStyles> </xml><![endif]--><!--[if !mso]><object classid="clsid:38481807-CA0E-42D2-BF39-B33AF135CC4D" id="ieooui"></object> <style> st1\:*{behavior:url(#ieooui) } </style> <![endif]--><style> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.0in 1.0in 1.0in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--> <p style="font-family: verdana;" class="MsoNormal">Going on a Desktop Diet</p> <p style="font-family: verdana;" class="MsoNormal">By Michael St. Jean</p> <p style="font-family: verdana;" class="MsoNormal"><o:p> </o:p></p> <p style="font-family: verdana;" class="MsoNormal"><span style=""> </span>This article, written by Michael St. Jean, is directed at the staff of school districts. <span style=""> </span>The article is about a school district in <st1:state st="on"><st1:place st="on">Rhode Island</st1:place></st1:state> that needed new software as well as an overall update in their computer department. <span style=""> </span>Because they did not have the funds to buy new, updated computers, the staff decided to convert their old, out of date desktops into “thin clients”. <span style=""> </span>A thin client is “a network computer without a hard disk drive, designed to be especially small so that the bulk of the data processing occurs at the terminal computer”, or central computer. <span style=""> </span>Before this choice was made the staff had to propose their idea to the school board. <span style=""> </span>They presented the budget for their converter program as being a $90,000 for terminal computers. <span style=""> </span>Then they presented the estimated costs difference of new computers including all of the updates and constant software updates as being $800,000 to $1 million in long term difference.<span style=""> </span>The school board agreed and the school district was able to proceed.<span style=""> </span></p> <p style="font-family: verdana;" class="MsoNormal"><span style=""> </span>The terminal computers were just as innovative as well as functional.<span style=""> </span>They could handle most of the necessary requirements for the students, teachers, and administration. <span style=""> </span>These terminal computers also proved to use less electricity in the lab so the energy costs decreased at the school sites. <span style=""> </span></p> <p style="font-family: verdana;" class="MsoNormal"><o:p> </o:p></p> <p style="font-family: verdana;" class="MsoNormal">Q1: If the terminal computers are able to perform the same functions as the typical desktop computers, how would it use less energy as well as not crash the terminal server?</p> <p style="font-family: verdana;" class="MsoNormal"><o:p> </o:p></p> <p style="font-family: verdana;" class="MsoNormal"><span style=""> </span>I think the terminal computers as well as the thin clients have the newest technology.<span style=""> </span>Most of the new technology is energy efficient including light bulbs and heating systems.<span style=""> </span>I don’t completely understand how the terminal computers don’t crash because it is handling all of the requests from about a hundred other computers, and at the same time!</p> <p style="font-family: verdana;" class="MsoNormal"><o:p> </o:p></p> <p style="font-family: verdana;" class="MsoNormal">Q2: If this saves so much money for the bankrupt school system in <st1:state st="on"><st1:place st="on">Rhode Island</st1:place></st1:state>, how come all the other bankrupt school systems are not using this technology?</p> <p style="font-family: verdana;" class="MsoNormal"><o:p> </o:p></p> <p style="font-family: verdana;" class="MsoNormal"><span style=""> </span>Some schools get grants from local businesses like Qualcomm and IBM.<span style=""> </span>Other schools get donations and do fundraising for many years to earn the money to buy new computers. <span style=""> </span>But there are some school districts that do not have computers for the students to use at all so maybe the school districts don’t know this kind of technology is available. <span style=""> </span></p> <p style="font-family: verdana;" class="MsoNormal"><o:p> </o:p></p> <p style="font-family: verdana;" class="MsoNormal">http://www.iste.org/AM/Template.cfm?Section=August_No_1_1&Template=/MembersOnly.cfm&NavMenuID=4077&ContentID=21651&DirectListComboInd=D</p> Courtneyhttp://www.blogger.com/profile/11424023159160883338noreply@blogger.com0