Blogfolio

Blogfolio:

1. Intro Video- Upon entering IT 365 the first day, we were able to take part in an activity that met NETS-T standard II, which is to “design and develop digital-age learning experiences and assessments.” By filming each other on phones and uploading them to our new blogs, we were “incorporating contemporary tools.” This, in turn, promoted “student learning and creativity.” The entire exercise jumpstarted the class into the mass of new technologies it would soon become, and it automatically taught us, students, new ways to express ourselves online. This assignment taught me the effect a video can have. It is much more convincing and entertaining to watch a video of one physically saying the things he/she could just as easily have typed. The main problem I encountered with this introduction video was what exactly should be said to introduce myself. I found myself running out of things to say towards the end of the video, and this made me deeply consider what sorts of things people would be interested to know about me. I solved the problem by picturing my future class of second graders on their first day of school. What do they need to know about me? I will integrate the knowledge of the introduction video by answering this very question. It is important to give your class just enough information about yourself while not boring them, which is what this assignment ultimately taught me.
2. TED Videos- The TED videos watched in class could not better be summed up than by NETS-T standard V, which is to “engage in professional growth and leadership.” Every teacher we watched speak through TED offered nothing but advice and constructive criticisms to help out the modern teaching community. Not only does this assist in the “professional growth” of current and aspiring teachers, but it also exemplifies the “professional leadership” of those strong teachers that speak on TED. Every sub-standard listed in standard V compliments the extraordinary speakers we witnessed in class through TED (“participate in local and global learning communities,” “exhibit leadership,” “evaluate and reflect on current research,” and “contribute to the teaching profession”). Embarrassingly, the thing I learned from this assignment was simply that TED offered so much for teachers. I had briefly heard of the program, but had no idea that teacher speakers were featured on the talks as well. The only problem I encountered with TED is the speakers’ content. These speakers are entitled to their opinion, but that does not necessarily have to be accepted. That is not to say that I disagreed with any of the speakers we watched in class, simply that every speakers’ views are not going to align perfectly with mine. I simply solved this problem by considering whether or not the matters they spoke on should/would be implemented in my own classroom. If the answer was no, I respected their opinion the same but did not plan to use the knowledge in my classroom. I will integrate the knowledge of TED in my classroom as a teacher through regularly watching the teachers speak. So many different opinions are offered through this program that can be used to enrich the classroom and provide teachers with many dimensions to learn from.
3. Concept Map- The production of the concept map through Inspiration reflected the principles aligned in the NETS-T standard II. This standard seeks to “devlop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals.” This assignment forced us, students, to do just this. We were free to choose our own lesson plan (as long as it aligned with the Common Core principles) in order to explore our “individual curiosities.” By setting up this lesson plan through Inspiration, we developed “digital-age learning experiences” that ultimately produced our own educational goals for our future classrooms. The assignment was extremely beneficial in shaping our minds as teachers while simultaneously giving us the freedom to do so in our own way. This assignment taught me a lot about the physical implementation of the Common Core. Though I had heard of the initiative, I had never thought of how I planned to incorporate it into lesson plans. The concept map assignment threw me into the process and resulted in my learning exactly how to align lessons to the Common Core. The problem I encountered was the one that was expected: how to create a lesson plan for a second grade classroom that held up to the high aspirations of the Common Core. I solved this problem through dissecting the Common Core Standards and simplifying them in order for them to fit a second grade assignment. This knowledge will be integrated into my future teaching in the most obvious of ways, seeing as Common Core is something I will be working with nonstop. However, I will also utilize the Inspiration tool (or some other form of concept map) in order to organize my thoughts and lessons both visually and contextually.
4. DoNotTrackMe- Downloading the DoNotTrackMe download was a perfect reinforcement of NETS-T standard IV, which seeks to “promote and model digital citizenship and responsibility.” This assignment caused all of the students of IT 365 to become aware of how closely our Internet usage is monitored on certain websites. Prior of downloading the software, we were just informed that Google monitors our searches in order to better market us. In the same way, websites monitor what we do on their sites in order to better market us with the ads that are displayed on the pages. The activity clearly brought light to the fact that we need to partake in safe internet searching and research practices. The DoNotTrackMe download does just this by monitoring and blocking websites that are tracking your searching. It even offers the capability of seeing how many and which specific websites are being blocked. From this exercise I learned that nothing online is private. I was clueless to the fact that my Google searches are being monitored so the Google can better sell me off to other online companies. I am pleased to say that I encountered no problems with DoNotTrackMe and continue to use it. I have enjoyed seeing that some sites are being blocked and that I am doing something to prevent getting tracked. This experience is extremely beneficial to the world of teaching, where hundreds of young students will now be exposed to trackers. As a teacher, I would ask permission to get all of the students’ technological devices synced with the DoNotTrackMe so that they will not be marketed while in the learning setting.
5. Augmented Reality- The augmented reality app experience was one that exemplified NETS-T standard I perfectly. This standard is to “facilitate and inspire student learning and creativity” with a heavy emphasis on “virtual environments.” The beauty of the augmented reality apps is that they provide a virtual environment that allows anyone to obtain information about objects that are directly in front of them. The article we read even stated how you are able to scan objects that sit in front of you and learn information about them by clicking on tabs located on the app. In the version I downloaded, I was able to scan labels and take pictures of objects in order to learn their origin, price, scientific name, etc. The augmented reality apps do enhance students’ creativity because they give the kids the opportunity to learn independently. They also offer a great way to broaden technological skills by offering the virtual environment. This assignment spurred my thinking on the importance of a student’s independent learning. Kids are more likely to learn when they are allowed creative freedom and a hands-on interaction. The app itself, however, caused minor problems. It seems that the free version of the augmented reality app that I downloaded was not totally perfected. It was very difficult to focus in on an object and get the app to pick up its description. I solved this problem by downloading other augmented reality applications, but found similar glitches in each of these. The knowledge I obtained from this assignment, however, will be integrated into my teaching through the iPads. If students can master this application in the classroom, it will spur their curiosity to learn at home. They will be able to utilize the augmented reality app towards broadening their learning tools.
6. Voki- The creation of the Voki avatar directly depicted the NETS-T standard I, which is to “facilitate and inspire learning and creativity.” This standard focuses on both “face-to-face and virtual environments.” The Voki website allows for a virtual teacher to speak to the parent and student at the home environment. Not only does this provide the virtual environment that is so desired, it also “promotes student reflection using collaborative tools.” The student and parent alike are able to reflect on all that the student is doing in the classroom; they can also collaborate with the teacher by communicating via Voki. From Voki, I learned that the classroom experience does not have to end with the sound of the dismissal bell. Teachers can create a virtual environment that allows parents and students to connect with them. The Voki process ran very smoothly, the only encountered problem being the upload to the blog. This, however, was easily solved by inputting a link from the Voki website to the blog, rather than simply pasting the URL into the blog post. From this assignment, I take away the knowledge that it is vital to include parents in teaching. This website tangibly showed me a way to integrate parents into the classroom virtually. Especially with the implementation of the Common Core, this is such a resourceful tool to provide parents with the option of viewing all that their child completes in the classroom. It is an extremely objective source to offer.
7. Web 2.0 Sites- By exploring the web 2.0 sites as a class, we met standard III of the NETS-T in several ways. The first of these was by “collaborating with students, peers, parents, and community members using digital tools and resources to support students success and innovation.” As classmates, we were able to collaborate and discuss different modern technologies that could be beneficial for teaching. We were also able to learn ways to “communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.” We did this by discovering countless digital websites by which we could learn from and teach. And finally, we got to “model and facilitate effective use of current and emerging digital tools.” We modeled them by presenting each to the class, and we taught effective use by stating ways in which the sites could be used in a teacher’s setting. Exploring the web 2.0 sites has taught me that child friendly websites need to be explored in great detail before being presented to a class of second graders. A main problem that I (and the class) encountered was the efficiency of the websites. Some websites would not work at all, others were not compatible with the iPad. Regardless, I will integrate this knowledge into my further teaching by always having a backup plan. There are no guarantees that technologies will hold up in your time of need, so you must always come to your classroom equipped with backup plans.
8. Website- The website assignment met NETS-T standard IV, which is to
“promote and model digital citizenship and responsibility.” The first reason this standard applies to the given assignment is because the majority of the class created their website on the premises of online responsibility and digital citizenship. Secondly, we were taught throughout the creation process how to avoid copyright violations and illegal use of online information. Citing was necessary for every picture, paraphrase, and video in order to model proper use of how to safely use online information. Personally, I learned much about digital citizenship through this assignment. Prior to creating my own website, I was not aware that pictures demanded the same sort of citation that text does. Problems I encountered while creating the website were mainly graphic issues and the process of learning how to use the Google sites application. I solved the problems through exploration of the tool and asking peers how they solved such problems. Solving this simple problem broadened my knowledge of the organization of Google sites and can be applied to later projects. The age I end up teaching will influence how I integrate the information I learned from this website into my teaching. If teaching an older age group, I would absolutely create an assignment around each student making their own website. This would provide a hands-on way to walk students through the different aspects of digital citizenship and how to respect others’ information. If teaching a younger group of students, I would simply take teach the concept of digital responsibility on a more basic scale.
9. Movie- The Movie Maker project directly aligned with the NETS-T standard number I, which is to “facilitate and inspire student learning and creativity.” We were taught new concepts by creating a movie while still having free reign to expand creativity. In this way, the project sought to “promote, support, and model creative and innovative thinking and inventiveness.” From this assignment, I learned the difficulties in technology as I experienced technical problems. Saving and uploading is a process that can always go wrong, even if the two tasks are well practiced.  For a temporary fix, I e-mailed the file to myself, but was not able to get it uploaded to my blog. To avoid this problem in the future, I will save a file in several different forms and on several different devices. I will also remember the importance of carrying a USB drive with me at all times to avoid not having a place to save something.

This class has taught me countless ways to incorporate technology into the classroom. Prior to taking this course, I knew very little about what was to be expected of me as teacher technologically, and I was not the biggest supporter of using technology in class. I can now confidently say that I can incorporate the use of technology with the Common Core, use a SmartBoard, teach from the screen of an iPad (while spanning the room), and list several websites that can be used by second graders to interactively learn. I can also confidently say that I support the use of technology in the classroom. Reading countless articles on the pros and cons of technological classrooms has shown me that technology is absolutely beneficial in moderation, and I look forward to adjusting to this new age of technological learning.
My strong points of teaching lie in organization, presentation, order, and explanation. I am strong in these because I have witnessed my mom exemplify these teaching qualities throughout my lifetime, and these traits have inevitably been passed down. I think these qualities will be useful with technology when technology is used together, as a class. My weak points of teaching are relinquishing control of the classroom and allowing independent, hands-on learning. This will be tested as students have control of their own device, as classroom volume begins to escalate, and as small groups begin to form. I know this component is absolutely vital to a child’s learning, so I will minimize unruly student independence by implementing rules. I will need to indicate to students what is considered appropriate device behavior, but I will also need to adjust to my weaknesses by allowing students their set time to complete assignments on their devices independently.
I plan to integrate technology in the classroom in as many ways possible without it overshadowing the students’ ability to learn. What I mean by that is that I will use technology wherever it is applicable as long as time restraints, grading procedures, or inability to access a device do not inhibit students from learning.
I absolutely think that a SmartBoard will be vital, as well as at least one technological lesson a day. Students need to become exposed and familiar with the concept of diverse technologies. In regards to my thoughts on blogs, I think that they are an ideal tool for some classroom settings. As for this college course, the blog is the perfect medium from students to teacher. It allows for a quick transfer of information and one that is permanent once published. For younger age groups, however, I do not support the idea of a blog because of how it exposes a child. Some would say that children need their opinion heard online from a young age. Contrastingly, I still believe the Internet is a dangerous place for young students, because once they publish something it can follow them for a lifetime.

Movie Maker Movie

Could not get it to upload.

"Kids Can't Compute" and "A Conversation with a 'Bad' Teacher" Reflections

Mike Elgan makes the point that kids today have grown up in the era of computers, yet they know less about them then older generations. He says that it is the assumption that this generation can work a computer better than any other, but they were exposed to such ease in using technology that they did not take the time to figure out the anatomy of it. He gives his personal example of owning cryptic computers in which you had to learn and memorize how computers worked in order to use one. These days, a child can pick up an iPad and work it with ease; therefore, they have no reason to be curious about how it works. Elgan brings up a point in this article that I had not previously thought of. If none of the younger generation is learning how to build/work these technologies, who will continue to produce them? Another thought this article spurred was that of too much ease for these younger generations. The fact that they have grown up receiving everything from a click of the mouse will likely result in a more spoiled nature of children than those that got entertainment from playing outside. Not only will they not know how to work the technologies, they will become a victim of the technologies. John Owens, an employee of a magazine company at the time, one day decided to go back to school in order to become a teacher. Once in the school system, he quickly realized that this school in the South Bronx did not care to see students succeed. Their main priority was showing data and proving that the students were passing. Owens only lasted a year but posted about it online. The post went viral, he was set up with an interview with MSNBC, and he later wrote a book on his experiences. This article records a short interview taken with him on the experience. Though this school differs from many found in Mississippi or Alabama, I fear that schools here will soon be behaving like this with the implementation of the Common Core, which puts a heavy emphasis on test scores and retention rates. I fully agree with Owens in that teachers should also be teaching good behavior and good character, rather than solely forcing them to pass. I was most shocked by the little girl who approached the teacher with the rape story. Legally, and much less morally, I am not sure how she was able to ignore that. If society has gotten to the point that we are willing to ignore cries of help simply because we are trying to prove a point, that is not a world I am interested in teaching in.

"From Advisees" Reflection

The advisees listed several things that would be beneficial for a teacher to know how to utilize. The first of these was the ability to work an LMS. The doctorate students believe that each aspiring teacher should know how to create a class from one of these in order to benefit their students in the future. Secondly, they recommended extended knowledge of how to work a SmartBoard or other kind of electronic whiteboard. Aspiring teachers also need to consider how to handle the concept of BYOD in the classroom, seeing as it is an extremely new concept to teaching. Finally, they recommended being very familiar with the SAMR model. Most of the concepts and tools listed I was already very familiar with. However, the SAMR model interested me because I knew so little about it. Upon researching it, I found that it is simply a model to illustrate the progression of technological learning. It offers a framework for teachers to follow as they integrate technology in the classroom and line up with the guidelines. The four aspects of the model are substitution, augmentation, modification, and redefinition. One aspect of the advisees I particularly liked was how they distinguished between teachers being given tools and the actual use of the tools. Teachers are taught to manipulate all kinds of technological tools, yet few of them are relevant or useful to teaching. I agree with the advisees in that teachers should learn to use tools that align with their classroom age and learning content.

"EDUCAUSE Sprint 2013: Beyond MOOC's" Response

This article defines the transition most higher educational facilities are making to MOOC's, which are basically massive online classrooms. It is stated that these classrooms offer more versatility and room for change than do the old, lecture style classrooms of college campuses. The benefits of MOOC's are the immediate response of a professor, the ability to work on the class at any hour, and the incorporation of simulated aspects that can supplement learning. It also states that these MOOC's offer the possibility of finishing a class based on competency rather than time. An accelerated student may finish in 3 weeks whereas one that struggles may finish in 20. The article makes clear that we have taken a shift from being the "informational age" to the "connected age." Whereas I do agree with some of the beneficial aspects of the MOOC's, there are some glaring negatives that were not mentioned. As I am currently in an online class, the most inconvenient aspect is the inability to get in contact with the professor. If your professor is not communicable by email, you have no way of getting in touch with him/her because you are not able to meet face to face. Also, I, personally, have felt that I have learned nothing from my online class, whereas I absorb substantially more information from my face-to-face lectures. Finally, I am concerned about the ability to finish a course based on competency. I would love this transition for myself, but I must say it creates a distinct division among students. Those that are not quite as fast of a learner will be notably left behind in college. Whether that is fair or not, I do not know, but it would be a definite change in how things are run.

Cyberbullying Website

https://sites.google.com/site/cyberbullyingforkids411/

Web

Erika: Bubbl.us- free concept map site. Account login is required. Very similar to Inspiration. Has the feature of importing pictures. Linoit.com- free memo website. Offers a way to post notes, pictures, videos, Word documents, and dates. Contains a calendar. This site functions off of the use of boards, and a multitude of various boards can be created. Very useful for teachers as far as agenda and planning features. Madeline: Photobucket- account required for login. Combination of Instagram and Pinterest. You are able to upload pictures and people can like or comment on them. There is also a feature that allows users to see what pictures are trending. You can search specific pictures or themes as well as share these. Free to upload a certain amount, but after that point you will be charged to buy more storage. Another tool featured is the "Edit" feature, which allows users to alter or crop their uploaded photos. Quintura Kids: search engine that is kid oriented. Maybe not the best search engine because it has very limited information. The website has potential, but it does not have access to enough information. Limits searches to kid friendly sites, but does not provide extensive topics. Callie: Duck Duck Go*- search engine tool. Easy teacher use. Directs all searches to information that is specific. It contains a filter bubble that pulls up valid resources rather than blogs. Has more extensive information than Quintura Kids. Go Gooligans- search engine for kids and teens. Simple, safe, and kid oriented. Pop-up accessible keyboard for people with disabilities. However....it will not go through with a search. Overall it does not work and needs to be revised. Rebecca: Padlet- basically a blank wall. Students go on website and post their comments. Notes can be posted on this site. Text2mind map- concept map. Able to type an outline and then "create" the map. Not alot of customizable options. Brittany: Stormboard- you can create different boards, invite users Social Studies- teachers can post questions and kids can answer and like them. Ally: Instagrok***- mixture of a concept map and a search engine. Creates a concept map out of your search. Very useful for teachers and classrooms. Offers videos, pictures, facts, etc. You can slide the difficulty button in order to set appropriate age range for the data. Journals offered at top bar. Quizzes are offered bases on the subject you search. Only downside is that ads are displayed on the side. Kidtopia*- search engine developed by a school library. The website offers many different subjects that specifies a search. Victoria: Slime Kids*- School Library Media Kids. search engine website that is a directory for various search engines. Kids Click! was her favorite search engine offered. An authors page is offered to take you directly to popular children's authors website. Games and book trailers also offered. Wiki Summarizer- takes search and summarizes the wikipedia results of that search. Develops a sort of concept map that you can edit. You can also display results in a tree view or a keyword cloud. Tommi: Pearltrees*- A place to college and share everything you like on the web. combination of pinterest and a concept map. Collecting ideas via a pearltree. You can create a category or select a website. This is a way to store websites that you favor under topical categories. I think this would be beneficial for projects to collect sources and information and store it in one location. NetVibes- "Dashboard Everything." combination of pearltree and a google search. you have dashboards that correlate to whatever you search. It saves the searches, so if you are doing a project then you can refer back to it. Mary Catherine: Glogster- online poster boards. You can create a timeline and drop images and information into the timeline space. Audacity- a free download. record music or any type of audio, such as speeches, reading, etc. one of the best free music/recording editing sites. Used often for bands. Could be used in the classroom by students making songs or other projects. Lauren: Vimeo- create and share videos. Similar to YouTube. You can also search videos on the site. Word Press- blog site where you can create and follow blogs, as well as find friends. more difficult but allows more flexibility. Allows you to reblog. Deanna: Ever note- Save ideas, tasks, projects, files, and more. Makes them available where ever you go. Has an accompanying app. You can search within your notes. Seems very beneficial for college students. Nicole: Compfight**- similar to Google images. free to download. allows you to download different sizes of the pictures. has a creative commons license. Diigo- you can build a library, organize and share info, have friends. Would work to share info with teachers. Emily: Blabberize- allows you to insert an image and construct a mouth to talk for the image. Could be used for school projects. Easel.ly**- create vhemes or visual themes. similar to a graphic organizer or concept map. Allows you to visually publish ideas. could be used for meetings, to show the class something, etc.. Britneii: Animoto*- upload pictures to create a video and allows you to add your own background to them. You can also add videos and text. The free version allows only 30 seconds. You can add your pictures to pre-made template backgrounds. Book Builder- allows you to create your own book. You can read books, create them, or share them. It allows kids to explore multiple languages. Weebly- helps people make their own website and blogs. can insert audio and videos. slideshows are included. highly recommended. Storyboard*- offers a section called education themes that offer videos people have made for classroom use. "Storyboards" are basically videos/moving images. Tiffany: Tagul- just like Wordle. This website isn't as limited as Wordle. You can make the words into any shape offered. You can also choose different fonts and colors. You can buy merchandise with your creation. Edmodo*-basically a facebook for teachers. Different categories are offered, such as Computer Technology. Teachers can ask questions and offer comments to assist one another. Socrative***- website that teachers can use to create quizzes, tests, and games for their students. Jonathan: Podbean- kind of like iTunes podcast. You can publish them and look them up. A teacher could post lectures if they taught college level. If you use enough of it, you have to pay for it. You can also post videos. Pixton- make online comic strips. you can allow characters to interact. Would be beneficial for english classes to tell stories and stuff. iCloud- same thing as on the phone, but you can also access the website. You have access to pages, numbers, and keynote via the website. Infogr- you can make charts and stuff. Would be very beneficial to make comparisons as a teacher.

"Common Core in Action" Reflection

This article introduces the concept of the LDC, or Literacy Design Collaborative. This is simply a process in line with the Common Core that helps students develop better literacy and comprehension skill, especially for the areas of science and history. The article follows two teachers who implemented this procedure in their classrooms and saw phenomenal results. The LDC enforces very research based writing and uses this to accompany the learning done in class. The LDC is great, the Common Core is great, and whatever else new the school system wants to create is great, but I am almost sick of seeing new principles come out when every school is so far from being at the same point in the process of switching to Common Core. This was created in order for their to be uniformity across the United States, and I can attest to the fact that it is a current disaster. For example, these high school students are doing intense critical thinking, advanced writing, and obtaining crucial literacy skills. They are currently at about the same level I am as a college sophomore. Contrastingly, my high school brother is being talked at by the teachers and has never before heard the term Common Core before. So when I read these articles of these prized teachers who "invented" their own lessons for the Common Core, I want to react by saying "wait for the rest of us."

"Evolving Classroom Education" Reflection

This article recognizes the issue that, as technology is implemented within school systems, it will have to undergo constant update as newer models of the technological devices are invented. Three methods are suggested to limit the amount of update that will have to occur. BYOD (Bring Your Own Device) is a term most are familiar with; the benefit of this is that students will bring their up-to-date devices to class as they receive them with a personal budget. The second is NUI, or natural user interfaces, which incorporates the use of motion activated tools such as the Nintendo Wii or the Xbox Connect. The final, and most vague, method is the personal learning environment. The only explanation offered is that it gives students their own method of learning to adapt to their learning style and pace. Little other description is provided and I was left very unclear with the concept. The article ends by saying that technological advances need to sweep into public schools much quicker than they seem to be doing currently. Overall, I felt the article covered valid points that could save school systems money. However, I absolutely do not believe that these suggestions will in any way solve the problem of new technologies developing far faster than school can purchase them. This will forever be a repercussion of integrating technology this forcefully into school systems. I happen to not agree with the statement on which the article ends. I do not believe that the technological movement should occur as a "forward movement at a rapid pace." In fact, I think that this is the main reason why problems have arisen thus far. School boards as well as the nation need to ease into the process in order to recognize errors and raise new questions before the entirety of our nation becomes entrapped in yet another failure of the educational system.

Voki

Bully

There is no one solution to bullying, nor is there a way to completely rid of it in schools. There are ways to lessen the prevalence of bullying, however. The only way I see that bullying can be helped is through the attentiveness and responsiveness of school faculty. Schools need a counselor whose main goal is to assist in problems resulting from bullies. It is the job of whoever sees the problem (mainly teachers) to report the student to the school counselor. The school counselor, in turn, should dictate the process of punishing the bully. I think its important to have an employee who takes action upon the problem and consults with those students he/she feels are being bullied. This is the key to fighting bullying and to giving those that are being bullying a feeling of self worth that has been robbed of them.

"Augmented Reality Snags a Coveted Spot in Classrooms" Reflection

Laura Devaney writes this article to inform readers about the next evolutionary turn in the classroom: augmented reality apps. She describes the apps as tools that offer information when you scan by an object or area. An example she uses is holding an iPad up to a historical painting. The app will display popups that allow the student to click on historical information about the painting, sounds to listen to while observing it, etc. The introduction of these apps can add depth and a new future to technological learning.

I personally love the idea of using augmented reality apps in the classroom. Despite what other teaching professionals may argue, I believe that students learn best from interaction. This form of interaction simply requires the assistance of technology, rather than technology consuming the entire activity. However, the technology very much enhances something that a student may have learned very little from without it (ex. the painting). My mom's second grade classroom will soon be receiving iPads that they must center around certain lesson plans in the classroom. I cannot think of a better way for second graders to learn from a iPad than from this type of app. It offers the opportunity for the teacher to still govern and plan what is learned, students to learn from interaction, technology to be incorporated, and a deeper learning experience than a textbook. I see nothing but positive learning possible here. This is one of the few technological advances that has me convinced.

"Five Essentials to Create Connected Students" Reflection

Vicki Davis, a teacher and IT Administrator, writes this article alerting educators to make time for technology. Davis lists five essentials that she believes will have students better educated to participate in the real world. She refutes that students should be displaying their work on the internet rather than schools clearing it off computers each semester. Students should also be the inventors behind the apps we download rather than just the consumers of them. Her argument boils down to students having more credibility and worth than what they are given in the classroom and need to be treated as such.

Shockingly, this article gave me one good reason to stop hating on Twitter in the classroom. I am fond of the idea that students can communicate with authors via Twitter, as this would further enhance their pursuit of literary learning. I am still leery about becoming too dependent upon technology in the classroom, but I admit that this article found balance between the two worlds. Essential #4 is labeled "a strategic disconnector" and describes how students need to be taught things such as turning off their notifications while they study or learning how to put down the cell phone when having actual conversations. With technology tearing through our world at the rate it is, I suppose the least we, as educators, can do is utilize and take advantage of it.

"21st Century Skills: Why They Matter, What They Are, and How We Get There" Reflection

Ken Kay, the president of 21st Century Skills, begins this book by discussing how vital 21st century skills are in the classroom. He proposes that the nation's curriculum be based upon acquiring and teaching these skills, rather than drilling the same subjects' concepts relentlessly. Kay claims that doing well in school no longer prepares students for college nor guarantees a job later on in life. Students need to be taught and tested upon the skills of creativity, problem solving, and critical thinking in order to better prepare them for the new American society. Kay states that "With 21st century skills, students will be prepared to think, learn, work, solve problems, communicate, and contribute effectively throughout their lives" (xx). Fourteen states have already hopped on board and began to implement this program: Arizona, Illinois, Iowa, Kansas, Maine, Massachusetts, Nevada, New Jersey, North Carolina, Ohio, South Dakota, West Virginia, and Wisconsin. It is also relevant to note that Ken and others interviewed and obtained the opinion of policymakers, educators, business people, community organizations, and parent before constructing this model.

I agree completely with the framework laid out in this foreword chapter. Throughout my years of school, I have always said that we will use less than half of what all we are taught in class. Some of the most vital things for an individual to survive (how to make a resume, how to appropriately e-mail professors, how to plan for retirement, etc.) are not taught by schools. It is left up to the parents to fulfill this duty, leaving those students without responsible parents at a severe disadvantage in the professional world. However, I fear that, as Americans, we are trying to implement too much change at one time. We have recently introduced the Common Core Standards, and now this is being presented to the educational world. I do not know, for instance, how these two programs could be incorporated. If they are not somehow incorporated, they will surely divide the nation and its graduates along with it. I am also concerned with the amount of training teachers will be forced to undergo. With the example the text gives of West Virginia, every teacher is now being trained during "in-depth summer sessions" and in "follow-up web-based coaching during the school year" for which I am quite sure they are receiving no additional pay. This program involves completely uprooting our current educational system, and I am fearful as to the extra hours that would mean for teachers.

"Why Tough Teachers Get Good Results" Reflection

Joanna Lipman discusses a former orchestra teacher of hers, Mr. K, who relentlessly taught the students without sympathy. She claims that his best compliment was "not bad" and that he often referred to his students as "idiots" when they made mistakes. Lipman argues that this teaching style is the best method and provides optimal results from students. The end product is ultimately and more confident individual who has been taught to try again when you fail. The traditional teaching mentalities that Lipman says should be implemented in classrooms today are "a little pain is good for you, drill baby drill, failure is an option, strict is better than nice, creativity can be learned, grit trumps talent, praise makes you weak, and stress makes you strong." She claims that studies show that these methods produce more successful students and adults with thicker skin.

Ultimately, I agree with the basis of Lipman and others' findings on this subject. However, there are key points with which I do not agree at all. The first is the lecture style classroom that Lipman so heavily encourages. She explicitly refutes the success of collaborative and active learning methods. I can say personally that I learn little to nothing from lecture, and I am a 19 year old college student. These elementary school kids we will soon be teaching want nothing to do with lecture. I would be amused to observe the "success" of such a teaching style. Secondly, I do not agree with the tests given to students in the subject titled "failure is an option". If you distribute problems that you know your students cannot solve, that does nothing but encourage lack of self esteem. Instead, we, as teachers, should implement the concept of a challenge. Challenging classrooms encourage success; impossible classrooms encourage defeat. I could go on with my list of disagreements on this article, but honestly it boils down to what kind of educational system America is striving for. If we aim to become like the Chinese, these principles are phenomenal. However, they cannot simply be incorporated into American classrooms and be expected to blend in with the curriculum. Policies like these involve evolving the entire American educational system.

Inspiration Comments

Erika: Very interactive activities, gets students excessively involved. The bulletin board portion could be explained better in the presentation.

Jacqueline: Very presentable when approaching the presentation, looks pleasant. Could have projected towards the audience more rather than looking at the smart board.

Mary Catherine: I like how she plans to incorporate the students by letting them share their childhood stories. The eyesight challenge may be slightly irrelevant.

Jennifer: I am afraid there are too many worksheets incorporated in this lesson and the students may get bored. However, the topic is great and I think the lesson provides lots of opportunity for learning.

Amanda: Great balance of different activities. I think the students will be very interested and involved. I am not sure how the song plays into the activity though. I don't think it adds anything beneficial.

Jordan: Great projection and presentational skills. I wonder how this lesson would play into standard curriculum, however. Would this intertwine with a chapter in the science book? I like how she teaches how to utilize the library. That skill will be greatly appreciated later on.

Jonathan: I think the subject matter as well as the video clips is particularly interesting to students of this age. Maybe a more interactive activity should be incorporated as well.

Do Not Track Me

I find this download to be extremely interesting as well as necessary for computer users. I had never considered the possibility of being that heavily tracked in order to receive advertising information. After downloading I surfed the internet as usual. I was surprised to see that Instagram had no one following my actions. Facebook was a slightly higher number at three followers being blocked by the download. However, I was shocked to see that I was tracked most by online shopping. Ebay came up clean, yet the Steve Madden website had about seven people following my cyber actions. I am curious as to whether I can still be followed like that when I enter my credit card information prior to purchasing items on these websites.

Inspiration Concept Map

Forming Opinions and Comparative Studies Using School Uniform Articles

3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

I.       Form Groups

Students will be placed in groups of three to four people in order to ensure creativity expansion and equal chance to share thoughts. Forming groups allows every student to be heard. It promotes confidence for each student and allows more discussion and interactive learning to occur.

II.     Obtain Information

This step enhances the skills of listening and reading. It also helps third grade students decide what information of an article/video is important (main ideas).

III.    Form Group Consensus

Individual groups will take part in a collaborative discussion. This step enhances students' confidence in their opinion, promotes learning, and enables students to be heard. Groups will be challenged by not being able to form their own opinion. They must obtain the skill to think without bias.

IV.    Debate/Present

The debate technique allows every student to take part in class, while also giving them incentive to learn. It is designed to promote interest in the topic.

V.     Construct Report

This step maximizes students' technological skills, as well as further develops their writing abilities. Page 14 begins the activity.

Each group member will have the opportunity to have their voice heard, maximizing group discussion and creativity.

 

The class as a whole will view the video hyperlink within the activity title and then read the article (which is the same article for each group) given to each group in order to receive both sides of the argument.

Each group will take a side of the argument: either for uniforms in school or against uniforms. The group will be assigned a side in order to ensure that not every group takes one side. Each group will discuss reasons to back up their side amongst each other.

Following the presentation, classmates will have the opportunity to ask the group presenting questions to further challenge the group's thinking skills and information.

Examples of questions classmates/the teacher can ask: How will wearing uniforms help students? Will not wearing uniforms create a distraction? etc.

I.       Each group will go in front of the class to present their side, giving every member an opportunity to speak. Each group member will contribute one idea  towards backing up their claim.

Using Microsoft Word, students will construct a report. The report will present both sides of the school uniform argument, including points made in the debate by fellow classmates.

Inspiration Maps

The Inspiration Maps app for the iPad can be of great advantage to teachers. Particularly at second grade, this app could be used to demonstrate the main ideas of a story. For example, the teacher reads a book to the class while their iPads are in front of them with the Inspiration app open. They are instructed to place the main idea of the story in the biggest thought bubble, and link supporting ideas off of it. The notes could be used to summarize why the author chose this and how he/she demonstrated it. This technique could also be used for tone, diction, character mapping, etc. It is a great way to get students active while also teaching them to pick apart a story and identify how a story comes together. The incorporation of the iPad will spark the interest of the students and enhance learning.

Spam: Delivering Malware and Advertising Dangerous Counterfeit Goods

This article warns that clicking on links within e-mails and purchasing things from these links is the number one way spam is used. The products purchased are often harmful or damaging, as they often contain parts that are cheap and dangerous. The other thing this type of spam attempts to extract is personal information. The article states that the latest trend is to send out spam through social networking sites. The sender appears to be a trusted close friend, but in reality is the source of a phisher. The tips given to prevent falling victim to spam is to look for misspelling and not give any personal information without first ensuring that it is a trusted source. If you do fall victim to this malicious practice, it is vital that you report the damage done and the source of the damage.

"Looktoogoodtobetrue" tests

1. Identity Theft- low risk
2. Are you an unwitting accomplice in crime?- low risk
3. Authentic or Counterfeit?- low risk

"Malware Analysis: Drive-By Download" Response

The scariest part of this particular malware is that the download shows no sign of infection. It simply directs you to the website with ease, and only after that is it noticeable that the download was malicious. Other signs that your computer has been infected include unfamiliar things on your computer such as apps, bookmarks, or popups. This "drive-by" malware usually leads you to more sites in order to subject your computer to more malware downloads. Fortunately, the video offered ways to combat this sort of attack: fully update programs such as Microsoft, harden your web browser, block dangerous files at your Firebox, use antivirus software.

My initial shock with the drive-by virus was the speed at which it actually occurred. I cannot comprehend how that many malicious programs downloaded onto the computer with a simple click of the mouse. I am also in awe over the fact that the user saw nothing but a new screen load: no blacked out webpage, no warning signs, nothing to caution that the computer had just downloaded something malicious. In regards to education, this is what concerns me about advancing this much in technology. I am interested to see how the education systems plan to pay for such costs as repairing hundreds of computers. Phishers will be targeting students more now than ever, and I am quite sure they will soon find a way to work around school controls.

"Safe Practices for Life Online" Answers

1. Facebook, Twitter, Instagram, Vine

2. http://www.statesman.com/news/news/opinion/facebook-comments/nZy8w/

3. Sexting: sending inappropriate pictures or sexual material via the cell phone
Cramming: to fill with haste
Cookies: information saved to your computer from a website that remembers information about you
Trojan Horse: disguised programs that harm your computer if opened
Phishing: the act of someone creatively trying to obtain your personal information
Spyware: program that spies on what you do on your computer
Rootkit: type of malware that helps one gain unauthorized access
Zombie: computer that has been attacked
(Source: techterms.com)

4. Actual student screen names can lead to students being targeted because it releases too much personal information. Trashmouth names can resurface when trying to obtain a job. IHaveOnePairOfPants, BoogerDude, and Pig are all unacceptable choices because they are immature and will reflect poorly on the student when trying to get a job or go to graduate school.

5. All of these screen names are degrading and immature. They will reflect these things from the user and subsequently cause online harassment. All of these names have a sexual connotation that emanates the need for attention.

6. All of these screen names reveal either a real name, birthdate, or hobby that the user enjoys. Experienced phishers or identity thieves will have no trouble obtaining more personal information if the basics are clearly laid out in the username.

7. Though I would not want to claim any of these usernames, I feel that the following are acceptable choices because they do not give too much personal information away: i8sushi2, Soccerstar, Puppygirl1234, Bookworm, 2BorNot2b, Choco-holic, AmrcanIdol2, SimpyMe, Watup? The rest of the names, however, give away too much bad info or have an inappropriate connotation: KeKe1995, CapitlOfens, BellaIsabella, DarkAngel666, Karla-Love-1996, gUn4hiRe, babyfaceLA.

8. OwlLover, LongWalksOnTheBeach, WinterWinds

9. My score for the password quiz was +5.

10. Most common reason: Students give their password to their friends, who then decide to use it or give it to others who use it.
Least common reason: Other students see the password as the student enters it on a keyboard.

"Use Arts Integration to Enhance Common Core" Response

This article depicts the creative side of learning and how teachers can incorporate the arts into Common Core lesson plans. It suggests that, rather than the Common Core be integrated by using the STEM, teachers use the Arts Integration instead. The claim is that it is just as effective just not as prevalently used. The article lists different activities teachers can use to make their classrooms more creative, such as the mirroring game. The most enlightening part of the article is the parallels drawn between the Common Core Standards and the Arts Integration. The article accurately convinces its audience that the  arts can result in the Common Core being more effective.

I believe that arts within the classroom are vital. Since American children go to school to receive a broad (unspecialized) education, I think the trick to a well-educated American is balance. We teach math, english, science, social studies, and even technology courses, so the incorporation of arts is deserving of the same attention. I also believe that the Common Core's implementation of critical thinking could easily translate into creative and artistic learning. The authors of the Common Core simply "forgot" to incorporate it into the curriculum. The simple solution to the loss of arts in the schools is to have it written into the Common Core, so teachers are not fearful to administer it with their students.

Common Core State Standards for ELA and Literacy

What is the purpose of the college and career readiness standards

 to ease transition of moving states for college. success in college and on the job. keeps focus on what it is teachers are preparing students for.

What are the benefits and challenges of the shift to reading and writing non fiction texts

kids must read informational texts, to mirror the reading habits of adults.
read and write to gain knowledge in their fields
understand texts and what to do with them: this helps this process
must argue based on evidence 
inserts kids into the world and reveals real issues
Where is the creative aspect of schools?
Challenge=loss of interest
Standards DON'T include special education standards

What are the benefits and challenges of having standards for science, social studies, and technical subjects

 

"John Hunter and the World Peace Game" Reflection

John Hunter currently teaches public school in Virginia. In 1977, John declared that he had found spiritual enlightenment, at which point his father pushed him to get an actual degree. He chose education and soon obtained a job in teaching gifted education. Upon asking his new employer what he does for this, the woman replied, "What do you want to do?" This question set the precedent for what was to come. In his first year of teaching, he created a game out of piece of plywood that would help the students actively learn about Africa. This interactive game has now evolved into a four foot, by four foot, by four foot plexy-glass structure that has four layers: an outer space layer, an air and space layer, and ground and see level layer, and an undersea level. Four countries are placed around the board which can be either rich or poor, and students can create the names of these countries. The goal was to see whether fourth graders could solve the problems of Africa using this plexy-glass structure. John chooses the prime minister and that designated person chooses their cabinet. Ethic and minority tensions, oil spices, famine, endangered species, and global warming are all challenges that exist within the hypothetical Africa. The fourth graders also read from The Art of War, and implement those learnings into their countries.

I find great joy in knowing that a teacher out there is teaching relevant topics that are sure to better our world. I often question whether the things we are teaching kids are even going to benefit them in the future; however, there is no doubt that this program ensures a better world and more enlightened students. The results of the World Peace Game exemplify a classroom of excited, intrigued, and concerned ten year olds, anxious to solve the pertinent issues of our world. If we could successfully implement this game into the gifted curriculum of elementary, middle, and even high schools, these students will undoubtedly be able to change the world in ways our generation cannot. My only concern is that this game would have to develop into an actual subject criteria of the classroom. If not, it will simply complicate teaching the Common Core Standards and cause teachers to fall far behind the suggested gifted education curriculum. Lack of time and funds are, as usual, the only constraints I can gather that would result from incorporating this game into more schools across the nation.

"The Common Core's fundamental trouble" Reflection

Valerie Strauss presents this article as one that offers both positive and negative aspects of the Common Core. Her positive feedback (provided by the editors of Rethinking Schools) includes the standards providing a more specific set of guidelines, reflective learning, and equality among the nation. However, she distinctively points out that the Common Core's testing program is sure to set the nation up for failure. Strauss says the the No Child Left Behind act proved that regular testing and rigorous testing standards set schools up to fail. It neither raised the testing performance of students, nor provided better collegiate preparation. Another conflict she finds in the Common Core is its lack of teacher coordination in writing them. The program is called "state" standards, but in all actuality states were not even incorporated in the process. Her third problem with the program is the heavy expenses that are to be inflicted on school systems along with it.

Of all of the Common Core articles I have read, I can sympathize with this one the most. I appreciated the incorporation of the good that the Common Core provides. My mom, who is an elementary school teacher, shared with me that the Common Core has truly helped in its attempt to provide active learning. Teachers are encouraged to ask specific students to illustrate math problems or read passages, as opposed to teachers teaching at the students. I also appreciate someone finally providing evidence on the claim that the program is not destined for success. By relating the No Child Left Behind reform, I can now clearly see the relation between the two programs. America did not find success in the first testing program, so they generated a more rigorous one. I mean, surely that will improve test scores and collegiate success, right? I think it is clear at this point that the Achille's heel of the program is the testing process, which may very well have our students dropping out at rates that limit the amount of teaching positions America will need.

"The Biggest Fallacy of the Common Core Standards" Reflection

Diane Ravitch, a historian of American education, makes it evident through this article that she wholeheartedly rejects the concept of the Common Core Standards. She provides the explanation that 45 states have adopted this program because they had the incentive of federal funds. To be eligible to receive $4.35 billion worth of government money, the states had to adopt the Common Core. Her main point is that the boosters and creators of the Common Core provide no proof of the promises they make (they will improve our national security, prepare students for college, and help restore the economy), and they have prepared for no revisions in the standards. According the Ravitch, the standards are ineffective and rob schools of more money.

Ravitch provides a very one-sided opinion of the Common Core. Though I am not sure I, myself, hold such a black-and-white view of the general Common Core program, there is a certain aspect of this article of which I hold a strong opinion. The Common Core testing results from New York speak for themselves in saying that students are not ready to have the Common Core forced upon them so quickly. With only a 31% success rate, students will be dropping out of school in a rapid movement. Here, the point could be made that all students are not meant to go to college, so this process helps filter out the students that are not college material. I agree, all students are not meant for college. However, America cannot make such an abrupt change in the curriculum so as to have straight "A" students suddenly finding themselves failing. This does nothing but discourage students and urge them to seek self-accomplishment elsewhere. Inadvertently, the Common Core testing will cause students to suffer a lack of academic confidence, rather than boosting their education to the level of other students around the world. Though I feel the article held more opinion than fact, I felt the addition of the test score success rate proved Ravitch's point that the Common Core has significant faults.

"How Teachers Are Integrating Tech Common Core" Reflection

This article provides a very optimistic view of the recently constructed Common Core Standards and the technology with which it is associated. Fred Sitkins lists multiple standards and then follows with how teachers have effectively implemented these practices with the use of technology. Among these examples are teachers' integration of iBooks, Twitter, and blogging in the classroom. He insists that the privilege of having technology in the school system broadens students' horizons and enables them to learn on a deeper level. The article closes with the notion that the Common Core is inevitably going to be inflicted on teachers across America; nevertheless, it is up to educators to decide whether or not to take advantage of the technological revolution in order to better the quality of American education for the students.

My response to this article is that of utter indecisiveness. My initial reaction is to focus on the expansion of learning through the use of the most modern technology. Being a Special Education major, I am particularly fond of the idea that disabled students can gain a sense of independence from learning by utilizing an iPad or tablet. The use of technology in general is extremely useful to the progress of disabled students. The majority of me, however, refuses to relinquish the preservation I hold on turning actual pages and having students' attention directed to the board in the front of the classroom. If every student is issued a laptop (or some other form of technological device) what purpose could a teacher possibly serve? The internet offers knowledge that far surpasses anything that one human could memorize and then project to a classroom full of students. Even if educators still serve the purpose of guiding students and keeping them on the right track, we are teaching children beginning at five years old to be dependent on technology. That thought, coupled with the thought that kindergarteners will have access to social networking sites, horrifies me. Sitkins' specific examples of children no older than seven using Twitter, iTunes U, and painting tools causes me to disagree with his suggestions on how to utilize technology. Though I believe the use of technology in moderation is beneficial and supplements learning, I do not agree that children should be exposed to social networks such as Twitter, nor do I agree that learning should become innately dependent on such technologies. Overall, I seem to support the standards endorsed by the Common Core, I just do not agree with Sitkins' methods of how teachers should approach these standards.

Introduction

Hello bloggers! My name is Madison Ralph and I am from Spanish Fort, Alabama. I am in my second year at the University of Southern Mississippi where I am studying Special Education. After receiving my bachelor's degree in this field, I plan to venture on to the University of South Alabama to obtain a master's degree in Occupational Therapy. I am a 19 girl who enjoys working with Autistic children, reading, dancing, and baking, as well as showing off my Southern Miss pride at football games. I am a proud member of the sorority Chi Omega and the Honors College program at my university. Family and faith are the two aspects of life I hold closest to my heart, as will be evident from later blogs.