This was a fun month for my internship. Many activities were available in which to participate.
First, I was able to discuss technology use in the district with the Human Resources Director. I was able to create some Facebook tips for teachers and submit them to the district technology blog. The Campus Instructional Technologist emails these to all the elementary teachers. I also was able to interview the superintendent concerning his experiences with teachers – wisdom learned over the years and experiences that have influenced him. I met with the sixth grade science teacher and determined that I would research Internet sites for her to use on a space lesson she had coming up. I shared simulation sites for rockets with her and a great Brain-Pop video.
I was able to meet with all the Campus Instructional Technologists and discuss the upcoming bond election and the wish list that they were developing. I also spent time developing a PowerPoint presentation that I would give to groups of sixth graders about cyber safety, cyber bullying, creating a positive online presence, manners and using social networking sites.
VI.A., VI.B., VI.C., VI.D.,VI.B., VII.A., VII.B., VII.C.,VIII.B., VIII.D.
VI.A., VI.B., VI.C., VI.D.,
Showing posts with label NETS. Show all posts
Showing posts with label NETS. Show all posts
Saturday, April 30, 2011
Friday, April 1, 2011
March 2011 Field Based Report
This month I had the pleasure of presenting a lesson on both cyber safety and netiquette to over fifty sixth graders. I first spoke to them about the necessity of realizing that whenever they are online, they are in public, even if they are alone in the bedroom. The students learned how to make sure they were using websites inside secure settings and how to seek proactively to make their settings private in all situations.
The talk also included manners for posting online. Posting past tense statements about activities, refraining from criticizing others and not using Facebook as a diary were all emphasized with the students. The students learned about how to avoid being hacked, and all the exposures they would have if they used the apps. We discussed the wisdom students needed when choosing or accepting friends. Students were encouraged to use social media in positive ways knowing that this internet history would follow them for a lifetime. I also talked to them about ways social media can help them achieve their academic goals such forming study groups online. The students were very attentive and each received a “Posting Online Takeaway Card” to keep by their computer to remind them of basic netiquette rules.
NETS Standards
I.A., I.B., II.B., III.A., IV.C.,V.A.,V.B., V.D.,VI.A.,VI.B., VI.C., VI.D., & VIII.A
The talk also included manners for posting online. Posting past tense statements about activities, refraining from criticizing others and not using Facebook as a diary were all emphasized with the students. The students learned about how to avoid being hacked, and all the exposures they would have if they used the apps. We discussed the wisdom students needed when choosing or accepting friends. Students were encouraged to use social media in positive ways knowing that this internet history would follow them for a lifetime. I also talked to them about ways social media can help them achieve their academic goals such forming study groups online. The students were very attentive and each received a “Posting Online Takeaway Card” to keep by their computer to remind them of basic netiquette rules.
NETS Standards
I.A., I.B., II.B., III.A., IV.C.,V.A.,V.B., V.D.,VI.A.,VI.B., VI.C., VI.D., & VIII.A
Wednesday, March 9, 2011
EDLD 5364 Week Three Literature Review
This week’s videos and readings focused on preparing for student-center learning that includes technology. The new information presented this week is vast and I found myself constantly thinking about what child would benefit from each new blog, website, online tool and internet source listed. The videos included followed students as they used technology in their schools.
The Pitler reading focused on meeting the needs of diverse learners through answering question two in the lesson planning queries. The second question is “which strategies will provide evidence of student learning?” (Pitler, 2007, p. 39) This question is answered in two ways – by giving formative or summative feedback. In Chapter 2 of Pitler’s book, Using Technology with Classroom Instruction that Works, the author outlines multiple ways to give formative feedback to students. Feedback, in general, should be timely, precise to a measured standard, corrective and often generated by the students themselves. Some of the suggested ways to give feedback are the use of word processing tools, grammar and spelling checkers, and readability assessments. Students’ knowledge can also be measured through classroom response systems such as “clickers” used with Smart Boards and grading software. Web resources are also available such as www.brainpop.com and www.bbc.co.uk/skillwise. Communication software can also be used to evaluate students’ writings through blogs, wikis, email, instant messaging, and video conferencing (Pitler, 2007).
Our readings from the Center for Applied Special Technology (CAST) focused on the three brain networks that research has identified that are utilized in the learning process. The recognition networks learn and retain the patterns in our world – whether that is letters, numbers or picture elements. Recognition networks are engaged in students when we provide multiple examples of the materials that must be learned. “Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples” (Rose & Meyer, 2002). Digital forms, pictures and resources provide numerous ways to meet students’ needs. Secondly, “good teachers make this process easier by highlighting the critical features of a pattern as a way of directing students’ learning” (Rose & Meyer, 2002). Emphasizing key features can be done through voice volume, face, pitch and tone; italics, bold, and enlarged text; as well as musical lessons. Thirdly, teachers who offer redundancy by presenting multiple representations of patterns give choices to students to find the best way for them to learn. Finally, connecting the new information to knowledge already attained can be done by reflecting and reviewing vocabulary (Rose & Meyer, 2002).
Strategic learning networks are the areas of the brain which support the “how” of learning. Teaching methods suggested for helping students develop these skills are – giving multiple models of a process, providing opportunities to over-learn the steps, offering many forms of feedback through various media types, and providing accommodating opportunities to prove the skill has been attained (Rose & Meyer, 2002).
Affective learning networks are what make students engaged, motivated, and attracted to learning. Choice is key to tapping into a student’s affective learning processes. Decisions in content, difficulty, context and rewards all stimulate the affective learning networks in students (Rose & Meyer, 2002).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved February 28, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/
NETS/ISTE Standards: II.A., II.B., II.E., III.A., III.B., III.C., III.D., III.E., IV.A., V.D., VI.B., & VIII.A.
ELCC Standards: 2.2, 2.3, & 6.3
TExES: Competency 2 & 6
The Pitler reading focused on meeting the needs of diverse learners through answering question two in the lesson planning queries. The second question is “which strategies will provide evidence of student learning?” (Pitler, 2007, p. 39) This question is answered in two ways – by giving formative or summative feedback. In Chapter 2 of Pitler’s book, Using Technology with Classroom Instruction that Works, the author outlines multiple ways to give formative feedback to students. Feedback, in general, should be timely, precise to a measured standard, corrective and often generated by the students themselves. Some of the suggested ways to give feedback are the use of word processing tools, grammar and spelling checkers, and readability assessments. Students’ knowledge can also be measured through classroom response systems such as “clickers” used with Smart Boards and grading software. Web resources are also available such as www.brainpop.com and www.bbc.co.uk/skillwise. Communication software can also be used to evaluate students’ writings through blogs, wikis, email, instant messaging, and video conferencing (Pitler, 2007).
Our readings from the Center for Applied Special Technology (CAST) focused on the three brain networks that research has identified that are utilized in the learning process. The recognition networks learn and retain the patterns in our world – whether that is letters, numbers or picture elements. Recognition networks are engaged in students when we provide multiple examples of the materials that must be learned. “Much of the art of teaching patterns lies in selecting and presenting numerous, effective examples” (Rose & Meyer, 2002). Digital forms, pictures and resources provide numerous ways to meet students’ needs. Secondly, “good teachers make this process easier by highlighting the critical features of a pattern as a way of directing students’ learning” (Rose & Meyer, 2002). Emphasizing key features can be done through voice volume, face, pitch and tone; italics, bold, and enlarged text; as well as musical lessons. Thirdly, teachers who offer redundancy by presenting multiple representations of patterns give choices to students to find the best way for them to learn. Finally, connecting the new information to knowledge already attained can be done by reflecting and reviewing vocabulary (Rose & Meyer, 2002).
Strategic learning networks are the areas of the brain which support the “how” of learning. Teaching methods suggested for helping students develop these skills are – giving multiple models of a process, providing opportunities to over-learn the steps, offering many forms of feedback through various media types, and providing accommodating opportunities to prove the skill has been attained (Rose & Meyer, 2002).
Affective learning networks are what make students engaged, motivated, and attracted to learning. Choice is key to tapping into a student’s affective learning processes. Decisions in content, difficulty, context and rewards all stimulate the affective learning networks in students (Rose & Meyer, 2002).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved February 28, 2011 from http://www.cast.org/teachingeverystudent/ideas/tes/
NETS/ISTE Standards: II.A., II.B., II.E., III.A., III.B., III.C., III.D., III.E., IV.A., V.D., VI.B., & VIII.A.
ELCC Standards: 2.2, 2.3, & 6.3
TExES: Competency 2 & 6
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