Ferguson, H. (2012). By join the flock. Learning and Leading with Technology, Retrieved from http://www.iste.org/learn/publications/learning-leading/issues/june-july-2010/join-the-flock
McClintock, S. (2010). Enhance yout twitter experience. Learning and Leading with Technology, 37(8), Retrieved from http://www.learningandleading-digital.com/learning_leading/201000607?pg=16&search_term=enhance your twitter&doc_id=-1
Summary: Hadley Ferguson and Shannon McClintock Miller both share about the benefits of a professional learning network (PLN) in each of their articles, “Join the Flock” and “Enhance Your Twitter Experience.” Ferguson explains that having and using a PLN is a great way for educators to find and share ideas. Her article outlines the steps needed to embark into the PLN world via Twitter. The basics are touched on here so that any educator will have enough information to get started. Miller inspires new users of Twitter to really dive in and seek every benefit it offers in “Enhance Your Twitter Experience.” This article gives reference to various organizational methods possible through Twitter. Both articles insist that organizing information is key because Twitter allows for so much input, and the streams of ideas present are truly endless. With a tweet deck, one organizational option, users can filter their interests into visually appealing columns that are separated by topic. This way, educators can find themselves as observers of global conversations among other educators, which allows the transfer of ideas and techniques to be at its prime. Through a PLN like Twitter, teachers embody NETS 3,4, and 5 as appropriate usage of modern technology is showcased, global connections are made via internet, and learning communities in which research is contributed to are formed.
Q1: How might insisting that teachers take part in a PLN benefit classrooms and schools as a whole?
A1: Personal Learning Networks allow for quick, easy, and abundant transfer of information in nearly every subject area. If schools required teachers to become part of such networks, they could very readily open themselves to a flow of information from others with a passion to teach similar to their own. This could be extremely beneficial, especially to students, because educators online may propose new ways of approaching material, engaging students, reaching all students, and managing classrooms altogether. With such a varied array of research available and fresh outlooks, teachers could really foster growth within their own classrooms by utilizing what applies to their students.
Q2: How would you specifically use Twitter to your advantage as an elementary school teacher?
A2: I would use Twitter as a search engine for ideas pertaining to material I was teaching as well as to share ideas I like with others who might benefit from them. By following educators and becoming part of chat groups, a hearty supply of information about education, or any topic in particular, would flow right to me. I could peruse Tweets from these sources for ideas or search specifically by tag. I might find examples of how other teachers have taught certain lessons or celebrated certain events in their classrooms and then alter them to fit my own classroom well. I like the idea of using Twitter as a source of shared knowledge so that as a teacher I can constantly better my techniques and work to reach students in unique ways.
Monday, March 11, 2013
Journal 3: "Students Need a Digital Driver's License Before They Start Their Engines"- Learning and Leading With Technology (NETS 4)
Swan, G., & Park, M. (2012-13). Students need a digital driver’s license before they start their engines. Learning and Leading with technology, 40(4), Retrieved from http://www.learningandleading-digital.com/learning_leading/201212?pg=28&search_term=driverslicense
Summary: Gerry Swan and Marty Park outline the importance of teaching online responsibility and etiquette by comparing the situation to new drivers on the road. As it would be dangerous to allow drivers to take on the responsibility of driving without any training, it is dangerous for students to venture into the internet without knowing what they are doing. Many schools, especially ones that have a Bring Your Own Device (BYOD) policy, are requiring students to partake in an online license program that teaches the ins and outs of internet safety. Through scenarios presented throughout the program, students can understand the situations they may encounter while working online. As our society is leaning on technology more and more, it is vital that students know how to maneuver through the Internet and work with digital devices in a safe way. The Internet is a significant tool, but it can be dangerous when not approached cautiously or wisely, which is why the points in this article should be considered by educators. A program like the one Swan and Park discuss showcase NETS 4 as it touches on responsibility online and teaches safety and respect while using the Internet.
Q1: Could you aim a digital driver’s license toward a younger audience?
A1: Yes, I think that teaching digital responsibility toward younger students, even fourth or fifth graders, is a great idea. As the technological craze continues to grow, students are getting involved with the Internet at much younger ages than five or ten years ago. With this in mind, it would be silly to wait until high school to teach online etiquette. Introducing the concept of online responsibility to children may help them approach the Internet in a better, and much safer, way. This in turn would start a chain reaction of all around wiser Internet users for the future.
Q2: How can high school teachers make time for students to obtain a digital driver’s license?
A2: High school teachers could help their students become responsible Internet users by making sure they have learned about Internet safety through a digital driver’s license program. Time could be made for something like this by incorporating it into another lesson. For example, if students are doing a research project, they might be required to obtain this license before they begin their research. Teachers could tie together the credibility of sources with the credibility of the Internet as a whole. With this connection, students may be able to better internalize the caution they should take while using online resources, which includes being wise about what they read and believe.
Summary: Gerry Swan and Marty Park outline the importance of teaching online responsibility and etiquette by comparing the situation to new drivers on the road. As it would be dangerous to allow drivers to take on the responsibility of driving without any training, it is dangerous for students to venture into the internet without knowing what they are doing. Many schools, especially ones that have a Bring Your Own Device (BYOD) policy, are requiring students to partake in an online license program that teaches the ins and outs of internet safety. Through scenarios presented throughout the program, students can understand the situations they may encounter while working online. As our society is leaning on technology more and more, it is vital that students know how to maneuver through the Internet and work with digital devices in a safe way. The Internet is a significant tool, but it can be dangerous when not approached cautiously or wisely, which is why the points in this article should be considered by educators. A program like the one Swan and Park discuss showcase NETS 4 as it touches on responsibility online and teaches safety and respect while using the Internet.
Q1: Could you aim a digital driver’s license toward a younger audience?
A1: Yes, I think that teaching digital responsibility toward younger students, even fourth or fifth graders, is a great idea. As the technological craze continues to grow, students are getting involved with the Internet at much younger ages than five or ten years ago. With this in mind, it would be silly to wait until high school to teach online etiquette. Introducing the concept of online responsibility to children may help them approach the Internet in a better, and much safer, way. This in turn would start a chain reaction of all around wiser Internet users for the future.
Q2: How can high school teachers make time for students to obtain a digital driver’s license?
A2: High school teachers could help their students become responsible Internet users by making sure they have learned about Internet safety through a digital driver’s license program. Time could be made for something like this by incorporating it into another lesson. For example, if students are doing a research project, they might be required to obtain this license before they begin their research. Teachers could tie together the credibility of sources with the credibility of the Internet as a whole. With this connection, students may be able to better internalize the caution they should take while using online resources, which includes being wise about what they read and believe.
Journal 2: "Learning Without Borders"- Learning and Leading with Technology (NETS)
Sue Anderson, S. A. (2012). Learning without borders.Learning and Leading with technology, Retrieved from http://www.iste.org/learn/publications/learning-leading/l-l-december-january-2012-13/feature-learning-without-borders
Summary: Anderson shares the unique experience her high school students had in communicating globally through the Schoolwires Greenleaf program. In an attempt to further technology as an outlet for education, this program matched students from the US with students in China and designed six units around the interaction among these diverse groups of students. Each unit encompassed NETS and aimed to teach the students about appreciating differences among cultures while building global connections through the tools technology offers. The first time through this program, groups of American students were matched with groups of Chinese students, and the second time through students from each country were paired one on one as to create a more personal environment. The Chinese students had been learning English and were able to translate to English, so all communication took place in the language understood by both cultures. Anderson notes that her students were interested in the way these Chinese students had so much in common with themselves and that they embodied the same desires and dreams as the average American student despite stereotypical norms. The experience provided by the Schoolwires Greenleaf program was infused with NETS 1,3,4, and 5 as real world issues were addressed, collaborative efforts were made, online etiquette and responsibility was touched on, global awareness came about, and shared decision making occurred.
Q1: Could a program like the one Schoolwires Greenleaf offers be aimed toward an elementary audience?
A1: Yes, I think a similar experience could be crafted for younger children. If an elementary school class were to carry out this experience, it would probably be less individualized than the high school one. Teachers may need to lead discussions and assignments instead of giving students free range and responsibility to communicate with their global partners. An elementary program might be more reflective of an online pen pal system than a collaborative learning partnership, but creating global ties among children at a younger age could be very beneficial.
Q2: How would you you alter/ add to the program?
A2: In addition to the requirements and assignments this program entails, I might have students reach out to their own communities more. Maybe as students journey through the program, they could produce their own newsletter or blog that informs about their progress and simultaneously teaches a general audience interesting findings they have come across.
Summary: Anderson shares the unique experience her high school students had in communicating globally through the Schoolwires Greenleaf program. In an attempt to further technology as an outlet for education, this program matched students from the US with students in China and designed six units around the interaction among these diverse groups of students. Each unit encompassed NETS and aimed to teach the students about appreciating differences among cultures while building global connections through the tools technology offers. The first time through this program, groups of American students were matched with groups of Chinese students, and the second time through students from each country were paired one on one as to create a more personal environment. The Chinese students had been learning English and were able to translate to English, so all communication took place in the language understood by both cultures. Anderson notes that her students were interested in the way these Chinese students had so much in common with themselves and that they embodied the same desires and dreams as the average American student despite stereotypical norms. The experience provided by the Schoolwires Greenleaf program was infused with NETS 1,3,4, and 5 as real world issues were addressed, collaborative efforts were made, online etiquette and responsibility was touched on, global awareness came about, and shared decision making occurred.
Q1: Could a program like the one Schoolwires Greenleaf offers be aimed toward an elementary audience?
A1: Yes, I think a similar experience could be crafted for younger children. If an elementary school class were to carry out this experience, it would probably be less individualized than the high school one. Teachers may need to lead discussions and assignments instead of giving students free range and responsibility to communicate with their global partners. An elementary program might be more reflective of an online pen pal system than a collaborative learning partnership, but creating global ties among children at a younger age could be very beneficial.
Q2: How would you you alter/ add to the program?
A2: In addition to the requirements and assignments this program entails, I might have students reach out to their own communities more. Maybe as students journey through the program, they could produce their own newsletter or blog that informs about their progress and simultaneously teaches a general audience interesting findings they have come across.
Journal 1: 100 Things that Make Me Happy
1. God
2. My loving family
3. My boyfriend, Kevin, and his family
4. My BFFs
5. My dog Max
6. Sunshine
7. Days at the beach
8. Scrabble
9. Kind people
10. children
11. laughing
12. looking through old pictures
13. painting
14. scrapbooking
15. Just Dance
16. Being silly with my sisters Amanda and Sara
17. Making cupcakes
18. Butterflies
19. Running
20. Reading mysteries
21. Rhyming
22. Christmas lights
23. Emojis
24. Talking on the phone
25. Interior decorating
26. Talking with the elderly
27. Dancing
28. Hand- written notes
29. Pretty flowers
30. Looking at the stars
31. Mellow music
32. Tea
33. Watermelon
34. Lazy pajama days
35. The sound of rain
36. Ice cream
37. Family trips
38. Bowling
39. Passionate people
40. Family jokes
41. Learning
42. Watching movies
43. Seeing others help others
44. Alone time
45. High school memories
46. Talking to my parents
47. Polite drivers
48. Painting my nails
49. Eating outside in the sun
50. Swimming
51. Playing in the ocean
52. Friendly competition
53. Nature
54. Creativity
55. Watching my sister play softball
56. My favorite teachers
57. Writing
58. Birthday cards
59. Warm blankets
60. Human kindness
61. Glitter
62. Reading bedtime stories
63. Feeling loved
64. Ice skating
65. Penguins
66. Carlsbad beach
67. Babysitting
68. Songs I know all the words to
69. Hard workers
70. Good grammar
71. Childhood memories
72. Yearbooks
73. Scavenger hunts
74. Dressing up
75. Smiles
76. Naps
77. Watching home videos
78. Making home videos
79. Vegetable pizza
80. Puppies
81. Warm nights
82. Concerts
83. Doodling
84. Breakfast for dinner
85. Sleeping in
86. Summer vacation
87. BBQ
88. Watching basketball
89. Babysitting
90. Favorite movies
91. Carving pumpkins
92. Good days at work
93. Sharing
94. Bowling
95. My “grandma” blanket
96. Brushing my teeth
97. Massages
98. Teaching
99. Road trips
100. Friendship
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