Zanetis. J. (2010). Beginners guide to interacting virtual field trips. L&L Publications, 37. Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
This article was centered on the process and idea of interactive virtual field trips. During this article the author discussed the different forms of virtual field trips as well as how someone could find them and access them. The two types of virtual field trips discussed were interactive and Asynchronous. Asynchronous virtual field trips are not live feeds but contain videos and sites where you can see videos and tours of the museums and so forth. One of the sites listed was efieldtrips.org. Interactive virtual field trips on the other hand are real time life feeds. These virtual field trips usually take place over video conferencing technology and can be connected to museums, offices and a variety of other places. This allows students to have a firsthand look and tour of these educational places and allows them to ask questions to the coordinators if they arise, thus allowing them to interact one on one with the tour guide. The author recommends the best way to get started is to find out if your school has video conferencing capabilities then simply find what educational institutions and museums offer such video virtual tours.
How can this be used in the classroom? This can be used in the classroom in a variety of ways. A teacher can do virtual tours of a museum to learn about history or even see a scientist do an experiment if the resources are not readily available at that school. Using these virtual tools one won’t have to find transportation, time, and money sending the children to these actual venues. With cuts in budgets this seems to be a very beneficial alternative idea.
How could these virtual field trips be transformed to work with all abilities of students? One idea that I thought of is trying to see what venues could do hearing impaired virtual tours possibly in sign language. This would help those students who were hearing impaired or special needs. Other transformations and add on to the technology might also help those who might have sight or learning disabilities.
Wednesday, April 21, 2010
Saturday, March 20, 2010
Journal 6: Collaborative Documents (NETS 5)
Collaborative documents are much like they sound. They are documents where different people come together and put their ideas together, thus collaborating on a particular document. These type of collaborations are more then just to individuals getting together formulating common ideas and putting them down on paper. With new influences in technologies now these collaborations can take place via the World Wide Web. A common tool that is used to achieve such task is known as Google Docs. This tool is the tool that I will discuss pertaining to the Classroom 2.0 assignment. Google Docs is a fairly new program that allows collaborations on documents, power points and much more. All one needs to access this tool is a Gmail account and internet access. An individual goes onto goggle.com and selects the Google Docs application. Then simply start a new document or project and you are one your way. To add people to be able to see and edit your document or project simply just click on the invite people icon and type in the individuals Gmail address. This will allow those that you added to be able to not only see your document but also add and make any changes they see fit. Another good aspect about this tool is that the Google Docs application shows you the last time the document was updated and auto saves it constantly. Tools like Google Docs are good for group PowerPoint projects or collaboration papers because instead of individuals having to make individual slides or documents then cutting and pasting they can simply just all input their information into the online Google Doc.
Thursday, March 18, 2010
Classroom Newsletter (NETS 1)
This artifact was created on word and was an individual creative piece given an example of what a future newsletter for my classes might look like. The newsletter contained original information as well as use of pictures, images and other features.
NETS Guidelines Powerpoint (NETS 2)
This artifact was a powerpoint that I put together to show some of the ways this class assignment I came up with could be used to fit into the NETS standards for students.
NETS Collaborate Powerpoint Rubric( NETS 2)
This is the NETS Powerpoint rubric for the Ed422 class at CSUSM. This rubric was created collaboratively by the students and the teacher.
Tuesday, March 2, 2010
Journal # 4: Finding Students who Learn through the Media (NETS 1)
Journal 4: Finding Students Who Learn Through the Media
Bull, G. (2010). Finding students who learn through the media. Publications L&L, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListComboInd=D
This article discussed the assimilation of web based tools into the classroom. The author discussed programs such as Primary Access and Movie Maker which allows students to combine images, film, music and other multimedia in order to make a digital work of art. This Primary Access program is created so that students will have the easiest transitioning using and making their projects on this program. A study was done to see if students preferred using programs like these instead of writing essays or doing written examinations. The study found that most times students were more passionate and spent more time working on the projects using these programs then on essays or exams.
How do programs like these in the classroom help tackle the idea of multiple intelligences? Using programs and activities like the ones mentioned in this article will help those children who are not writers or text takers use their own creative skills to show their knowledge of a particular topic. When we allow students who have different learning style experiment with different types of learning and assessments it will help them find their own strengths and weaknesses in regards to multiple intelligences.
Do you think as future educators that it would be hard to assimilate these programs into our curriculum? Speaking from myself, I believe that programs like these would be extremely beneficial to students. Instead of just giving students a list of facts and dates to memorize they get to fully analyze and creatively examine certain subjects and topics to get a different perspective and understanding. Starting small with one project or activity a year with programs like these might be a good place to start.
Bull, G. (2010). Finding students who learn through the media. Publications L&L, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListComboInd=D
This article discussed the assimilation of web based tools into the classroom. The author discussed programs such as Primary Access and Movie Maker which allows students to combine images, film, music and other multimedia in order to make a digital work of art. This Primary Access program is created so that students will have the easiest transitioning using and making their projects on this program. A study was done to see if students preferred using programs like these instead of writing essays or doing written examinations. The study found that most times students were more passionate and spent more time working on the projects using these programs then on essays or exams.
How do programs like these in the classroom help tackle the idea of multiple intelligences? Using programs and activities like the ones mentioned in this article will help those children who are not writers or text takers use their own creative skills to show their knowledge of a particular topic. When we allow students who have different learning style experiment with different types of learning and assessments it will help them find their own strengths and weaknesses in regards to multiple intelligences.
Do you think as future educators that it would be hard to assimilate these programs into our curriculum? Speaking from myself, I believe that programs like these would be extremely beneficial to students. Instead of just giving students a list of facts and dates to memorize they get to fully analyze and creatively examine certain subjects and topics to get a different perspective and understanding. Starting small with one project or activity a year with programs like these might be a good place to start.
Journal # 3: Keeping the Peace (NETS 5)
Journal # 3: Keeping the Peace
Levinson., M,. (2009). Keeping the peace. Publications L&L, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25237&DirectListComboInd=D
This article discussed a situation that came up at a middle school called Nueva. The middle school tried piloting a new program that allowed a one to one ratio of students to lap tops. Students began to widely use I –chat and instant messaging program before, during and after school and these lead to an up roar from parents. Then when they tried to ban this program from the students they responded in a similar matter. There were some parents who found this program and the software on it particularly helpful because it allowed this particular student to be able to spend time socializing with her friends since she was a commuter student. Many students had problem with the school because they didn’t know how to sensor these programs since they took place at school most times. To help combat these problems this program now has a boot camp at the beginning of school to orientate the students how to use their lap tops. In addition there are also boot camp training seminars that teach faculty members, teachers and parents how to use the computers and how to led discussion with them throughout the year.
Why might programs like the one mentioned in this article be useful to students? Programs like these are helpful to students because not only does it give them firsthand experience with different, useful, types of technology. But also helps them to be able to be more creative and reach outside the realm of an average everyday classroom. Computer technology has so many useful programs for students helping them learn about them earlier will only help them more in the end.
What also possible ways could the schools try to work more closely with the parents with this program to help so that both sides are content? The boot camp idea is a push in the right direction but I think that a major idea that has to be hashed out before hand is to show parents how far technology has change and emerged. For most parents they only see the bad of children using computers they never get to see how useful and important these computers can be to and for their child’s education.
Levinson., M,. (2009). Keeping the peace. Publications L&L, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25237&DirectListComboInd=D
This article discussed a situation that came up at a middle school called Nueva. The middle school tried piloting a new program that allowed a one to one ratio of students to lap tops. Students began to widely use I –chat and instant messaging program before, during and after school and these lead to an up roar from parents. Then when they tried to ban this program from the students they responded in a similar matter. There were some parents who found this program and the software on it particularly helpful because it allowed this particular student to be able to spend time socializing with her friends since she was a commuter student. Many students had problem with the school because they didn’t know how to sensor these programs since they took place at school most times. To help combat these problems this program now has a boot camp at the beginning of school to orientate the students how to use their lap tops. In addition there are also boot camp training seminars that teach faculty members, teachers and parents how to use the computers and how to led discussion with them throughout the year.
Why might programs like the one mentioned in this article be useful to students? Programs like these are helpful to students because not only does it give them firsthand experience with different, useful, types of technology. But also helps them to be able to be more creative and reach outside the realm of an average everyday classroom. Computer technology has so many useful programs for students helping them learn about them earlier will only help them more in the end.
What also possible ways could the schools try to work more closely with the parents with this program to help so that both sides are content? The boot camp idea is a push in the right direction but I think that a major idea that has to be hashed out before hand is to show parents how far technology has change and emerged. For most parents they only see the bad of children using computers they never get to see how useful and important these computers can be to and for their child’s education.
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