CSUSM PSA

Journal 6

In the article Connecting Depth and Balance in Class, the author Matthew S. Kuhn explains how new methods are being used to match the learning needs of all students. Many of these new methods blend educational technology with “long-established educational paradigms”, such as Benjamin Bloom’s Taxonomy and Howard Gardner’s Theory of Multiple Intelligences.

The author explains that the daily rigors of schooling prevent teachers from implementing these teaching models into their classrooms. Fortunately, education technology makes it easier for teachers to have depth and balance in their lessons, while also meeting the learning styles and intelligences of their students. This is evident in cases of schools across the nation. For example, blogs have been used to meet the verbal/linguistic and interpersonal learning preferences through online discussions, peer feedback, class notes, and the highlighting of exemplary student work. New learning software has also replaced “drill-and-practice” methods to reflect neuroscience research on how the brain learns. Thus, software like FastForWord by the Scientific Learning Corporation mirror the way people learn and apply new knowledge in their everyday lives. In short, education technology has proved to be quite useful in classrooms across the nation in improving pedagogy.

Question 1: What are some of the disadvantages to education technology?

Reflecting on the previous article The Laptops Are Coming! The Laptops Are Coming!, there are certainly issues that can arise from incorporating technology into the classroom. This includes the loss of traditional methods of teaching and learning as well as building of relationships among students, teachers, administrators, and parents.

Question 2: Will education technology make it truly easier for teachers to apply the traditional paradigms?

I feel that while there are great advantages to education technology, it will not make the day-to-day rigors of schooling that the author refers to that much easier for teachers to apply Bloom’s or Gardner’s methods in their lessons. In fact, they may even make it more difficult as introducing and integrating these technological tools will take a lot of time and effort by both teachers and students. With emerging technologies, this will be a never-ending struggle to keep up with new software and applications.

Citation
Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading, 36, Retrieved August 3, 2008, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_1&Template=/MembersOnly.cfm&NavMenuID=4077&ContentID=21318&DirectListComboInd=D

Journal 5

In the article Transforming School Communities: Creating Dialogue Using Web 2.0 Tools, Helen Soulé argues for the use of Web 2.0 tools to help “modern pedagogy and technology engage students in successful learning journeys”. These tools would teachers, administrators, and the community to better communicate with one another. According to the author, effective communication is the “glue holding the district and community together”. It is a means of advocating a school’s vision, building formal and informal support, and collaborating with constituents. Web 2.0 tools, such as blogs and podcasts are effective communication tools that would help to “expand a district’s reach, increase dialogue, and improve community support”. To utilize these tools, districts should first familiarize themselves with Web 2.0 tools and then incorporate them with the district’s communication plans. Districts should then send a clear message using easy-to-understand language and appropriate analogies. The author suggests the use of blogs, as they can integrate text, images, video, web pages, and links to “articulate, explain, and clarify” the district’s message. Blogs would also allow the community to post comments and reactions, and to clarify misconceptions and solve issues quickly.

To effectively utilize such tools, districts must get to know the audience. In order to understand their attitudes, preferences, and ideas, they can use surveys, blogs, videoconferences, and so forth to collect information from the community. School districts must also match the vehicle, audience, and message. The author explains that while the basic message should not change, districts should tailor the message to their specific audience and then use an appropriate communication vehicle. An example was the international school’s use of facebook to reach their alumni. Districts must then educate parents, students, and community members to counter any issues or opposition to the use of Web 2.0 tools. Districts must also use multiple vehicles in order to increase the chances of the message reaching its intended audience. The author also suggests that distributed material like newsletters and calendars be available on the district’s Web site or e-mail as well. Finally, networking is needed to build support and maintain a functioning relationship with the community. This would also help teachers and administrators to learn from one another through such Professional Learning Networks (PLNs) as LinkedIn or ISTE Island. In summation, the use of Web 2.0 tools would allow for better communication between school districts and the community, but it is important to tailor to specific groups and to use appropriate vehicles in order to develop effective communication.

Question 1: How can students benefit from such Web 2.0 tools?

Students seem to be left out of this communication loop although they would greatly benefit from such Web 2.0 tools. For those students who seem to constantly forget to write homework or notes down, such tools would greatly benefit them. These would also help parents keep up with what their students are doing in class, which would in turn help their kids.

Question 2: How can teachers prepare for such new methods of communication?

School districts should organize courses to introduce Web 2.0 tools to teachers, especially for those who are not familiar or comfortable with such technological tools. Monthly meeting should also be set up to update teachers and ensure that they fully understand and utilize these new methods of communication, while keeping parents in the loop as well.

Citation
Soulé, H. (2008). Transforming School Communities: Creating Dialogue Using Web 2.0 Tools. Learning & Leading With Technology, 36, Retrieved August 3, 2008, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_1&Template=/MembersOnly.cfm&NavMenuID=4077&ContentID=21317&DirectListComboInd=D

Movie Montage & Bloopers

Here's a video I created for fun with my little cousin Andrew and sister Jessa using iMovie.




Below are the bloopers from the movie.

Inspiration Graphic Organizer

Journal 4

I attended the first keynote presentation, Restructuring for Caring and Effective Education: The Possible Futures of Education by Richard A. Villa. As part of his presentation Mr. Villa addresses five questions to help determine the possible futures of education. His first question is what is the destination of education. After several answers from the crowd Mr. Villa explains that the “goal of education is the same for all children” and can be summed up in the Circle of Courage. This circle includes generosity, belonging, mastery, and independence.

The second question is who has been invited on the journey. He explains that while many have had to fight for equality in education and have won, some still continue to fight. Question three dealt with the issue of Equity vs. Excellence. He first discusses the advantages and disadvantages of excellence without equity. One advantage is the allocation of resources to “leaders of tomorrow” as opposed to others who may not benefit as much from it. One disadvantage is that this is a simplistic model that views diversity as a problem. He then discusses the advantages and disadvantages of equity without excellence. An advantage is that everyone wins, but a disadvantage is that motivation is lost and mediocrity is accepted. With this, Mr. Villa explains that a mixture of excellence and equality is needed. This “equalence” in education would level the playing field and allow for more collaboration, communication, creativity, and even fun.

The third question is how will we get there. To manage and institutionalize change would take 5 to 7 years and would require vision, skills, incentives, resources, and an action plan. Question five refers to how we will know if we’ve arrived. This would be reflected in a new culture of artistry, care, differentiation, empowerment, equalence, self-determination, and so forth. While we do not have enough time and do not always know how to utilize the time we have, students must act as advocates, decision-makers, co-teachers, and instructors to enable this change and help create such cultures in our society.

Question 1: How will the ideas presented help me as a future educator?

While I do not yet understand the bureaucracy that is involved in making such change happen, this presentation has introduced me to some of the possible futures of education and how to achieve such futures. I understand that simplistic ideals and quick changes are not the way to reach equalence in education. Instead, I will need to dedicate myself as lifetime advocate.

Question 2: Who has the power to implement such changes in our education system?

While I would like to say that teachers hold the power to make these changes happen, the resources and incentives that are needed to make such changes come from the government. And with the always-threatening budget cuts, these continue to be obstacles that prevent changes from happening.

Journal 3: Calendar

A common difficulty that teachers seem to face is the organization and sharing of their lesson plans in an easier, more convenient way. While notebook planners were the traditional means of organizing information like daily activities and scheduling, there are now online applications and computer software that do the same thing, and even more.

Some of these applications and software are referred to in the Classroom 2.0 discussion boards under the “calendar” tool. One suggested application is iCal. This Macintosh application is a calendar on which teachers may input all of their daily lessons with plenty of space for details. A nice feature of iCal is that it can be imported into the online application Google Calendar. This will allow teachers to keep others updated and to share their calendars with others, as opposed to making copies of their traditional notebook planners to hand out. Numerous online applications are further mentioned that hold similar functions and can be accessed through the World Wide Web. These include 4Teachers.org and oncoursesystems.com.

These online applications and software would greatly benefit teachers who are in need of planners that can hold more space for their detailed lesson plans and in a more organized manner. They are also more convenient for teachers who wish to share their daily lesson plans and schedules with other teachers, their supervisors, substitutes, and parents.

Journal 2

After the introduction of laptops for every student within her school district, Sahara McFarlane of The Laptops Are Coming! The Laptops Are Coming! reflects on the impact of a technologically driven school system. What she comes to realize are that there are “potential promises and perils” to using technology in the classroom. One such promise of technology is that it allows students who are more reserved and contemplative to have a voice through mediums like online discussion boards. Students also have greater access to information and tools to better complete assignments, as well as gain more technology skills needed for this digital age.

But as the author states, “universal access solves some problems, but presents new ones”. For teachers, having computers in the classroom and a technologically driven school system means having to change lesson plans to integrate these new tools and ideas. As a result, there is less time to address other important topics, such as the curriculum or behavioral problems as so much time is spent on learning new software and applications. Even more distressing is the disconnection between teachers and students\\ as they spend more time interacting with their computer instead of with each other. The author also notes that technology in the classroom is altering the way that we think and learn, such as confusing finding information with understanding information. Another significant issue is the difficulty for some to keep up with the emerging technology. One specific group that is adversely affected are ELL students who need to hear the spoken word as opposed to just reading it on online applications like blogs. Thus, the use of computers in the classroom is actually a hindrance to them due to the lack of in-class discussions and interaction. In short, after a year of integrating laptops within her school district, the author finds that while technology has some benefits and allows groups and individuals to express themselves through different means, technology may also negatively shape our relationships and way of learning.

Question 1: How can teachers integrate computers in the classroom while maintaining some of the traditional methods of teaching?

An important lesson that the author addresses is the need to avoid the over-emphasis of technology in the classroom. While it is important for schools to introduce technology into their curriculum, they must not rid of traditional teaching all together. Teachers can integrate technology in the classroom by having some assignments and discussions that require the use of computers, while also having some that require students to work together or individually without the use of technology. There must be a balance.


Question 2: To what extent do schools have the ability to monitor computers?

In the article, the author refers to the overbearing nature of the school in monitoring the use of computers by both teachers and students. This Big Brother persona that the school has taken can certainly be a distraction and even a violation of their privacy rights. While I do not how much legal power school’s have in monitoring personal laptops given to students, this will become a greater issue as more schools have laptops in the classroom, thus a line must be drawn.

Citation
McFarlane, S. H. (2008). The laptops are coming! The laptops are coming!. Rethinking Schools Online, 22, Retrieved 07 18, 2008, from http://www.rethinkingschools.org/archive/22_04/lapt224.shtml

Journal 1

In the article Extreme Makeover: Updating Class Activities for the 21st Century, the author suggests several ways in which teachers are able to incorporate Web-based applications into their classroom. These applications would allow students and teachers to publish, share, and edit their individual projects as well as others’ works. Some examples of these Web-based applications include writing tools, wikis, blogs, social bookmarks, and photosharing. The author describes these applications as “social in nature”. Thus, while these innovative tools would help to make information sharing and collaboration between teachers and students much easier, they could also pose some problems. Misuse and abuse of these applications are probable as a number of individuals are able to add on or delete work published on the web. But as the author explains, there are ways of avoiding these issues. One such preventative measure is the ability to hide work from or make work available to specific individuals. Another way to deal with such issues that the author suggests is for teachers to introduce Web-based applications while also teaching the concept of netiquette to their students. This will prepare the children as they become more involved with the Internet and continue to interact with others via the World Wide Web.

Question 1: How will Web-based applications benefit in the future as adults?

The ability to utilize Web-based applications would greatly benefit students as adults in the workforce. Living in the digital age, various occupations would require experience and knowledge of technological tools and programs. Thus, the students who learn about such social networking applications during their school years would be at a great advantage.

Not only do Web-based applications prepare students with technological abilities, but also with their intrapersonal skills. They will be able to better interact and collaborate with others, which are greatly desired traits among employers. Again, students will gain such skills by learning how to use Web-based applications and the Internet in general, in an appropriate manner.

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The article “Blogging Right Along” provides great examples of how to utilize online blog applications or online blog editors within classrooms. There are a few advantages to blogging for students and teachers that the author provides. For one, blogging allows teachers to easily identify that the students have met the objectives of the lesson. Blogging also provides greater access to important course content, especially useful for students who were absent or missed some crucial information. Finally, blogging allows teachers and students to keep track of classroom events and lessons, and serves as a great review of the course content from which students can prepare. Another useful feature to blog applications and editors is the ability to share not only print information, but also visual and audio content.

Question 2: What is a possible disadvantage to blogging within classrooms?

While there are many benefits to blogging for teachers and students alike, like all things, there may be a down side to using such applications. One such disadvantage is the reliance on blogs to attain information. Because the site would reflect much if not all the course lessons and events from class at a single site, some students may rely on the information of others through the blogs and may not feel the need to pay as much attention in class.

Despite this, there seem to be far greater advantages to blogging applications compared to disadvantages. Blogging would help teachers and students build a community of mutual benefits as they are able to share work and information within a single, more convenient space.

Citation
Shifflet, R, & Toledo, C (2008). Extreme makeover: Updating class activities for the 21st century. Learning & Leading with Technology, Retrieved July 13, 2008, from http://www.pdfdownload.org/pdf2html/pdf2html.php?url=http%3A%2F%2Fjheil65.googlepages.com%2FJournal1.pdf&inages=yes.

PowerPoint Assignment

Power Point Assignment Jb

view presentation

Newsletter

Newsletter JB(2) - Upload a Document to Scribd

Read this document on Scribd: Newsletter JB(2)

Introductory Paragraph

***1st paragraph: Introduce who you are, where you are from, and where you went to school (K-12) and college.***

My name is Jennifer Buenaventura and I am 21 years old. I am a recent graduate of Cal State San Marcos and will begin the Multiple Subject Credential program this Fall 08 semester. I live in Escondido just a couple of exits from the school. My dad is a pilot in the Marines, which has resulted in my family and I moving a couple of times across the country. During my wonderous preschool years I attended College Park in Irvine, CA. I then attended Greentree Elementary in the same city until the age of 9. By my 10th birthday my family and I had transferred to Stafford, VA where I attended Hampton Oaks Elementary for one year. The following year I attended H.H. Poole Middle School. After those turbulent days I began my freshman year at North Stafford High School until my family and I were once again forced to transfer before the start of my Junior year. By that time we had moved to Escondido, CA where I attended Orange Glen High School until my graduation in 2004. I then attended California State University and have recently received a B.A. degree in History (yes, I am a history buff!).


***2nd paragraph: Give an overview of your experience with technology. Are you a Mac or PC person? How much do you depend on technology on a daily basis? New question for technology: which version of Microsoft Office are you using the most (with the Office 07 release for PC and 08 release for Mac, the transition is not an easy one for most people. . .and some of my instructions will need to be modified depending on the version you are able to access!)***

I am definitely a Mac person. My dad is a Mac-fanatic and has influenced much of my knowledge about Macs and their various programs. While I am also competent in the use of other PC's, I am much more comfortable with Macs. As far as other technological tools go, I do have a lot of experience with cellphones, the television, and ipod (all the necessities). I do admit that I am quite dependent on these technological tools. All of these allow me to stay connected with family and friends through email, provide important information, entertainment, and so much more!

In regards to Microsoft Office, I use the verision released before the 08 Mac version and honestly have negative sentiments about this most recent one. I feel that the new layout looks too busy and that the buttons seem out of place. I have to admit though that it may not be the new version that is at fault, but actually my lack of practice in using it...sigh.


***3rd paragraph: Read the CSUSM/COE Mission Statement (It’s on the syllabus) and respond to any part of the statement that speaks to you. Was it a factor in your decision to apply at CSUSM?***

The emphasis on reflective teaching is an important aspect of the Mission Statement. I feel that teachers may become too comfortable with their teaching methods and ways of thinking in the classroom. As a result they tend to blame the child for their not understanding of lessons or even for behavioral problems as opposed to reflecting on different ways to approach and address these issues. I feel that reflective teaching allows educators to constantly learn and better themselves, and would also greatly benefit the students who are in need of that extra little effort from their teacher.