This paper was created collaboratively using Google Docs to discuss the implications of copyright laws regarding fair use of printed and media copyrighted materials by educators. It is based on the website, Fair Use Harbor, which is an interactive tutorial for educators to review copyright laws and guidelines for use of copyrighted materials. This artifact meets the NETS-T standard IV requirements by delineating guidelines that respect copyright laws and privileges and promote practices to document copyrighted sources and materials in an appropriate manner.
Friday, October 30, 2009
Inspiration NETS-T Map - NETS-T I, III
I created this graphic organizer using Inspiration to showcase assignments from Technology Tools for Teaching and Learning (EDUC 422) at CSUSM. Each of these technology projects meets multiple requirements of the NETS-T 2008 standards for teachers as defined by ISTE.The finished product includes graphics for each of the five NETS-T standards for teachers, graphics for two artifacts that illustrate each standard, and descriptors for each artifact that demonstrate how the standard is addressed by the artifact. This Inspiration artifact meets the NETS-T standard II requirements by communicating relevant information into a specific format. It models creative and innovative thinking strategies, addressing standard I.
Tuesday, October 27, 2009
Intro to NETS-S (grades 3-5) - NETS-T II, III
This PowerPoint was created to demonstrate requisite skills to create a visually pleasing classroom presentation. Skills include use of graphic images, embedded hyperlinks, and animated transitions between slides. I also developed specific content ideas whereby students in grades 3-5 can meet the NETS-S Standards for Students developed by ISTE.
By including project ideas based on ISTE student profiles 1, 2, 6 and 9 for students in grades 3-5, all six of the NETS-S requirements can be met. Diverse content areas can be included and integrated with specific age-appropriate digital technology experiences for students.
This artifact also meets NETS-T standard III requirements for teachers by modeling effective use of current digital tools to locate, analyze and present relevant information to support research and learning.
This artifact also meets NETS-T standard III requirements for teachers by modeling effective use of current digital tools to locate, analyze and present relevant information to support research and learning.
Intro To Nets For Students (3 5)
View more presentations from Kathleen Sand.
Tuesday, October 20, 2009
Journal 8 Have You Tweeted Today? - NETS-T V
Fingal, D. (2009). Have you tweeted today? Learning and Leading with Technology, 37(2). Retrieved on October 20, 2009 from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_3&Template=/MembersOnly.cfm&NavMenuID=4381&ContentID=24192&DirectListComboInd=D
Diana Fingal's response to John Ridley's commentary on the "faddishness" and vacuousness of social networking sites like Twitter points out useful applications of the medium for educators and administrators. Students and teachers can follow experts to get nearly instantaneous responses to questions or concerns from research experts they would otherwise have no contact with. Twitter can be used by educators as they are teaching in their classroom to clarify an issue or teaching strategy or to check in with a mentor teacher on how to switch gears as they are actually teaching a class. Constant collaboration is possible with Twitter, along with instantaneous feedback.
Educators attening conferences or workshops have found Twitter to be useful in determining worthwhile sessions to attend, and less interesting sessions to avoid. The advice at the end of the article is to give Twitter more than a weekend tryout before determining its usefulness to you. Use it with a class and as you are teaching a course to find ways that it can enhance communication in your classroom. And, yes, I have tweeted today.
Ridley, J. NPR Morning Edition, "Keep Your Tweets to Yourself": www.npr.org/templates/story/story.php?storyId=104033836
John Ridley boasts of never having used the faddish Twitter social networking site to issue a single tweet, or to waste his time with useless personal information from people he doesn't know or care about. He believes Facebook and Twitter raise serious issues about public disclosure of private and personal information.
I agree with him about the disclosure of too much personal information on Twitter and Facebook, but don't find these sites completely inane or totally useless, as John Ridley characterized them in his commentary. They do offer a quick means of communication between students and teachers, researchers and experts, colleagues in the work place, and even political candidates and their constituencies. While Facebook and Twitter may not be enduring entities that experience long life in the world of technology, they can be useful tools for communicating in today's technological society, and as such should not be so lightly dismissed. Several respondents to the commentary pointed out that these sites do have options for setting up varying levels of privacy and also for restricting public access, so that not "every" entry is broadcast for all to see.
Webblogged, "A Cocktail Party Filled with Educators" by Will Richardson: http://weblogg-ed.com/2009/a-cocktail-party-filled-with-educators
I think Will Richardson's analogy of a cocktail party is a strong one. He uses it to make the point that Twitter is an excellent means of following and learning from educational experts, receiving feedback on and thinking through complex ideas, and engaging in metacognition, thinking reflectively about the process of learning and all that implies. When he states it can also "establish yourself as a person. A real person," he goes one step too far for me to follow.
In speaking of the benefits of using Twitter, all of these educators emphasize the benefit of communicating with experts and people who are "smarter than you". Twitter is also an excellent forum for communicating with beginners who need help, people who are not technologically savvy and are trying simply to stay afloat in today's world of technology. I think this too is a very strong attribute of this social networking tool.
Why is Twitter important to today's educators?
For all the reasons outlined above, Twitter is important. Students are comfortable communicating with Twitter and do so on a regular basis. This important source of learning should not be overlooked in the classroom. For educators to stay abreast of technological advancements and current technology tools can help with lesson planning, maintaining records and open communication with parents, students, colleagues, administrators and community members. Once the learning curve has been established, I'm sure many creative strategies for using this technology will open up.
Where can a beginning techie start?
Start by signing up on a social networking site. Connect first with a family member or friend who already uses Twitter or Facebook. Ask or answer a simple question, and that's all there is to it. That's an easy way to keep in touch with someone and learn a new technology at the same time. One further benefit of Twitter is that the posts are very short. You can follow many different sites quickly and easily all in one place without having to open multiple emails. The first step is always the hardest, but you never know what exciting directions it will take you.
Diana Fingal's response to John Ridley's commentary on the "faddishness" and vacuousness of social networking sites like Twitter points out useful applications of the medium for educators and administrators. Students and teachers can follow experts to get nearly instantaneous responses to questions or concerns from research experts they would otherwise have no contact with. Twitter can be used by educators as they are teaching in their classroom to clarify an issue or teaching strategy or to check in with a mentor teacher on how to switch gears as they are actually teaching a class. Constant collaboration is possible with Twitter, along with instantaneous feedback.
Educators attening conferences or workshops have found Twitter to be useful in determining worthwhile sessions to attend, and less interesting sessions to avoid. The advice at the end of the article is to give Twitter more than a weekend tryout before determining its usefulness to you. Use it with a class and as you are teaching a course to find ways that it can enhance communication in your classroom. And, yes, I have tweeted today.
Ridley, J. NPR Morning Edition, "Keep Your Tweets to Yourself": www.npr.org/templates/story/story.php?storyId=104033836
John Ridley boasts of never having used the faddish Twitter social networking site to issue a single tweet, or to waste his time with useless personal information from people he doesn't know or care about. He believes Facebook and Twitter raise serious issues about public disclosure of private and personal information.
I agree with him about the disclosure of too much personal information on Twitter and Facebook, but don't find these sites completely inane or totally useless, as John Ridley characterized them in his commentary. They do offer a quick means of communication between students and teachers, researchers and experts, colleagues in the work place, and even political candidates and their constituencies. While Facebook and Twitter may not be enduring entities that experience long life in the world of technology, they can be useful tools for communicating in today's technological society, and as such should not be so lightly dismissed. Several respondents to the commentary pointed out that these sites do have options for setting up varying levels of privacy and also for restricting public access, so that not "every" entry is broadcast for all to see.
Webblogged, "A Cocktail Party Filled with Educators" by Will Richardson: http://weblogg-ed.com/2009/a-cocktail-party-filled-with-educators
I think Will Richardson's analogy of a cocktail party is a strong one. He uses it to make the point that Twitter is an excellent means of following and learning from educational experts, receiving feedback on and thinking through complex ideas, and engaging in metacognition, thinking reflectively about the process of learning and all that implies. When he states it can also "establish yourself as a person. A real person," he goes one step too far for me to follow.
In speaking of the benefits of using Twitter, all of these educators emphasize the benefit of communicating with experts and people who are "smarter than you". Twitter is also an excellent forum for communicating with beginners who need help, people who are not technologically savvy and are trying simply to stay afloat in today's world of technology. I think this too is a very strong attribute of this social networking tool.
Why is Twitter important to today's educators?
For all the reasons outlined above, Twitter is important. Students are comfortable communicating with Twitter and do so on a regular basis. This important source of learning should not be overlooked in the classroom. For educators to stay abreast of technological advancements and current technology tools can help with lesson planning, maintaining records and open communication with parents, students, colleagues, administrators and community members. Once the learning curve has been established, I'm sure many creative strategies for using this technology will open up.
Where can a beginning techie start?
Start by signing up on a social networking site. Connect first with a family member or friend who already uses Twitter or Facebook. Ask or answer a simple question, and that's all there is to it. That's an easy way to keep in touch with someone and learn a new technology at the same time. One further benefit of Twitter is that the posts are very short. You can follow many different sites quickly and easily all in one place without having to open multiple emails. The first step is always the hardest, but you never know what exciting directions it will take you.
Journal 7 Wikis - NETS-T V
Nearly everyone who has access to a computer has heard of Wikipedia and has probably used it as a resource for a concise and knowledgeable summary of information on just about any topic under the sun. Although I knew Wikipedia was a collaborative site, I was unsure of what wikis are and of how a wiki relates to Wikipedia until I visited the Classroom 2.0 link on the Ed 422 class blog. Selecting the wikis link on the site, I followed the threads of the following links:
When I visited Andrew Robitaille's discussion and wiki page, I found it to be a goldmine of useful information, including hyperlinks and video clips of brief and helpful tutorials on Web 2.0 tools, including wikis. Tutorials on other Web 2.0 tools include RSS feeds, social bookmarking (www.delicious.com), blogs, and other collaborative tools. A Links and Resources hotlink provides further detailed information on Web 2.0 technology tools.
A wiki is a website that can be quickly and collaboratively edited. The content can be changed and updated by any authorized user so that the wiki reflects the combined knowledge and expertise of its many users. All you need to set up a wiki account is a standard web browser, such as Mozilla Firefox, and an email address. To set up a free wiki account, visit one of three host sites: Wikispaces, Wetpaint, or PBworks (formerly PBwiki). Enter a Space or domain Name for your wiki page related to the content area, your user name and password. Wikipedia is one of the earliest wikis that allows readers to create and update reference sites about an unlimited number of topics. Widgets like You Tube videos, a shared calendar, a photo show, or voice chat can be plugged into wikis, but the primary functions are to Edit, Write and Save information.
A wiki page records the history of a document as it is created, edited and revised. Each time the page is edited, the newly revised version becomes the current version and older versions are stored. Older versions can be easily accessed to compare them with the most recent version, and can be "rolled back" to an earlier version if necessary.
Wikis are useful for K-12 educators to organize course content around a specific topic or project, such as a collaborative group report on world hunger. Wikis can also be used to take polls, share research data, or brainstorm ideas. The home page of the wiki should be kept fairly general, serving primarily as a platform for collaborative information gathering and discussion. By incorporating wikis into the classroom, teachers can better prepare students to work collaboratively in innovative and creative ways, employing skills of synthesis, reflective evaluation, and consensus building as they contribute to the wiki page. A discussion forum can be a valuable addition to the page as well.
- Wikispaces vs. PBworks (previously PBwiki) by Chris Fritz;
- Where to direct colleagues who don't know where to start by Adina Sullivan;
- Web 2.0 Tutorial for educators by Andrew Robitaille.
When I visited Andrew Robitaille's discussion and wiki page, I found it to be a goldmine of useful information, including hyperlinks and video clips of brief and helpful tutorials on Web 2.0 tools, including wikis. Tutorials on other Web 2.0 tools include RSS feeds, social bookmarking (www.delicious.com), blogs, and other collaborative tools. A Links and Resources hotlink provides further detailed information on Web 2.0 technology tools.
A wiki is a website that can be quickly and collaboratively edited. The content can be changed and updated by any authorized user so that the wiki reflects the combined knowledge and expertise of its many users. All you need to set up a wiki account is a standard web browser, such as Mozilla Firefox, and an email address. To set up a free wiki account, visit one of three host sites: Wikispaces, Wetpaint, or PBworks (formerly PBwiki). Enter a Space or domain Name for your wiki page related to the content area, your user name and password. Wikipedia is one of the earliest wikis that allows readers to create and update reference sites about an unlimited number of topics. Widgets like You Tube videos, a shared calendar, a photo show, or voice chat can be plugged into wikis, but the primary functions are to Edit, Write and Save information.
A wiki page records the history of a document as it is created, edited and revised. Each time the page is edited, the newly revised version becomes the current version and older versions are stored. Older versions can be easily accessed to compare them with the most recent version, and can be "rolled back" to an earlier version if necessary.
Wikis are useful for K-12 educators to organize course content around a specific topic or project, such as a collaborative group report on world hunger. Wikis can also be used to take polls, share research data, or brainstorm ideas. The home page of the wiki should be kept fairly general, serving primarily as a platform for collaborative information gathering and discussion. By incorporating wikis into the classroom, teachers can better prepare students to work collaboratively in innovative and creative ways, employing skills of synthesis, reflective evaluation, and consensus building as they contribute to the wiki page. A discussion forum can be a valuable addition to the page as well.
Sunday, October 18, 2009
Journal 6 The Trouble with Rubrics - NETS-T V
Kohn, Alfie. (2006). The trouble with rubrics. English Journal, 95(4). Retrieved on October 10, 2009 from http://www.alfiekohn.org/teaching/rubrics.htm
Alfie Kohn discusses the pro's and con's of rubrics-based assessment and his own mixed feelings about the effectiveness of using rubrics to assess student learning outcomes. Rubrics are the prevailing assessment tool not only to assess student outcomes, but at times to formulate instructional strategies and curriculum. The rationale for using rubrics is that they provide a detailed and "authentic" assessment of student achievement.
Rubrics-based assessment provides the following advantages:
Yes, we've got trouble with Rubrics, "right here in River City."
How will I use rubrics in my classroom?
I would hope to develop rubrics that are as authentic as possible with only as much detail as to be useful. Rubrics can provide a guide for students in their learning activities and can give focus to their research. We need to find an appropriate balance between empowering students and spoon-feeding - or should that be computer-feeding - them in the learning process. Facts and information are similar to tech tools in that they are just the beginning of learning, not an end in themselves.
What are the limitations of rubrics?
Rubrics cannot take the place of the teacher's careful assessment. In my classroom, I hope to be able to preserve and present "human" aspects of student learning and interactions that defy "rubric-ization". When students make sense of what they learn - and not just quantify it - then they have accomplished meaningful goals. We need to bring more thinking and in-depth assessment back into the classroom. We now have the technology tools to facilitate that process, NOT to supplant it.
Why teach?
In her book of that title, Sonja Nieto presents responses to that question from multiple new and veteran teachers. Most respondents are genuinely concerned with helping students make sense of their learning in order to help them make sense of the world. None of these essays make any mention whatsoever of the importance of rubrics in that process.
Alfie Kohn discusses the pro's and con's of rubrics-based assessment and his own mixed feelings about the effectiveness of using rubrics to assess student learning outcomes. Rubrics are the prevailing assessment tool not only to assess student outcomes, but at times to formulate instructional strategies and curriculum. The rationale for using rubrics is that they provide a detailed and "authentic" assessment of student achievement.
Rubrics-based assessment provides the following advantages:
- a "quick and easy" uniform guide to assessment
- authentic and detailed assessment strategies
- uniform standard of assessment
- objectivity on the part of the assessor
- specific guidelines for scoring, especially of organizational strategies
- justification for an assigned grade.
- built-in self-justification of current teaching practices
- pseudo-sophisticated means of assigning grades to students
- removes the "human" part of evaluating student work
- ineffective with open-ended discovery-based learning strategies
- promotes inequitable standardization in which teachers "discover" rather than "decide" upon student grades
- narrow criteria of rubrics do not promote student-centered learning
- can be misused to drive the curriculum rather than support it by assessing its outcomes.
- rank students against each other
- motivate students to work harder
- offer meaningful feedback to students to help them make sense of what they learn.
Yes, we've got trouble with Rubrics, "right here in River City."
How will I use rubrics in my classroom?
I would hope to develop rubrics that are as authentic as possible with only as much detail as to be useful. Rubrics can provide a guide for students in their learning activities and can give focus to their research. We need to find an appropriate balance between empowering students and spoon-feeding - or should that be computer-feeding - them in the learning process. Facts and information are similar to tech tools in that they are just the beginning of learning, not an end in themselves.
What are the limitations of rubrics?
Rubrics cannot take the place of the teacher's careful assessment. In my classroom, I hope to be able to preserve and present "human" aspects of student learning and interactions that defy "rubric-ization". When students make sense of what they learn - and not just quantify it - then they have accomplished meaningful goals. We need to bring more thinking and in-depth assessment back into the classroom. We now have the technology tools to facilitate that process, NOT to supplant it.
Why teach?
In her book of that title, Sonja Nieto presents responses to that question from multiple new and veteran teachers. Most respondents are genuinely concerned with helping students make sense of their learning in order to help them make sense of the world. None of these essays make any mention whatsoever of the importance of rubrics in that process.
Saturday, October 17, 2009
Journal 5 What is your favorite Ed Tech Tool? - NETS-T V
Wurster, Paul. (2009). What is your favorite Ed Tech Tool? Learning and Leading with Technology, 36(8). Retrieved on October 5, 2009 from http://www.iste.org/AM/Template.cfm?Section=June_July_No_8_1&Template=/MembersOnly.cfm&NavMenuID=4333&ContentID=23579&DirectListComboInd=D
ISTE conducted a poll to find out which educational technology tools teachers prefer. Since teachers use so many tech tools in combination, many responded that it was difficult to single out only one tool as their favorite. When the poll was revised to include teacher comments and to include more than one favorite tool, results were more forthcoming.
Internet Tools/Resources emerged as the all-time favorite as the most basic and necessary technological tool with the open access to the Internet touted as a basic necessity for survival in contemporary society. More than one-third of poll respondents favored the Internet.
General Productivity Tools came in second with more than 20% of the 899 total votes. Tools such as Word, PowerPoint, Excel and Publisher, coupled with email, have enabled teachers to more effectively collaborate in creating and sharing instructional materials. Lesson plans can be saved and edited, revising and improving them from year to year.
Interactive Whiteboards/Projectors have revolutionized teaching strategies, engaging students in an interactive learning environment. The interactive and visual components of these tools are especially helpful to English language learners. These tools give teachers and students a break from the old lecture format of classroom instruction.
Web 2.0 Tools encourage collaboration and engagement among students, teachers, and course content experts in the field. Students just plain like using them. Google Docs and Moodle facilitate collaborative work and study for students, teachers and administrators both inside and outside the classroom.
Portable Digital Devices are the gadgets most people won't leave home without. The portability and increasingly diminutive size of technology tools have made technology more convenient than ever.
One thing certain about technology is that as it continues to move forward, it will change at a rapid-fire pace, and teachers will have to remain flexible enough to adapt to technological advances. For better or worse, technology is here to stay, in our lives, in our work, in our classrooms.
How will technology affect my teaching and classroom environment?
Technology tools are now basic to lesson planning, preparation of instructional materials and content, as well as to the delivery of both traditional and interactive instruction. The technologically illiterate teacher will have difficulty finding a place in today's classroom. As I substitute teach, I see many classrooms that are heavily equipped with technology tools that many teachers are uncomfortable using. I hope to gain enough comfort and facility with technology to ensure that I will be able to use technology tools with confidence in the classroom.
What's my favorite tech tool?
At this point, my favorite tool is my computer. It's where I do most of my planning and information-gathering for substitute teaching and for my own coursework. I like using the doc cam rather than overhead transparencies, and would like to learn more about interactive whiteboards. I don't believe it's necessary to be "connected" 24 hours a day, but I do believe tech tools are amazing! The list of tools in this article are a good place to start to become technologically literate.
ISTE conducted a poll to find out which educational technology tools teachers prefer. Since teachers use so many tech tools in combination, many responded that it was difficult to single out only one tool as their favorite. When the poll was revised to include teacher comments and to include more than one favorite tool, results were more forthcoming.
Internet Tools/Resources emerged as the all-time favorite as the most basic and necessary technological tool with the open access to the Internet touted as a basic necessity for survival in contemporary society. More than one-third of poll respondents favored the Internet.
General Productivity Tools came in second with more than 20% of the 899 total votes. Tools such as Word, PowerPoint, Excel and Publisher, coupled with email, have enabled teachers to more effectively collaborate in creating and sharing instructional materials. Lesson plans can be saved and edited, revising and improving them from year to year.
Interactive Whiteboards/Projectors have revolutionized teaching strategies, engaging students in an interactive learning environment. The interactive and visual components of these tools are especially helpful to English language learners. These tools give teachers and students a break from the old lecture format of classroom instruction.
Web 2.0 Tools encourage collaboration and engagement among students, teachers, and course content experts in the field. Students just plain like using them. Google Docs and Moodle facilitate collaborative work and study for students, teachers and administrators both inside and outside the classroom.
Portable Digital Devices are the gadgets most people won't leave home without. The portability and increasingly diminutive size of technology tools have made technology more convenient than ever.
One thing certain about technology is that as it continues to move forward, it will change at a rapid-fire pace, and teachers will have to remain flexible enough to adapt to technological advances. For better or worse, technology is here to stay, in our lives, in our work, in our classrooms.
How will technology affect my teaching and classroom environment?
Technology tools are now basic to lesson planning, preparation of instructional materials and content, as well as to the delivery of both traditional and interactive instruction. The technologically illiterate teacher will have difficulty finding a place in today's classroom. As I substitute teach, I see many classrooms that are heavily equipped with technology tools that many teachers are uncomfortable using. I hope to gain enough comfort and facility with technology to ensure that I will be able to use technology tools with confidence in the classroom.
What's my favorite tech tool?
At this point, my favorite tool is my computer. It's where I do most of my planning and information-gathering for substitute teaching and for my own coursework. I like using the doc cam rather than overhead transparencies, and would like to learn more about interactive whiteboards. I don't believe it's necessary to be "connected" 24 hours a day, but I do believe tech tools are amazing! The list of tools in this article are a good place to start to become technologically literate.
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