EdTech Profile (NETS-T 5)

This is a screen capture of an assessment I took on the EdTechProfile website. It shows my growth after taking the EDU422 class at CSU San Marcos. This self-assessment is based on the CA Commission on Teacher Credentialing Standards 9 & 16.

iMovie - Welcome to CSUSM (NETS-T 1,3)

This is a short PSA introducing CSU San Marcos. I created it using Apple's iMovie software. I took video and audio clips that were provided by my EU422 instructor and edited them together to create a 1:12 long video. I created titles, added background music, special effects, scene transitions, voice-overs, and end credits. I found the iMovie software easy enough to use and would incorporate this digital teaching tool into my classroom. I have embedded it into my blog as a Quick Time Video.

Journal 9 - Science + Technology = Creativity (and Fun!) (NETS-T 5)

This article describes how science teachers can integrate technology into their classrooms as tools to spur innovative thinking and foster creativity. The article mentions three easy ways to encourage creativity, learning, and develop skill with technological tools for students. These steps are - give students tools, time, and then fairly vague instructions about assignment/project. Rather than give students explicit instructions, the authors recommend teaching students how to use certain technologies and then let them decide how to apply them to complete an assignment. The article provided several interesting examples of how students have applied technology to their science projects. In one class, the teacher simply asked the class to work in groups to create a project that explained how waves work. While most students created PowerPoint presentations, one group created a music video in which their original song lyrics described exactly what the teacher asked: how waves work. In another example, students used a microphone to record themselves riding a roller coaster and explaining the physics behind their ride. They then created a podcast out of their recording. As the authors said, the application of technology allowed the technology itself to become invisible in a sense. Rather than the use of technology being the project itself, students were able to become comfortable enough with the devices to just use them as tools to serve their purpose.

Could technology be used in the classroom with young students?
I plan on teaching PK - 2 and even though they seem too young to grasp complex concepts of the internet, I believe even the youngest of students can express creativity through the use of technology with guidance and help. These are the kids who are able to program mom and dad's cell phones while the parents just sit there in amazement! Technology is an excellent teaching tool that even kindergartners can benefit from. The key is to tailor the tasks so they are age and subject appropriate. Students can make their own podcasts by speaking into microphones and with the help of the instructor. They would surely enjoy hearing their own voice as they present on their particular subjects.

Would it be easy to implement ideas like these into my own classroom?
I think that this article showed how it is applicable to every subject, not just science. Teachers should make the effort to teach their students how to apply technology, and then give them the opportunity to do so.

Mader, J., Smith, B. (2009, August). Science + Technology = Creativity (and Fun!). Learning & Leading with Technology, 37, Retrieved August 7, 2009, from http://www.iste.org/AM/Template.cfmSection=August_No_1_2&Template=/MembersOnly.cfm&NavMenuID=4363&ContentID=23906&DirectListComboInd=D%

Journal 8 - Choosing The Perfect Tools For One-to-One (NETS-T 5)

This article explains the factors that should be taken into consideration when selecting equipment for a one-to-one program (where each student has access to portable technology tools, such as a laptop computer or a graphing calculator). The article recommends that schools or districts carefully consider devices and operating systems before making a decisions. Some things that should be considered are: the purpose of the device, the operating system the device will use, the applications students and teachers will need and whether or not the device supports these, the content of the device, what peripheral equipment (if any) will be necessary, and the durability of the device (both to wear and tear and to potential computer viruses, etc). The article also explains the importance of considering the total cost of ownership (TCO) of the device. This cost includes the initial, up-front cost of buying the device, but also the cost of tech support, professional development, connectivity and networking, software, replacement, and retrofitting. A device with a low purchase price may not actually be the least expensive choice if it must be replaced often, or requires a lot of additional equipment in order to function as needed.

Will students and staff will be ready to have a one-to-one program in the near future?
I believe that students and staff are more than ready, because technology is so prevalent in daily life. We will continue to to see increased computer and technology usage in the classroom. Within the next decade or so many schools will move toward a one-to-one program in. Other schools will not have the resources necessary to implement a one-to-one program. the issue of appropriate online behavior arises since technology is such a big part of life and is used so often in the workplace. Schools should integrate technology into the classroom to the best of their ability, whether that be through a one-to-one program or a productive hour in the computer lab once a week.

Is this information still valuable if my school does not have a one-to-one program?
I would say yes. Most schools have a computer lab, or a computer or two within the classroom, or a handful of calculators for a math class to use. Whether or not the technology devices available are plentiful or portable, many of the factors brought up by the article should be considered before purchase. For example, durability is still important, especially since each device will be used by many students. Peripheral equipment is also still important, because what few devices are available should be used to their utmost potential.

Bouterse, Corn, Halstead, (August 2009). Choosing the perfect tools for one-to-one. Learning & Leading with Technology, 37, Retrieved August 7, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/AugustNo1/37115t.pdf/AugustNo1/37115t.pdf

Wiki Page - CSUSM Classroom 2.0 Tools for Educators (NETS-T 1, 2, 3)

Below is a Wiki page that I created using Wetpaint. A wiki page is a social website that allows you and others to collaborate and edit favorite topics. I chose a drawing tool from the site Bomomo that I found on the Cool Tools for School website. I created a sample of the tool with a description to share with others. In my description I gave an example of how this technology tool could be used in elementary classrooms. This was embedded in my blog using Embedit.

http://csusmwebtools.wetpaint.com/page/Bomomo




Here is my Classroom 2.0 website.
http://www.classroom20.com/profile/NicoleDenny

Journal 7 - Beyond Social Networking (NETS-T 5)

This article explores the use of social networking tools in the classroom. The author offers several pros, including that by using a social networking site, students can connect with each other instantly, sharing ideas and collaborating on work. The author also posits that students often think it is cool that they can use popular social tools such as Facebook and online groups during school. She does point out, however, that students may feel that having a teacher virtually present in their online world (for example, as a friend on Facebook) is an invasion of privacy. In order to avoid this, teachers should use these shared online spaces for instructional purposes rather than social ones. The article also reminds teachers that one of the challenges of using online social networking in the classroom is to convince students that their work and ideas are valuable to a wide online community and should be shared in such a public forum. Such networking sites are only truly valuable as learning spaces if students participate and create community, collaborating to build knowledge. By sharing ideas and providing constructive, appropriate feedback, students also learn to negotiate with one another and reflect upon their work.

As an educator, how might I use online social networking tools in the classroom?
There are a variety of tools I could use. One would be GoogleDocs, which students could use to collaboratively produce papers and projects. This tool allows all of the students in the group to participate in all parts of the paper, from anywhere with computer access, rather than having to complete pieces of the project at home and then combining them to create a whole (or alternately, having one person do most of the work because it is inconvenient to each do a piece and then rewrite it to flow stylistically). Students could also create Wiki pages, which could instruct their classmates on how to access and use different online resources, for example.

How can teachers use social networking in the classroom without infringing on students' private life?
To me, the easiest way to achieve this would be to avoid using popular social networking sites such as Facebook and MySpace. Students often have their own personal pages on these sites that they may not feel comfortable sharing with a teacher. There are many tools that can be used instead. For example, EdModo (www.edmodo.com) was created specifically for educational use. A class could build an online community within EdModo completely independently of their personal Facebook accounts.

Reynard, R (15 July, 2009). Beyond Social Networking: Building Toward Learning Communities. The Journal:, Retrieved July 6, 2009, from http://thejournal.com/Articles/2009/07/15/Beyond-Social-Networking-
Building-Toward-Learning-Communities.aspx?Page=1

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