Ed Tech Profile (NETS V)

I participated in an online survey to assess my knowledge in technology before I took Education 422. This assessment evaluated my knowledge as if I was already in the classroom teaching with technology. I learned that I was at least intermediate in every area on the quiz.

Excel Cross Word (NETS I & III)

I created a cross word puzzle about my own life using Excel. I was able to show proficiency in Excel in a project that could be used in the classroom. A crossword puzzle was a fun and interactive way of learning how to use Microsoft Excel.

Wiki Page (NETS I, III & V)

I created my own wiki page in wetpaint.com in order to show my proficiency in a technology tool that could be used in the classroom. I made my own book through Tikatok.com to show how technology could help with creative writing. And then I made a webpage that explains the tool and shows my example. This could help other educators have a quick overview of a fun interactive tool.

JCCS Internet Safety (NETS IV)

Through Google Docs I was able to collaborate with my peers in completing an Internet Safety and Copyright awareness activity. I completed a student assignment that focused on cyber predators. I was able to watch a movie and then reflect on the issues raised in the video from a students perspective.


JCCS Internet SafetyRM

Inspiration (NETS III)

I created a web diagram through Inspiration in order to organize my ideas to create my Taskstream narratives. I linked my artifacts with the standard I wanted to address. I was able to color code and use pictures to help me remember and write my narratives. This was helpful not only when writing my narratives but also in creating my blog.

iMovie (NETS I, III, IV, &V)

I created a PSA about hate speech in order to raise awareness in regards to current events that have been happen on the California State University: San Marcos campus. I used iMovie to create my PSA with footage shot on campus. This is a great tool to create innovative assignments and is easy to teach and learn.

Journal 9: Playing with Skype (NETS I, III & V)

Weller, T.J. (2010). Playing with skype. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd=

"Playing with Skype" by Travis J. Weller is an article about using Skype, an online video-communication tool, to connect with experts all over the world. In his music class he was able to connect to concerts and with composure form established symphonies at Universities across the nation. It is extremely easy to use and students can connect in a real way with experts in the field that they are studying. It allows students access to more experts, that way they can see different fields and make more informed career choices. It is good to have guest speakers in a classroom but sometimes its hard to get experts to come to your school, due to geographical problems. This allows guest speakers to come from all different fields from all different regions.

How could teachers find experts that are willing to talk to their classes?

Although it might be difficult to find experts, it won't be difficult to find people willing to use the super simple video conferencing tool. Many people have met friends or know family friends in different careers that could come in to talk to students about different career paths.

Skype has kind of a bad name, how could teachers ensure that parents feel safe having their students work on Skype?

In this sort of environment the teacher would be controlling the whole presentation so students would not be able to use Skype in a way that is unethical or inappropriate. It also exposes students to the "good" use a program like Skype that is often used in a negative way.

Journal 8: Navigating the Digital Rapids (NETS IV & V)

Lindsay, J., & Davis, V. (2010, March). Navigating the digital rapids. Learning & Leading with
Technology, 37(6). Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/
LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm

"Navigating the Digital Rapids" is an article about how to teach technology etiquette and how to involve technology in appropriate ways into the classroom. The article focuses on answering the fears of many teachers. It talks about the fact that students will be roaming the internet and as a teacher it is our job to guide them and make sure they are going in the right direction. Having a plan going into the Flat projects is very important too. That way teachers are able to know and deal with a situation efficiently. Giving students responsibility enables them to collaborate and produce better work. This is safe as long as it is monitored and lead by the teachers. The Flat project is a project that helps students to do studies and analyze how students use technology and the impact it has had on the generation.

How could the use of technology be good for students in the classroom?

Even though the Internet can be a risky thing for students, it is better that they learn the proper way to use it in a professional situation early. The digital world is not just a social or fun area, students should see early that their digital citizenship is going to follow them into the professional setting. This could impact a lot of students lives.

How could teachers monitor the computers of all the students?

It may be hard to monitor the computers of every student but it is easy at an early age to teach students the proper way to use a computer. Teachers will have to do their best in order to watch the students content and I know at my high school the lab teacher could see what was going on the computers in her network. Also, the main computer in the class could take over the other computers in their network in order to monitor what students were doing.

Journal 7: The Beginner's Guide to Interactive Virtual Field Trips (NETS I, III & V)

Zanetis, J. (2010). The Beginner's guide to interactive virtual field trips. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?
Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D

"The Beginner's Guide to Interactive Virtual Field Trips" is just as it sounds, a guide to interactive virtual field trips. With budgets being cut all over the country, field trips are occurring less in schools. This article leads teachers or future teachers to websites and resources that can help them to "take" their students on field trips through the web. These web-based field trips are interactive and the main expense is something most schools already have in place, large group video conferencing. These virtual field trips can take students to most major tour spots. Museums can be accessed and other monuments as well. As well as scientific places with interactive experiments. These all have a fee but it is small in comparison to a real field trip.

How could the virtual field trips be integrated into a school?
The article said the first step would be to find the large group video conferencing software at your school and then go onto websites and do research on the different kinds of field trips. The funding is the hardest part to get but the school may agree or have money that can be used for this kind of thing in a special fund for field trips or other resources.

How could students benefit from these virtual field trips?
Students would be able to see relevant, fun, interactive places that pertain to the curriculum. Since field trips are being used less and less this will help make the material real and interactive for students. It is engaging and has tools that allow students to participate in ways that they may not have been able to otherwise.

Journal 6: Podcasting (NETS III & V)

I looked into Podcasting as my Classroom 2.0 tool. Podcasting is an audio tool that is converted into a mp3 file. It can be put on an ipod or other mp3 player. Sometimes these can involve pictures or music but mostly they are audio files. Many teachers have integrated them into their classrooms. After following a few discussion threads in the social networking site, Classroom 2.0, I found that there are many ways to integrate this technology into almost all subjects. Teachers are using it to tape their lectures and post it on classroom websites as a tool for students to refer to. Other teachers are having students use it to do book reviews, current events, for science experiences, etc.
Of the two discussion threads I followed I found that the most interesting project idea was that of a CSI project. It integrated English and science in a fun and interactive way. The students learned about authors voice along with how to identify "good" scientific evidence, all while using technology. The most helpful part of the threads was the websites that teachers referred each other to. The teachers recommended the different websites for different operating systems. It was useful because they all had actually used the different sites and had actually interaction with it.

NETS PowerPoint (NETS I & III)

I created a PowerPoint presentation through Microsoft PowerPoint. This presentation consisted of lesson plan ideas for the grades that I hope to teach. After being created in PowerPoint I presented it to my peers and reviewed their work for ideas.



PowerpointRM

NETS Collaborative PowerPoint Rubric (I & III)

I was able to collaborate with my peers in order to create a rubric for our classes PowerPoint presentation project. This rubric was created in the website rcampus.com. It can later be accessed my others and used for similar projects.

Journal #5 Smile, You're on Schooltube! (NETS I & V)

Zdrojewski, R. (2009). Smile, you're on schooltube! . Learning & Leading With Technology, 37(4), Retrieved from http://www.iste.org/AM/Template.cfm?Section=December_January_No_4_4&Template=/MembersOnly.cfm&NavMenuID=4450&ContentID=24839&DirectListComboInd=D

“Smile, You’re on Schooltube!” is an article about Schooltube, which is a website that differs greatly from the more known Youtube. Unlike Youtube, Schooltube is strictly regulated and all videos need to be approved my certified teachers and technical support personnel. Teacher can have students do video projects and send them into schooltube, they can be in any format because the technicians will fix the formatting for the teachers. It is safer because videos on the site can be deleted instantly and cannot be downloaded of embedded. It is a great safe alternative for teachers to display student’s work online.

What kinds of video projects could be used to integrate technology into the classroom?

Students could do documentaries using primaryaccess.com or they could do plays for language arts. The video aspect teaches then about technology and they actual subject being recorded can both be learned promoting cross-curricular lessons.

As a future teacher how would I feel about using this in my classroom?

I would feel much more comfortable using this website rather than youtube. First, youtube is not accessible on most campuses across the nation so it would be easier to use. Second, it is much safer and parents will be more enthusiastic about having their children’s work be protected and safe. I think the use of videos is a great, fun way to get students involved in technology and create group and hands on learning for subject matter lessons. 

Journal #4 Finding Students Who Learn Through Media (NETS I, IV & V)

Bull, G, Alexander, C, & Fester, B. (2010). Finding students who learn through media. Learning & Leading With Technology, 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

“Finding Students Who Learn Through Media” is an article about using a website called, primaryaccess.com, to engage students in history and social studies classes through media. The website is an easier way of forming documentary type videos as classroom projects. It is designed to be user friendly and not take class time to learn a complex system. Studies show that some students learn the concept and subject matter better than simply writing an essay. It gives studies access to online research from the Smithsonian and the Library of Congress. It is an interactive learning tool that can also be used as simply a storyboard or as a fully student made documentary tool.

How does the primaryaccess website cater to the needs of students?

Primaryaccess uses many different forms of learning. It involves group work, research, tactile learning and visual learning; it targets many different students instead of lecture, which is not inclusive to all learners.

As a teacher how would I bring this into my classroom?

I plan on getting my subject matter authorization in history, this site would be a great resource for students to use and do projects. It may take a couple class periods but it seems like a great resource and students learn the concepts and its more interesting than just writing or grading a bunch of papers. 

Journal #3 Keeping the Peace (NETS IV & V)

Levinson, M. (2010). Keeping the peace. Learning & Leading With Technology, 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

Keeping the Peace is an article about Nueva Schools attempt to integrate laptop into the classroom. Each student received a Mac book for school purposes and they were allowed to bring it to and from school. It created many problems because the rules were very unstructured and the students had access to applications like ichat that proved to be very distracting and controversial. Students would use ichat during class time and not pay attention to teachers and they would use it at home, which proved to be a problem for some parents. Parents did not want their children using ichat but were having a hard time forbidding it when it was on the school issued laptop and available at school. Now the school has a boot camp at the start of every school year where students learn the proper use and care of the laptops. They have also buckled down on when students can use certain programs like ichat.

How would I feel as a teacher if the school were allowing students to use ichat while I was teaching?

I have to say I see teacher’s point of view in not allowing ichat or being upset by the use of it in their classroom. It is distracting and would take away from their time teaching. Students are not allowed to pass notes in class why should they be allowed to instant message each other?

How could ichat be helpful in a classroom setting?

Ichat could be used in team collaboration or in group member collaboration when some students are testing or need a quiet atmosphere. It could also be useful for students to work together from different homes or areas within the district when it is hard to meet face-to-face.

Journal #2 Using Podcasts to Develop a Global Perspective (NETS I, IV & V)

Maguth , BM, & Elliott, J. (2010). Using Podcasts to develop a global perspective . Learning and Leading with Technology, 37. Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25244&DirectListComboInd=D

This article was about using technology in order to increase understanding for global issues from different perspectives. The Social Studies class used podcasting in order to look at global issues form different points of view. They researched their topic and found different experts in the fields they were looking into and their diverse outlooks on the issues. They then wrote scripts and went into great detail in order to give justice to each expert’s views. After they used a recording device on the computers, Garage Band, to record the scripts and debates of the different experts. Once their recording was edited and done they were able to upload it on the Internet for the world to view.

How could you incorporate the same concept into an elementary classroom?

For kids at an elementary level this same concept could be used in a strictly research based way. It could give kids experience with this kind of technology with lots of help and structure. Students could research animals, plants, or space and give informational podcasts, that way it is more simple but still exposing them to the technology.

How could you better access people and make kids work known and take effect?

By making a blog site for the classroom you could set it up for the global issues and document the process and along with showcase the finished products of the kids. The process could be used as steps for other classrooms to follow and other people might enjoy seeing the set up and effort that went into the finish podcasts. 

Journal #1 Computing in the Clouds (NETS III & V)

Johnson , D. (2009). Computing in the clouds. Learning and Leading with Technology, 37(4), Retrieved from Johnson , D. (2009). Computing in the clouds. Learning & Leading With Technology, 37(4).

This article is about cloud computing and how it can be used in schools and also save schools money. Cloud computing is a internet based system that allows people to use word processing, e-mail, presentation software, and other usually hard-drive based programs solely through the internet, allowing them to have smaller hard-drives and less upkeep on their personal computers. There are many networks out there that provide cloud computing; Google and Microsoft are two of the major ones that are recognizable to most people. It talks about the benefits of this system for school districts because schools would be able to save money on upkeep of software and on the software programs itself. Students would be able to log on and access their essay or presentation from any computer with Internet access and would not have to have that specific program on their computer, saving space on their hard-drive.

How will parents react to the fact that their child is consistently online along with all of their work?

It may take some getting used to but eventually most people will be apart of a cloud computing system. The privacy agreements are very strong and if it is through one of the major companies like Google or Microsoft then the agreement and browser is trustworthy and a known name in the majority of households. The fear of having everything on the Internet is very understandable but it’s definitely going to be the future of computers and technology and individuals’ information is secure in their personal accounts, like in e-mail sites.

How would I use this in my classroom?

This would be very useful in a classroom because then the students would not have to write their paper on a Word document then e-mail it to themselves and open it at home. Some kids don’t have the same processing system and others don’t have any or some just aren’t compatible. The cloud computing system would ensure that all students with Internet access would be able to open their documents without the hassle of converting files to match the destination processing system. 

Social Bookmarking (Delicious.com) (NETS I & V)

1. On the National Archives site I observed the section on Laura Ingal Wilder. Most students read her books but these were excerpts from her actual journal and documented her time traveling west. Her stories are romanticized but her journals showed a more realistic portrayal of the westward traveling experience and are primary documents. The uses of primary documents are important in the classroom because they show a real portrayal of the experiences and it is not interpreted by anyone else, the more it is interpreted the less realistic it becomes. It is important to use primary sources in the classroom to teach students because they are real accounts and direct information from the time period. Secondary sources look about the time and reflect and analyze.  

2. Students who are at risk:

      Minorities

      Low-income families

      Students with disabilities

      Boys/Girls

      English Language Learners

All these groups of students are at risk when it comes to the achievement gaps. I feel that all the issues discussed on the NEA website are important features to bring into ones classroom. The first one that stood out to me was the one about open discussions with collegues and students about cultural differences and other ethnic or cultural matters. This is important because in school might be one of the only safe places students have to discuss ethnic or cultural differences. It is important to create awareness in students of other cultures in order to promote tolerance and acceptance. The second one that stood out to me was about gathering and using resource for culturally diverse groups. This could be helpful to all teachers within the school and also to the diverse student population. Coming from a different cultural background often influences how students learn and having outside resources to help is always a good idea. It can also help to make the students feel more at home when they are able to see resources or materials that they are familiar with. The third and last thing that stood out to me was the part about networking with families and diverse communities. Getting the community involved is an important step in creating a safe and culturally diverse community in the classroom. When the communities and families are involved it is easier to learn about a diverse culture and then accept it and grow from it.  

3. On the cyberbullying quiz I received a "Cyber Saint," I had done three of the things mainly when I was younger and as a joke with friends. I know now that those things would be inappropriate and considered cyberbullying. On the Stop Cyberbulling website I looked at the different types of cyberbullies. It is interesting that there are so many different types and that they are all so different in their approach and reasoning. It makes it helpful as a future teacher to be able to recognize the differences in order to address the specific problem. This website is a great resource on cyberbullying, it not only has a section on the different types of bullies but it gives ideas on how to stop them not only in schools but at home and in the community. I learned that they are many different resources to help stop cyberbullying among students.  

4. In the “subject area” section of Kathy Schrock’s Guide for Educators I looked at the Health and Fitness area and focused on the PE Central website. I found it interesting because I want to incorporate a lot of physical fitness into my classroom. I think it is very important for students to start physical activity at an early age so that they can enjoy it later in life. Incorporating PE into the subject matter is a nice way to reach the students that are kinesthetic learners. In the “teachers helpers” section I looked at the “gadget and podcasting” area. This was interesting because it went along with the idea of bringing technology into the classroom. I can see myself using this website when as a teacher because it has great resources for any subject that a teacher would want to look into. It has great detailed information specifically for teachers and certain subjects. 

5. Naturalist- 75%

     Interpersonal- 75%

     Verbal-Linguistic- 75%

I learned that through Multiple Intelligences kids learn their strength sooner and are able to feel accomplishment helping their self-esteem. This also helps students to hone into those areas and become more successful through early cultivating of them. 

6. I chose 3^rd -5^th grade and gender biases as my lesson plan. In the lesson plan students say out loud, “Give it a rest, no group is best.” I believe that especially at that age too many students feel that boys and girls have so many differences and in physical areas, especially, when in reality at that age they are equally strong and flexible. Having a norm in the classroom that focuses on equality of sexes is important, children focus too much on the differences between boys and girls and that carries on into adulthood. This lesson could also be used in for other biases like; racial or socioeconomic biases.  

7. In the Multicultural and Equity Awareness website I found that question three and question ten to be interesting. Question three was about the treatment of gay, lesbian, bisexual and transgender groups in health care, I was shocked that 52% of physicians have witness unequal treatment by their colleagues to these groups. When one is a physician I feel it is their duty to give everyone equal treatment regardless of their sexual orientation. As a teacher I hope to promote tolerance of all cultures in my classroom. The second question that interested me was question ten, it was about the differences between legal amounts of powder cocaine (mostly used by the wealthy) and crack cocaine (mostly used by the lower class). The fact that there is such a difference in the legal possession amounts it astounding. It shows a huge bias in the socioeconomic class. This quiz was very interesting to me because I feel that I learned a lot about many different types of biases. 

8. I got 100% on the Netiquiette quiz. It is important to teach student netiquiette because this is the age of technology and students are going to be on the internet for large portions of time and being rude online is just as bad as being rude in person. Teaching students how to properly use the Internet and to be polite online as to not offend other people. :) 

Classroom Newsletter (NETS I)

Through using Microsoft Word I was able to make a classroom newsletter. This newsletter was engaging and bright. It could be used to communicate with parents throughout the semester. On this newsletter I scanned a self portrait and used graphics to make it more visually pleasing.



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Introduction to Rachel Mills

Hi, my name is Rachel Mills, I was born in Pasadena, CA but I was raised in Crestline, CA. It's a really small town in the San Bernardino Mountains and I have lived there since I was three. I love living in the mountains and having the 4 seasons, the best part being the snow in the winters. Although it is also nice to be able to come down to San Marcos and have the mild San Diego temperatures. I went to elementary through high school in the Rim Of The World School District, which is based in Lake Arrowhead and now I am in my second year at Cal State San Marcos. I am an ICP candidate this semester and I'm hoping to eventually teach up in my home town.

My experience with technology is pretty basic. I had a PC at home until I came to college and now I have a Mac book. I really like the Mac it is very user friendly and I like the peace of mind that comes with less risk for a virus. I usually just use my computer for internet (facebook, email, etc.) and word processing. I took a digital art class in high school, so I am familiar with photoshop and the other Adobe software. I also took a web design class in high school so Im a little familiar with dreamweaver and some basic html. I am aquatinted with all these programs but I just have a basic knowledge of them. I am hoping to better my understanding of technology through this class.

I did not come to Cal State San Marcos because of the College of Educations Mission Statement however I feel that the mission of the college is something that I believe in and would like to be apart of. I believe education is a life-long process, people never stop learning and I would like to help young kids start that process in a positive and equal way. I want all kids to have an equal education and know that they can make a difference and have success academically and otherwise if they wish to. All students should be entitled to a quality education no matter their social class, ethnicity, background, or gender.