Classroom Newsletter - NETS I, III

I created a newsletter using a Microsoft Word document. I designed a newsletter that I would create in my classroom as a future teacher. I customized a border, edited original text, practical for classroom use.
September 1

Smilebox - CSUSM Web 2.0 Tools for Educators - NETS III, V

Wiki is a great way to incorporate technology in today's digital classrooms. There are so many tools to choose from.

Copyright Internet Safety - NETS I, IV

The Copyright assignment identifies laws, policies, and the dangers to avoid on the Internet. Being a responsible teacher, it is crucial to be informed.

Inspiration - NETS II, III

Inspiration8 is a graphic organizer software which allows you to create links and outline material in a visual form. In this assignment I was able to identify the Eduaction Technology Standards for Teachers and link them to the tools I used as evidence supporting the standard in a visually pleasing jpeg.

Tana PSA - NETS I, II, III, V

The public service announcement,(PSA),assignment was a direct response to the recent crimes of hate committed on the campus. iMovie was used to create this PSA.

My Crossword Puzzle - NETS II, III

My Crossword

This crossword puzzle was a lot of fun! I used to Microsoft Excel to create a spreadsheet where I designed a crossword puzzle about me. The crossword puzzle is interactive and shows students if the first letter in the word is correct by turning green and red if the answer is incorrect.

Journal 9: Playing with Skype, NETS V

Weller, T.J. (2009). Playing with skype. L&L, 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 Weller is about the ease of use of Skype. Mr. Weller is the director of bands at Mercer Area Middle-Senior High School in Pennsylvania. The technology, Skype was used to connect the expert, whose music is being performed, with the students performing it. The media also connected the composers with the audience and the ensemble where the composers could explain their piece in order for the audience and ensemble to better identify with them. The technology requirements were manageable through grant funding. The Skype connection itself was free. The tools necessary were a computer with a broadband Internet connection, a data projector, a couple microphones, a webcam, some adapters to pump the audio feed through the sound system, and a projector screen. The author’s opinion is that the education “paradigm” is shifting; now, education is not solely run by a single teacher but through a network of teachers made possible by “playing with Skype.” Bringing in local and non-local experts from colleges and universities also campaigns for higher learning. I appreciate the way the author makes a note to inform his students of digital citizenry by spending 45 minutes discussing copyright laws, the music business, and censorship. Tapping into resources such as feedback and instruction from other experts puts learning content into perspective and adds dimension to material being learned.
1. Do I see myself using this technology in the classroom? Yes, definitely. In a lower elementary school class we could use Skype to connect children with their email pen pals via a live communication.
2. What about schools on a budget? Like the school in Pennsylvania, a grant can be discussed and a grass roots campaign harnessing parents’ potential in the community.

Journal 8: Navigate the Digital Rapids, NETS V

Davis, V., & Lindsay, J. (2009). Navigate the digital rapids. L&L, 37. Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm#flat

This is a great article! I read Thomas Friedman’s book, The World is Flat a couple years ago for a history class. The book was filled with possible statistics of the future of education and the United States’ role in the global economy. The outlook was grim. I am happy to see that someone is taking these predictions seriously. Navigate the Digital Rapids, by Julie Lindsay and Vicki Davis discuss solutions to possible obstacles about educating a new generation of students and teachers. The article promotes the idea of digital citizenry where a transformation of “stagnant” curricula can easily be “navigated” once fear is overcome. The author’s offer tips to consider and what to avoid while making you a digital teacher. The tips are how to customize the learning environment, how to monitor and be engaged, how to have a plan, how to overcome the fear factor, how to deal with objections, how to put the learning in the hands of the students, and straying off topic once in a while is ok, too. The article also goes into detail about the current Flat Classroom Projects and has several links in the article to learn more about projects such as Net Generation Education, Digiteen, Digiparent, and Eracism.
1. How do I see myself implementing this in my classroom? In my second grade classroom we can be the next creators of Digikids!
2. What are the advantages of using this media? The advantages are that small learners will be empowered knowing that when we say they are the future, we mean it. As a future educator and a future digital teacher, I see the value in encompassing a worldwide canvas to exchange ideas in pursuit of extinguishing local problems such as racism in the community and global issues such as hunger.

Journal 7: The Beginner's Guide to Interactive Virtual Field Trips, NETS V

Zanetis, J. (2009). The Beginner's guide to interactive virtual field trips. International society for technology and education, 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 Field Trips, by Jan Zanetis reports on the benefits and endless possibilities of virtual field trips. There are many types of field trips that can be accessed without leaving your city or town. Virtual field trips are conducted over the Internet. There are asynchronous virtual field trips, which are not delivered in real time. Asynchronous trips are hosted via podcast, touring a specific location such as a museum. The article has three resources to get you started. The asynchronized field trips offer online labs and ask the expert tools to aid in learning. Interactive field trips are real-time experiences where students learn from an informal educator. This article discusses the opportunities to engage, how to get started, and a list of award-winning content providers. With today’s economy, virtual field trips are a great way to complement instruction that may have been simply “cut” out of the curricula. I definitely see myself using Virtual Field Trips in the classroom. Budget cuts are restraints that are inevitable. With the help of Virtual Field Trips my students will have greater access to organizations out of the state, such as NASA. I am impressed that this technology is not limited to one specific age group, for example the puppet activity can be used as early as kindergarten.

1. Are there fees involved? Yes, there are often fees but the content provider, NASA, offer a free program. A teacher can possibly convince administrators of the multitude of benefits and compare costs with an actual field trip, if funding is available.
2. How do I get started? Check to see if your school has a videoconferencing unit. Check for grants. Start by visiting the Center for Interactive Learning and Collaboration www.cilc.org.

Journal 6: Collaborative Documents - NETS V

Right now, there are Google Docs and Wiki, yourdraft.com, writewith.com, writeboard.com, and writer.zoho.com and others. For now I will talk about Google docs, which is also known as Google documents and is a free, web-based document that will store your data hosted by Google. The document, hosted by Google, allows the composer or composers to create and edit while collaborating with other composers in real-time. Classroom 2.0 has 10 discussions tagged ‘documents’. From these discussions I learned that multiple composers could edit the document at the same time, where Wikis only allow one composer to make edits at a time. One downside was that there is no real account for individual input and a possible solution was to have the different composers type in different colors. Google Docs also auto saves frequently so you can view the edited document almost instantly. According to one Classroom 2.0 respondent, who describes his favorite features of the collaborative documents as concurrent editing, export/save as popular formats, reviewing features, i.e. track changes, offline editing, sharing, and integration. It may be a good idea to identify what important features you would like from a collaborative document and that will guide your choice of program you choose. I commented on Brenda Mendoza who chose microblogging, KerriAnn Clark, who chose social bookmarking, and Christina Edwards’ post about gaming.

Power Point - NETS III, V

Presentation 1

NETS Collaborative PowerPoint Rubric - NETS II

For this assignment our group collectively decided what to look for when assessing our Power Point presentations.

Journal 5: Science on the Big Screen, NETS V

Schwartz, M., & Thormann, J. (2009). Science on the big screen. International society for technology and education, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25243&DirectListComboInd=D
The article addresses the needs of special needs students with the option of having an interactive whiteboard. Some teachers feel that students with special needs will benefit, since a particular area of science such as particles and the behavior of those particles is a difficult concept to grasp for these students. The idea is to ask probing, open-ended questions in order to seek a deeper level of comprehension. The article discusses the collaborative lesson idea as the University of Colorado has free physics education technology interactive simulations. The whiteboard actually records the lesson as the class digitally structures it. The simulation from U of Colorado can take place in front of the whole class on a big screen. The article discusses the convenience of having a digital running record of what the lesson included in order to assess students’ learning. The article suggests that the multiple intelligence theory is provided for with the help of the big screen such as movie clips for the auditory learner. This article’s last paragraph addresses age ranges and concludes that this technology is for all ages of learners.

1. How expensive is this technology? Will students have to share? The tool is new and yes this may come at a price, however, the benefits outnumber the risks. Schools can hold special fundraisers where all the proceeds of a silent auction, for example, will go directly for the strict use of purchasing these white boards. Parents are likely to be on board with this technology. Parents can assist with grant writing opportunities.
2. What happens at the end of the year, do the white boards stay in the classroom or do they go to the next level with the students? That can be planned out and decided by school districts and how they want to use them. Making contact with others in the technology community may help with infrastructure.

Journal 4: Finding Students Who Learn With Media, NETS V

Bull, G., Alexander, C., & Ferster, B. (2009). Finding students who learn with media. International society for technology and education, 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 with Media, by Bull, Alexander, and Ferster is about implementing web-based authoring tools, such as Primary access MovieMaker which offers students practice in combining their ideas, primary source pictures, even audio narrating in order to make movies. The movie production becomes part of the curriculum. Students have access to primary source documents in well known institutions such as the Library of Congress and the Smithsonian Institute. The article goes on to state that the implementation in schools is a productive way to engage students in learning. Class time has become more efficient. There has been established a solution to the time consuming video editing equipment of the past. There is actual data assessing students’ engagement levels. There are four levels of engagement that were classified, high technology/high content, high technology/low content, low technology/high content, and low technology/low content. The article offers advice on differentiating instruction through the performance assessment results. I agree with the article that retention is greater by learning the material in this way. Learning history in this way adds depth to the dates and names we memorize. Howard Gardner’s theory of multiple intelligences says that not all students learn the same way. The opportunity to make a movie about history supports the multiple intelligence theory with having different tasks to match the learner’s style.

1. Does this type of assignment isolate the student with little to no computer proficiency? There are many different tasks that the learner has the opportunity to engage in. I think this activity would sharpen, strengthen, and polish a learner’s set of skills.
2. Because this is student directed, how much feedback is necessary for teachers to give students? The teacher offers as much is needed. The teacher allows for students to self direct with a set of goals in mind. The teacher is going to facilitate with questions and scaffold the student as they become experts with the media themselves.

Journal 3: Keeping The Peace, NETS V

Levinson, M. (2009). Keeping the peace. International society for technology and education, 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
The article describes a community torn between whether or not middle school students should or should not have the privilege of operating a laptop at home and at school, which was provided by the school. There is an upset by some parents who feel that the children need more restrictions on the usage of the laptops. One side of the controversy feels that information and technology should be readily available and the other feels that the laptops are not being used appropriately. One student was showing a view of his mom in her nightgown to one of his buddies. Internet messaging is the underlying issue that has sparked the parent and teacher’s fury. The resulting negotiation was to block the iChat feature on the laptops. The issue had turned to a violation of freedom of speech debacle. The article also has statements made by each side of the argument. As a result, there are steps now in place to prepare all parties involved in advance. The article covers the new strategies in a boot camp to orient the students; connections with an organization focused on media and helping families make informed choices regarding media. There are training sessions available on how to research online, technology workshops, parent workshops in place to connect laptop use between home and school, an acceptable use policy, that must be signed, and the IM program has been limited to school-permission only use.

1.If the student should miss the boot camp orientation will there be a make up opportunity? Yes, the school administration will have the demonstration saved as a presentation in a PowerPoint style document that can be retrieved my faculty, parents, and students. This will also be available for a point of reference.
2. What are the consequences for misuse? The consequences will be based on the offense. Community service may be implemented for serious negligence.

Journal 2: Using Podcasts to Develop a Global Perspective, NETS V

Maguth, B.M., & Elliott, J. (2009). Using Podcasts to develop a global perspective. International society for technology and education, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25244&DirectListComboInd=D
A science, technology, engineering, and math high school in Columbus Ohio developed a podcast in order to research and deepen their understanding of global warming from a global perspective. The article follows the progress of this class activity as the students conduct research of individuals and the indiduals'opinions to the degree of "getting in character" and performing a debate in a "Meet the Press" style. The students wrote their scripts based on the characters and the beliefs that were collected as a result of research. The students were responsible for recording the debates using the software the students also showcased their piece on the internet.
The article explains that educators are responsible for making students aware of challenges the global community faces and to teach about the culturally diverse populations which exist.

1.This is a great idea! How much time do we give students to put this together? I would have this be a supplement to a unit plan. This would take some time to do, however a semester long should be sufficient.
2.What about the students who are less likely to want to put themselves "out there" on the internet? Or maybe even parents who are reluctant to the idea? Well, as a teacher I would of course be persuasive with the importance of the subject matter, in this case, global issues, and reiterate the importance and value of understanding these issues that plague or enrich our world. Of course I may have parents who utterly disagree and then I will let them know that there will be sufficient opportunity for their student to participate in the research, planning, recording, or editing opportunity.

Journal 1: Computing in the Clouds, NETS V

Johnson, D. (2009). Computing in the clouds. International society for technology and education, 37(4), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm
This article is about storing information and operating on a computer and relying on applications and file storage that are housed in a local area network, district intranet, or the Internet. The article discusses the benefits to computing in the clouds like having access to your information in various places, not just from home or school. Using web –based applications are free as opposed to hard drive stored software which can be costly. The article articulates a full glossary of terms for the reader. This author is making an appeal to teachers and administrators for grades k-12 where funds and resources are limited. The author goes on to give the advantages for using such web-based applications for the common productivity tasks utilized in a classroom environment. The term was coined by the often used metaphor and graphic, cloud, in reference to the Internet or network diagrams which are “up in the air”.

1.How soon can this form of computing be implemented?
School principals can organize the Parent-Teacher Organizations and do a presentation. The teachers themselves will see the advantages of cloud computing and filter to students and parents in a class meeting. For some this will catch on immediately and for others this may take some time.
2.How can this influence a positive learning environment?
With the help of collaborative documentation sharing applications, such as Google Docs, students can work independently and interdependently on research and reports. Students’ relationships will flourish with relevant ideas for discussions. Instead of talking about going to the mall on Saturday, the class will be discussing the future of hedge funds – a teacher can wish, right?

Social Bookmarking (Delicious)

1. The value of using primary sources in my classroom ... Using primary sources in the classroom will enrich and deepen the experience of the lesson with first hand account information in a particular subject matter. Primary sources are documents, artifacts, representing an actual moment in time. This will blow kids away! The national archive I chose is the regional history of the 1906 San Francisco earthquake, which provides an introduction, information on the earthquake and fire that resulted, the aftermath, and rebirth sections. The website has some devastating photos as well.
2. Student groups that  experience achievement gaps and are identified as at risk are racial and ethnic minorities, english language learners, students with disabilities, and students from low-income families.Gathering and organizing resource materials related to culturally diverse groups for use by school staff will fit my teaching style. This will enable me to familiarize myself on resource materials related to culturally diverse groups and in a sense become an expert on resource material in this discipline. I will become competent in this content area and also be a resource myself for my colleagues.

Build and use a network of "natural helpers" at school and in the community as well as "experts" who have knowledge of the culturally, linguistically, racially, and ethnically diverse groups served by your school. I like this area because I will be able to bring in others who have experience which will compliment any literature I may uncover regarding divers groups in and out of my community and classroom. My classroom community will also set a great example for my young learners to not only accept others but embrace our differences.

Network with parent, family, minority community, and faith-based organizations concerned with the needs of diverse students. Solicit their involvement and input in the design and implementation of initiatives for culturally, linguistically, racially, and ethnically diverse groups. This will build my relationship with my students by taking an interest in them. Networking to meet the needs of all learners will be beneficial in maintaining an affluent classroom environment. My goal is to level the playing field for all students to achieve their fullest potential and not to ignore or disregard barriers but to identify and address them.
3. I plan to teach 2nd grade and I took the ages 7-10 quiz. I am a cyber saint. I have not done these things however I can see how with no formal training a student can easily commit these cyber bullying criteria. I am a cyber saint because I am an adult, unfortunately there are adults who are cyber bullies. I learned about a group who call themselves, "Teenangels," who deliver presentations on safe internet use. I was shocked to see the kinds of questions that the cyber bullying quiz asked. This means there is an online community who are capable of doing such harmful things to each other. In my classroom I will be including technology and with that I have the responsibility to teach its proper use. The computer and the internet are powerful tools and need to be acknowledged as such devices. I would like to model good computer behaviors and educate my students on the dangers associated with the cyber bullying which exists.
4. The area @rtjunction from the "Subject Access", called Teaching Kids to Paint is going to be a great resource for me. As art begins to slowly disappear from the education field, I will incorporate art in my classroom, hopefully on a regular basis. @rtjunction is a collaborative space for teachers and students. Picasso once said that it took him a lifetime to learn to paint like a child. This website describes in detail how to prepare for painting, the different types of paint, what to paint, further reading, and related websites. I am not an expert on art in the classroom, yet. This website will assist in giving me the confidence to encourage students to tap into the world of art a little deeper. Eventually I see myself involved into the art 2.0 world where there is a community of people who share my beliefs on the importance of art.
I chose the slide shows for "Teacher Helpers." Mrs. Schrock has an in depth instruction on such gadgets as the Palm OS handheld device. I need the detailed instruction since I am just starting to incorporate technology into my personal knowledge base. I hope to sharpen these skills and utilize Kathy Schrock as  a resource.
5. Naturalistic - 83%, Logical/Mathematical - 81%, Musical - 56%
Video - Multiple Intelligences Leave No Child Behind, Teachers  are backing up children who were previously labeled as not smart and discussing how to incorporate Howard Gardner's theory of Multiple Intelligences in their classroom adaptations of the theory. Now teachers are adapting their assessments for the MI theory. I learned how to develop a digital portfolio for children. "When you are testing, you can't be teaching."
6. Grades 1 to 2, Social Studies Arts, City Blocks to build a tolerant community of learners. So the lesson had grown from a book called Roxaboxen by Alice McLerran, children, "find stones and rocks on a hillside and set up a city." I will take two weeks out of my lesson plan, if permitted, and allow my class to become the city of Roxaboxen. I can plan a field trip to the beach to collect rocks or use building blocks as in the example lesson. The children will create houses and businesses and see where their imaginations take them. I will of course be on standby for intervention, however, the community is going to be tolerance based and learner directed.
7. Wow. All of the questions and statistics are highly notable. Question 13, based on a 2007 report, the annual earnings of the average full-time worker is roughly equal to the daily earnings of the average C.E.O. in the U.S. is inconceivable to me. I would think that the mindset of this C.E.O. would be, "If you put your mind to it and work hard, you could too." My answer is that if this were true there would be a lot more C.E.O.'s out there. I got this answer wrong, I was hoping it would have at least been a week's salary, but daily? As a teacher, I hope to influence some young minds to realize their potential and at least from my level instill a hope that they can change the world in which we live. I also incorrectly answered the Princeton boost, question 15. I guessed 220 points, I mean why not? What's in 60 points? Spelling your name correctly, right? This is downright unfair.
8. My score on the Netiquette quiz = 90%. Netiquette is important because first and foremost my students could possibly land themselves in a dangerous situation. Screen rolling or posting a flame may incite a cyberbully who may constantly harass or even harm an unknowing participant. I think that with the ability to use a computer, there is a certain responsibility on the behalf of the adult. Netiquette is important also because it exists. Violence exists and I wouldn't want anyone to get harmed. d :-o

Intro Letter - NETS I

Hi classmates! My name is Tana Rae Townsend. I am from Oceanside now. I grew up in Venice, California. I went to elementary school in Brentwood, Ca. For Junior High School, I attended Bancroft Junior High in Hollywood. Living in Venice, this was a long commute, so to be local, I went to High school in neighboring Santa Monica. After High School I enrolled at Santa Monica College. Life happened and school ended for the next nine years. I relocated in San Diego in the fall of 2003. My daughter was born in May of 2004 and I quickly realized how expensive she will probably be so I enrolled at Mira Costa College. I love Mira Costa! Here I am at Cal State San Marcos. I love Cal State San Marcos, too!

My experience with computers started early at Brentwood Elementary School since it was a Marine Biology Magnet school, I wanted to be a marine biologist. We had computer class at least once a week and I remember my favorite game was "Where In The World Is Carmen San Diego". How ironic. We used macintosh computers and IBM. I would like to afford the money and time to explore whether or not I am Mac or PC, but not now. I navigate on a daily basis with my Blackberry smartphone. I  can be reached at all times and with a five year old, this is comforting. I no longer use a cpu at home since the availability here at CSUSM is convenient.

The mission statement was not a factor in my choice, however some really great people were. I am fortunate enough to be working with people and in the environment where social justice and equity are a strong philosophy as I believe we are all one people and deserve the best. My cohort and I will be skillfully prepared to enhance and transform the education system. I am delighted to hear that I will one day be a thoughtful and skilled professional contributing to the success of my society.