Wiki Page Meets NETS III

My Wiki page models digital-age technology, not only to inform students of specific subject matter, but I also demonstrate how to use this tool. My knowledge of this program allowed me to create my own site, where I demonstrate the use of a tool, "Sketchcast". I communicate this information to support student's own research and learning.

Scanned Self Portrait

Microsoft Word Newsletter Meets NETS I

My newsletter meets NETS I by using my knowledge of Microsoft Word and modeling a final artifact for students and parents. I can demonstrate how to use this tool to students and have students reflect upon the program to create his or her own newsletter. This promotes innovation and incorporates technology into student learning

Issues of Internet Safety Meet NETS IV

This PDF document, created and collaborated with other CSUSM students, informs not only future teachers, but students of issues of internet safety. As teachers, we model safe, legal and ethical use of online programs, forums, blogs, etc. in this document, by reporting on issues and answering questions. By using these correct techniques and teaching students of the consequences, we exhibit safe and legal behavior and responsibility in the digital age.

EdTech Profile - I'm samrt!

I just posted this anyways :)

CSUSM iMovie Video Meets NETS III

My iMovie meets NETS III by communicating information about CSUSM by using digital-age media. I created my own movie, while learning to use the iMovie program. I provide researched information to others, while meeting requirements and being creative. Not only can I demonstrate use of this program, but I can teach students in a different format than the norm and inspire students own creation of his or her own movie.

Inspiration Meets NETS III

In creating this presentation document, I demonstrated the use of the Inspiration program, as well as exhibited a presentation in a different format. My fluency in this program allowed me to inform students of NETS Standards, while being innovative and creative. I added text, color, pictures, and my own personal style to communicate important information effectively, while using digital-age media.

Excel Crossword Puzzle Meets NETS I

This Excel crossword promotes innovative thinking. Not only do students complete the crossword, which is pertinent to specific subject matter, he or she will create his or her own crossword, engaging in problem solving, and the learning of the program itself. Students will reflect upon the curriculum (in this case, Art) and create his or her own clues and definitions for important key concepts. While engaging in this, students will also use the technology of Excel to invent his or her own work.

Journal Article 8

Greenhow, C. (2009) Tapping the Wealth of Social Networks for Professional Development.  Learning and Leading 36(8)

I think this is my favorite article yet. It begins by mentioning the benefits of Twitter, which can accidentally be forgotten by the likes of Ashton Kutcher types.  Social networking, when used "judicially, " can be an amazingly quick channel for news, as well as gathering information and asking questions.  It is indeed, real-time and can quickly inform those gathered on a network.  It may also have effects on our economy and shaping a new culture (by giving other smaller cultures a voice?) and I see this as an opportunity for us just to grow more intelligent and become more informed.  Since this is NOW just beoming a topic of discussion for teachers, there isn't much research.  Social bookmarking sites connect teachers to share books, journals, articles, etc. (and of course websites).  Social networks work in the same way, but it also allows teachers to connect with students as well, and to further problem-solving skills.  This can also function well for feedback, troubleshooting, professional developmet, and recognitions.
Can I use Facebook with my students?
Actually... I don't know!  I would assume so, as long as my page is "appropriate"?  It might be different from district to district.  I think making a private account, strictly for school and connecting through students in that manner could be very beneficial, especially since I can access Facebook on my phone.  I could think the same for Twitter.
Would students participate?
I think the students aiming for that "A" could possibly abuse the system, wanting homework checked, asking for help - and those actually needing the help might not even bother.  But in a perfect world, students would ALL use this to connect with each other and help one another BEFORE bombarding the teacher.

Wiki Tool!

OR here's a link :)

Journal 7

Virtual Worlds

1) A virtual world is an online community, in which computer users interact with each other as characters of his or her choice. These characters are "avatars", or a 3-dimensional model of oneself, a representation. The avatars live in a computer simulated environment, which offers perpetual stimuli to the user, who then reacts, and can alter and affect this virtual world. Thus, the user/avatar experiences and acts in real-time. These communities include Second Life, Wee World, Whyville, and SIMS.

2)Threaded Discussions:

1. Second Life? This discussion centers around the specific virtual world, Second Life, which is similar to the game, SIMS. The discussion actually dates back to over 3 years ago, and to using this technology for classroom benefits. Some teachers have used this game to actually "teach" students in a real class setting, just, well... virtually. To most teachers, this sounded pretty far out. The discussion was a flow between programming experts and 60 year old 1st grade teachers, so it was pretty interesting. One programmer discusses how these technologies are better used for the visual effects, such as giving students a complete 180 degree, 3-D view of things not normally viewed, such as an internal organ, the solar system, or Civil War battlefield. There are also discussions of ELL teachers using this to help students have discussions in English. I think some of these ideas are great, but the idea of Second Life itself just kind of creeps me out. Whatever happened to teaching young students to be proud of who they are? That looks aren't everything? It seems to me that encouraging students to use and alter ego in the classroom might really start giving him or her a complex. Not to mention NONE of these characters are unattractive and they have bodies like that of a 7'6 Barbie doll who might topple over because of the 17 inch waist and her 36E bust. I dunno, when Mrs. Krabbaple goes from the 45 year old, little round 3rd grade teacher, to Laura Croft, Tombrader... students might get the wrong idea.
2. 3D Multiplayer Games and Virtual Worlds: Empirical Research and Case Studies This discussion begins with someone named Mark Lee asking for information regarding use of "3D multi-player online games and virtual worlds for collaborative learning". He is intending to create an empirical study, rather than theoretical, of practice in this area. A lot of fellow professors and teachers volunteer information, and links to other research. One mentions the Rover City Project, which is "a multi-user virtual environment for learning scientific inquiry and 21st century skills", and it seems like a great way to teach students. There is also mention of SLanguages, a national conference for virtual and language learning. I had no idea so much research had been done on using technology like this in the classroom! At the conference, practitioners and researchers in the field of language education in Second Life met to collaborate ideas and show languages and cultures within the 3D virtual world. I have to admit, reading some of this looking at all the major universities that have done research called "Games for Learning" or "Wii fitness in a classroom setting" is pretty amazing. I'm beginning to re-think this concept!

Journal Article 6

Greenhow, C. (2010). A New Concept of Digital Citizenship for the Digital Age. Learning and Leading. (37)6
ISTE collaborated with Partnership for 21st Century Skills, to define 6 important competencies:
1) Technological Fluency
2) Innovation
3) Communication and Collaboration
4) Research and Information Fluency
5) Problem Solving
6)Digital Citizenship is a person's ethical use of online forums, blogs, or other Wb 2.0 applications. Using a "proper" behavior to educate oneself on being an "informed and watchful citizen." Observing government and promoting ethical behavior through accessing information, filling out online forms, requesting feedback, etc. is participation in civic life. This also goes along with knowing about digital law and rights, such as piracy and copyright infringement. Being ethical, while making statements, is a good way to inform others and learn oneself about our culture and to explore different views and thoughts.
Students' understanding of these concepts is not only important for achieving technology-based standards, but also educating students in his or her future educational and professional networking. Teachers must constantly research and update understandings of current technology to ensure students continue to learn these proper behaviors and learn to the highest extent.
Why is this important in my classroom?
Young America has every right to know what is going on in our society - and it may be even more important to this generation. The more informed students may be, the better decisions and votes will be made in the future. I even think students find current events interesting! A student might feel important researching information about the government, ethical issues, health care, etc. and reflecting upon that in a blog or forum can make him or her feel proud about learning.
What can I do as a teacher to help students learn this?
A weekly assignment or even a daily one, can be made, instructing the students to research a topic (current event) online and either write on a blog or add to a threaded discussion. They can then post the link on the class blog or email it to me. This not only ensures the students have researched, but they are using technology to respond and inform me.

Prezi Presentation of NETS Meets NETS II

This presentation meets NETS II by incorporating technology tools into student learning. I not only created a presentation in this digital program, I incorporated the actual NETS into my final product. I can pass this knowledge and skills on to students, and assign students to his or her own project in the appropriate subject matter.

NETS-S Prezi Rubric Meets NETS II

This rubric meets NETS II by providing students with an online assessment for reflection as he or she completes the actual assignment. This provides the required standards necessary for the assignment, specifically informing students of not only the technological details, but the formative and summative aspects of the assessment. Instead of creating a Word document and a handout, this requires students to engage in online communication with me, and other students.

Social Bookmarking Meets NETS V

1. National Archives

I chose the "American Women!" exhibit, which went back to the 1600's. As Eurpeans arrived in America, the role of women was very specific, particularly to age and marital status. Marriage was viewed more as a contract, and sexuality was for reproduction purposes only. Reading was taught solely for the purpose of reading the Bible. As the revolutionary war brewed, respect for women slightly increased, as a strong mother could teach her son patriotism. When the Civil War began, women increasingly became involved in the industrial revolution, helping the poor and slaves in the north. After the war, more women's rights activists rallied for equality. Women worked long days with little pay, and were thought of "disrupting the work place." Women like Susan B. Anthony called for parades, rallies, and demonstrations to show the strength of women. The 19th Amendment finally then gave women the right to vote. The "roaring 20s" was perhaps one of the most significant times for women and fighting for rights. Women cut their hair, wore revealing clothing, and pushed themselves into jobs and different, less submissive roles in society. After the depression and the beginning of WWII, working women finally received a bit of recognition, thanks to Hollywood. However, when the war ended, women began settling back into their homes, with a domestic role. The 60s were another decade of change for women, with protests against authority and the use of birth control. In the 70s, women began taking higher roles in society, such as doctors and lawyers. This movement continued through the 80s as well. Today, the role of a woman has changed dramatically. Girls can grow up dreaming to be anything they wish. Many women are single parents and juggle the duel role of a career and a family and can be the provider for the family. Communication has opened up the floodgates for not only life opportunities, but for women and men as well.

The importance of primary resources in the class room is very important. This can include old photographs, any tool, artifact, interviews, maps, census data, historical documents, film, art, any fashion piece, genealogical information, or anything that shows concrete evidence of the past. These resources give may allow students to touch, smell, listen, or see evidence of the past, besides just reading it in his or her textbook. This is real life documentation that an event occurred or to understand how life was. It is much more interesting to different types of learners as well. Students can read about it, see or watch or hear, and then discuss. This makes for a much more memorable experience.

2. NEA Website

The students that are exercise the achievement gap are girls, minority groups, GLBT, and I can imagine ESL students. It can be difficult for a teacher to tackle so many different needs of students, while still trying to perform a curriculum. These students battle low socio-economic status, language barriers, being pushed ahead when not ready, or not given the extra time they need, bullying, and stereotypes. These students may also be underestimated and pushed to his or her fullest potential.

I think it is so extremely important to celebrate other cultures in school. Particularly, because as Americans, we don't tend to realize how much more is out there! There are so many beautiful societies with different beliefs and amazing differences, from which we can learn so much. Traveling definitely opened my eyes to how... egocentric this culture can be. I like the assessment idea, I think students can learn a lot from each other. Students may choose a place where they were born, lived, visited, or would like to see and write a report (of course use a powerpoint and post it to his or her blog) and share with a class all aspects of the culture. I also think sharing ideas like this with other teachers is extremely important. Organizing a task force would really help get staff support and encourage cultural awareness on campus. It would bring together not only students and teachers, but different cultures, and a community. I also think discussing with the staff, regarding developmental needs of different cultures of students is important. As a soon-to-be new teacher, I would like to help every student as much as possible. Most likely, I will have language learners, and getting help from experienced teachers can benefit this students substantially. Knowing what services are available at my school and how to best serve my students should be a large priority.

3. Stop Cyber Bullying!

Well, even though I am a cyber saint, 0:) I can benefit from reading about this, to help my future students. Since I plan to teach high school, this is a VERY important topic, especially with the popularity of Facebook and Twitter amongst students. When I was young, Barry Walters used to bully by pushing me down on the playground. I scraped my knee. Now, students trash each other on Facebook, start fake blogs or email accounts, doctor pictures, threaten each other, and pretty much anything else you can imagine. One method of cyberbullying, is the "Vengeful Angel", where the teen sees themselves as righting a wrong, or an "eye for an eye" tactic. No matter what, they strictly view themselves as the victim. Letting these students know that these matters are better not done as revenge is the best way to deal. Because matters can quickly escalate, students can quickly find themselves in a lot of trouble. It is better to address the initial issue than letting it get worse. The next type is the "Power-Hungry" bully. These teens are usually victims of bullying offline and want to exercise his or her power to show control. And they do this craving an audience, intending to threaten or embarrass. They are also the students with they best tech skills, so they may remain anonymous. Next, we have the "Mean Girls", who, like the movie, entertain themselves or his or her friends by ridiculing someone else. This group wants people to know who they are to boost an ego. Finally, we have the "Inadvertent Bully", who may not realize he or she is bullying at all. The things written may be mean or even hateful, but they are not intended that way. These things just may not be thought through all the way. It might even be joking around, but it gets easily out of control.

4. Kelly Schrock's guide for Educators - Ask Dr. Math!

This is a "question and answer service" not only for math students, but teachers as well! There is a searchable archive, and also a way to submit your own question. The question is submitted on a web form, then the answer and explanation returned by email. There are questions of the week in different tiers of math, and quizzes and puzzles. These may be presented by a teacher for a class, or part of computer lab time. The site also has math ranging from elementary to college! I've already bookmarked this AND tabbed this in Delicious.com. Even teachers can get stuck on math problems, and I can guarantee I would use this source to solve a difficult problem. I can also link this page to my blog, for students to access if they need help at home.

5. Multiple Intelligences

My strongest learning styles were logical-mathematical (75%), kinesthetic (58%), naturalistic (69%), and (even though the quiz didn't put this as top 3, I think) visual spatial (50%). After taking the quiz, I am reminded of all the fun things, for which I had time. Makes me want to throw my TV away.

The video I chose was " Multiple Intelligences Leave No Child Behind". It was about a k - 12 school with a curriculum based upon MI(multiple intelligences). Teachers and staff recognize that students may be very strong in a few and weak in 1 or 2. Because students were learning differently, there must also be new ways in which to asses the subject area. "P.O.D.S" are elective periods to approach MI on an individual basis. If students struggle throughout the day, these periods give him or her a feeling of success and accomplishment. If these students learn strengths early and stay on track, it can help them to be more successful, earlier in life. The school views standardized testing as a waste of valuable classroom time, and test scores are not everything. "If we want originality in children and creativity, we have to teach them processes of how to learn, as opposed to information."

6. Teaching Tolerance

Interpreting Wealth Disparities: Grades 6 - 12, Mathematics and Art

The lesson begins with an introduction about the topic itself, a wage gap — the disparity in wages between workers and corporate executives. A statue 16 inches tall sat next to the Washington Monument, one representing a worker, and the other a CEO, respectively. This leads to a discussion about debt, savings, and assets. A PDF file is printed for each student, with graphic data related to the topics. In small groups, each groups is assigned a different graph to review, and then discuss in class. Then the students are asked to think of a more creative way to present the group's chart, "juxtaposed against specific locations at school or in the community". Students research the building, bridge, boat, etc to find specific measurements and create a smaller replica, representing the working class. These art pieces, accompanied by an explanation piece, may be placed all over the school for other students, teachers, staff or family to see.

7. EdChange

After taking this quiz, I didn't expect to get many right, and I quickly went to the answer page to find which questions shocked me the most. I actually answered question 7 right:

Compared with their U.S.-born peers, how likely are immigrant men in the U.S., ages 18-39, to be in jail or prison, according to a 2008 report from the Immigration Policy Center? 5 times LESS likely was the correct choice. I feel that in this society, we are so quick to blame and want a concrete reason for everything. I also think this is why there are SO MANY lawsuits constantly clouding our judicial system. And why the future teachers have so many sensitive issues with which to deal. Anyway, my point is that immigrants are constantly being blamed for so many things gone wrong in our society, such as crime or abusing the welfare or healthcare system. And maybe a teacher that feels strongly about this subject, makes his or her opinion public or comments in class. This can completely affect an immigrant student, stereotypes from other students, his or her own self esteem, and so on. It is so important for an influential person such as a teacher to be fully educated on a subject. Which leads me to the next question:

What percentage of gay, lesbian, bisexual, and transgender high school students report that their teachers “never” or “rarely” respond to homophobic remarks made by other students, according to a national study by GLSEN? The answer is 84.5%. This can have a huge impact on the way students in the class view one another, let alone the things they think they are allowed to say. If a teacher is condoning a behavior (especially one that is considered wrong by PC standards), then students will go to town and push it as far as they can. Teenagers constantly substitute the word "gay" in for stupid, such as "this assignment is so gay". When I student taught, the two words that really landed my students in hot water was "gay" and "retarded", because both were so highly misused in a negative context. Students need to realize how offensive and upsetting this can be. Finally, the last question that shocked me was:
According to UNICEF, the wealth of the three richest people in the world is roughly equal to the combined Gross Domestic Product of: 48 countries. Wow. With all this wealth amongst so many people suffering, how can someone live with themselves? I also found out there are 2.6 million millionaires in the U.S. What?! How is there this much wealth and our school systems are squeezing the last penny while cutting art programs? I guess the phrase "share the wealth" isn't what it means. Don't these millionaire parents want their town or city to have good schools? Programs for children and teens? Help for the poor? An image of Shaun White driving around in his white Lamborghini just popped in my head. No... status and material possessions are so much more important...
8. "Netiquette Guidelines"
My quiz score is 100% (I did guess on the flame question)
Teaching students these guidelines is so very important because it does go hand in hand with good morals. The first rule, is a "do unto others" rule - just because you can't see that person or his or her reaction, doesn't mean it won't hurt. "Would you say it to the person's face? Some standards may seem lower in cyberspace, but it is important to understand that if something doesn't seem right or legal on the Web... don't do it. Understanding what a website is about and not over-stepping boundaries is also important. Students should recognize when it is appropriate to respond or write a comment. Not only is this important, but HOW the comment is made is also sensitive to the site. Another topic is about understanding when to publish a post or who to send it to - don't waste time or bandwidth. The entire office or staff doesn't need to read an email directed at just one person. Nor does one need to post the same response 6 times on the same page.... Or maybe not always sending those cheesy forwards??? One of the most important rules is to remember that when one is writing online, it is NOT the same as texting a friend. "wat r u doin?" probably will not impress your professor, boss, potential employer, etc. when seen in an email, blog, or anywhere, actually. Make all the writing online not just good, but free from errors, spelling, grammatical, or typing. As much as we utilize search engines, and get help online, remember it is nice to give a little back, too. If there is a good resource or information, share this with others, perhaps on a blog or bookmarked in a delicious.com account. Remember that people may make mistakes online, whether something is embedded wrong, to too much information is given. Instead of ridiculing, understand that he or she made an honest mistake and help them, rather than bully. Finally, just stop and take a breath. Is there a topic really getting heated enough over to insult someone? Think about how, well, stupid someone looks when they go berserk online. In any heated situation, take a deep breath, step back, and be the bigger person. All these lessons are so important to teach young student and reiterate throughout school. Many young internet savvy students are the ones who fall into the ruts of bullying or hacking. Reminding students to "walk a mile in other shoes" is so important, especially in internet safety as well.

This meets NETS V by having students participate in an online learning community, while demonstrating how to use this tool. The links created in delicious, also link students to technological information and create online exploration.

Journal Article 5

Nagel, D. (2010) California District To Install Solar Arrays, The Journal

Baldwin Unified School District in California is having Solar Power Inc install solar arrays on several schools in the district, saving them an estimated $1 million a year. The school will also receive millions in performance-based incentive rebates. 8 Individual systems will create more than 3 million kilowatt hours of power within the first year. The project will save the community money and provide jobs during the construction. The solar panels will also double as covered parking for all those rainy days here in California.
Do I think this is logical for other districts throughout the country?
Absolutely. I didn't realize how much it would cost school to power up daily. I read it costs a fluorescent bulb .03 cents per day. Which would cost a school anything from $50,000 - $100,000 per year in light bulbs alone. The school also has computers, projectors, printers, scanners, and more that require much more "juice" than fluorescent bulbs. So after a year or two the solar panels would pay for themselves.
Could something like this be implemented into a lesson plan?
Oh yes. And I actually found one online while trying to find cost for power information. This can be applied to simple mathematical problems, even using pennies to demonstrate. Different lengths of time and coal necessity can also be factored into the problem as well.

Journal Article 4

Weller, T. (2010). Playing with Skype. Learning and Leading. 37(6)

Bringing students to virtual places is becoming a popular classroom idea for teachers. In this case, students are connecting to a “guest conductor” in his or her music class, through Skype. Skype uses a camera (usually imbedded in the computer) and and internet connection to communicate in “real time”. In this case, the composer may give a lesson and answer questions, and even lead students through a performance. The equipment needed can usually be found in a classroom or borrowed from a library. Through these type of interactions, students make a meaningful connection to a different source of information. These guest speakers/composers are just an excellent way to.. well, kind of get out of the classroom, by bringing an expert in. As long as these experiences remain substantial, Weller will continue using Skype in his classroom. “We are seeing a paradigm shift in education, where the teacher is no longer the absolute authority of knowledge in the classroom.”

What similarities are there between this and the virtual field trips?

Actually a lot! Both these concepts are connecting students in real time with an expert in which they are studying. However, it seems that setting up Skype might be easier... but finding an expert might be more difficult for a teacher to do on his or her own. The field trips are designed to get the students out of the class, and here the expert is brought to the students.

Who would I like my professor to Skype in, in this class?

Larry Page and Sergey Brin (I actually googled their names) are the starters of Google itself. It began as a research project in 1996 while the two attended Stanford. Considering the mathematical properties of the internet and trying to create a data/research base for the school library, Page found how to link a web page to another given page. The mathematics would probably be over my head.. but it would be so intriguing to see how they put everything together.

Journal Article 3

Davis, V. and Lindsay, J. (2010). Navigate the Digital Rapids. Learning and Leading. 37(6)

There is a fine line when encouraging students to research online, or use digital media. How does a teacher assure students remain on task? That they don't navigate somewhere that could land him or her in trouble? It is important not only to teach students about new technology, but also how to properly use these tools. And knowing the proper way to utilize the World Wide Web is important in the future of these students in the job world. This article suggests, “know what you're doing” - know the tools with which you are using, so that you may monitor and “customize” the project. Leaving too much open for students may lead to missing out on some of the content of the assignment. Teachers also need to emphasize that this is professional networking, not social. This includes language, tone, images, and quality, and a teacher may best display this by leading by example. Having a specific plan with plenty of examples is a great reference for students to use if unable to get immediate personal help. Students should be monitored, but also allowed to be creative and find different ways to gather information and connect with others on a topic – this is where knowledge of the technology (for the teacher) is a must.

Why is teaching students “digital citizenship” so important?

Students are much more technology savvy than we know. Unfortunately, it can really affect their school work. I hear from more and more teachers that students spell “you” as “u” and use abbreviations such as “LOL” in papers. When contacting professors or teachers, one may assume email is casual and forget capital letters and spelling. This is a very important lesson to teach our students. There is a huge difference between social and professional.

How can I ever be a step ahead of my students?

Read, read, read. And research. No matter what, I worry that my students will giggle when I try and teach them things that involve any type of technology. However, if I keep up with my learning, at least I may be able to answer questions and show students tips and shortcuts. And getting tips from students is a possibility, too. As long as I know and understand the technology well enough, hopefully the lesson can't go too wrong?

Journal Article 2

Bull, G. (2010). Finding Students Who Learn with Media. Learning and Leading, (37) 5

Students may now create his or her own short documentaries through a movie making website, called PrimaryAccess. It allows students to study and learn about a topic (e.g. the 1930s) and use text, narration, and images to this twist on writing a report. PrimaryAccess also is connected to social studies standards to ensure teachers can make the most of these assignments, while following a curriculum. This “student authored” media is conventional, as to assure that students focus on the research, rather than how to actually create the documentary. If time is an issue, PrimaryAccess also created a feature, Storyboard, in which students only need 1 class period to create their reports. Since this work is done online, teachers may monitor the students' performance and engagement. Through studies, not only were a higher level of students engaged in content (rather than writing an essay), but teachers may learn more about the students. Then lesson plans may be altered as to hopefully ultimately interest students and raise participation levels.

Is this a realistic option in classrooms?

Yes! Very much so! Students crave variation in the classroom, and technology is proven here to peak interest and engagement levels. Many students may expand their creativity with these computer programs and learn technology skills to help them in the future.

Again, how could this be used in a math class?

Well, mathematical history reports can be an option for a documentary, but realistically this might not be the best program for a math class. However, students may use this or a similar program to explain math processes. Using audio and either scanned math problems, or inserting Equation symbols in word, students may make his or her own “How to” video for things such as “how to solve a differential equation” or “how the Pythagorean Theorem works”.

Journal Article 1

Zanetis, J. (2010). The Beginner's Guide to Interactive Virtual Field Trips. Learning and Leading, 37(6)

As school districts lose more and more funding, and as the limitability of teachers to be creative and get their students outside the classroom diminishes, an amazing idea has risen from the ashes. Virtual field trips may be just what all those easily distracted students desire. Using the internet in school may be old news, but there are new advances in real-time interactions that allow students to see a museum, ask an expert at NASA, watch an excavation, or get involved at a science center. This may be all done through something called Interactive VFTs, which use videoconferencing technology that 30% of schools already have installed. Even more impressive, these "interactions" are based on national standards with classroom activities for students before and after. Teachers constantly are looking for ways to get students involved in the classroom, moving away the "lecture" methods that is now looked upon as non-engaging and far from benefiting any special needs students. The article also describes in great detail how a teacher may set up an interaction and how to find one to fit the classroom's needs.

As a future math teacher, how could I implement this in my classroom?

Math has to be one of the most difficult subjects in which to be creative, especially when it comes to lesson planning. However, we tend to forget that there is a lot of history in math. Mathematicians are important to remember when we learn things such as the Fibonacci sequence, the Pythagorean Theorem or Euclidean Geometry. More importantly, this is a great way to show how certain types of math are used in "real life," which is the question of the day if you've ever taught math. Calculus is a perfect example - showing the fluctuation of a business' gross profit.

If using an asynchronous VFT, how do I assure student stay on task?

Ooh, hard question. Well, when working in a computer lab, students are so, so easily distracted by MySpace, Facebook, ESPN or any other of the time absorbing websites. Well, first, it's most likely that the school blocks these sites. However, most students know how to get past this. So, assign a written or something that each student must show you upon leaving. It is actually not too difficult to monitor students in a computer lab, you just have to constantly move around and check the tabs open on the bottom menu or any other tabs open on the internet ;). They are very impressed when you know how to do this.

Intro Letter

Hi! I am Meghan Carey and I grew up in Yakima, Washington, where I also attended the University of Washington. I've lived in San Diego county now for over 7 years, and this is home for good! (Unless I travel further south). I am very ready to finish the credential program here at CSUSM :)

This past summer I purchase my first Mac and I absolutely love it. I use it for everything and am on it constantly. I actually do NOT have office installed on it. I use Open Office or Google Docs right now. I do plan to buy it.... eventually.... I do use the '07 word on the CSUSM computers, so I am familiar with that program. When it comes to finding anything I need, I use my computer. My roommate asked, "where's that Henrys grocery store?" and my response is why not google it? It will give you better directions and show you a map. I use my computer for pretty much everything in my life right now, to check the surf, Craig's List, friend and family communication, to watch TV and movies, to listen to music... I DO feel a little out of touch with some computer programs and I am excited to learn more in this course. My particular area in need of help.... Excel. Ugh. And I am a math person.

Since I have completed the credential program... the mission statement has been impounded in my brain! I used the words, "social justice", "life-long learning", and "student-centered learning" so much last year, I will forever remember them! This program interested me because of the commitment to teaching all types of students, whatever special need may be. Because every student is diverse and has his or her own special need. This program is honest and teaches not only about teaching, but how to be a compassionate teacher.