Copyright/Internet Safety - NETS-T 4a

PROMOTE AND MODEL DIGITAL CITIZENSHIP AND RESPONSIBILITY
- advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

I collaborted with four classmates using Google Docs to advocate the safe, legal and ethical use of digital information and technology. Through this project students learned to respect copyright and intellectual property as well as how to use the internet safely and conscienciously with high standards and morality.

EdTech Profile - NETS-T 2d

DESIGN AND DEVELOP DIGITAL-AGE LEARNING EXPERIENCES AND ASSESSMENTS
- provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

For the EdTech profile I took a quiz on the EdTech website on my technological knowledge and abilities. The results of my technological prowess was converted into a graph. The graph is shown below. The resulting data expressed by the graph can be used to aid in teaching concepts that have not yet been mastered.

Inspiration KM - NETS-T 2a

DESIGN AND DEVELOP DIGITAL-AGE LEARNING EXPERIENCES AND ASSESSMENTS
- design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

I used Inspiration as an technology tool to organize a main idea and subtopics related to that main idea. I organized the National Educational Technology Standards for teachers (NETS-T) and its five related standards. Then, I used this chart to write my Teacher Performance Expectations for Technology in Taskstream for my teacher credential program.

iMovie PSA - KM (CSUSM) - NETS-T 4b

PROMOTE AND MODEL DIGITAL CITIZENSHIP AND RESPONSIBILITY
- address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

I created a public service announcement encouraging prospective students to choose CSUSM using the learner-centered technology tool iMovie and a video camera . All students had equitable access to this tool because it was available to all students via the classroom computers. I incorporated statistical information, audio, and text into the project. This movie project meets the diverse needs of all learners. It promotes student-centered learning, because each student is responsible for independently completing the project.

Newsletter NETS-T1a

FACILITATE AND INSPIRE STUDENT LEARNING AND CREATIVITY
- promote, support, and model creative and innovative thinking and inventiveness

The creation of a newsletter using Microsoft Word generated creativity and innovative thinking on behalf of students by using technology to advance student learning. Through this project thought processes were developed and the implementation of research and writing strategies led to the acquisition of knowledge.

Journal #10 - KM-(Extra Credit) Exergaming: Cardiovascular Fitness in Immersive Virtual Environments-NETS-T5c for all journals-NETS-T1b(article focus)

Nadler, D. (2008). Exergaming: cardiovascular fitness in immersive virtual environments. Learning & Leading, 35(8), Retrieved from http://www.iste.org/AM/Template.cfm?Section=June_July_No_8_&Template=/MembersOnly.cfm&NavMenuID=4010&ContentID=20769&DirectListComboInd=D

NETS-T - 5c - ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP
- evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

I am a member of ISTE, and reading/evaluating various journal articles helps me discover emerging digital tools that can be used in the classroom to support student learning.

ARTICLE FOCUS: NETS-T 1b - FACILITATE AND INSPIRE STUDENT LEARNING AND CREATIVITY
- engage students in exploring real-world issues and solving authentic problems using digital tools and resources

This article uses the digital exergaming tools to address and solve the problem of obesity in our youth.

This article summary was written directly onto a "new post" on my blog using the Blogger tool.

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This article discusses the concept of incorporating exergaming into the physical education curriculum to address the obesity present among youth. Approximately thirty percent of youth in America aged 6-19 are obese. This plan to add programs like Dance Dance Revolution and stationary bikes with built-in screens that simulate car races (you pedal faster to make your car increase its speed) to PE classes gives hope to this generation.

West Virginia piloted a program where exergaming became a mandatory part of the state's physical education program. The game Dance Dance Revolution was incorporated into their program. This exergame displays dance steps that correspond to hip songs on an overhead screen and makes participants match the steps displayed by stepping on a mat. After the incorporation of this program, the state noticed that physical fitness levels rose amongst their students.

These types of exergaming programs provide an excellent cardiovascular workout and promote coordination as well. They allow for the monitoring of heartrates and calorie output of students by teachers. Exergaming would be an excellent resource in areas that experience harsh winters, intense heat, and safety issues (bad neighborhood).

In the future, exergaming might include devices that transmit brainwaves into code to allow users to move avatars on an overhead screen. These devices would include wireless headsets that sense these brainwaves. Major companies like Sony and Nintendo would pay huge sums for this technology. Currently, the companies Emotiv and NeuroSky are trying to develop this brainwave reading technology. Unfortunately, exergaming devices are expensive.

1. Would the high cost of these exergaming devices prohibit their use in public education? I think the current budget shortfalls would prohibit the implementation of exergaming devices in public schools. At the present time, physical education seems to be taking on a less significant role in education despite the fact that an ever increasing percentage of youth are obese. However, nothing is impossible. Through the use of physical education grants, public schools could see the implementation of exergaming equipment.

2. Do you think that exergaming has a place in our current physical education environment? I think that exergaming adds a whole new dimension to physical education. Many students would find exergaming to be a lot of fun, and that would increase participation in PE and enthusiasm amongst students. What better way to get kids to increase their movement then to have them engage in an activity that is fun and entertaining? Girls would especially take to the Dance Dance Revolution, and boys would like the stationary bicycles that incorporate the competitive nature of car racing. Technology is forever changing and we must change along with it. New ways to combat obesity should be wholeheartedly encouraged and implemented.

Journal #9 - KM - Web 2.0. Today's Technologies, Tomorrow's Learning - NETS-T 5c for all journals - NETS-T 1b (article focus)

Groff, J., & Haas, J. (2008). Web 2.0. todays technologies, tomorrow's learning. Learning & Leading, 36(2), Retrieved from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_1&Template=/MembersOnly.cfm&NavMenuID=4107&ContentID=21954&DirectListComboInd=D

NETS-T - 5c - ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP
- evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

I am a member of ISTE, and reading/evaluating various journal articles helps me discover emerging digital tools that can be used in the classroom to support student learning.

ARTICLE FOCUS: NETS-T 1b - FACILITATE AND INSPIRE STUDENT LEARNING AND CREATIVITY
- engage students in exploring real-world issues and solving authentic problems using digital tools and resources

This article discusses the concept of using digital tools like simulators, games and social networking websites to engage students in exploring real-world issues and solving authentic problems. For example, the article discusses using the "Ayiti: The Cost of Life" game to help students solve the real-world issues of the allocation of resources, and how to deal with education, work, community building and health care on a make believe island.

This article summary was written directly onto a "new post" on my blog using the Blogger tool.

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This article addresses the idea of using social networking sites like "Facebook," simulation sites like "Second Life," and digital game sites like "World of Warcraft" to bridge the gap between life and culture outside of school and the classroom. Utilization of these sites inside the classroom could provide an excellent medium for educators to teach the standards to their students. Students are comfortable with these online tools and it would be beneficial for teachers to tap into these remarkable sources to help students better grasp educational concepts.

Educationally speaking, social network sites can provide a forum for collaboration between students who are miles apart. They can share ideas, collaborate on projects and therefore share in their learning. These social sites act like networking tools. Sites like "Ning" can be used to create a private network for a classroom. The beauty of social networking is that it can be used inside and outside the classroom provided all students have access to computers and the Internet. A "Ning" classroom community would allow the teacher to post and record class assignments and set up as well as manage accounts for students. Using a site like "Ning" enables students to have the capacity to share ideas and resources they've discovered for a class project. Teachers could use the same concept to create educational communities where they collaborate with other teachers at the same grade level in regards to teaching practices, projects, and ways to incorporate the curriculum into their classroom lessons.

The article states that hands-on learning is ideal for students to fully grasp a concept. However, this is not always possible due to budget cuts, time constraints, and logistics. Simulations can provide this hands-on experience. For example, a class can explore the circulatory system through the use of simulations to discover how blood flows through the body and what objects are present in the blood like: antibodies, red blood cells, white blood cells, and platelets. The site "Starlogo: The Next Generation" allows students to create simulations of events they would never be able to experience like what is involved when there is a forest fire. The teacher can use the simulation to pose more in depth questions. This helps the students become critical thinkers.

The article also addresses the educational importance of games. It says that great games encourage critical thinking, problem solving and cooperation in working towards a common goal. Online games like "Ayiti: The Cost of Life" incorporates analyzing situations and decision-making as well as critical thinking and problem solving. The player must decide on issues of work, education, community building, purchases and health care for a virtual family on the island of Ayiti. In other online games like "Diplomacy," teachers can explore the concepts such as the political causes of WWI with their students and how negotiations and actions affect others.

One drawback to the use of these new technologies are the requirements for their use. For example, stronger more advanced computers are often required for simulations and games. There is also the learning curve associated with any new gadget. Some tools prove to be more useful in the classroom than others. Teachers have to experiment to find out what works for their particular grade level. Also, teachers have to be willing to allow for student-centered learning and unpredictable outcomes when first implementing some of these technologies. The teacher will need to provide a supportive role for the learning that occurs through these social networking, simulation and gaming sites. This is a good thing however, because the teacher will become partners with their students in the learning process. These technologies are engaging for students, they help students internalize classroom content more efficiently, and help increase the students' score on exams according to the article. It appears that they would be beneficial for any classroom if used correctly.

1. Would simulations really be a suitable substitute for real world experience? I think that simulations would provide valuable information that students would otherwise not receive. Fiscal constraints limit the number of fieldtrips that students can take, and simulations would provide an excellent alternative. Obviously real world experiences are optimal, but simulations also provide superb learning opportunities for "hands-on" experience in many curricular areas. Simulations would help bring textbooks "alive," and students could become more fully engaged in the curriculum. Any means of encouraging student learning should be embraced by educators.

2. Would students have a high propensity to misuse social networking technology that is required for an assignment and chat instead of having meaningful conversations about the curriculum? I would assume that a minimal amount of chat would occur with the social networking tool, but most conversations would surely center on the topic and assignment at hand. Besides, a teacher would monitor conversations amongst students to ensure that they are relevant to the subject matter to alleviate any potential problems with the misuse of the social networking site. The teacher would also assign certain tasks to be completed collaboratively and this could be monitored as well on sites like Google Docs.

Journal #8 - KM - Tapping the Wealth of Social Networks for Professional Development - NETS-T 5c for all journals - NETS-T 3b (article focus)

Greenhow, C. (2009). Tapping the wealth of social networks for professional development. Learning & Leading, 36(8), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/JuneJulyNo8/36810g.pdf

NETS-T - 5c - ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP
- evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

I am a member of ISTE, and reading/evaluating various journal articles helps me discover emerging digital tools that can be used in the classroom to support student learning.

ARTICLE FOCUS: NETS-T 3b- MODEL DIGITAL-AGE WORK AND LEARNING
- collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

This article talks about how teachers can collaborate with peers using digital tools to support student success. In the article, teachers use social networking tools to talk about different projects and ideas that they have had success using in their classroom. They also pose questions to their peers. For example they might ask if anyone has a great science lesson on the rock cycle. The article also addresses how technology can be used more effectively in the classroom.

This article summary was written directly onto a "new post" on my blog using the Blogger tool.

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This article discussed the incredible power of social networking sites like Twitter. Social networking sites can be used to ascertain the answers to questions posed, and as a medium for learning about the latest news. These social networks (Twitter, Facebook and MySpace) allow for the collaboration of ideas where opinions can be made known publicly. In addition, people can increase their knowledge and intelligence through the input of others. The article stresses the need for educators to study how technology is integrated in our schools, what increases its use among students and teachers, and how technology will impact our students' education in the long run. Up until now, not much research has been done on the use of social networking technologies by teachers because it is such a new concept.

The author of this article noticed a couple of trends occurring in regards to the use of social networks among educators. The first trend is the increased use of bookmarking sites like Delicious, Diigo and CiteULike. By using these bookmarking sites, teachers have been cooperatively sharing links to educational articles, websites and books. This helps expand the collective resources and knowledge base for all educators. The second trend observed is the use of social networking sites like Facebook, Classroom 2.0, Ning, and Twitter to gain emotional support and recognition from other educators. Social networking allows educators to share ideas with an untold number of educators. Therefore you can incorporate other educator's brilliant ideas into your curriculum. Also, if you have a problem, you can pose it to the social network and quickly come up with viable solutions from educators who have encountered the same problems. This social networking forum allows for improvement in educational practices through the incorporation of new ideas, and it allows for teachers to receive recognition from their peers in a profession that is often lacking in this regard. This recognition may even lead to opportunities to develop oneself professionally through the grants or time off to pursue a special project.

In regards to social networking among teenagers, the accolades given by peers for a creative blog post, creative writing, or a self-made video jprovides encouragement. This has a positive impact on their self esteem. Teenagers can also benefit from the emotional support provided by these sites during times of change and emotional upheaval such as the transition to college. They could also get support for school projects or assignments.

1. Will the advent of social networks alienate students from their families in terms of seeking advice on matters of significance? I think that students will still seek advice from parents on matters of importance despite the fact that social networks are available. Social networking provides an excellent forum for discussion amongst teenagers about issues they are facing, but the culture, wisdom and unconditional love present in families supersedes any information and emotional support attained through the use of social networking sites.

2. Is there too great a risk in using social networking sites in regards to potential cyberpredation? While there certainly is a risk in all that one does, in this case cyberpredation, the judicial use of privacy settings and information provided online can thwart this potential threat. Users of social networking sites need to be careful about information they provide about themselves. "Less is better" is a good rule to follow. Limit the information you provide about yourself online. Be careful not to get too personal with someone you don't know online.

Journal #7 - KM - Technology: Google Earth - NETS-T 2a

NETS-T 2a - DESIGN AND DEVELOP DIGITAL-AGE LEARNING EXPERIENCES AND ASSESSMENTS
- design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

The Google Earth tool is a digital tool that could be used to promote student learning and creativity. For example, students could use the Google Earth tool to trace the route taken by Lewis and Clarke across America. This would enhance students' learning in the social studies subject area, and make learning about history more exciting and fun.

This tool summary was written directly onto a "new post" on my blog using the Blogger tool.

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TECHNOLOGY: GOOGLE EARTH
1. Definition: Google Earth is an Internet program that includes a virtual globe of the Earth as well as information on mapping and geography. Utilizing satellite images, the GIS 3D globe, and aerial photographs, it creates maps of the Earth.

2. Report on what you learned from the tool:
-First Threaded Discussion: - Cross Curricular Uses of Google Earth
http://www.classroom20.com/forum/topics/649749:Topic:58381
The discussion talked about ways to use Google Earth in the classroom in various curricular areas. One discussion talked about plotting a typhoon using Google Earth. Another contributor to the conversation explored the use of Google Earth with a science project where students visited the various biomes they were studying such as the taiga. Students not only read about the Taiga in their textbooks, but they were also able to visit the biome virtually via Google Earth. This helped the students better understand this biome and make more connections in science. Another educator suggested Google Earth for use in the language arts area. Educators used Google Lit Trips to place landmarks and comprehension questions about a current realistic or historical fiction book their students were reading at the places where events in the book occurred. In regards to social sciences students could also use Google Earth to take a virtual tour of the historical places they were studying like historical battlefield sites. They could also map the route taken by Paul Revere. It really helped make history come alive for these students.


-Second Threaded Discussion: - New Website for Teaching Math with Google Earth
http://www.classroom20.com/forum/topics/649749:Topic:127632
This discussion focused on using Google Earth in the math curriculum. The creator of the discussion developed a website called "realworldmath.org" where Google Earth could be utilized to "spice up" often mundane math lessons. This educator was tired of bookwork and formal lecture in his math class curriculum. He wanted to make math come alive for his students and help them realize the real world uses and implications for math. His website has various lessons for educators to use such as: line patterns, mazes and labyrinths, estimating distance, and using Sierpinski Triangles. Contributors to the discussion loved his website. They loved how students could use what they learned from their math textbooks in the real world. They also thought that using Google Earth to make math connections with their students might encourage some students to pursue careers in mathematics.

Journal #6 - KM A New Concept of Citizenship for the Digital Age - NETS-T 5c for all journals - NETS-T 4c (article focus)

Greenhow, C. (2010). A New concept of citizenship for the digital age. Learning & Leading, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25564&DirectListComboInd=D

NETS-T - 5c - ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP
- evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

I am a member of ISTE, and reading/evaluating various journal articles helps me discover emerging digital tools that can be used in the classroom to support student learning.

ARTICLE FOCUS: NETS-T 4c - PROMOTE AND MODEL DIGITAL CITIZENSHIP AND RESPONSIBILITY
- promote and model digital etiquette and responsible social interactions related to the use of technology and information

This article talked about how educator need to teach responsible social interactions to their students on Internet social websites in particular. It also addressed the need for students to advocate for change in regards to current political and social issues via these social websites in a responsible manner.

This article summary was written directly onto a "new post" on my blog using the Blogger tool.

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This article focuses on digital citizenship and what it means to today's educators and their students. Given the fact that social networks are the wave of the future, educators must include lessons on digital citizenship in their classrooms. However, defining digital citizenship can be difficult because definitions of legal, ethical, safe, and responsible online behaviors differ between cultures and countries. Traditionally digital citizenship definitions have pertained to one's country of residency.

There has been a huge increase in the number of social media formats like blogging, social networking sites and Web 2.0 based sites, so teachers need to make sure their students learn to navigate these sites responsibly. Teachers also feel that these sites can become wonderful platforms for social change. They want their students to participate in civic life by volunteering, campaigning and lobbying via these Internet-based sites. In this digital age, it is necessary for educators to help their students learn the skills to create "youth media" like blogs, podcasts, videocasts, e-zines and online communities. It is important for students to be conscious of current political and social issues, and be able to participate in online forums that discuss these issues. Students must be informed citizens and their behavior online must represent superior standards of excellence that include safe, responsible, respectful, legal, and ethical uses of this newly emerging social networking digital technology. Therefore, in order to navigate responsibly through these social networking arenas, they must learn to respect the rights and responsibilities of others as well as themselves in the digital world. Teachers must ensure that their students possess the ability to adjust privacy settings, download music legally, post messages that are reflective of responsible digital citizenship, and also encourage their peers to do the same.

The article also discussed two studies that focused on cyberbullying and morality on the Web. In regards to cyberbullying, the creators of the study created scenarios using Second Life to allow students to learn about what behaviors exhibit cyberbullying. Using these scenarios, teachers can educate their students about cyberbullying, and hopefully prevent it in the future. The second study had scenarios that represented many ethical dilemmas regarding a teacher's appropriate jurisdiction over the information to which their students are exposed online, and issues regarding the privacy of students. These studies help to provide information in regards to what guidelines need to be established so educators will feel more comfortable bringing social networking technologies into their classrooms.

Considering the fact that the world is becoming much more global through the use of the Internet, it is vital for educators to expose their students to social networking sites. In the future, employers will be examining these sites to recruit employees. These sites will also bring collaborators together from a variety of countries to discuss important global issues. Students need to learn to behave respectfully and responsibly via the Internet. They need to be made aware of their potential impact on social, environmental, and political issues through their use of digital forums. They need to understand the effect they have on others, not only in the physical world, but also the online world. Digital citizenship is a huge responsibility that must be taken seriously by everyone who navigates the Web.

1. Would the educational activities developed by the authors of this study assist teachers in developing social and Internet awareness in their students as well as aid in the prevention of cyberbullying? - Yes, I believe the educational scenarios developed by the authors of the study "Cyberbullying: Using Virtual Scenarios to Educate and Raise Awareness" would assist teachers in establishing student awareness in regards to the issue of cyberbullying and responsible online behavior. These scenarios can be used by teachers to educate their students about the effects of cyberbullying and how to avoid it. Through the use of this type of educational material, students will develop a moral sense of responsibility in regards to Internet use and make better choices in regards to their online behavior. This should help prevent cyberbullying.

2. Will employers and universities rely heavily on social networks like Facebook to recruit future employees and students? I think that online social networks will become more important in terms of future employment possibilities and college admittance, so it is important to act responsibly on these types of social networking sites. You never know who is going to be monitoring them. However, test scores like the SAT and ACT as well as grades and extracurricular activities will remain the dominate way of determining admittance for students into college. In regards to future employers, it is my opinion that they would most likely use a social network to round out the curriculum vitae already provided by potential new hires applying for a job and job fairs. The face to face real world encounter at job fairs cannot be replaced by virtual social networking forums. Responses via the Internet can be rehearsed and well planned before they are input into the social networking site. In the real world, people need to respond quickly to discussions, thinking critically and intellectually to solve a problem. A certain rapport can be established in the real world that cannot be replicated via the Internet. Rapport goes a long way in establishing working relationships in the business world.

Wiki Page (CSUSM Web 2.0 Tools for Educators-"Part of a Plant") - NETS-T 5a

ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP
- participate in local and global learning communities to explore creative applications of technology to improve student learning

Students were asked to research and report on a Web 2.0 tool for educators using the "Cool Tools for Schools" website. Students made contributions to an established CSUSM classroom 2.0 community "Wiki" page, by creating their own web page. On this web page students shared what they learned about their researched educational tool with their peers. Students composed the written portion of the information on their tool, and then they used their newly researched tool to create a project for other students to view. I researched and used an organizing tool called "Creately" to make a diagram showing the parts of a plant that could be used by educators to teach their students about science. In addition, students made comments on their peers' web pages on their projects and researched tools to provide another forum for participation in the classroom "Wiki" community.

Excel Crossword-KM - NETS-T 3a

MODEL DIGITAL-AGE WORK AND LEARNING
- demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

Fluency in technology systems was demonstrated with the creation of an interactive crossword using the tool "Excel." Students accessed the "Atomic Learning" website to view instructions on how to create this crossword. Students took current knowledge and applied it with the creation of this crossword.

PowerPoint - NETS-T 3c

MODEL DITIAL-AGE WORK AND LEARNING
- communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats

I created a PowerPoint to communicate relevant information and ideas regarding the National Educational Technology Standards for Students. I incorporated hyperlinks to relevant websites, slide transitions and graphics to more effectively communicate the standards to my PowerPoint audience.

PowerPoint Rubric - NETS-T 2d

DESIGN AND DEVELOP DIGITAL-AGE LEARNING EXPERIENCES AND ASSESSMENTS
- provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

A classroom rubric was created using "rCampus" as a summative assessment of our PowerPoint presentation assignment. The rubric was aligned with the content, which involved the National Educational Technology Standards for Students. The resulting assessment data was used to evaluate the success of the project and whether the student had knowledge of the material presented within the PowerPoint presentation.

Social Bookmarking (Delicious.com) - NETS-T 4c

NETS-T 4c: PROMOTE AND MODEL DIGITAL CITIZENSHIP AND RESPONSIBILITY
- promote and model digital etiquette and responsible social interactions related to the use of technology and information

I used this bookmarking tool to mark various websites that would be beneficial to educators. Delicious is social bookmarking site, so others could follow me and see what sites I have chosen to bookmark. They might choose to mark the same sites. This is a great networking tool to find great resources for education or any other topic. In this assignment I visited various websites, bookmarked them, and read various educational articles. These articles included: an influenza epidemic, achievement gaps present in education and how to become a culturally competent educator, the issue of cyberbullying, Kathy Schrock's website for educators that included clipart as well as curricular resources for the various subjects taught in a classroom, multiple intelligences present in a classroom, teaching tolerance, the edchange website which included interesting statistics, and netiquette. The netiquette site talked about appropriate online behavior that all educators should teach their students.

#1: GO TO NATIONAL ARCHIVES
Write what you read/saw & comment on the value of using primary sources in your classroom.
I saw an article titled "The Deadly virus - The Influenza Epidemic of 1918" on the National Archives website.
(http://www.archives.gov.exhibits/influenza-epidemic/)
The flu hit in Spring 1918 and was referred to as the three day fever. There were not many deaths. The victims recovered quickly in a matter of days. However, the following fall the flu stuck again in a vicious and rampant manner. It was hard to identify and control. Some people died within hours of showing the first symptoms. They literally suffocated to death when their lungs filled up with fluid. All areas and states of the U.S. were hit, from rural to urban areas. Young and old were afflicted. Young adults were especially hit hard considering they normally were fairly resistant to such ailments. This flu hit over 25% of the U.S. population, and decreased the average life expectancy by twelve years in this one year.

On this site I saw many photos of people attempting to prevent contraction of this horrible virus by wearing face masks. It even showed photos of letter carriers wearing masks for protection.

Primary sources are extremely valuable to use in the classroom because the information given is factual. Primary sources also have photos that help the reader better relate to the situation. As they say, a picture speaks a thousand words.

#2: EXPLORE AN AREA OF THE NATIONAL EDUCATION ASSOCIATION ON ACHIEVEMENT GAPS

#2 (Part 1) - In the "highlights" area, find whicb student groups experience achievement gaps. Identify who is at risk.
Students Affected by Achievement Gaps
(http://www.nea.org/home/20380.htm)
The students that experience achievement gaps are: racial and ethnic minorities (American Indian/Alaska Natives, Asian Americans & Pacific Islanders, Blacks, Hispanics, and English language learners, Gay/Lesbian/Bisexual/Transgender People - GLBT), students with disabilities, boys/girls, and students from low-income families.

#2 (Part 2) - Under "highlights" choose the "Becoming a Culturally Competent Educator" link and discuss 3 of the areas where you feel fit your teaching style. Explain why you chose the 3 areas with at least 3 sentences.
Becoming a Culturally Competent Educator
(http://www.nea.org/home/37643.htm)
---3 Areas That Fit My Teaching Style & Why:(they don't occur in any particular order)
1. One area that would fit my teaching style would be to network with other schools who have successfully implemented a program that addresses the needs of racial and ethnic minorities. I feel that if another school has an education program that has attained a measurable amount of success in increasing the academic achievement of racial and ethnic minorities, then it would be beneficial to try to emulate that program. There is no need to "reinvent the wheel," and a program that works in one school will most likely work in another school.
2. Another area that appeals to me is to conduct a cultural school self-assessment. The results of this assessment would be used to make changes in our school's goals, objectives, mission statement and policies. It would also be used to make a long range plan where the school implements programs where educators are instructed in teaching methods that address diversity, teachers are mandated to attend professional development seminars that address closing the gap in academic achievement, and the lack of community outreach is addressed.
3. A third area that would fit my teaching style would be to utilize a group of "natural helpers" and "experts" at our school and in our community to assist our school in becoming more culturally and ethnically responsive. These groups could help the educators in our school understand the diverse groups present in our school. They would have information and experience dealing with the linguistic and cultural aspects of these groups.

#3: STOP CYBERBULLYING
#3 (Part 1) - Look at the page with the grade range you most likely see yourself teaching. Take the quiz on cyberbullying ("Are You a Cyberbully?") found at the top of the grade range page and discuss your score.
(http://www.stopcyberbullying.org/)
I chose the range (7-10) and took the "Are you a Cyberbully?" test. My score fell into the range of "Cyber Saint." According to the website those whose scores fall into this range have "exemplary online behavior." My online behavior does not need correcting because I am not a cyberbully.

#3 (Part 2) - Go to the area for teachers (with the apple in the body) read a few areas and discuss something you learned and how it can help you in your classroom. Write at least 1 paragraph.
I learned that there are different types of cyberbullies, and they respond to different solutions to stop their behavior depending upon their motive. Some are cyberbulllies inadvertently, some need an audience, and some are secretive in the methods they use to bully others. There are 4 different main types addressed: Vengeful Angel, Power-Hungry, Mean Girls, and Inadvertent. The Vengeful Angel feels like they are warning close friends about someone who is perceived as being a "bad guy." They also try to right wrongs. They get involved in order to protect a friend who is being bullied. The Vengeful Angel needs to understand that it is improper to take justice into their own hands. Fighting bullying with additional bullying only escalates the situation. They need to understand that they have become bullies themselves in the process of trying to right wrongs. They need to know about proper channels to use to combat cyberbullying like school administrators and parents. Power-Hungry cyberbullies try to control others through fear. These bullies most often require an audience. They brag about their online actions to solicit a reaction, because their cyberbullying isn't enough to satisfy their craving for power. These cyberbullies are often female or of a smaller stature, and are often times bullied in real life. They feel powerful online because they can keep their anonymity and can be extremely dangerous because of their technical skills. The Mean Girls cyberbully is usually female and attempts to bolster their own ego by bullying other females. They tend to be extremely immature and are simply bored looking for thrills. They seek an audience and they bully as a group. This type of bullying grows if it is given attention, but stops quickly if it does not get the attention it is seeking. Lastly, the Inadvertent cyberbully simply responds to a situation by role playing and acting tough online. They don't perceive themselves as bullies at all. They may be reacting to a mean spirited message they received online. They don't lash out on purpose, they just react to a situation without much thought. These types of cyberbullies may also send a bullying message to a friend as a joke, but the friend doesn't recognize the joviality of the sender and takes it seriously.

It would be helpful to educate students in my classroom about cyberbullying especially given the fact that cell phones are becoming such a part of everyday existence at younger and younger ages. Young people do not realize the damage they can do with this type of bullying. Youth often react without thinking and feel that they don't have to be responsible for their actions. They need to understand the gravity of bullying others whether it be live or through technological devices such as cell phones and computers. Now a days, many people engage in chat room discussions, and negative comments can go a long way towards ruining a reputation or even causing a person to lose their job. Young people like to fantasize and pretend. Cyberbullying is no joke and teachers need to make certain that their students understand the repercussions of the actions of cyberbullies. Teachers also need to make the students aware of what support and resources are available if they are ever victims of this type of bullying.

#4: GO TO KATHY SCHROCK'S GUIDE FOR EDUCATORS
Pick one area from "Subject Access" and one area of "Teachers Helpers" that interest you and write about the areas that most interest you. Write a description about the areas you focused upon and how you think you might use this site in your future classroom (at least 1 paragraph).
(http://school.discoveryeducation.com/schrockguide/)
#4 (Part 1) - Subject Access Area
Upon accessing Kathy Schrock's Guide for Educators I was amazed at the quantity of information that it provided for educators! I looked at the "subject access" section and chose "Kidstuff" from among a plethora of other subjects. Under this subtopic I was again taken back by the enormity of the website and its links to educational material. Under "Kidstuff" I was given a multitude of choices and picked "Bill Nye the Science Guy." When I looked at Bill's website I reached an article titled "Branding the Bat." Right away I could see myself having students read this article about baseball. Boys and girls alike would thoroughly enjoy reading this article because baseball is one of America's favorite past times. Plus, they would actually learn about the dynamics of science without realizing it. Bill's website also included printable one sheets for educators where teachers could do mini experiments with their students. He also includes episode guides that teachers could use to guide discussion following the viewing of one of Bill's science videos in class. I will definitely use Bill's site in my future classroom as well as his videos to help teach science to my class.

#4 (Part 2) - Teachers Helpers Area
In the "teacher helpers" section of Kathy Schrock's website, I chose "Gadgets and Podcasting." Under this subheading I chose "Classroom Applications for Digital Cameras. There was a specific PDF article titled, "Ideas for Use of Digital Cameras in the Classroom." This interested me because I own a digital camera and feel relatively comfortable using it. I would use this site to gather ideas on how to incorporate technology into my classroom. Using a digital camera as an example of this technology, I could have my students take digital pictures that could be used for classroom collages, newsletters, scrapbooks that document the holidays of the year month by month, as well as the creation of photo journals. These photo journals could be used to document a field trip. They would include not only the photographs taken by the students with the digital camera, but also students' written thoughts and observations about these photographs. This would aid my students in solidifying the information they gathered during these field trips.

#5: GO TO SPECIAL REPORT ON MULTIPLE INTELLIGENCES AT THE EDUTOPIA WEBSITE
Read the article, take the test on multiple intelligences, and watch 1 of 3 videos.
List your top 3 intelligences (in order with the score/number given), the List, and describe something you learned from the video you watched.
(http://www.edutopia.org/multiple-intelligences-introduction)

LIST OF MY TOP 3 INTELLIGENCES IN ORDER:
1. Interpersonal - 88%
2. Logical - Mathematical - 81%
3. Naturalistic - 75%

LIST OF 8 TOTAL INTELLIGENCES:
Naturalistic
Bodily - Kinesthetic
Musical
Interpersonal
Intrapersonal
Visual - Spatial
Logical - Mathematical
Verbal - Linguistic

DESCRIPTION OF SOMETHING I LEARNED FROM WATCHING THE VIDEO:
After watching the video on "Big Thinkers, Howard Gardner on Multiple Intelligences, " I learned that he feels education needs to be overhauled from teacher-centered education to student-centered education. He thinks that education in this country focuses on too many topics, and students are not given enough depth of information on any one topic. It is his opinion that the number of subjects we teach children should be smaller, and greater depth should be given to each topic. I learned that students are able to grasp information more completely and retain this information if they explore the information using a variety of approaches not just one approach. Kids need hands on experience with topics especially if they are kinesthetic learners. The overall theme of this video shows the need to address the learning styles of all students by choosing a variety of methods we use to incorporate curricula and the standards into our classroom.

#6: GO TO THE TEACHING TOLERANCE WEBSITE.
List the grade, subject, and topic you chose. Describe the lesson and how you would use it in class. Ensure your link is to the specific lesson plan (at least 1 paragraph).
(http://www.tolerance.org/activities)

When I went to the teaching tolerance website I went to the classroom activities section and chose grades 3-5. I decided to focus on English/Language Arts and chose a lesson titled, "I Am Special." For the lesson, the teacher tells their students that they have to guess what subject the class will be discussing based on the hints provided by two books that will be read in class. The teacher then proceeds to read the books Fish is Fish and Chameleon's Colors to the students. After reading the first book Fish is Fish, the teacher goes around the room replacing "fish is fish" with the students' names. For example, she would say, "Johnny is Johnny." (The subject is our individuality and why we are special.) I would use this lesson in my classroom to introduce the subject of individuality and the uniqueness of our personalities, culture and ethnicities. I would have the students each write a paragraph describing themselves based on the unique qualities they possess.

#7: GO TO THE EDCHANGE WEBSITE:
List and discuss at least two questions that you found most interesting.
(http://www.edchange.com/)

Question #1: According to UNICEF, the wealth of the three richest people in the world is equivalent to the combined Gross Domestic Product of: a) 8 poorest countries, b) 28 poorest countries, c) 48 poorest countries, d) 68 poorest countries. - Answer: c) 48 poorest countries

I found this question interesting because I had no idea how poor so many countries are in this world. I had guessed a) 8 poorest countries on the quiz.

Question #2: According to the U.S. Census Bureau, how many U.S. citizens are millionaires? a) roughly 2,600,000 b) roughly 1,000,000 c) roughly 600,000 d) roughly 100,000 - Answer: a) 2,600,000

I was utterly amazed at how many people in this country are millionaires!! Maybe there's hope for me yet! Ha Ha! Although, if you look at the total population in this country which is around 305,000,000, you realize that less than one percent are actually millionaires. Unfortunately for me, the odds aren't really in my favor for achieving the millionaire status.

#8: GO TO NETIQUETTE GUIDELINES
List your score on the quiz and write a short description of why you should teach students about Netiquette and use an emoticon in the description.
(http://www.albion.com/netiquette)

I took the online "Netiquette Quiz" and scored 90% (9 out of 10 correct). I missed the question asking what "brb" means. (I found out that it means, "be right back.")

It is important to teach students about how to behave properly online because they need to learn: that there are technical limitations to online communication, good or bad impressions are made online depending upon how a person acts, and conventions that are currently being used by a multitude of people online need to be learned. Since the probability is fairly great that students will spend quite a bit of time online due to technology's ever increasing popularity and presence in our society, students need to understand the responsibility that goes along with sharing time and bandwidth with others. The internet is a fantastic tool, yet it needs to be respected, as do the rights and needs of others. :-)

Journal #5 KM - (Extra Credit) - Extreme Makeover: School Edition - NETS-T 5c for all journals - NETS-T 4b (article focus)

Camhi, S.L, (2010). Extreme makeover: school edition. Learning & Leading with Technology, 37(5), Retrieved from http://www.learningandleading-digital.com/learning_leading/201002#pg14

NETS-T - 5c - ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP
- evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

I am a member of ISTE, and reading/evaluating various journal articles helps me discover emerging digital tools that can be used in the classroom to support student learning.

ARTICLE FOCUS: NETS-T 4b - PROMOTE AND MODEL DIGITAL CITIZENSHIP AND RESPONSIBILITY
- address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

This article focused on updating existing technology in a school. Since money was limited, the school had to address the diverse needs of all learners in the school and purchase technology that would benefit the most students. Based on the needs of the various grade levels in the school, equitable access to the new technology was made available.

This article summary was written directly onto a "new post" on my blog using the Blogger tool.

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This article talks about how the Glen Cove School District in New York transformed their school technologically, which resulted in improved test scores. The district had restrictions forced upon them, like the halt on the purchase of new equipment, due to failed budgets. Their most recent computers were almost ten years old. The state test scores for this district were extremely low. It was time to overall the district. So when new leadership took over, they decided a makeover was in order. They chose to differentiate instruction according to ability and interest. They thought it was important to utilize technology to inspire learning. Somehow they needed to make technology readily available to their students. Due to their strict budget, they had to be very specific about how they doled out their limited resources, and they had to get the most bang out of their technological buck. They wanted to incorporate technology that would stimulate critical thinking and be a vessel for problem solving. The new directors of the district chose not to distribute technology by grade level. Instead they distributed it based on its appropriateness for the particular curricular environment as well as the interest of the students. For example, different science classrooms might have very different types of technology present in each room. They also decided to make technology available to teachers that were trained in its use. They also incorporated a new teacher technology program where one year of the first three years of a teacher's employment would be spent learning how to use and integrate technology in their classroom curriculum. In the course of three years, this school district has been technologically transformed resulting in the increase of language arts scores, math scores, and teacher morale and interest.

Question #1: Is the increase in test scores due to the implementation of the new technology in the district, or is it due to the increase in the teacher morale?

It is often hard to pinpoint the exact cause for a marked increase in test scores. Surely the new technology would directly have a huge impact. The school lacked the ability to use the Internet before the technological overhaul due to broken computers. This limited the number of resources available for students to use for classroom work that might include writing reports and finding information for projects. With the addition of the new technology, new educational doors would be opened to students. This increase in the number of opportunities to gain knowledge for classwork would certainly inspire students to strive to achieve their academic potential. However, teachers themselves also have a huge impact on student achievement. The newly found excitement over the addition of this new technology from the perspective of the educators in this district no doubt also had a tremendous impact in the increase of the test scores. These teachers found new energy and new drive based on the advent of the technology that had been made available to them. Teachers inspire students, and their new found enthusiasm would surely have inspired many students to reach for the stars. So, I think the increase in the test scores was due to both the added technology and the inspiration from the teachers.

Question #2: Would you implement a similar system of incorporating technological training that the Glen Cove School District uses into the requirement for new employees during their first three years at your school site?

If I was an administrator, I would definitely incorporate a technological training program into the first three years of my new hires at my school site. Technology is the wave of the future, and we need educators who are enthusiastic about incorporating it into their curriculum. However, I would go a step further and implement a periodic technological training program for all teachers at my site. Old teachers and new teachers need to learn about the power of technology and how it can assist them in teaching the standards to their students.

Journal #4 - Playing with Skype - NETS-T 5c (for all journals) - NETS-T 3b (article focus)

Weller, T. J. (2010). Playing with skype. Learning & Leading with Technology, 37(6), Retrieved from http://www.learingandleading-digital.com/learning_leading/20100304#pg30

NETS-T - 5c - ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP
- evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

I am a member of ISTE, and reading/evaluating various journal articles helps me discover emerging digital tools that can be used in the classroom to support student learning.

ARTICLE FOCUS: NETS-T 3b - MODEL DIGITAL-AGE WORK AND LEARNING
- collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

The article uses Skype.com to collaborate with community members (experts) virtually to support student success. The teacher collaborates with experts in a particular field virtually, and students benefit from the knowledge that is shared by the experts. This might help motivate students to become innovative thinkers especially in regards to the topic addressed by the expert.

This article summary was written directly onto a "new post" on my blog using the Blogger tool.

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This article discusses the concept of using the Skype.com to connect on the Internet with people who are experts in a particular area and invite them into your classroom virtually. The author invited various musicians and composers into his music classroom ensembles. His students directed questions to the expert, and the expert was able to give answers immediately. The teacher also set up a concert where some music experts appeared live to introduce their various musical pieces to the audience via audio feeds, webcams, microphones, a sound system, a projector screen, a data projector and the Internet connection. Weller feels that education is shifting markedly in terms of the utilization of technology that can bring experts into the classroom. He notes that with this new technology, the teacher is not viewed as the sole expert in terms of knowledge in all content areas. He encourages to reach out and fully grasp this new technology that allows for experts in multiple areas to enter the classroom via the Internet. I think this technology would be fantastic for any classroom. A teacher could get an expert in science, math, language arts etc. to increase the amount of core knowledge students receive in any one particular area. Plus, having access to an expert in an area might spur the students to pursue a career in that area.



Question #1: Should the possible difficulty in arranging for an expert to appear live dissuade an educator from using Skype?

While if might prove impossible to arrange for a famous expert to agree to share their knowledge with your students live, it is still worth pursuing this form of technology for classroom use. There are many experts in a wide variety of fields that would be more than happy to share their expertise with students. They would love to provide inspiration and motivation for students to possibly pursue careers in their specialty.

Question #2: Why aren't more teachers utilizing Skype to bring expert into their classrooms?

Many teachers may be unaware that this technology and Skype exists. Also, some educators are afraid of technology and refuse to incorporate it into their curriculum. Lastly, there are teachers who are resistant to change and prefer to remain in their comfort zone utilizing the same methods of teaching the California standards that they have used for years.

Journal #3 KM - Navigate the Digital Rapids - NETS-T 5c for all journals - NETS-T 4d (article focus)

Lindsay, J., & Davis, V. (2010). Navigate the digital rapids. Learning & Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg14

NETS-T - 5c - ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP
- evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

I am a member of ISTE, and reading/evaluating various journal articles helps me discover emerging digital tools that can be used in the classroom to support student learning.

ARTICLE FOCUS: NETS-T 4d- PROMOTE AND MODEL DIGITAL CITIZENSHIP AND RESPONSIBILITY
- develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools

This article focuses on teachers using digital technology in the classroom to develop global awareness and collaboration amongst students.

This article summary was written directly onto a "new post" on my blog using the Blogger tool.

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This article poses the question of whether or not teachers should encourage students to engage in global collaborative online environments. The authors also address the concept of "digital citizenship." This refers to the educator's responsibility to research technology trends, monitor the use of technology, and encourage students to embrace technology. It also challenges educators to also embrace new technology brazenly without fear. Advice is offered for teachers seeking to be technologically savvy by incorporating cutting edge technology into their classrooms. Avoidance of some recognizable pitfalls is also offered. I agree with the article that stagnant curricula should be avoided in this ever changing world. The establishment of a tightly monitored educational network through Flat Classroom projects is encouraged in the article. It is not about social networking. Students engage in the online projects in a professional, responsible, sensitive and respectful manner. Aside from the aforementioned, the propensity to alienate a group from a foreign country is increasingly probable when their customs and traditions are not fully known. The article also mentions the possibility of a student putting offensive material onto the educational network, and describes appropriate reactions. However, if offensive material is discovered, it is probable that many other students have witnessed the material. It provides a huge risk to many students.

Question #1: Is it wise to engage in Flat Classroom projects through online educational networks?
With the presence of persons who might prove harmful to students via Internet experiences, I believe it is not a good idea to incorporate these globally collaborative educational Internet projects especially in elementary school settings. Even though teachers "monitor" students' activity on the web, a teacher cannot possibly monitor every student every minute. It is a recipe for disaster. It is the responsibility of the teacher to keep his/her students safe as well as teach them curricula based on California's state standards.

Question #2: Is being protective of one's students impeding their ability to create digital portfolios?
I think that a teacher cannot be too protective of his/her students at the elementary level. Even middle school children and high school children need to be aware of the potential harm that can come from sharing too much personal information on the Internet. I believe that a student (especially an upper grade one) can successfully create an online portfolio without engaging in Flat Classrooms and educational networks. An online project can be created using many software products that incorporate Internet information without exposing oneself to potentially non-fully monitored online behavior.

Journal #2 KM - Finding Students Who Learn With Media - NETS-T 5c for all journals - NETS-T 2a (article focus)

Bull, G., Alexander, C., & Ferster, B. (2010). Finding students who learn with media. Learning & Leading with Technology, 37(5), Retrieved from http://www.learningandleading-digital,com/learning_leading/201002#pg38

NETS-T - 5c - ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP
- evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

I am a member of ISTE, and reading/evaluating various journal articles helps me discover emerging digital tools that can be used in the classroom to support student learning.

ARTICLE FOCUS: NETS-T - 2A DESIGN AND DEVELOP DIGITAL-AGE LEARNING EXPERIENCES AND ASSESSMENTS
- design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

The topic of this article encompasses the idea of making historical documentaries by using digital tools, which will promote student learning and creativity.

This article summary was written directly onto a "new post" on my blog using the Blogger tool.

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This article talks about incorporating media into learning by using student created media. The students in the article used Primary Access and Primary Access Storyboard. The article found that 40% of the students were engaged in both the media and the historical content that was being included in the presentations. The authors also discussed how using regular Primary Access to create a historical documentary takes three class periods to finish. However, the use of Primary Access Storyboard only took one class session. It was also noted that Primary Access can also perform online assessments evaluating a student's performance on a task without having the student engage in a traditional multiple choice exam. Therefore teachers are given feedback about how a particular student manages his/her time on a project and how effectively they use the media.

Question #1: Is it worth utilizing this type of media in the classroom when only 40% if the students are fully engaged in the activity?
Overall, I think this type of media is useful for classroom use. Obviously, for the forty percent of the students the Primary Access Storyboard is a terrific activity. However, the remaining sixty percent of the students are not fully benefiting from the activity. An option might be to group the students in pairs, with one from the forty percent group teamed with a classmate. This would greatly increase the engagement of the students in the activity. The "more engaged" students would assist the lesser engaged students with using the media and they would also help spur an interest in the subject matter. In this way, it is worth utilizing this type of media. For the 15% that were not engaged at all by the media or historical content, the teacher might need to work one-on-one with them to help them gain confidence in using technology. These are most likely the low-end students. However, an alternative might need to be considered where an alternate activity would be provided so these non-engaged students have the opportunity to learn the same subject matter.

Question #2: Is it a good idea to incorporate movie making into the curriculum?
When time is so precious in the classroom and so many standardized tests required teachers have to utilize what little time they have in the most efficient manner. However, one key aspect of education is the engagement of the students. Any activity that makes learning fun for students should be embraced in the classroom. The idea of making a movie to learn about history is unique and would be appealing to many students. It provides a chance to allow for creativity to flourish in a classroom. The days of the rote learning of historical dates have long since passed. Creative ways to impart curricula should be every teacher's goal.

Journal #1 KM - The Beginner's Guide to Interactive Virtual Field Trips - NETS-T 5c for all journals - NETS-T 2b (article focus)

Zanetis, J. (2010). The Beginners guide to interactive virtual field trips. Learning & Leading with Technology, 37(6), Retrieved from http://www.learningandleading-digital.com/learning_leading/20100304#pg22

NETS-T - 5c - ENGAGE IN PROFESSIONAL GROWTH AND LEADERSHIP
- evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

I am a member of ISTE, and reading/evaluating various journal articles helps me discover emerging digital tools that can be used in the classroom to support student learning.

ARTICLE FOCUS: NETS-T - 2b - DESIGN AND DEVELOP DIGITAL-AGE LEARNING EXPERIENCES AND ASSESSMENTS
- develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

This article focused on the NETS-2b standard because in the article students experience field trips virtually using technology. They are able to pursue their individual curiosities via these technologically inspired field trips.

This article summary was written directly onto a "new post" on my blog using the Blogger tool.

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The author gave some benefits of having virtual field trips. They include; the ability of virtual field trips to take students to far away destinations that would normally be inaccessible to them, the medium excites students because it is novel and new, and the relative low cost involved with virtual field trips. With our state's current troubling economic situation, even local field trips are becoming less common due to the rise in travel costs, so virtual field trips could be the way of providing the field trip experience in the future. Ms. Zanetis also discussed both asynchronous verses synchronous (interactive) virtual field trips. Asynchronous virtual field trips involve web pages about a designated topic, a video tour, and a podcast of someone who guides students through photographs pertaining to the topic. Websites were provided for this type of field trip. Interactive virtual field trips were discussed at length. This is where students learn from someone who is in another location such as a museum or NASA. This is done through videoconferencing systems, which approximately 30 percent of schools currently possess. The on site hosts give students interactive lessons and focus on a topic that is standards' based. For example, a host may perform an experiment for the students. Students are able to interact with the presenter, who adjusts his/her presentation to the academic level of the students. There are hundreds of museums, science centers and the like that offer these interactive virtual field trips.

I think this is an exciting way to utilize technology in the classroom. It would be fantastic to be able to virtually take a group of students to Washington, D.C. and showcase our nation's treasures. Many students will never have the opportunity to visit our nation's capital or most of the multitude of museums that exists around the world. Virtual field trips offer a wonderful way to help make history, science and art come alive for students. They would be an asset to any classroom considering the current budget crisis and and the huge leap in technology we are experiencing in education.

Question #1: How can I provide virtual field trips to my future students?
I will investigate to see if my school district has videoconferencing equipment. If so, I will organize to use the equipment once I've selected a virtual program that accentuates a current topic of study. I will also collaborate with other teachers at my grade level to see if they want to interact jointly with the virtual field trip program. For interactive programs we could have fundraisers like read-a-thons or solicit donations from the PTA. If our school district does not have the necessary equipment, I will seek companies that will provide the funds necessary to establish a virtual field trip program, and get help writing any necessary grants.

Question #2: Do virtual field trips really provide a suitable substitute for experiencing a field trip first hand?
While virtual field trips will most likely be the wave of the future, there is no real substitute for actually experiencing a field trip first hand. For example, a teacher could perhaps take a class to the La Brea Tar Pits in Los Angeles virtually. However, they would not be able to physically pull on the levers present at the Tar Pits that demonstrate what it feels like to be stuck in tar. One can virtually visit an aquarium, but there is no substitute for physically going to the aquarium's children's touch tank and being able to physically feel a slimy sea cucumber.

Introduction Letter - Kim McNeil - NETS-T 3c

MODEL DIGITAL - AGE WORK AND LEARNING
- communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats

The introductory letter models how a teacher could use digital media to communicate personal information about themselves to students. The introductory letter was created by writing the narrative directly into a "new post" on my Blog. The letter incorporated the use of text formatting around photographic images that were added to the document as well as the choice of font sizes and styles. The photograph was taken using iCamera on the Macintosh computer.

My name is Kim McNeil and I am originally from the east coast. I was born in New Jersey, spent five years in Connecticut, and then moved to California when I was in the second grade. I spent most of my elementary grades, middle school, and one year of high school in Walnut Creek, California. Then my family was transferred to southern California, and I spent the rest of my three high school years at Laguna Hills High School. After high school I went to college and graduated from UCLA with a degree in economics.
I have some experience with technology using solely PCs and never MACs. So this utilization of a MAC is a new experience for me. I use my computer on a daily basis to check email and do any necessary homework. I use the Internet to find information on a variety of topics and check for baseball game times for my son who plays travel baseball. I have the latest Microsoft Office 07 version on my computer. I also have Windows 7 which I find much easier to use than previous versions. Technologically speaking, I also use my cell phone. I would be lost without it. I love being able to make a phone call from virtually any location. I can also leave the house without worrying about missing a call because people of importance have my cell phone number. I receive my substitute jobs via my cell phone. In addition, I've just added texting to my phone, which is wonderful. If I need to ask my son a question and he's at a friend's house, I can just text him. If I need to change an appointment with a friend I can send a quick text.
In regards to the mission statement of the College of Education at Cal State San Marcos, I feel it is important to provide educational equity and actively engage in life-long learning as an educator. First, educational equity is extremely important. All Americans have a right to receive the best education possible regardless of their race, ethnicity, socioeconomic status or religion. As an educator I will always try to provide my students with a rigorous curriculum, and I will constantly have high expectations of them. I will try to be a mentor to them, and I will always do everything in my power to help them attain their personal academic goals. I will try to create a classroom community where all of my students feel that their ideas are equally represented and considered. Second, I feel it is vital for me to continue learning throughout my life, because new ideas are constantly being discovered and technology is forever changing. I can only become a great teacher if I am open to new ideas and am willing to learn new things.