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.