This assignment highlights the laws and rules of copyright infringment and was created by myself and two classmates using Google Docs.
Thursday, August 7, 2008
Powerpoint Rubric
This rubric was created by myself and three classmates using Google Docs as a way of assessing our class PowerPoint presentations.
Thursday, July 31, 2008
Carissa Anderson's CSUSM iMovie
This movie was created by me using Mac iMovie software and stands as a promotional video for California State University at San Marcos. This highlights my knowledge of video editing tools and software.
Tuesday, July 29, 2008
NETS PowerPoint Presentation
This PowerPoint presentation examines some NETS standards for students and includes examples of possible lessons and activities for the classroom that would meet the standards.
Journal Six
Journal 6: Making the Connection: This progressive Georgia district has created a robust network to connect teachers, students and parents.
Mitchell, Bailey (May/June 2008). Making the Connection: This progressive Georgia district has created a robust network to connect teachers, students and parents. EDTECH: Focus on K-12, Retrieved July 29, 2008, from http://www.edtechmag.com/k12/issues/may-june-2008/making-the-connection.html
This article discusses a school district in Georgia that has created “a student portal through a Citrix Remote Gateway. This allows students to log in to school projects from home, school or the local coffee shop, and to have access to all the applications they are accustomed to using at school.” (Mitchell, 2008) At this school the students are allowed to bring their own Internet devices, including Blackberries, iPhones, or other wireless Internet devices. Teachers have websites that they post grades, assignments, and other announcements to allowing other teachers, students, and parent’s access. Teachers were also given interactive whiteboards allowing information from lessons to be added to the class websites.
1. Is there a disadvantage to students who have limited Internet access?
I would say that as long as all of the information put on the websites is also available in the lessons or in print copies, students with limited Internet access would probably not be at a disadvantage. Also, as long as nothing is required to be turned in via the Internet, it would probably be fair for all students.
2. Does allowing student’s web tools, like iPhones and Blackberries, distract students from their lessons at school?
It seems to me that if students are allowed to bring their iPhones and Blackberries to school, there would be a lot of non-educational activities happening as well, such as texting and the like. This would be a distraction for most students.
Mitchell, Bailey (May/June 2008). Making the Connection: This progressive Georgia district has created a robust network to connect teachers, students and parents. EDTECH: Focus on K-12, Retrieved July 29, 2008, from http://www.edtechmag.com/k12/issues/may-june-2008/making-the-connection.html
This article discusses a school district in Georgia that has created “a student portal through a Citrix Remote Gateway. This allows students to log in to school projects from home, school or the local coffee shop, and to have access to all the applications they are accustomed to using at school.” (Mitchell, 2008) At this school the students are allowed to bring their own Internet devices, including Blackberries, iPhones, or other wireless Internet devices. Teachers have websites that they post grades, assignments, and other announcements to allowing other teachers, students, and parent’s access. Teachers were also given interactive whiteboards allowing information from lessons to be added to the class websites.
1. Is there a disadvantage to students who have limited Internet access?
I would say that as long as all of the information put on the websites is also available in the lessons or in print copies, students with limited Internet access would probably not be at a disadvantage. Also, as long as nothing is required to be turned in via the Internet, it would probably be fair for all students.
2. Does allowing student’s web tools, like iPhones and Blackberries, distract students from their lessons at school?
It seems to me that if students are allowed to bring their iPhones and Blackberries to school, there would be a lot of non-educational activities happening as well, such as texting and the like. This would be a distraction for most students.
Journal Five
Journal 5:
Overcoming Obstacles: Ohio’s Lawrence School uses tablet PCs to aid students with learning disabilities.
Wong, Wylie (Aug/Sept 2008). Overcoming Obstacles: Ohio’s Lawrence School uses tablet PCs to aid students with learning disabilities. EDTECH: Focus on K-12, Retrieved July 29, 2008, from http://www.edtechmag.com/k12/issues/august-september-2008/overcoming-obstacles.html
This article explains how “the Lawrence School, and independent school in Ohio that educates students in grades 1 through 12 with dyslexia, attention deficit disorder and other learning differences, is using tablet PCs and software that helps the students overcome their learning disabilities.” (Wong, 2008) There are several software programs that help students by converting text into speech and vice versa, electronic binders to help keep students organized, and digital organization mapping tools, such as the program Inspiration. Originally this began as a pilot program involving only a few students, but had such great success that now every student has a tablet PC and are even taught mandatory computer skills classes as ninth graders.
1. How can this useful technology be integrated into public school systems?
It seems as though it really can’t be integrated into public school systems because there is not enough money to cover the costs of all of the computers needed for all students with learning disabilities.
2. Would the use of this technology benefit more than just those students with learning disabilities?
I would imagine that all students could benefit from using these types of technology in the classroom, because even if one doesn’t have a learning disability they may learn in a different way, making this kind of technology useful for them as well.
NETS-T Inspiration Graphic
Using Inspiration software, this graphic organizer shows some example assignments that demonstrate the five National Educational Technology Standards for Teachers (NETS-T) as posted on the International Society for Technology in Education (ISTE) website.
Sunday, July 27, 2008
Friday, July 25, 2008
Journal Four: Social Networking
Social networking is when a group of individuals form an online community that shares a common interest, such as hobbies, politics and or the like. In this community, members can converse with each other, collaborate, share photos, documents, and ideas with one another, meet new people, and perform various other similar activities. Examples of social networking websites are Myspace.com and Facebook.com. With regards to education, this technology can be very useful for teachers on the small scale to collaborate with other educators at their school or district, or on a large scale enabling educators to come together with others from all over the globe. On Classroom 2.0, I followed a discussion about starting a Ning network for the faculty at one’s school. It turns out that many of the people trying to engage their faculties with social networking are having a hard time getting things rolling. Most of the posts included tips to try and make the sites more interactive and appealing so that members will want to participate and collaborate. In another discussion that I followed one person asked which social networking sites have been working the best for people. Many of the posts gave which sites that they have tried and which sites have allowed them the most success in creating a social network at their schools. Many gave Ning as one site, but others are also using Facebook, Carmun, Intodit, and others as a way of creating online social networking communities for their fellow teachers and students.
Journal Three
Hale , James B (2008). Response to Intervention: Guidelines for Parents and Practitioners. . Retrieved July 24, 2008, from Wrights Law Web site: http://www.wrightslaw.com/info/rti.index.htm
I attended the second session of the 10th Annual San Diego Summer Leadership Institute, during which the guest speaker was Rich Reid and he discussed “RtI: Innovations in prevention and intervention.” RtI is Responsiveness to Intervention and is a way of improving educational outcomes for all learners. By knowing where each and every one of your students is in regards to skill an instructor can monitor growth in response to the instruction. One key element that Reid included in his discussion was a close look at the stages of innovation implementation. The stages included were: Exploration and Adoption, Installation, Initial Implementation, Full Implementation, Innovation, and Sustainability.
1. What is RtI anyways? I know what it stands for, but what exactly is it?
On the website WrightsLaw, the article titled Response to Intervention: Guidelines for Parents and Practitioners defines RtI as “You collect data over time and adjust instruction until the child achieves success. A teacher modifies instruction (intervention) to help a struggling child, and then checks the child’s progress regularly (called progress monitoring) to see if the intervention is working. If the intervention is working, the problem is solved. If the intervention is not working, you change the intervention and monitor progress. This process continues until the child improves.”
2. How would one implement an RtI program in their classroom?
I think that this kind of program requires a strong support from all faculty members, including principals and other school administrators. If I wanted to implement this kind of instruction in my own class I would first try to garner support from my principal then move on from there rallying support.
Friday, July 18, 2008
Journal Two
McFarlane, Sarah H. (2008). The laptops are coming! The laptops are coming!. Rethinking Schools Online, 22, Retrieved 07 18, 2008, from http://www.rethinkingschools.org/archive/22_04/lapt224.shtml
This article takes a first-hand look at the implications using technology daily in the classroom. At the school where Sarah Heller McFarlane, the author the article, teaches laptop computers were given to each student. To McFarlane this seemed like a wonderful idea in the beginning, believed that these laptops would be able to bridge the digital divide. However after a year of laptops in the classroom, she changed her mind. Through her experience she learned that the laptops disconnected the students from one another, forced her to police her students, created more division between the faculty members, and overall caused distractions within the classroom.
1. Were the laptops furnished to all grade levels at this school?
It seems that providing 1st graders with laptops would not be a very successful way of teaching the basic fundamentals of education. Students at that level need more hands on experiences, group work, etc.
2. Because of the reasons McFarlane listed, should computers be removed entirely from each child?
I think that computers should be in the classrooms, but maybe not given to each student at all times of the day. Maybe having something like a roaming computer lab (with laptops rather than desktops) would be more beneficial because it would not be as much of a distraction for the students.
This article takes a first-hand look at the implications using technology daily in the classroom. At the school where Sarah Heller McFarlane, the author the article, teaches laptop computers were given to each student. To McFarlane this seemed like a wonderful idea in the beginning, believed that these laptops would be able to bridge the digital divide. However after a year of laptops in the classroom, she changed her mind. Through her experience she learned that the laptops disconnected the students from one another, forced her to police her students, created more division between the faculty members, and overall caused distractions within the classroom.
1. Were the laptops furnished to all grade levels at this school?
It seems that providing 1st graders with laptops would not be a very successful way of teaching the basic fundamentals of education. Students at that level need more hands on experiences, group work, etc.
2. Because of the reasons McFarlane listed, should computers be removed entirely from each child?
I think that computers should be in the classrooms, but maybe not given to each student at all times of the day. Maybe having something like a roaming computer lab (with laptops rather than desktops) would be more beneficial because it would not be as much of a distraction for the students.
Journal One
Shifflet, Rena, & Toledo, Cheri (2008). Extreme Makeover: Updating Class Activities for the 21st Century . Learning & Leading with Technology, 34, Retrieved July 17, 2008, from http://www.pdfdownload.org/pdf2html/pdf2html.php?url=http%3A%2F%2Fjheil65.googlepages.com%2FJournal1.pdf&images=yes.
Both of these articles are about the use of current web-based technologies that can be used in a variety of ways in the classroom. The first article “Extreme Makeover: Updating Class Activities for the 21st Century” explores the uses of web-based writing tools, blogs, social bookmarking, photo sharing, and buildable research resources (such as a wiki). The second article, “Blogging Right Along” looks closely at the use of blogs in a science classroom. The article highlights how useful a blog, or daily log, in the classroom can be in a science class because it can be maintained by the students. The daily blog, if updated with daily with the key concepts of the lessons can serve as a study guide for exams as well as a way for absent students to catch up with what they missed.
Questions:
1. At what grade level would the introduction of the above discussed technologies be appropriate?
I feel as though all of the technologies discussed are very useful in the higher grades, such as 5th and up. For those wanting to teach K-4th, these technologies might be really helpful, but impractical in a setting where the primary focus is learning the fundamentals of math, reading, grammar, etc.
2. By using web-based technologies as homework assignments, are certain socio-economic groups left out?
I feel that using these web-based technologies in class, rather than as homework assignments could circumvent the possible problems that could arise for students that don’t have home computers. Making sure not to assign homework that requires the use of the web-based technologies would alleviate that problem.
Both of these articles are about the use of current web-based technologies that can be used in a variety of ways in the classroom. The first article “Extreme Makeover: Updating Class Activities for the 21st Century” explores the uses of web-based writing tools, blogs, social bookmarking, photo sharing, and buildable research resources (such as a wiki). The second article, “Blogging Right Along” looks closely at the use of blogs in a science classroom. The article highlights how useful a blog, or daily log, in the classroom can be in a science class because it can be maintained by the students. The daily blog, if updated with daily with the key concepts of the lessons can serve as a study guide for exams as well as a way for absent students to catch up with what they missed.
Questions:
1. At what grade level would the introduction of the above discussed technologies be appropriate?
I feel as though all of the technologies discussed are very useful in the higher grades, such as 5th and up. For those wanting to teach K-4th, these technologies might be really helpful, but impractical in a setting where the primary focus is learning the fundamentals of math, reading, grammar, etc.
2. By using web-based technologies as homework assignments, are certain socio-economic groups left out?
I feel that using these web-based technologies in class, rather than as homework assignments could circumvent the possible problems that could arise for students that don’t have home computers. Making sure not to assign homework that requires the use of the web-based technologies would alleviate that problem.
Tuesday, July 8, 2008
Introductory Letter
Hello, my name is Carissa Anderson. I was born in Fresno and then moved to Santa Rosa when I was three years old. There I attended Schaefer Elementary, Comstock Middle School, and then finally onto Piner High School, where I played soccer and was on the yearbook staff. After high school, I attended UC Davis where I got my BA in English, with a minor in Psychology. I was a member of the philanthropic sorority Delta Delta Delta. After graduating, I worked at an architectural firm in Santa Rosa, but quickly realized that I did not want to spend my life behind a desk, so I decided to go back to school to get my credential. I moved down to San Diego in April of this year to attend CSUSM.
I began using a home PC in about 7th grade when my parents finally bought a computer. Since then I have been using computers and related technology every day. I currently have a new Dell laptop running Windows Vista (which I am not too thrilled about). Since I came from Windows XP, the Vista transition was somewhat easy. I am not very familiar with Macs, but I can catch on pretty quickly. I also love my iPod, but haven't broken down and bought the iPhone yet.
I applied to San Marcos primarily because I was looking to move to San Diego, thus wanted to find a school in the area. I also know several people who attend San Marcos for their undergraduate degrees who love it, so that helped influence my decision to apply here. Once I sat down and actually looked at the mission statement for the College of Education, I was happy with my decision to apply. The part of the mission statement that really inspires me is the commitment to diversity, educational equity, and social justice. I believe that theses principles are the most important factors for quality education for all students. I attended both middle and high schools that were "on the wrong side of the tracks" in my hometown (although my schools had the most racial diversity), and actually felt the impact of the educational inequality with the lack of class options and other opportunities that were given to the other, more affluent schools in the area. With these experiences behind me I am just as committed to these principles as the College of Education is, making this school the best choice for me!
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