Final Exam

I finished the final exam! I also did the course feedback survey, the course evaluation on Route Y, and checked my scores on Blackboard.

Thanks! : ) Merry Christmas!

Internet Safety

After reading the other posted articles, I chose to read "Focus and Priorities" by Elder Dallin H. Oaks of the Quorum of the Twelve Apostles from the May 2001 Ensign.
http://www.lds.org/ldsorg/v/index.jsp?locale=0&sourceId=275e759235d0c010VgnVCM1000004d82620a____&vgnextoid=2354fccf2b7db010VgnVCM1000004d82620aRCRD

The video resources that I watched were mostly resources to let kids know to be careful and what to do if you start to get into trouble. Some of them also talked about cyberbulling and the dangers involved. Most of the videos that I watched seemed to be geared towards teenagers or adults, but I did see one video that could be viewed by younger children and be developmentally appropriate.

Probably the most important "take-aways" from the reading and video were that there are many dangers associated with the internet and media, and it's easy to get caught up in the traps. Though there are many dangers, if parents, teachers, and kids are educated about the dangers and how to avoid them, then many problems could be eliminated. There will still always be unknown traps, and kids should be taught that they can just get away from the situation and talk to an adult for help. I also liked the information I read about how not just the internet, but other media sources can be detrimental in reducing the time that one may be involved in other good, real things, or establishing relationships with those around them (real, not virtual). Additionally, two people can be in the same room, but if there is a technology barrier, their relationship may not be being strengthened. It is important to set standards and limits.

I talked with some family members who have small children about media and internet safety. The most prominent things they thought of when I first asked what they knew were to keep the computer in an open space, and not to give out personal information to others. We talked about some of the different dangers specifically and I shared about some of the videos I had watched. To be more applicable to their family we talked about what they were, or could be doing right now. The children enjoy playing games on "Starfall" online. The parents usually navigate there, or there is a button at the top of the screen the children can click on by themselves to access it. I asked one child what he does on the computer, and right now his only concept of the internet is playing those games. I did ask him if he gets help from his parents to do anything else.
They did seem aware that there are many dangers online, so we did also talk about media in the sense of priorities, and how media can be a distractor from maintaining quality, real relationships. I think their family understands the importance of establishing standards and limits. There was nothing really that surprised me about the way they responded.
I shared with them where I found some of the resources that I had read and viewed. I think they will look into some of the information as well as additional information about what they can do now with their young kids and to already begin establishing rules and guidelines. Internet and media safety is important and it is good to be informed.

TPACK Project Report

Here is a slide show I made to report on my TPACK Project. I implemented one of my lesson plans that I shared in my previous post.

Here are some lesson plans that I wrote for the class I've been working with for the last several weeks! They all incorporate technology!

Science:

http://docs.google.com/View?id=ddtn4hmp_9dnwbssfc

Math:

http://docs.google.com/View?id=ddtn4hmp_8gf9mvzgw

Language Arts:

http://docs.google.com/View?id=ddtn4hmp_7g3ndndgk

Using Technology With Young Children

I just finished watching three videos of teachers implementing technology in their classrooms. It was interesting and neat to watch how even in Kindergarten the teacher was able to use technology to help enhance the students' experiences and education. For all of the grade levels I saw (K, 1, and 3) I was actually pretty amazed at how much the children at a young age could do with technology. I often struggle trying to come up with developmentally appropriate lessons that incorporate technology. These videos helped me learn that children - even young children - are capable of, or can learn, to use several different forms of technology.
I also learned that using technology in your classroom doesn't always have to be computers or one particular program (on the computer) or form of technology... The "I Love Spiders" video showed the class using cameras, using CD-ROM encyclopedias, the internet, and email - all integrated with other teaching/learning forms. I thought this variety within her unit about spiders was good to keep the students engaged. Her unit would provide enough change between teaching methods to keep the students interested (in case the topic wasn't interesting enough!). I think striking a good balance and finding ways to incorporate technology is a great strategy to enhance students' learning.

Technology in the Real Classroom

Last week I started my first practicum at Foothill Elementary School in the Alpine District in a 3rd grade classroom. It's been a great experience so far and I've been able to observe and learn many things. I've been able to informally survey the room and talk with my mentor teacher about the technology available to her and the students. I was surprised to find out that there does not seem to be much available or very frequent use of technology.
In the classroom there is one computer - it is a teacher computer (a mac) with basic programs: Microsoft Office, Firefox, iPhoto, iMovie, etc. There is internet access (including wireless) in the classroom. They do have a CD player and a computer projector, but not everyone has a projector. My mentor teacher told me that she wrote a grant to be able to get one. Shared between several classes are a TV, a DVD or VCR player, and digital and video cameras. No one has access to anything such as a Smart Board. Oh, and they also have an overhead projector. That seems to be one of the most frequently used, but I suppose maybe it's the easiest accessed.
The school does have 2 computer labs (both macs). One with a specialist that each class goes to each week, and one that can be scheduled by teachers. Some of the programs that are available to the kids there are Kidpix, Mictrosoft Word, Excel, Powerpoint, etc. There is also a program for ELL students. They go into the lab each day for 20-30 minutes to work on a tutorial.
For the upper grades there are a few more things available - some microscopes, digital temperature probes, and a "mobile lab" (a laptop cart?).
It was interesting after hearing about so many things that may be available to the students to find out that there seems to be a fairly limited amount. Still enough to do things with and enhance their learning - just not what I was expecting. It's good to see how things really are in at least the school I've been assigned to.

I have completed the Midcourse Evaluation as well as the Informed Consent.

Kidspiration

Science Fun!

In my science activity the students will have the opportunity to make predictions about forces applied to objects. After making predictions, the students will be able to do an experiment to test their hypotheses. We will use a small scale to weigh different objects, then use a fan set at the same speed (same force) for each object (one at a time) to see how far the object is blown. The students will keep track of the data and then make a bar graph using Kidspiration to graph the data and compare the effects of a force of the same strength on different weighted objects.

I chose Standard 3, Objective 2 from the 3rd grade core. Indicator a says: Predict and observe what happens when a force is applied to an object (e.g., wind, flowing water). Indicator b says: Compare and chart the relative effects of a force of the same strength on objects of different weight (e.g., the breeze from a fan will move a piece of paper but may not move a piece of cardboard).

Pedagogical strategies that I will have the students use are: predicting, constructing hypotheses, measuring, and acquiring and processing data through constructing graphs. Collecting this data and creating a graph will help the students organize and compare the data.

The technology I will be using for this activity is a small postage scale to weigh the objects, and the Kidspiration program for students to graph their data. The Kidspiration program is a kid-friendly tool that will help the students organize their information into a good graphical representation.

Other tours I got to "go" on!

I was able to explore several classmate's Google Earth tours. Among them I enjoyed Tami Varner's, Marni Story's, and Alyssa Young's. It was fun to see such a variety of ideas as far as content as well as tools and "extras" that could be used to enhance the learning experience. It's amazing how many different standards and objectives can be covered using Google Earth. This is a fun, interactive way for kids to "see" the world and explore!

Google Earth Tour!

I created this Google Earth tour to help students learn more about the relationship between human settlements and geography. Go to the locations listed below in the table. Enjoy!

Here is a link to view the tour in Google Earth:
http://sites.google.com/site/eduandtech/home/geography/RelationshipsbetweenHumanSettlementandGeography.kmz?attredirects=0

Google Earth Tour - preliminary stages

I chose the 3rd grade Social Studies Standard 1 (Students will understand how geography influences community location and development), Objective 1 (Determine the relationships between human settlement and geography). I think that Google Earth is an effective tool to demonstrate geographical features and learn about earth's history.

I have chosen a variety of research and analytical activities to help the students think about how and why people have settled where they have. It is one thing to show a map and point out geographical features, but to have them think about the different places shown in the tour and analyze the influences of the geographical features helps make it more exciting.

Along with using Google Earth, I have chosen several features available that will help enhance the tour. Not only will they see the topographical view, but there are many pictures and articles to read. The students also have opportunities to search out other information not found on Google Earth. Google Earth is an exciting technology teaching tool because students can feel like they're “flying” around the world, not just sitting at their desk looking at a map – it is more interactive.

Here is an outline of my Google Earth tour:

Location	Activity Description	Google Earth Content
1.Mississippi River (by Memphis)	Research when steamboats came about and how that impacted trade and transportation. Use the historical imagery tool to see how Memphis has looked over the last several years, then draw a picture of what you think Memphis looked like 100 years ago.	Placemark; maybe image overlay; historical imagery tool
2.The Nile River	View the 360 picture of the King's valley and Valley of the Nile – compare and contrast the geographical features you see. How does the area around the Nile look? Why might it look more alive? Might this have influenced the ancient Egyptian's choice in where to settle?	Placemark; image overlay, 360 cities in the Gallery
3.Rio Grande River (by San Ildefonso Pueblo, New Mexico)	Identify reasons that ancient Pueblans moved down off the mesa tops. Many of their decendents still live in the Rio Grande valley today. Create a picture album of the modern day Pueblos, which are still along the Rio Grande. Why might these people have chosen to remain there? What does the geography look like in contrast to the surrounding area?	Placemark; image overlay; Panoramio;
4.Columbia River (by Portland, Oregon and Vancouver, Washington)	Read the Wikipedia article found on Google Earth about the Fort Vancouver National Historic Site. Take a self-guided picture tour of Fort Vancouver. Analyze why the location of the Fort helped make the Portland/Vancouver area become such a center of activity on the Pacific coast ranging from Alaska to Mexico and the Hawaiian Islands to the Rocky Mountains. What made them so accessible to all of those areas. May the geographical features have contributed to the naming of Portland?	Placemark, image overlay, Panoramio, Wikipedia article

Google Earth Tour - preliminary stages

I chose the 3^rd grade Social Studies Standard 1 (Students will understand how geography influences community location and development), Objective 1 (Determine the relationships between human settlement and geography). I think that Google Earth is an effective tool to demonstrate geographical features and learn about earth's history.

I have chosen a variety of research and analytical activities to help the students think about how and why people have settled where they have. It is one thing to show a map and point out geographical features, but to have them think about the different places shown in the tour and analyze the influences of the geographical features helps make it more exciting.

Along with using Google Earth, I have chosen several features available that will help enhance the tour. Not only will they see the topographical view, but there are many pictures and articles to read. The students also have opportunities to search out other information not found on Google Earth. Google Earth is an exciting technology teaching tool because students can feel like they're “flying” around the world, not just sitting at their desk looking at a map – it is more interactive.

Here is a rough outline of my Google Earth tour:

Location	Activity Description	Google Earth Content
1. Mississippi River (by Memphis)	Research when steamboats came about and how that impacted trade and transportation. Use the historical imagery tool to see how Memphis has looked over the last several years, then draw a picture of what you think Memphis looked like 100 years ago.	Placemark; maybe image overlay; historical imagery tool
2. The Nile River	View the 360 picture of the King's valley and Valley of the Nile – compare and contrast the geographical features you see. How does the area around the Nile look? Why might it look more alive? Might this have influenced the ancient Egyptian's choice in where to settle?	Placemark; image overlay, 360 cities in the Gallery
3. Rio Grande River (by San Ildefonso Pueblo, New Mexico)	Identify reasons that ancient Pueblans moved down off the mesa tops. Many of their decendents still live in the Rio Grande valley today. Create a picture album of the modern day Pueblos, which are still along the Rio Grande. Why might these people have chosen to remain there? What does the geography look like in contrast to the surrounding area?	Placemark; image overlay; Panoramio;
4. Columbia River (by Portland, Oregon and Vancouver, Washington)	Read the Wikipedia article found on Google Earth about the Fort Vancouver National Historic Site. Take a self-guided picture tour of Fort Vancouver. Analyze why the location of the Fort helped make the Portland/Vancouver area become such a center of activity on the Pacific coast ranging from Alaska to Mexico and the Hawaiian Islands to the Rocky Mountains. What made them so accessible to all of those areas. May the geographical features have contributed to the naming of Portland?	Placemark, image overlay, Panoramio, Wikipedia article

"Digital Storytelling" Sampling

I was able to watch several of my classmate's "digital stories." One thing I realized was that this is a great idea and resource for literacy related curricula, but should not be limited to that! I saw several great movies that covered a wide range of subjects that could be used to teach many different standards and objectives. Here are a few notes from some of the ones I looked at:

Ashley Daley's - I liked how she used some of the words from the narration over her pictures. I also liked that she used a few different music clips and had them match the pictures.

Nichole Mahas' - Nichole used many different transitions and kept things moving. I thought this was a great, upbeat way to teach healthy habits to kids.

Rachel Hamilton's - I liked how she added a personal touch by using family pictures. It is a great video to help kids gain a greater sense of self worth.

Stephanie Anderson's - She used a catchy song and chose several good pictures to accompany the lyrics and accents in the music. Her video effectively carries a simple, yet important message.

Carmen Heap's - I liked how she took a well-known poem and brought it to life with pictures and narration. This would be a great resource to teach about money.

Marni Story's - Her video was loaded with lots of great information. I liked how she made good use of colorful slides and labels with lots of pictures. It also kept it fun and interesting to have the background music. This is an all around great, concise, effective teaching tool.

Creating my own video and watching others has helped me realize there are many possibilities with "digital storytelling!"

Recipe Poem movie!!

I made this movie using Windows Movie Maker. It was fun to learn how to use the program and bring together the different aspects to create a fun movie. Check it out!

Digital Storytelling

I will be putting together a "digital story" in the next week! I've chosen to use a fun poem that can be used to teach several things from the state core. The poem is called "Recipe" and it's written by Joyce Armor. Here are some images of the storyboard I've created:

Web 2.0

This week I was able to learn more about Web 2.0. There are many interesting and exciting things you can do with Web 2.0. I created a Wiki, registered for Goodreads, Diigo, and subscribed to some new things in my Google Reader! Those are all good resources that can help teachers become more efficient and find and share useful information with others.

Here is the URL for my Wiki: http://ashleyiptwiki.pbworks.com

I found the Wiki to be very versatile, as you can create many different pages and embed a variety of things. On my Wiki so far I have a video, a calendar, pictures, links, a slide show, and a GoogleDoc. Teachers can find valuable resources to help make information available to kids for teaching purposes, or to help create a link between school and home.

For this being my first Wiki, I did find it to be a little complex. You cannot just copy and paste things onto the pages, I had to learn how to embed, and edit the source. Some of these procedures are very similar to each other, and some have slight variations. I found that it is sometimes difficult to keep track of them all. However, it's not impossible and I'm confident that with more time I'd be able to use the Wiki in many great ways.

Here is a screenshot from Goodreads:














Here is a screenshot from Google Reader:












Here is a screenshot from Diigo:












Here is a screenshot of me sharing what I learned about Web 2.0 with my brother:

Why I Love Education

I love education because there are so many wonderful things in this world to learn about. We can choose something we're especially interested in, or explore a broad variety. There's almost always more to learn about whatever you can think of! It's so exciting to me that we can continually study and grow in all areas, whatever you want to learn more about.

Education begins far before formal schooling, but formal education plays a large part in helping individuals gain basic skills and understandings. As children learn step by step and bit by bit they are building a strong foundation to continue learning and exploring the world around them.

I think most people can remember a special or favorite teacher they have had at one point or another. Teachers can make a lasting difference in children's lives in many ways. I look forward to being a positive example and helping to spark a love for learning in children. They may not understand when they're young that knowledge is power, but through developing a love for learning, they will set out on an exciting lifetime of learning and growing.