Week 7: Shared Sticky Notes, INDT 501-01

Check out my Wallwisher!!

>> Brittany’s Sticky Note Pad

This week in our lesson plans, we were able to explore a website called Wallwisher. Wallwisher allowed for us to create a board that can be shared and written on by any user that has access to it. I enjoyed this website because it gave me the opportunity to create a simple question or topic and invite anyone I would like by sending them my website URL. This website allows its users to interact with other users through an easy channel over a topic of their choice.

This channel can be used for personal use or for educational use. I found this website to be useful because it displayed information using real-time. Shortly after submitting my URL to my classmates, I started to receive notifications regarding their post updates. As I sat on my Wallwisher, I experienced words coming up on my wall as friends were typing them. I believe that in order for a website to be successful in today’s world, it must be able to display real-time information. Wallwisher did just that and I enjoyed its ease of use.

For Wallwisher to be used in the classroom, I think it is important for all students to have used the site before. When I first signed up to be registered for the website, I had no idea what I was doing. After experiencing other classmates sending me emails regarding their own walls, I began to understand what I was expected to do with this website and its capabilities. After fully understanding how this tool could be used, I started to explore in depth the benefits it could bring to the classroom.

Using Wallwisher as a tool for students in the classroom, we are allowing them to explore a social networking device that lets each individual become a journalist and comment on a topic of choice. I believe that it helps regulate who can discuss on different walls and gives the “owner” complete control over the wall. If an educator decides to use it for discussion outside of the 4-wall classroom, it can be used as a debate channel and used for participation points. I enjoyed that the user can personalize each wall to fit their topic and change walls to organize different topics. It can be synced to Google accounts and it functions a lot like Google Docs.

I did, however, find a small glitch in my own use. My boyfriend had logged on to his Google previously to our assignment, when I used Google to sign on to Wallwisher, I found that I had sent out an invite under “Justin’s” name. I went through the settings and tried to change the profile but I was unsuccessful. Other than my own user error, I found this website to be extremely useful and its subject uses are endless!

 

 

Categories: Uncategorized | Leave a comment

Reflection Blog Post- EDCI 500-02 Immersion

After watching the video, How English Sounds to Non-English Speakers by Brian and Karl in our lesson this week, I felt what it was like to be a student in a classroom that is not a students native language. I found myself becoming frustrated and confused as the video progressed because sometimes I would hear a word I understood just for it to change again to something I did not.

If the video clip was longer than 4 minutes, I think I would have gone crazy. I could barely make it to the 4 minutes and even then I felt relieved when I turned it off. This concept opened my eyes to how important it is to work with our English Language Learner (ELL) students and their advisors. ELL student advisors are important educators that help guide students through classes as they become familiar with a new school.

I had a really hard time drawing a conclusion as to what the video was talking about. I think that the video was portraying a special dinner that was being prepared by a man’s wife who had just gotten home from work. I could understand a few words and could see that in the middle of the dinner they become upset about something that was said. As the wife gets upset and leaves the dinner table, she comes back with a pineapple and it surprises the husband (Brian & Karl, 2011). I got all of this information solely from visuals and would not have been able to understand anything if it was audio only. I used visual cues and communication experiences to draw my conclusions as to what was going on in the video.

Students who do not speak English and come into a room that only speaks English is a tough situation to balance. According to Anita Woolfolk’s book, Educational Psychology, we must practice differentiated instruction, which starts from the very basics. Our room must be inviting to students with a multitude of backgrounds and we must incorporate that same idea into our lesson plans (Woolfolk, 2013). We must be sensitive to the idea that students have different cultural and religious beliefs and follow their mannerisms as such. Woolfolk explains that many students interact with other students and/or educators according to their upbringing and may be easily offended if those beliefs are crossed. In our book, we examined how to avoid these situations by being educated in a students culture and asking questions before engaging in an act. An example of this idea would be to ask a student before opening a gift you received from them. In some cultures, it would be offensive to open it in front of them (Woolfolk, 2013).

Our main focus is to help ELL students to master the English language and prepare them formally and informally in their language skills. In order to do this, educators must embrace the idea that many ELL students have strong backgrounds and information that can be very useful for the classroom and instruction. Educators must incorporate lesson plans that help ease students from a tough language transition. From watching the video earlier in this lesson, I have learned that visual cues are another strong aid in helping guide ELL students through material and lessons in the English-speaking classroom.

References:

Brian and Karl, (2011, October 8). How english sounds to non-english speakers. Retrieved from http://www.youtube.com/watch?v=Vt4Dfa4fOEY

Woolfolk, A. (2013). Educational psychology. (pp. 180-188). Upper Saddle River, NJ: Pearson.

 

Categories: Uncategorized | 1 Comment

INDT 501- Flipping the Classroom

To flip or not to flip.. that…., is the question.

After realizing that this week’s topic was covering flipping the classroom, I got really excited to share. My roommate just presented this idea of “flipping the classroom” to Central Office and got approved for his presentation. I remember the first time he explained the concept to me. I felt a bit confused but interested at the same time.

Flipping the classroom is designed to present students with video’s, activities, demonstrations, or lessons outside of the classroom. This idea allows for students to engage in meaningful experiences while in the four-walled classroom because the lesson had already taken place prior to face-to-face instruction. This idea also allows for students to come into the classroom prepared for discussion while having a deeper knowledge of the subject material.

After observing my roommate and his successful encounters with flipping the classroom, I would have to say that I am all for it. I find it as a beneficial tool that allows for us to interact with students daily, whether it be in the classroom or at home. I believe that flipping the classroom redefines homework and takes students to a deeper level. It not only allows for us to direct them in learning, but it allows for us to reach them on a day we may miss them.

In Stafford County, we are used to block scheduling. Block scheduling is when schools follow four classes a day for 90 minutes. Some classes meet everyday and some meet every other day. Flipping the classroom accounts for the days that are missed. An educator could prepare a video with an activity for an “off” day that they do not see those students. Flipping the classroom allows you to continue your lesson plans and build lifelong learners. It allows us to account for those days missed and build on positive experiences in the classroom pertaining to the information they were presented as homework.

Many websites can be used for flipping the classroom. My roommate was using an application that would allow him to record for his students what he was clicking on while using a voiceover method. In one of my studies here at The University of Mary Washington, I was instructed to use a website called Knovio. This website allows its users to create presentations using a webcam and PowerPoint slides for educational use. When given the URL, users can access your webcam and slides next to each other for instructions to activities. My roommate found this as a useful tool and has incorporated it into his lesson plans for instructions before activities are given. He has now found that he can use multiple devices to get the message/lesson across and can use them to his advantage depending on what he is trying to have his students engage in.

You may still be skeptical about this idea and may be wondering how students have access to technology outside of the four-walled-classroom. According to Bergmann and Sams in their Book, Flip Your Classroom, they explained that many educators have access to apply for school grants. They are eligible for money to help purchase devices, which in turn allows students the opportunity to rent from the school and use at home. They also mentioned multiple outlets that have allowed parents and caretakers to donate old or used technology for under-privileged students to use outside of the classroom. This has created a new idea for educators to introduce flipping the classroom and see the many benefits it has for students.

I believe that flipping the classroom opens many windows of opportunities for both the students, the school, and the educator. It has many benefits to the idea and if used properly can teach students how to properly use technology along with teach them time management and how to be lifelong learners.

References:

Bergmann, J., Sams, A., (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.

Categories: INDT501-01 | 1 Comment

Week 5: Creating a Curricular Video, INDT 501-01

I would like to start off my blog saying: I LOVE TECHNOLOGY!

I have truly enjoyed the tools we have been learning in our INDT 501 class and have found them extremely useful (I swear I’m not a teacher’s pet 😉 However,  I think that these tools have and will be extremely useful to reach our 21st Century Learners. Technology, such as the curricular videos we produced this week, is a great way to introduce a topic in a new way to our students. I enjoyed the tool Animoto because it was easy to use and exciting for the viewer. It was a way to grab our viewer’s attention and get them thinking about the subject at hand. I also learned of another tool this week called Knovio. Knovio is a tool that incorporates both a video recoding along with a personalized slide-by-slide presentation. This tool was helpful for creating lessons accessed outside of the four-wall classroom or as a great tool for projects.

I had a small issue with Animoto while I was using it, however. When I would preview the video, I thought that I was experiencing blurry photos because of the low-resolution they use to preview it and I would experience better quality once I published it. However, when I published it, I still experienced the same low quality. I was discouraged by this and realized that I would now need to start over. I do think that this tool would be helpful in the classroom. Users must be sensitive to what type of photo they are using and what quality it brings along with it.

I chose to do a motivational video for cheerleading because I coach for high school girls and find that encouragement is the ultimate way to touch their lives. We have our first competition coming up and I have had a video planned for quite awhile. Animoto provided me the opportunity to make my photos and videos come to life that I have been saving throughout the summer and empower them to do their best the night of the competition. Not only can Animoto be used for coaching, but it can be used in the classroom for a new taste of learning.

I included my original link to my motivational video below. Until I have an opportunity to create a new one, I wanted to submit what I have done so far! My advice: do not use the carousal template!

http://animoto.com/play/nMGWE3O9nC0lZQFMYurGxg

References:

Bishop, T. (2012). Mountain View High School Football Program. Received on September 27, 2013 from http://www.topdawgmarketing.com/case-studies/mountain-view-high-school-football/

Quotesvalley (2012). Received on September 27th, 2013 from http://www.quotesvalley.com/its-hard-to-beat-a-person-who-never-gives-up/

Categories: INDT501-01 | 3 Comments

The Classroom Outside of the Classroom-Taking Sides EDCI 506-02

Rebuttal

“The Classroom Outside of the Classroom”

As educators, we must plug into what is going on outside of the school walls. Our future generations are more technology savvy than the educators are. According to Jonathan Bergmann and Aaron Sams’ book, Flip Your Classroom, today’s students grew up with Internet access, YouTube, Facebook, MySpace, and a host of other digital resources (Bergmann & Sams, p.20). We must catch up to this rapid change in both society and education. Bergmann and Sams found that many of our younger generations report that they can typically be found doing their math homework while texting their friends, IMing on Facebook, and listening to music all at the same time. Students were born to multitask and continue to perfect it as they are expanding their cyber knowledge.

The job as an educator is to educate, teach, model, interact, explore, question, research, and most importantly continue to better educate themselves. In order to successfully touch each of these steps, educators must be willing to have an open mind and change their ways of teaching as the world around them changes. According to John Dewey’s book, Experience and Education, the teachers business is to see that the occasion is taken advantage of (Dewey, p.71). Educators must have their student’s best interest in mind and constantly find the best way to teach them and prepare them for their futures through positive experience. In order to do this, we must take advantage of the free access we have to social media networks.

Technology is booming and has been booming since the first invented CD, television, computer, or game. Technology has continued to grow and through that we have invented social media networking. Social networking is not something we should be afraid of or shy away from. It is the center of our communication and the language of our students. We must tune in to their language and learn how to speak it. We can look at social media the way that we look at a new textbook. We must be excited to learn it and become efficient in it. We must be willing to take the time and become knowledgeable with the networks.

Why is networking so important? Networking is defined as to interact with other people to exchange information and develop contacts, esp. to further one’s career (Hacker, 2011). This means that it would be detrimental to take social networking away from students in the classroom. In order for educators to prepare a student and set them up for success, we as educators must continue our own education and what skills a future student will need to acquire. If it is to help one’s future career, shouldn’t we be the first ones on board? That is what we do!

In almost every business in America today, they use some form of technology. Almost all major colleges and universities have done away with paper applications. Most require you to submit your application online and will take away any fees that they applied for mailing. The same idea has become popular for businesses seeking employment applications. In our world, it is harder and harder to land a job if you do not know someone in the company or don’t know how to efficiently use technology. How can we push students to attend college or the importance of writing and networking for a job if we are not properly teaching them how to use these technologies in the school? We must remember that a lot of colleges and universities use social networking tools for online assignments and homework links. We use one currently; UMW CANVAS. If we do not prepare them how to use these social media outlets correctly by banning them everywhere, they will be blind sighted when they move onto a higher education.

Not all social networking is “bad”. When the topic of cyber bullying is brought up, we must realize that social networking sites are not being used as the classroom itself, but strictly as a learning tool. How we would use this tool in a classroom would be the same way we would use or assign an assignment. For example, if I decide to use LinkedIn in my classroom, I would be monitoring that the specific tool is being used the way it should for the lesson and would be walked through as a class to assure that the lesson gets taught. An educator would monitor the screens as students work just as they would with using a pair of scissors, making sure that students are on task and using everything properly.

In my current secondary business classroom, my students each have their own computer to use. The computers are facing me at all times so I can monitor what they are working on. I can also pull up all of their screens individually to watch what they are clicking on. This allows me as an educator to keep a close eye on my students progress and if any distraction were to occur. This also goes hand-in-hand with students and what they are allowed to access. I have worked closely with the technology group at my school to ensure that inappropriate sites are blocked for students use. We are only allowing social networking sites that will benefit our students and not ultimately detriment their successes.

During my continual studies at The University of Mary Washington, I was required to take an instructional technologies class. This class has helped prepare me for the fast changes of social media and how it can be used as a tool in the classroom. Just because we are familiar with the social networking sites such as Twitter and Facebook, doesn’t mean we have to use those specific sites. We can gear our focus towards educational social networking sites that use social media networking to teach students and prepare them for their futures. By using these social networking sites, we are helping to create a student’s profile for future job searches and we eliminate any acts of cyber bullying. There are so many options of social networking outlets and more are constantly being created. If you are worried about a specific outlet, don’t use it! There are tons to choose from that will fit your lesson needs.

During my time at The University of Mary Washington, I learned that there are endless opportunities on these educational social networking sites. One in particular was an opportunity to create a customized search engine through Google. This opportunity opened a lot of doors for my lesson plans in the classroom. Through this customized search engine, I can facilitate where my students have access on the Internet and what they are participating in. I can conduct a lesson on social media networking and have all other sites blocked for students use other than the search engine and its contents that I have provided. Within that search engine, I have allowed different social media avenues that pertain to my lesson plan and can be used for educational networking. This eliminates distractions, cyber bullying, Internet surfing, and partial attention. I can modify it at any time and use it multiple times. Students become familiar with my URL address and can access it from any device. Now students can use it for homework, group discussions on social networks, online tests and quizzes and/or any other lesson plan I provide.

Monitoring students also comes with how do we keep their attention from distraction? Students have a natural ability to lose focus from time to time. Anything can be a distraction, from a student sneezing, to the accent a teacher has when saying a specific word. We cannot solely place social media as the only form of distraction. In my opinion, I believe that it will help students stay focused because it is touching what they are interested in. Educators should still maintain the rules of their classroom at all times. For example, if cell phone use is not to be used in your classroom. Do not allow it to be used and take disciplinary action as you have stated in your syllabus, when needed.

I am familiar with the Bring Your Own Technology (BYOT) in the classroom. It has been implemented in our school for the students and teachers alike. I find it an awesome tool for students to be able to use their device to better educate themselves. I have students who use it to take notes and students who use their technology to present to the class on current events. It is a great tool because it allows for the student to have their subject material on them in the classroom and when they are out of school. I treat BYOT as I would with any other material a student uses in my class. If it is a time for instruction, they must have their materials put away until I say it is okay. This helps me to control the situations in my class and ensure that I am fully monitoring my classroom for any distractions that may arise.

Unfortunately, yes, we cannot control cyber bulling outside of the school and after students are home just as we cannot control physical bullying outside of school. However, what we can control is teaching students how to properly use these media outlets in the school. By presenting this skill set, we will ultimately set them up on how to use these outlets outside of the school. By not incorporating these media outlets in the classroom, we are giving students the free reign outside of the classroom to teach it to themselves. We as educators must grab this issue before it is too late and show them the digital impact it could leave on themselves and others. Students have not been taught how to use it as an educational tool and therefore are not reaping any of its benefits or using it properly.

The University of Minnesota collected data for over six months from students, ages 16-18 in thirteen urban high schools in the Midwest. Results found that 94% of the students used Internet, 82% go online at home, and 77% had a profile on a social networking site (eNews, 2008). The students were also asked to list what they learn from using social networking sites. Technology skills and application was listed as number one, followed by creativity skills, open to new or diverse views, and communication skills (eNews, 2008). How can we ensure that students from low-income housing will receive technology devices that they can use outside of the classroom? According to research conducted from The University of Minnesota, Internet usage of teenagers from families earning $30,000 or less was at 73% (eNews, 2008). Their study consisted of students that came from families whose incomes were at or below the county median income of $25,000 or below. Many of these students were also taking part in after-school programs that aim at improving technology access for low-income youth. Their study goes against Pew Internet and American Life Project that suggest that a “digital divide” occurs where low-income students are technology impoverished (eNews, 2008).

Other opportunities exist as well, Bergmann and Sams have faced this obstacle of students not having access to internet at home. They suggest burning videos that have been shared online onto a DVD to be taken home by a student. They suggest to have uploaded sites on public access sites so all student can access it from any location (Bergmann, Sams, p. 97). Students have free access to libraries, the school after-hour computer times, and on cell phones or tablets. Another positive attribute about social media is that they are free and anyone can participate, making there no financial obligation. Bergmann and Sams also touch in their book about donated computers being rented through the school along with a lot of grant options. Educators can sign up for grants and ultimately purchase classroom sets from those grants for their students to check out and take home or use outside of the classroom. This eliminates the “digital divide” and gives each student a fair opportunity to use social media and all of its benefits.

Social media networking can and should be used in the classroom to educate our students how to properly use networking for future successes. We can monitor and facilitate their use while in the classroom to ensure that cyber bullying, partial attention, and distractions are eliminated. We can use educational social networking tools to help create professional contacts and outlets to open new or diverse views, perfect communication and language skills, and keep up with our changing world. By incorporating social media networks into the classroom lessons, we are preparing our future generations for their careers and the technology proficient world. We are introducing them to the impacts they have on digital literacy and how to learn through exploration and guiding them in answering future-orientated questions (Coffman, p. 21).

 

References:

 Bergmann, J., Sams, A., (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.

Coffman. T. (2013). Using inquiry in the classroom: Developing creative thinkers and information literate students. (2nd Ed.). Lanham, MD: Rowman & Littlefield Education.

Dewey, J. (1938). Experience and education. Toronto: Collier-MacMillan Canada Ltd.

eNews. (2008). Educational benefits of social networking sites. Retrieved September 23, 2013, from http://www1.umn.edu/news/features/2008f/UR_191308_REGION1.html .

Hacker. (2011). Merriam-Webster. Retrieved September 23, 2013, from http://www.merriam-webster.com/dictionary/social%20media

Schrum, L., Solomon, G. (1944). Web 2.0: How-to for educators. Eugene, OR: International Society for Technology in Education.

Categories: EDCI506-02 | 1 Comment

Blog Reflection 2: What does research say about identity?, EDCI 500-02

Is it right to inflate adolescence self-esteem and not worry about academics? Is it right to not worry about self-esteem and focus solely on academics?

What is right?

When it comes to moral development and self-identity, we must be on our toes and in tune to how we are educating our future generations. According to (Stossel, 2009), 90% of our school systems are failing but claim that they are above average. These schools are focusing their resources on teaching students how to think highly of themselves and maintain a high self-esteem.

What is self-esteem? Self-esteem is an affective reaction-an overall judgment of self-worth that includes feeling confident and proud of yourself as a person (Woolfolk, p. 97). We all need a positive self-esteem to maintain a good experience in adolescence. Students are subject to stages where they are learning their place in the world and how they fit in. Moral development and identity does matter and it is important that we as educators are aware of these stages. Moral identity allows for the child to know from right and wrong and how to feel during different situations.

With the technology revolution, we have seen a boom in social networking and even cyber bullying. During this time, I think it is more important than ever to be focused on moral development and identity, especially in the classroom. As adolescences’ grow, according to Piaget’s theory, an individual experiences puberty, sexual maturity, and girls reach their max height. During all of these physical changes, children are still expected to meet educational and emotional needs. By letting a child have individuality in the classroom, we have allowed them to meet those needs.

Some research has shown that schools spend most of their resources on building self-esteem in their students by singing songs or attending classes (Stossel, 2009). As an educator we must be careful of too much praise in the classroom because it can detriment their future experiences. By giving a student too much praise, we are not preparing them for real life situations that may occur later in life. Don’t get me wrong, I do think that we have to be facilitators in these situations and must provide our students with the utmost respect and tender, love and care, but we also have to help them find their identity. It is okay to be great at some things and not be able to do other things. I think that is what makes an individual an individual. In a child’s later experiences, the world may not be as fair and we must be able to prepare them for those experiences. This helps children to address identity and be able to morally judge situations themselves

It is important to teach students at a young age to have a high self-esteem and it should be monitored as they progress through school. According to Rachel Kessler (2000) in her book, The Soul of Education: Helping Students Find Connection, Compassion, and Character at School, she described the need for students to feel cared about and connected, to be creative and joyful, to have a sense of purpose, and to believe they can exceed the expectations of others. According to Kohlberg’s theories, children in these adolescence years are in their conventional stage and are tuned to what is expected of them by teachers, parents, and adults (Woolfolk, p. 100). It is our job to maintain this positive focus and continue that they are creating good moral decisions through compassion and encouragement. We can and need to do this in the classroom and it will allow them to successfully be able to tackle real life situations that may occur in their future endeavors.

So, why is moral development important in the classroom? Because it allows students to be individuals, learn how to consider others’ viewpoints and their relationships with others when making decisions, and helps us as educators set them up to succeed.

References:

Kessler, R. (2000). The soul of education: helping students find connection, compassion, and character at school. ASCD.

Stossel, J. (2009). Feel Good About Failure 1 & 2. YouTube. Received on September 19, 2013 at http://www.youtube.com/watch?v=KTfwH_DYWUo

Woolfolk, A.E. (2013). Educational psychology (12th Ed). Pearson Education.

Categories: EDCI500-02 | 1 Comment

Week 4 Reflection Post: Information Literacy, INDT 501-01

061013_internet_citing1

 

http://cheesyuk.blogspot.com/ 

This week in Instructional Technologies class, I learned that it is possible to create your own customized search engine. I found this tool extremely fascinating and helpful for my lesson plans. As a business educator, I assign weekly current events for students to stay engaged in the business world and up to date on issues surrounding them. These assignments encourage students to research what is currently going on and ultimately reflect with their opinion about the topic they find. My specific rubric clarifies that they must follow rules to ensure they are finding information from credible sources and that it pertains to the subject material.

After finding out that you could customize your search engine, I became ecstatic. I was overwhelmed at the idea that such thing even existed. It is genius! I love the fact that I can give a student my website URL that will link them to my specific subject search. This is a wonderful tool that will allow students to engage in educational research and ultimately expose them how to search and evaluate websites. This gives me as the educator the opportunity to facilitate where they are getting their information in the classroom and when they are at home.

As we have touched on in other posts, it is important to be current with instructional technologies and how they can be incorporated in the classroom. I have found that this week has prepared me for the trends of digital literacy that students are exposed to on a daily basis. Being informed on the latest trends, allows educators to focus on their subject material without being distracted from learning how to use such technologies. After creating a Professional Learning Network (PLN) in class, I saw myself connecting with the younger generations on how to use different social networking devices. Being a current educator in a high school setting, I see the challenges students face with schoolwork and finding time for the popular social networking options available to them. I am extremely excited to be able to practice using these different networking options and post them to one central location, where users and/or followers may see what I have published. Once educators have learned how to utilize social networks, they can then focus on how to mold student’s activity and proper use of these technologies to further their education and ultimately use them for professional use.

Once educators connect these trends and the student’s interests, I believe that it is then we can connect with the individual student. Students enjoy when an educator can relate to their everyday situations and can apply the course content to a real life situation they can encounter. If facilitators practice and understand how to use social media tools, they can teach students how to properly find multiple resources that are easily accessible at their fingertips. These are tools that can aid a student that is in school, all the way until they are in a professional setting. I find this critical to the 21st Century Learner and something that must be added to the curriculum. I also find it truly amazing that so many tools are accessible on the web that I never have heard about! I am so excited to see what is next!!

Categories: Uncategorized | 4 Comments

Week Three: Digital Literacy, INDT 501-01

all-kind-of-cats-8-1361586-m

“Cat With a Protection Collarin” by Capellas3

Being a teacher in this ever changing technology world, it is extremely important to be thoughtful about where we get our information and images. We must be modeling the importance of identifying credibility and giving credit where credit is due. In order to model this behavior, we must find information that has usage licenses that is appropriate for our instruction plans. We must be mindful of these rules and make sure to follow them according to our usage rights.

After extensive research, I located this amusing cat on stock.xchng.com. I searched for an image that allows users to easily access its image license and is labeled as “royalty free”. “Royalty free” means that a user may use any non-watermarked images that is downloaded from their Website. When a user downloads an image, they are agreeing to the Website’s terms and conditions. By downloading an image, it does not mean that you own the image; it just simply means you may use the image and cite it.

By clicking on the image usage rights, it will explain in full detail what you can and cannot do with the image once it is downloaded. This is a description in full detail that helps a user understand what may be done with the image without disobeying the law and their rights. According to Stock Xchng, my user options are that I may use the image as follows:

  • In digital format on websites, multimedia presentations, broadcast film and video, cell phones.
  • In printed promotional materials, magazines, newspapers, books, brochures, flyers, CD/DVD covers, etc.
  • Along with your corporate identity on business cards, letterhead, etc.
  • To decorate your home, your office or any public place.

I may not use the image as follows:

  • For pornographic, unlawful or other immoral purposes, for spreading hate or discrimination, or to defame or victimise other people, sociteties, cultures.
  • To endorse products and services if it depicts a person.
  • In a way that can give a bad name to SXC or the person(s) depicted on the Image.
  • As part of a trademark, service mark or logo.
  • SELLING AND REDISTRIBUTION OF THE IMAGE (INDIVIDUALLY OR ALONG WITH OTHER IMAGES) IS STRICTLY FORBIDDEN! DO NOT SHARE THE IMAGE WITH OTHERS!
  • Always ask permission from the photographer if I want to use the image for websites I want to sell or distribute, create printed reproductions that I intend to sell, or for “print on demand” items.

I have realized it is extremely important to be conscious about what we are posting online and what we are taking from online. It is such an easily accessible source of information and images, we often forget that an individual posted that information and they should receive credit for what they did.

References:

Capellas3 (Unknown). 2011. Cat with a protection collarin, Retrieved September 15th, 2013, from http://www.sxc.hu/photo/1361586 .

Categories: INDT501-01 | Leave a comment

Week Three: History Of Education, EDCI 506-02

The Common School Movement was a movement based on defining and shaping the American life, starting with inequality in schools. The Common School Movement started in 1770 and went to 1890. It was founded by Horance Mann and was originally intended for privileged white children and was funded by local property taxes to provide a change and allow all children to attend school regardless of their social class. The Dame School was governed by local school communities and charged no property taxes. According to the PBS video, the Common School period was between 1840-1880 (Episode 1). The school served as a great equalizer and ultimately resulted in the reduction in poverty and crime rates. Episode 1 explained to its viewers that The Common School served as a solid education, which might enable women when they become mothers to educate their own daughters and even to direct the course for their sons. Schools also encouraged white boys to attend Latin Grammar School once they completed The Dame School. During this time, it was mainly boys that they targeted, for women would move on to maintaining a household. They tended to favor boys over girls and our video touched on the fact that The Common School would charge parental fees to supplement the town’s support.

In the South, The Common School was a private matter and was not a concern of the state, according to the PBS video. It focused on the idea that “knowledge is power”. This idea followed closely with laws that were passed forbidding education of slaves and their families. Episode 1 clearly states that it was risky business for slaves to practice the act of learning and would often hide books and other materials under their knitting utensils. During this era, we see a strong divide between social and economic classes.  The whole idea of The Common School Movement was to break this barrier and to provide a fair education for the underprivileged white boys and ultimately lead to what we now call our “diverse public schools.”

The Common School Movement was a major step in America. It provided us the necessary progressions to be where we are today. From starting with schools that students were only accepted if they were wealthy, to now having equal school rights for every child. We are honored to say that this movement paved a way to having equal opportunities for all students. I am extremely grateful for what it did for America and amazed that one movement could accomplish all of that.

References:

Lemann N., (2010). The history of American education 1770-1890 part 1. School: The Story of American Education. PBS.

Categories: EDCI506-02 | Leave a comment

Week Two: EDCI 506-02 Professional Goal

 

Diversity_Matters.img_assist_custom

As I am beginning a new career and I look forward 5-10 years, I see a lot changing in the way that I instruct and maintain a classroom.  I just started on my teaching journey and have found that it is something I must continually educate myself on. That idea, in fact, is one big thing I like about teaching. I like to constantly improve and learn how I can perform better than the first time around. This can be hard when pin pointing exactly where I will want to be in 5-10 years.

In 5-10 years I plan to have found a way to incorporate both the 21st Century Knowledge and the Core Curriculum to my instruction. The 21st Century learners are the generations in school currently and ages range between 11-30 years old (Coffman, 2013). They learn by using social media and the use of technology in their daily routines. I find it extremely important for us to change the responsibility to not only on ourselves, but also on the students and the curriculum to follow technology information. Most teachers today have a hard time trusting this idea solely on technology and the student. If we are to let go of the strict core curriculum and incorporate information technology systems, I believe we can find new ways to introduce ideas to the students which would then create the opportunity for the students to invent, creative think, critically think and explore. This is the act of using inquiry in the classroom (Coffman, 2013).

Today, it is important to include technology in the classroom because it is the key to set our future generations up for success. By incorporating technology to display lesson plans, it allows for our students to receive hands-on experience and in turn helps them make meaningful memories of the subject. By placing these two things together, we have covered the InTasc Standard Content area #4 and #5. According to the Council of Chief State School Officers (CCSSO, 2011), these standards outline the common principles and foundations of teaching practice that cut across all subject areas and grade levels and that are necessary to improve student achievement. These areas state that teachers must have a deep understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real world setting, and address meaningful issues to assure learner mastery of the content (CCSSO, 2011). Not only is it important for us to be comfortable with technology, but many people forget that technology can be a useful tool for communication and language. Being able to incorporate all of these things and having a strong subject understanding of education and the subject material, I will have conquered my goal as a professional educator in 5-10 years

During our activity and participation grade, I enjoyed learning my classmates’ input to the InTasc Standard areas. I enjoyed reading how they would incorporate the content material with their specific subject field. I was engaged with this activity and pushed myself to think outside of the box to come up with different ideas. For Standard #4 Content Knowledge, I based my content off of the subject area of business. This is what I came up with:

1. Smart Board interactive lesson plans and pictures for business instruction

2. Smart response pads for business vocabulary and tests

3. Social networking applications such as Twitter to collect and analyze data

4. Resume building and software application content

5. Business education continuation

Continuing this idea comes Standard #5, Application of Content:

1. Create the big question and draw from it to thinking creatively in problem solving

2. Maintain professional and correct vocabulary/grammar, and use it on a daily basis

3. Learn and practice how to communicate with people from all over the world and analyze their data findings for application to real world situations.

4. Maintain a work portfolio that includes updated resume to give to employers

5. Improve and build upon existing knowledge and experiences while applying it to hands-on work experience and interactions

My goal in the next 5-10 years is to maintain and build off of these core ideas. I believe that with the constant change of our fast-paced world, we must stay focused and engaged with what is going on around us. I want to be a step ahead of technology and how it is used in the classroom to make it a positive and educational experience for students. I want my classroom to be meaningful and use inquiry in my classroom on a daily basis. I think it will be a challenge to allow myself to change and adapt, but I truly believe it is what we need to succeed and I know it will be worth it!

References:

Coffman. T. (2013). Using inquiry in the classroom: Developing creative thinkers and information literate students. (2nd Ed.). Lanham, MD: Rowman & Littlefield Education.

Council of Chief State School Officers. (2011). Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards: A Resource for State Dialogue. Washington, DC: Author.

Categories: EDCI506-02 | Leave a comment