NETS-T: 5
Waters , J K. (2011). Teaching green. The Journal, 38(April),
Retrieved from http://www.nxtbook.com/nxtbooks/1105/journal_201104/#/12
In John Waters article, he discusses the many ways that the environment can be incorporated into the classroom. He begins by stating the history of how environmental issues became part of our educational curriculum. Nixon passed the National Environmental Education Act that led to the abundance of resources that teachers now have today to address this issue. Next, Waters describes a site named Classroom Earth (classroomearth.org). This site is a good fit for high school students and teachers. It is user friendly for both with lots of capability to make environmental education apart of the regular curriculum. There is even a "Grants" section that can help schools with funding for environmental education programs. There is also mention to a very interesting site for kids that live in urban areas that don't get much exposure to wildlife and nature. A Walk in the Woods (urbanext.illinois.edu/woods), provides virtual tours through natural settings that is available in English or Spanish. There are also websites that offer quizzes and games to get kids involved with the latest environmental issues.
Question 1:
Which of the provided resources would I most likely use as an elementary school teacher?
I found the US Environmental Protection Agency Teaching Center (epa.gov/teachers) website the most appealing and teacher based. Through this site I will have access to lesson plans and classroom activities.
Question 2:
Which of the provided resources will I have my students using in the classroom?
I liked what PowerUp (poiwerupthegame.org) had to offer to my potential students. It's a 3-D game that several kids can play. The students will live on a planet where natural disasters endanger to destroy their planet. Examples include severe pollution and extreme weather conditions. The students act as volunteers helping to save the planet. This sounds like a fun and interactive way for students to see the damage of environmental carelessness.
Alayne
me.
Monday, May 9, 2011
Journal 8
NETS-T: 5
Bogacz, R, & Gordillo, M G. (2011). Point/counterpoint: Should Schools be Held Responsible for Cyberbullying?. Learning & Leading, 38(March/April),
Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Point_Counterpoint_Should_Schools_Be_Held_Responsible_for_Cyberbullying.aspx
In the article, "Point/Counterpoint: Should Schools be Held Responsible for Cyberbullying?" Renee Bogacz takes the stance for schools taking responsibility for cyberbullying. She clearly discusses each role in the school system and what they should be accountable for. Teachers need to explain what cyberbullying is and need to take reports of the bullying seriously. They should have knowledge of the rules, laws, and victim resources that go along with cyberbullying. Administrators need to take the next step from teachers and create clear rules and regulations to easily enforce relating to cyberbullying. Bogacz believes that parents should have complete access to their child's social media sites and cell phones. Students are also responsible to report any suspicious behavior they view or hear about on the Internet. She feels that if the school grabs the reigns of the cyberbullying issue, it will finally be put to rest.
Miguel Gomez Gordillo argues against the authority of schools to be in charge of cyberbullying. Gordillo says that it is not the schools responsibility but rather the home and family is to blame. He says parents are the first educator for their child and when they don't give their children love the usually act out in cyberbullying and numerous other ways. He says many schools don't have the resources to handle the situation full. Gordillo states that the family and school should work simultaneously on a mapped out educational plan for the child. He also says that schools should offer families information and resources for them to get back in touch with a healthy family lifestyle. Once that is in place, school can then reinforce that ideology.
Question 1:
Should schools be held responsible for cyberbullying?
Yes, they should be held accountable for the bullying of children in all way, shapes, and forms. I agree mainly with Renee Bogacz that there should be serious and enforcible rules and regulations about cyberbullying. There should be basic protocol put in place to easily execute discipline to children that bully. If students were aware of the serious implications that bullying leads to and that it won't be tolerated... it will stop! I partially agree with Miguel Gomez Gordillo's argument that the majority of families these days is broken and unhealthy. The schools should offer resources to them for help to get on the path of a flourishing family.
Question 2:
How should cyberbullying be handled disciplinarily?
Children that cyberbully should have a harsh punishment like suspension as a first offense. If it happens again, the punishment should get more severe until possible expulsion. This will show students that it is a very serious problem that won't be taken lightly. If this situation isn't handled properly it result in even fatal outcomes.
Bogacz, R, & Gordillo, M G. (2011). Point/counterpoint: Should Schools be Held Responsible for Cyberbullying?. Learning & Leading, 38(March/April),
Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Point_Counterpoint_Should_Schools_Be_Held_Responsible_for_Cyberbullying.aspx
In the article, "Point/Counterpoint: Should Schools be Held Responsible for Cyberbullying?" Renee Bogacz takes the stance for schools taking responsibility for cyberbullying. She clearly discusses each role in the school system and what they should be accountable for. Teachers need to explain what cyberbullying is and need to take reports of the bullying seriously. They should have knowledge of the rules, laws, and victim resources that go along with cyberbullying. Administrators need to take the next step from teachers and create clear rules and regulations to easily enforce relating to cyberbullying. Bogacz believes that parents should have complete access to their child's social media sites and cell phones. Students are also responsible to report any suspicious behavior they view or hear about on the Internet. She feels that if the school grabs the reigns of the cyberbullying issue, it will finally be put to rest.
Miguel Gomez Gordillo argues against the authority of schools to be in charge of cyberbullying. Gordillo says that it is not the schools responsibility but rather the home and family is to blame. He says parents are the first educator for their child and when they don't give their children love the usually act out in cyberbullying and numerous other ways. He says many schools don't have the resources to handle the situation full. Gordillo states that the family and school should work simultaneously on a mapped out educational plan for the child. He also says that schools should offer families information and resources for them to get back in touch with a healthy family lifestyle. Once that is in place, school can then reinforce that ideology.
Question 1:
Should schools be held responsible for cyberbullying?
Yes, they should be held accountable for the bullying of children in all way, shapes, and forms. I agree mainly with Renee Bogacz that there should be serious and enforcible rules and regulations about cyberbullying. There should be basic protocol put in place to easily execute discipline to children that bully. If students were aware of the serious implications that bullying leads to and that it won't be tolerated... it will stop! I partially agree with Miguel Gomez Gordillo's argument that the majority of families these days is broken and unhealthy. The schools should offer resources to them for help to get on the path of a flourishing family.
Question 2:
How should cyberbullying be handled disciplinarily?
Children that cyberbully should have a harsh punishment like suspension as a first offense. If it happens again, the punishment should get more severe until possible expulsion. This will show students that it is a very serious problem that won't be taken lightly. If this situation isn't handled properly it result in even fatal outcomes.
Sunday, May 8, 2011
Journal 7: My Personal Learning Network
NETS-T: 5
1. My Personal Learning Network (PLN) is a way to stay connected amongst colleagues with the same interests as myself. This is a great resource for a future teacher because it's a way to discuss new lesson plans, teaching techniques, and network other career related skills.
2. I use Twitter to follow educational tweets that will pertain to teachers. I am following: usedgov (the U.S. Department of Education), Education Week (an educational newspaper), Teach For America (a national corps for new teachers who teach for two years in rural/urban schools), Ideas_Factory (a UK Primary School Deputy Head with lots of ideas for teaching children from a different cultural standpoint), and We Are Teachers (online community for all teachers).
I decided to follow the chat #ntchat (new teacher chat) on Friday May 6, 2011 at 5pm. It was interesting to participate in this chat because it seemed like a very positive and supportive network of new teachers. Most of the chatting involved hints to de-stress/stay charged towards the end of the year and thanking mom's for Mother's Day. Also, the chat directed me towards some interesting educational sites such as edutopia.com.
3. I use Diigo as a networking tool because it is a quick way to search and stay connected to interesting educational sites. I first bookmarked Edutopia's facebook page to my Diigo account. On this site, there were many links to educational blogs and articles plus a way for me to communicate with other teachers.
Next, I bookmarked an educational wiki from New Zealand called 21st Century Learning. In this wiki site, a New Zealand teacher of 12 years discusses his technological advances and sometimes disappointments in the classroom. I think this is an interesting site to follow because it can give me a different cultural perspective on technology in the classroom somewhere across the world.
Then, I bookmarked a blog from Education Next. This is a site about current events that affect teachers. One of the blog topics was about the increase in technology in the classroom. The blog stated that
4 million K-12 students took some sort of online course this last year. This is a good site to network with because they are very up to date with the current events in the teaching career.
4. I joined the discussion forum "iPads in the elementary classroom" on the website edupln.com (Educators PLN). This discussion caught my attention because I would love to find out how to go about getting iPads, or any other new technology, in my future classroom. I watched the video called Best Practices in Social Networking for Educators. It is an interview with a principal from New Jersey that used to be completely anti-social networking, but is now referred to as "Mr. Twitter." In the video, Eric Sheninger discusses how his misconceptions about social network sites like Twitter made him think they were useless tools for educators or students. Once he gave Twitter a shot, he realized that he could connect with an endless amount of resources to keep him up to date with the 21st century technology being used by his students. He suggests that principals and educators "stick their toes in the water" to figure out what the newest social media is really all about. Mr. Sheninger says that by implementing the newest technology in his school, students are excited to come to school.
This is important to me because it reminds me that it will be my job as a teacher to be on top of the latest technological opportunities and how they affect my students for the better or worse. I was just like Principal Sheninger, I thought Twitter was a useless social site where people discussed what they were eating for dinner. Now that I've been coaxed into opening an account and to explore it, I see that my first impression was incorrect and it can be used as an important tool and resource.
1. My Personal Learning Network (PLN) is a way to stay connected amongst colleagues with the same interests as myself. This is a great resource for a future teacher because it's a way to discuss new lesson plans, teaching techniques, and network other career related skills.
2. I use Twitter to follow educational tweets that will pertain to teachers. I am following: usedgov (the U.S. Department of Education), Education Week (an educational newspaper), Teach For America (a national corps for new teachers who teach for two years in rural/urban schools), Ideas_Factory (a UK Primary School Deputy Head with lots of ideas for teaching children from a different cultural standpoint), and We Are Teachers (online community for all teachers).
I decided to follow the chat #ntchat (new teacher chat) on Friday May 6, 2011 at 5pm. It was interesting to participate in this chat because it seemed like a very positive and supportive network of new teachers. Most of the chatting involved hints to de-stress/stay charged towards the end of the year and thanking mom's for Mother's Day. Also, the chat directed me towards some interesting educational sites such as edutopia.com.
3. I use Diigo as a networking tool because it is a quick way to search and stay connected to interesting educational sites. I first bookmarked Edutopia's facebook page to my Diigo account. On this site, there were many links to educational blogs and articles plus a way for me to communicate with other teachers.
Next, I bookmarked an educational wiki from New Zealand called 21st Century Learning. In this wiki site, a New Zealand teacher of 12 years discusses his technological advances and sometimes disappointments in the classroom. I think this is an interesting site to follow because it can give me a different cultural perspective on technology in the classroom somewhere across the world.
Then, I bookmarked a blog from Education Next. This is a site about current events that affect teachers. One of the blog topics was about the increase in technology in the classroom. The blog stated that
4 million K-12 students took some sort of online course this last year. This is a good site to network with because they are very up to date with the current events in the teaching career.
4. I joined the discussion forum "iPads in the elementary classroom" on the website edupln.com (Educators PLN). This discussion caught my attention because I would love to find out how to go about getting iPads, or any other new technology, in my future classroom. I watched the video called Best Practices in Social Networking for Educators. It is an interview with a principal from New Jersey that used to be completely anti-social networking, but is now referred to as "Mr. Twitter." In the video, Eric Sheninger discusses how his misconceptions about social network sites like Twitter made him think they were useless tools for educators or students. Once he gave Twitter a shot, he realized that he could connect with an endless amount of resources to keep him up to date with the 21st century technology being used by his students. He suggests that principals and educators "stick their toes in the water" to figure out what the newest social media is really all about. Mr. Sheninger says that by implementing the newest technology in his school, students are excited to come to school.
This is important to me because it reminds me that it will be my job as a teacher to be on top of the latest technological opportunities and how they affect my students for the better or worse. I was just like Principal Sheninger, I thought Twitter was a useless social site where people discussed what they were eating for dinner. Now that I've been coaxed into opening an account and to explore it, I see that my first impression was incorrect and it can be used as an important tool and resource.
Thursday, May 5, 2011
Monday, March 7, 2011
Friday, March 4, 2011
Journal 4 (NETS-T 5)
Schaffhauser, D. (2010, December 01). It's time to trust teachers with the internet: a conversation with meg ormiston. Retrieved from http://thejournal.com/articles/2010/12/01/its-time-to-trust-teachers-with-the-internet-a-conversation-with-meg-ormiston.aspx?sc_lang=en
Meg Ormiston makes some very valid points about the barriers imposed on teachers and the technological freedom they're denied in the classroom. To become a teacher is a long process of proving all sorts of capabilities. Teacher's deserve more freedom with technology in their classrooms in order to keep students with up to date information. Yes, some of the problem has to do with a limit in finances, but it sounds like teachers have proven they're trustworthy enough for more Internet freedom. I like how Meg says that social networking shouldn't be blocked because a teacher could use social networking as a way to teach Internet and cyber responsibility. I also like how Meg says that if the schools are just focusing on blocking teachers from the Internet teachers are going to give up on technology in the classroom all together.
Q1: How can we get the schools to loosen up the blocks on the Internet usage for teachers?
A continuous amount of professional development would help both the school and the teachers promote proper Internet usage. Getting the administrator involved in the process is very important too. They're the leader of the school and they have much influence over what specifically can be blocked and unblocked. If they're involved in the process they may be an advocate for certain cites in the classroom.
Q2: Should the filtering be all lifted at once?
No, the sites should become available in waves. Maybe let the teachers have access to explore the Internet and social networking first. If that goes okay, then let the students begin to uncover the vast information of the Internet.
Meg Ormiston makes some very valid points about the barriers imposed on teachers and the technological freedom they're denied in the classroom. To become a teacher is a long process of proving all sorts of capabilities. Teacher's deserve more freedom with technology in their classrooms in order to keep students with up to date information. Yes, some of the problem has to do with a limit in finances, but it sounds like teachers have proven they're trustworthy enough for more Internet freedom. I like how Meg says that social networking shouldn't be blocked because a teacher could use social networking as a way to teach Internet and cyber responsibility. I also like how Meg says that if the schools are just focusing on blocking teachers from the Internet teachers are going to give up on technology in the classroom all together.
Q1: How can we get the schools to loosen up the blocks on the Internet usage for teachers?
A continuous amount of professional development would help both the school and the teachers promote proper Internet usage. Getting the administrator involved in the process is very important too. They're the leader of the school and they have much influence over what specifically can be blocked and unblocked. If they're involved in the process they may be an advocate for certain cites in the classroom.
Q2: Should the filtering be all lifted at once?
No, the sites should become available in waves. Maybe let the teachers have access to explore the Internet and social networking first. If that goes okay, then let the students begin to uncover the vast information of the Internet.
Journal 3 (NETS-T 5)
- Spending time with my daughter.
- Spending time with my husband.
- A good glass of wine.
- Eating at The Prado restaurant in Balboa Park.
- Spending all day at the beach.
- Spending all night at the beach.
- Family get-togethers.
- Date nights at the movies.
- Sushi.
- Wine tasting.
- Turning in homework.
- Not procrastinating.
- Wearing new clothes.
- Giving gifts.
- Receiving gifts.
- Being a mom.
- Watching my niece and daughter play.
- Walking by the beach.
- Drinking smoothies.
- Being in Costa Rica.
- Being in Hawaii.
- Being in Italy.
- Learning about other cultures.
- Learning Spanish.
- Getting my hair done.
- Going to a spa.
- Getting a massage.
- Getting a pedicure.
- Feeling normal after being sick.
- Playing on my iphone.
- Laughing.
- Purse shopping.
- Watching Glee.
- Watching Biggest Loser.
- Watching Jersey Shore.
- Fast forwarding through commercials.
- Having occasional along time.
- When my house is clean.
- When the sun is shining in Carlsbad.
- Reading magazines.
- Springtime when the flowers are blooming.
- Fall when the leaves are falling.
- Winter when it’s boots and hat time.
- Lying out in the summertime.
- The thought of graduating this spring.
- Not having to work outside of my home.
- Not having to pay back my student loans yet.
- Alone time with my husband.
- Looking forward to the cruise to Mexico planned for spring break with my husband.
- Vinz restaurant in Escondido.
- Farmer’s markets.
- A fresh vase of flowers on the dining room table.
- Our new flat screen tv.
- My beach cruiser.
- Comfortable earrings.
- The Grand Canyon.
- Snow.
- Taking the train anywhere.
- Padre games.
- Girl nights out.
- Getting errands accomplished.
- Shopping with coupons.
- Getting dressed up for an event.
- Going to weddings.
- Eating dessert.
- Mango martinis
- Kai perfume.
- Hot showers.
- Lightning and Thunder.
- Mumford and Sons.
- She and Him.
- CCR.
- Spending time with my dad.
- Travelling.
- Sundays.
- Whale watching.
- Disneyland.
- Solvang, CA.
- Playing pool.
- Live music.
- Yoga.
- Creating vision boards.
- Cooking.
- Trying new recipes.
- Buying cookbooks.
- Not procrastinating.
- Finishing this assignment.
- My new coach purse.
- Planning/organizing/attending parties.
- Antique shopping.
- Planning my graduation vacation.
- Winning an argument with my husband.
- When my daughter wakes up from a nap happy.
- Making a dinner that my family enjoys.
- Not watching commercials.
- A new episode of Modern Family.
- When someone good is hosting SNL.
- Fresh flowers.
- Walking to the farmer’s market.
- Letting my fingers rest after typing a long time… ahhhh…
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