Please view my digital portfolio at:
Wednesday, April 27, 2011
Tuesday, April 26, 2011
Examples of Good/Bad E-Portfolios
Bad Example:
http://www73.homepage.villanova.edu/erica.rauchut/Erica's%20Web%20Pages/Home%20Page.htm
Good Example:
http://students.ed.uiuc.edu/cwroble2/eport/index.html
Bad Example Explained
I didn't think the content was terrible, but I thought the overall look of it and the graphics were quite outdated and poor choices. I thought it also might be helpful to include some educational links. I found the resume to be long and that she chose to include "coaching" on this, seemed to take away from the educational aspect of the portfolio.
Good Example Explained
Although it isn't full explained, it has a clean and updated look. I liked his Article area, it is (will be when done) clean and easy to read. I liked the letters to the parents idea, as well as being able to access his college transcript. This portfolio, as well as the previous did include standards.
http://www73.homepage.villanova.edu/erica.rauchut/Erica's%20Web%20Pages/Home%20Page.htm
Good Example:
http://students.ed.uiuc.edu/cwroble2/eport/index.html
Bad Example Explained
I didn't think the content was terrible, but I thought the overall look of it and the graphics were quite outdated and poor choices. I thought it also might be helpful to include some educational links. I found the resume to be long and that she chose to include "coaching" on this, seemed to take away from the educational aspect of the portfolio.
Good Example Explained
Although it isn't full explained, it has a clean and updated look. I liked his Article area, it is (will be when done) clean and easy to read. I liked the letters to the parents idea, as well as being able to access his college transcript. This portfolio, as well as the previous did include standards.
Wednesday, April 20, 2011
Reaction to Interactive Whiteboards
I think there is a time and place for interactive whiteboards, however it does take a lot of work for an instructor to develop lessons using a Smartboard. I think for certain lessons, it can work, but not for everyday usage.
The advantages would be enbracing technology. I think it keeps students' attention and it involves them in the learning process. It also shows that you are engaged in the learning process, rather than just lecturing.
I think students would be more engaged in the learning process, however if you have issues or snags with using the technology their attention will waiver, so you must balance both.
The advantages would be enbracing technology. I think it keeps students' attention and it involves them in the learning process. It also shows that you are engaged in the learning process, rather than just lecturing.
I think students would be more engaged in the learning process, however if you have issues or snags with using the technology their attention will waiver, so you must balance both.
Sunday, April 17, 2011
Link to Technology Article Notebook Presentation
Click on the link to access my Technology Article Notebook Presentation:
http://www.youtube.com/watch?v=WGYXk7f0UdE
http://www.youtube.com/watch?v=WGYXk7f0UdE
Sunday, April 3, 2011
Reaction to Group Video Project
I think having developing the screen shots was essential in building this project from the ground up. Tina and I began with a concept then tried to tie different screen shots, along with live video into a project about how to apply to college.
When shooting the video the first scene we took of Selwyn Hall on Albright's campus, I bet we shot 20 minutes worth. I think we realized quickly that we'd only be using a few seconds of this shot, but wanted to be sure we had the right video. The incoming darkness made us move quicker on the next shots and we quickly realized that we didn't need nearly as much video for each shot. We also shot it in the order of slides, which saved time with editing and allowed us to visualize it along the way.
We had decided from the beginning that doing video with live sound was going to require many more takes, so we decided to do voice-overs, which absolutely was the correct way to go for this project. It also allowed us to learn how to seprately combine audio and video into the project. The editing was actually the easiest part. With screen shots, we created a minute and a half video that used audio, video, and web images.
What I would change was probably to add some sound to the beginning. We couldn't find a lot of sound that we felt went with the video, so we opted not to do it. If we had more time, I woudl have liked to play around with that. I'd also focus less time on shooting, and only spend a few minutes at each shot.
As far as does it work in the classroom? I don't know. I know how much planning teachers have outside of teaching, so I doubt many would have the time to create things for their classes. In regards to studentds doing it, I think it has some value. It likely gets them motivated and more involved than any other type of project. You just need to see if your school has the technology needed for this. It is a good way to develop theirt usage of technology, as well as project management, and group work.
I think regarding Foreign Languages, it would be interesting to have kids create a video, speaking in a Foreign Langauge, then using the scrolling marquee at the bottom to almost use subtitles for the English translation. It would teach the kids the technology piece, give them experience speaking the foreign langauge, and also seeing the translation into English.
When shooting the video the first scene we took of Selwyn Hall on Albright's campus, I bet we shot 20 minutes worth. I think we realized quickly that we'd only be using a few seconds of this shot, but wanted to be sure we had the right video. The incoming darkness made us move quicker on the next shots and we quickly realized that we didn't need nearly as much video for each shot. We also shot it in the order of slides, which saved time with editing and allowed us to visualize it along the way.
We had decided from the beginning that doing video with live sound was going to require many more takes, so we decided to do voice-overs, which absolutely was the correct way to go for this project. It also allowed us to learn how to seprately combine audio and video into the project. The editing was actually the easiest part. With screen shots, we created a minute and a half video that used audio, video, and web images.
What I would change was probably to add some sound to the beginning. We couldn't find a lot of sound that we felt went with the video, so we opted not to do it. If we had more time, I woudl have liked to play around with that. I'd also focus less time on shooting, and only spend a few minutes at each shot.
As far as does it work in the classroom? I don't know. I know how much planning teachers have outside of teaching, so I doubt many would have the time to create things for their classes. In regards to studentds doing it, I think it has some value. It likely gets them motivated and more involved than any other type of project. You just need to see if your school has the technology needed for this. It is a good way to develop theirt usage of technology, as well as project management, and group work.
I think regarding Foreign Languages, it would be interesting to have kids create a video, speaking in a Foreign Langauge, then using the scrolling marquee at the bottom to almost use subtitles for the English translation. It would teach the kids the technology piece, give them experience speaking the foreign langauge, and also seeing the translation into English.
Wednesday, March 30, 2011
Monday, March 7, 2011
Copyright for Teachers Reaction
To be completely honest, I was unaware of a lot of this. I felt bad for my Jeopardy team member, because I felt very confident in a lot of the answers, that is until they correct answer came out. In all honestly, copyright infringement is something that happens on a daily basis in education. Many teachers and administrators just never had any training on it.
It is hard for me to comment on things at my employer, however yes things have happened that likely may be an infringement on copywright. Copying of textbooks is something that may seem like a great idea (hypothetical) at a college to get someone into a last minute slot in a class, however are we looking at the bigger picture? What example, as educators are we setting as well?
Outside of school, I was a "Napster" kid in college, meaning I was living in a dorm when Napster broke and we thought it was amazing. Who wanted to pay for music anymore? This is likely the largest area of copywright experience I ever had, because I recall the college taking measures to stop this practive, in fear they would be sued. I remember students with no money and tons of college debts getting letters from lawyers to stop downloading content or they'd be sued. It was eye opening! I always pay for music now, so the scare tactics worked for me.
I don't think our job is to teach copyright, but an educators job is to reinforce it and create awareness. I think it falls under the same category as plagarism. If someone owns that idea/text/etc. give he or she the proper citing, rather than take it for yourself.
Moving forward, I'll be more aware of what my department is doing and attempt to control anything that may infringe on copyright and enforce things more at my office as well.
It is hard for me to comment on things at my employer, however yes things have happened that likely may be an infringement on copywright. Copying of textbooks is something that may seem like a great idea (hypothetical) at a college to get someone into a last minute slot in a class, however are we looking at the bigger picture? What example, as educators are we setting as well?
Outside of school, I was a "Napster" kid in college, meaning I was living in a dorm when Napster broke and we thought it was amazing. Who wanted to pay for music anymore? This is likely the largest area of copywright experience I ever had, because I recall the college taking measures to stop this practive, in fear they would be sued. I remember students with no money and tons of college debts getting letters from lawyers to stop downloading content or they'd be sued. It was eye opening! I always pay for music now, so the scare tactics worked for me.
I don't think our job is to teach copyright, but an educators job is to reinforce it and create awareness. I think it falls under the same category as plagarism. If someone owns that idea/text/etc. give he or she the proper citing, rather than take it for yourself.
Moving forward, I'll be more aware of what my department is doing and attempt to control anything that may infringe on copyright and enforce things more at my office as well.
Reaction to Ch *: The Real vs. The Possible & Closing the Gaps in Engagement & Learning
I thought this chapter did a good job in detailing some important facts about the Net Generation. A point that will be remembered was that just because a student falls into the "net-generation" age spectrum, there are other issues such as socionomic issues that would leave them out of this generation.
Great points where made about how 99% of schools in the United States have internet acesss, but that doesn't mean that the internet is being used effectively in schools, and it is mostly being used as a communication tool outside of school, not being written into the courses.
And how could I not focus on the love they showed to the non-traditional student college population, my group! The concepts of adult taking round about ways to get their degrees is something I see on a daily basis and wonder are there better ways that Albright could be using technology, specifically the internet with this population, Absolutely!
I thought the entire chapter was summed up best by this quote regarding how technology can be used in learning. "Enrich traditional forms of learning and serve (technology) as links between active and passive, individual and group, and transmission and generation of knowledge."
Great points where made about how 99% of schools in the United States have internet acesss, but that doesn't mean that the internet is being used effectively in schools, and it is mostly being used as a communication tool outside of school, not being written into the courses.
And how could I not focus on the love they showed to the non-traditional student college population, my group! The concepts of adult taking round about ways to get their degrees is something I see on a daily basis and wonder are there better ways that Albright could be using technology, specifically the internet with this population, Absolutely!
I thought the entire chapter was summed up best by this quote regarding how technology can be used in learning. "Enrich traditional forms of learning and serve (technology) as links between active and passive, individual and group, and transmission and generation of knowledge."
Sunday, February 20, 2011
Hypothetical: Your district is thinking about switching to Google Docs-Pro/Con-Which side am I on?
Side: Stay with Microsoft Office.
Currently, the majority of the technological world is using Microsoft Office applications. I think it would be best to train our children on this software platform, since the likelihood they will need to learn this system in higher education or in the workplace is greater than with Google Docs. Although the Office products currently don't allow users to "share" documents across a network, I would imagine it will shortly. It can't be overlooked that Microsoft Office does have more extensive capabilities than the free Google products. I think it would be important for the instructor to familiarize students with both platforms, and they can decide which product is better for which assignment.
Currently, the majority of the technological world is using Microsoft Office applications. I think it would be best to train our children on this software platform, since the likelihood they will need to learn this system in higher education or in the workplace is greater than with Google Docs. Although the Office products currently don't allow users to "share" documents across a network, I would imagine it will shortly. It can't be overlooked that Microsoft Office does have more extensive capabilities than the free Google products. I think it would be important for the instructor to familiarize students with both platforms, and they can decide which product is better for which assignment.
Reaction to defining Social Bookmarking
I believe the "social" aspect of the term is two-fold. First, I would define social bookmarking as the ability to take user-selected webpages and access them on any computer with a connection to the internet. Second, the bookmarks can be shared with followers who can view and share their own bookmarks in a online social atmosphere.
As a student, I think social bookmarking would be a valuable way to get updated information regularly or give me access to additional resources that the teacher may provide.
As a teacher, I think it would allow me to give students access to "non-traditional" forms of media and research tools, while putting a filter on where the information is coming from, me. It would save time and paper, because you wouldn't have to print pages off for each class and it also encourages students to incorporate technology into their learning.
As a student, I think social bookmarking would be a valuable way to get updated information regularly or give me access to additional resources that the teacher may provide.
As a teacher, I think it would allow me to give students access to "non-traditional" forms of media and research tools, while putting a filter on where the information is coming from, me. It would save time and paper, because you wouldn't have to print pages off for each class and it also encourages students to incorporate technology into their learning.
Sunday, February 13, 2011
Reflection on Excel
Ways that Excel could be incorporated into school curriculum:
1. You could create an Excel document that would allow students to record and track their own grades throughout the semester.
NETS-S Standard: Digital Citizenship, demonstrate personal responsibility for lifelong learning.
2. Students could create a list of books they read in a literature class and rank each of ten books they read throughout the semester. By using everyone's ranking, you could determine the favorite reading selections for the class.
NETS-S Standard:Critical Thinking, Problem Solving, and
3. You could use a Spreadsheet to create multiplication tables.
NETS-S Standard:
4. In a high school Accounting course, Excel could be implented for debits and credits rather than using an actual ledger.
NETS-S Standard:
5. In a high school Business course, you could use Excel to make percentages of how much an organization's budget would be divided into areas such as marketing, technology, and employee cost.
NETS-S Standard:
1. You could create an Excel document that would allow students to record and track their own grades throughout the semester.
NETS-S Standard: Digital Citizenship, demonstrate personal responsibility for lifelong learning.
2. Students could create a list of books they read in a literature class and rank each of ten books they read throughout the semester. By using everyone's ranking, you could determine the favorite reading selections for the class.
NETS-S Standard:Critical Thinking, Problem Solving, and
3. You could use a Spreadsheet to create multiplication tables.
NETS-S Standard:
4. In a high school Accounting course, Excel could be implented for debits and credits rather than using an actual ledger.
NETS-S Standard:
5. In a high school Business course, you could use Excel to make percentages of how much an organization's budget would be divided into areas such as marketing, technology, and employee cost.
NETS-S Standard:
The Evolution of Technology- The Good, Bad and Indifferent
Did you ever use technology and sit back and say, "Wow, that is completely amazing?" This happened to me recently when I was creating a marketing piece for Albright's ADP and learned about QR codes. These bar codes are beginning to be used in marketing, where if you take a picture of the bar code on your smart phone and have free scanning software on your phone, the picture will take you directly to a website specifically set up for visitors who use this Smart phone function. Amazing!
I also recently was disgusted with technology. I have a problem that people can't be removed from their cell phones. Texting, emailing, even blogging are new ways of communication, however they all take place behind a computer, laptop, or smart phone.
The video on blogging made sense that technology and really the world has become "flat" (Friedman,Thomas-The World is Flat). As technology evolves, I am glad to see organizations like ISTE.org do exist to help standardize how technology is used within the classroom.
My personal experiences is that if you don't evolve with technology, you slowly become less relevant. There are things that I learned to do that I taught myself (GIS, Google Analytics, Google Adwords) that have give me more opportunities at work, because I took the iniative to learn them. If you choose not to evolve with technology, you become history.
I also recently was disgusted with technology. I have a problem that people can't be removed from their cell phones. Texting, emailing, even blogging are new ways of communication, however they all take place behind a computer, laptop, or smart phone.
The video on blogging made sense that technology and really the world has become "flat" (Friedman,Thomas-The World is Flat). As technology evolves, I am glad to see organizations like ISTE.org do exist to help standardize how technology is used within the classroom.
My personal experiences is that if you don't evolve with technology, you slowly become less relevant. There are things that I learned to do that I taught myself (GIS, Google Analytics, Google Adwords) that have give me more opportunities at work, because I took the iniative to learn them. If you choose not to evolve with technology, you become history.
Digital Natives Reaction
I thought the term "Digital Immigrants" was a completely accurate term that I was previously unfamilar with. If you think of an immigrant, in the traditional sense, you are historically looking at someone who likely knows very little of the "language" and the culture they are migrating to. Without the understanding of the language, immigrants will struggle and have a very hard time striving for success, even surviving without learning these skills to communicate.
When you are looking at Digital Immigrants vs. Net Generation, I found it interesting in the reading that it mentioned that even though the information is the same, they way it is learned and the area of the brain that the learning information is stored are in two complete areas, making learning technology a completely different process based on generation. I don't think these two concepts are new, just maybe the terminology attached it to may be considered new. If you look at every generation since the Industrial Revolution, I would surmise that a similar technological growth has eluded the previous generation who did not grow accustomed with a certain technology, because it wasn't available as they were growing up.
A recent experience I had was I was attending a Education/Training Fair at Lehigh Valley Career Link. The fair brought many unemployed workers looking to be retrained in other areas. At a slower time in the fair, one gentleman stopped me on my lap top and made some small chat about it. He told me he has never used a computer and is in his late 50's. He took early retirement from a production based job at Mack Trucks, but after five years realizes his pension isn't enough to support him. He began speaking with the representative from the community college about their CDL Class A driving program and found out that you would have a computer in the truck. He was completely scared of technology and admitted it, but he also began to realize that without technology and understanding it, his skills were now obsolete. We ended up directing him to a "Terrified of the Computer 101" non-credit course at Lehigh Carbon Community College to break down the barrier and hopefully begin the process of digital immigration.
When you are looking at Digital Immigrants vs. Net Generation, I found it interesting in the reading that it mentioned that even though the information is the same, they way it is learned and the area of the brain that the learning information is stored are in two complete areas, making learning technology a completely different process based on generation. I don't think these two concepts are new, just maybe the terminology attached it to may be considered new. If you look at every generation since the Industrial Revolution, I would surmise that a similar technological growth has eluded the previous generation who did not grow accustomed with a certain technology, because it wasn't available as they were growing up.
A recent experience I had was I was attending a Education/Training Fair at Lehigh Valley Career Link. The fair brought many unemployed workers looking to be retrained in other areas. At a slower time in the fair, one gentleman stopped me on my lap top and made some small chat about it. He told me he has never used a computer and is in his late 50's. He took early retirement from a production based job at Mack Trucks, but after five years realizes his pension isn't enough to support him. He began speaking with the representative from the community college about their CDL Class A driving program and found out that you would have a computer in the truck. He was completely scared of technology and admitted it, but he also began to realize that without technology and understanding it, his skills were now obsolete. We ended up directing him to a "Terrified of the Computer 101" non-credit course at Lehigh Carbon Community College to break down the barrier and hopefully begin the process of digital immigration.
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