Saturday, April 28, 2012
Intel Thinking Tools
Intel Thinking Tools is a set of free applications made by the Intel company for teachers to use to help them incorporate technology into their classrooms. There are three tools: Seeing Reasoning tool, Visual Ranking tool, and Showing Evidence tool- all of which include project ideas and lesson plans to inspire teachers to use the pre-existing plans and also allows them to easily make changes to the projects to better suit their own needs. The Seeing Reasoning Tool is an application that uses an interactive diagram, or "casual map", that helps students to lay out their ideas and make connections with a comment feature that allows for other group members or the teacher to make notes. The Visual Ranking Tool is an application that utilizes an easy-to-use list feature where students can list, rank, change, comment, and compare their projects. The Showing Evidence Tool is more complex. Here, the students state a claim, add and rate evidence and sources to support their claim, and interact with other members of the group and the teacher.
Using the Showing Evidence Tool, I selected a lesson plan for 5-8 grade students about the National Debt. The goal of the project is to support (and dispute) the claim that the National Debt is a major problem. Then, after learning about the debt and using the Showing Evidence Tool to see evidence of the problem, students are instructed to create a media message about the problem. This lesson incorporates the TPCK approach to learning because it incorporates technology with the use of the Intel tools, as well as a well-thought out lesson plan (Pedagogy, and reinforces the content of what the students are learning, while inspiring the students to research and make use of their research.
Below are some screen captures that document the project process.
(Project Description)
(Teams)
(Example)
This activity relates to the ISTE NETS T Standard 4b:
4. Promote and Model Digital Citizenship
and Responsibility
Teachers understand local and global societal
issues and responsibilities in an evolving digital
culture and exhibit legal and ethical behavior in
their professional practices.
b. Address the diverse needs of all learners by using
learner-centered strategies providing equitable access
to appropriate digital tools and resources
This goal was accomplished by showing us the Intel Thinking Tools that incorporate a number of different learning styles with their digital tools and then providing lesson plans to help us to achieve these techniques in our own classrooms.
Sunday, April 15, 2012
Google Earth
Before doing this assignment, I didn't even know Google Earth existed. I had heard people talking about it before but mistook i for Google Maps. So, naturally, first thing I did was to see if I could find myself. My addressed pulled up a 2D birds-eye-view map that zoomed in uncomfortably close to my home. Then, as I continued searching different areas, I found that there are amazing street-level views and 3D maps that place the viewer right down in the middle of a virtual replication of certain areas of my hometown. Crazy cool. Next, I ventured to the Taj Mahal and Washington DC and got some amazing views, views that I could control, outside and inside of famous monuments and buildings, as well as a collection of photographs of the places from other people around the world. Amazing.
The next part of the assignment was to upload a KML file of the Google Map that I created a few days ago in the last assignment (see picture below). KML stands for Keyhole Markup Language and is a language that can express geological areas including 2D and 3D references. It is interchangeable between Google Maps and Google Earth and other Earth viewing programs. One reason that you would want to do this sort of exchange between programs is because Google Earth has 3D capabilities along with a neat little trick I found while playing with the Google Earth program- you can create and record virtual tours. Meaning, that you can create a site list in Google Maps, transfer your map to Google Earth and run through a virtual 3D tour of the actual places your marked-- you can create your own personalized virtual field trips for you classroom. Not only that but you have the opportunity to choose historical dates for your map and view the world from the past. This would be a great aid in many classrooms, and with this generation of students, the more technological aides for your lessons, the better!
Teaching with free Google products is starting to become more applicable all the time. Google in Education is a website dedicated to incorporating Google applications into academia. From this website, I found Google Earth for Educators. From there, I learned about Google SketchUp which is a program that runs in conjunction with Google Earth. The students can replicate buildings such as their home or school into 3D models and add them to Google Earth. Incorporating this application with Google Earth would benefit a secondary class in computer science because not only does it teach students to learn about Google Earth and it's capabilities, but also challenges them a step farther and helps them to contribute to the program. SketchUp in the Classroom provides lesson plans for using SketchUp in elementary, middle, and secondary classrooms.
This activity relates to the 3d:
d. Model and facilitate effective use of current and
emerging digital tools to locate, analyze, evaluate,
and use information resources to support research
and learning
This goal was achieved by giving us a project that required us to use digital tools to locate our information, then collaborate our findings to analyze, evaluate, and use our research in a real-world experience.
The next part of the assignment was to upload a KML file of the Google Map that I created a few days ago in the last assignment (see picture below). KML stands for Keyhole Markup Language and is a language that can express geological areas including 2D and 3D references. It is interchangeable between Google Maps and Google Earth and other Earth viewing programs. One reason that you would want to do this sort of exchange between programs is because Google Earth has 3D capabilities along with a neat little trick I found while playing with the Google Earth program- you can create and record virtual tours. Meaning, that you can create a site list in Google Maps, transfer your map to Google Earth and run through a virtual 3D tour of the actual places your marked-- you can create your own personalized virtual field trips for you classroom. Not only that but you have the opportunity to choose historical dates for your map and view the world from the past. This would be a great aid in many classrooms, and with this generation of students, the more technological aides for your lessons, the better!
Teaching with free Google products is starting to become more applicable all the time. Google in Education is a website dedicated to incorporating Google applications into academia. From this website, I found Google Earth for Educators. From there, I learned about Google SketchUp which is a program that runs in conjunction with Google Earth. The students can replicate buildings such as their home or school into 3D models and add them to Google Earth. Incorporating this application with Google Earth would benefit a secondary class in computer science because not only does it teach students to learn about Google Earth and it's capabilities, but also challenges them a step farther and helps them to contribute to the program. SketchUp in the Classroom provides lesson plans for using SketchUp in elementary, middle, and secondary classrooms.
This activity relates to the 3d:
d. Model and facilitate effective use of current and
emerging digital tools to locate, analyze, evaluate,
and use information resources to support research
and learning
This goal was achieved by giving us a project that required us to use digital tools to locate our information, then collaborate our findings to analyze, evaluate, and use our research in a real-world experience.
Thursday, April 12, 2012
BatchGeo
BatchGeo is an amazing online tool where you can import location (address) information from a spreadsheet with a few simple clicks or button presses and viola!- a map is created pinpointing all of the addresses!
With the ease and availability of technology like this I can incorporate it into my different business classes. For example, it would be beneficial to have a map with customers' locations for a business who makes frequent delivery, or if you are trying to see what area your business draws the most customers from.
Peer Locations, displayed below, is a map I created using this program to map out the home addresses of the other students in my class... and yes, I am the dot that's ridiculously far away from campus and the drive to class does suck royally.
With the ease and availability of technology like this I can incorporate it into my different business classes. For example, it would be beneficial to have a map with customers' locations for a business who makes frequent delivery, or if you are trying to see what area your business draws the most customers from.
Peer Locations, displayed below, is a map I created using this program to map out the home addresses of the other students in my class... and yes, I am the dot that's ridiculously far away from campus and the drive to class does suck royally.
View Peer Locations in a full screen map
This interesting activity relates to the ISTE NETS T Standard 4d: 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools This goal is accomplished by incorporating digital tools to collect and present a physical view of where our peers are located via a virtual map.Friday, April 6, 2012
Google Maps
Using Google Docs and Google Maps I created an itinerary with an embedded map (see below) for a field trip for a high school entrepreneurship class that takes the class on a day-long trip to the downtown area of Elkins, WV. There they will briefly meet with executives, managers, and other business men and women to get a real-life look at how the concepts they have been studying in class apply in the business world.
I think that if possible teachers should encourage field trips in their class to really help bring the classroom to life. These tools (Google Maps and Google Docs) are excellent resources that help simplify the task of arranging such an outing.
View Downtown Elkins, WV in a larger map This activity relates to the 3d: d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning This goal was achieved by giving us a project that required us to use digital tools to locate our information, then collaborate our findings to analyze, evaluate, and use our research in a real-world experience.
I think that if possible teachers should encourage field trips in their class to really help bring the classroom to life. These tools (Google Maps and Google Docs) are excellent resources that help simplify the task of arranging such an outing.
View Downtown Elkins, WV in a larger map This activity relates to the 3d: d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning This goal was achieved by giving us a project that required us to use digital tools to locate our information, then collaborate our findings to analyze, evaluate, and use our research in a real-world experience.
Saturday, March 31, 2012
Prezi
Discovering Prezi is an exciting embarkment for those of us who create and/or view a lot of PowerPoint or other presentations. While Prezi may be similar to PowerPoint in that it can basically be considered a slide-show presentation- (including text, graphics, drawing tools, embedded video, etc)- it has it's own style of delivery. It is nice to have something new to watch instead of the same slide after slide format from PowerPoint. The ability of Prezi's presentations to zoom in and out and glide from item to item while creating the possibility for a preview give Prezi an edge that the other presentation programs lack. To get a better idea of the style and possibilities of Prezi, check out some examples on Prezi's Explore page!
As a Business Education and Computer Science Education major, I can see myself using Prezi in my future classrooms, maybe giving the students a broad selection of research topics or allowing them to create a Prezi based off of what they are working on in another class.
The Prezi I made was a presentation on selecting an Anti-Virus Program, where 4 top products are examined and a winner is chosen. This presentation could be used as an example for a similar research project for students in my business classes. Follow the link to view My Prezi or just click "Play" below.
Learning how to use Prezi with different research projects covers the ISTE NETS T Standard 4B:
IV. ASSESSMENT AND EVALUATION
Teachers apply technology to facilitate a variety of
effective assessment and evaluation strategies.
Teachers
B. use technology resources to collect and analyze
data, interpret results, and communicate findings
to improve instructional practice and maximize
student learning.
This activity helps students to find and understand different tools to analyze and evaluate and communicate their research in a way that is both educational and informative. This project relates to the ISTE NETS T Standard 3c: 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats This goal was achieved by using the new digital tool Prezi and incorporating different types of digital medias to present a lesson, research, or topic of study.
As a Business Education and Computer Science Education major, I can see myself using Prezi in my future classrooms, maybe giving the students a broad selection of research topics or allowing them to create a Prezi based off of what they are working on in another class.
The Prezi I made was a presentation on selecting an Anti-Virus Program, where 4 top products are examined and a winner is chosen. This presentation could be used as an example for a similar research project for students in my business classes. Follow the link to view My Prezi or just click "Play" below.
Learning how to use Prezi with different research projects covers the ISTE NETS T Standard 4B:
IV. ASSESSMENT AND EVALUATION
Teachers apply technology to facilitate a variety of
effective assessment and evaluation strategies.
Teachers
B. use technology resources to collect and analyze
data, interpret results, and communicate findings
to improve instructional practice and maximize
student learning.
This activity helps students to find and understand different tools to analyze and evaluate and communicate their research in a way that is both educational and informative. This project relates to the ISTE NETS T Standard 3c: 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats This goal was achieved by using the new digital tool Prezi and incorporating different types of digital medias to present a lesson, research, or topic of study.
Monday, March 26, 2012
Short Formats
The hardest part of this project was trying to figure out how to incorporate the Pecha-Kucha format to present materials in a classroom, especially since I don't have any in-class experience yet.
Pecha-Kucha is Japanese for chit-chat. It is a PowerPoint format where the presenter creates 20 slides, and presents each slide for 20 seconds. Check out the Pecha-Kucha website to find out what they're all about and view examples.
Once I finally figured out how I wanted my presentation to flow, it was very easy putting it together, and I have continued to have ideas of other ways to use this format in the class. I like the idea of having an available preview/review of vocabulary done using this format a lot, but it could also be a good preview/review tool for important concepts of lessons- to introduce and reinforce main ideas.
Here is the link to download and view my Pecha-Kucha video introducing the Economic Perspective.
Link to the video on YouTube.
I used PhotoStory 3 for Windows to transform my PowerPoint slides to the slideshow with voice narration that became my video. This activity relates to the ISTE NETS T Standard 3a: 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations This goal was achieved by creating a video-style lecture and making it readily available on the internet.
Pecha-Kucha is Japanese for chit-chat. It is a PowerPoint format where the presenter creates 20 slides, and presents each slide for 20 seconds. Check out the Pecha-Kucha website to find out what they're all about and view examples.
Once I finally figured out how I wanted my presentation to flow, it was very easy putting it together, and I have continued to have ideas of other ways to use this format in the class. I like the idea of having an available preview/review of vocabulary done using this format a lot, but it could also be a good preview/review tool for important concepts of lessons- to introduce and reinforce main ideas.
Here is the link to download and view my Pecha-Kucha video introducing the Economic Perspective.
Link to the video on YouTube.
I used PhotoStory 3 for Windows to transform my PowerPoint slides to the slideshow with voice narration that became my video. This activity relates to the ISTE NETS T Standard 3a: 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations This goal was achieved by creating a video-style lecture and making it readily available on the internet.
Saturday, March 10, 2012
Animation 2
This PowerPoint activity demonstrates several different uses for some of the more uncommon PowerPoint animation features, such as MotionPath. Enabling students to use PowerPoint's features in a more creative fashion can help the students to better explain their research and present their ideas.
Click here to download and view my activity using MotionPath and other animation features. This activity most closely relates to the ISTE NETS T Standard 1a: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness This goal is accomplished by exploring lesser-known features available to PowerPoint users and allows for students to creatively incorporate these features into their projects.
Click here to download and view my activity using MotionPath and other animation features. This activity most closely relates to the ISTE NETS T Standard 1a: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness This goal is accomplished by exploring lesser-known features available to PowerPoint users and allows for students to creatively incorporate these features into their projects.
Animation 1
This activity involved using PowerPoint's animation features to create labels on your slides that you can show or hide at the click of a button- a button that was also created using PowerPoint's animation features.
Click here download my presentation and view the labels and buttons that were created in PowerPoint. This activity most closely relates to the ISTE NETS T Standard 1a: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness This goal is accomplished by exploring lesser-known features available to PowerPoint users and allows for students to creatively incorporate these features into their projects.
Click here download my presentation and view the labels and buttons that were created in PowerPoint. This activity most closely relates to the ISTE NETS T Standard 1a: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness This goal is accomplished by exploring lesser-known features available to PowerPoint users and allows for students to creatively incorporate these features into their projects.
Sunday, March 4, 2012
PowerPoint 1
The lesson I decided to address in my PowerPoint project was a very basic introduction for adults who never or used or have been on a computer and who do not understand the extreme basic concepts of a computer. I know that it may seem extremely elementary, but where I live there are a surprisingly large amount of people who still have no idea what the pieces of equipment are that sit in front of them. From past experience with training people at this skill level, I have witnessed many incorrect ideas of what a computer is for and/or how to use it, so I made this slideshow that addresses the fundamental issues.
Sharing, there have been people who thought the CD-Rom was a cup holder, and others who tried to pick up the mouse and physically put it on the monitor and move it around. There are still a large number of people who were not so dramatically computer illiterate but still desperately need guided into the basics from the very beginning. This powerpoint is designated to show what the basic pieces of the computer are, how to use them, and what they do.
Click here to download and view my powerpoint project- Understanding the Computer: For Those of Us Who Still Don't Know
This project was uploaded to Dropbox and uploaded directly from my computer to a public address link! This activity most closely relates to the ISTE NETS T Standard 3c: 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats This goal is accomplished by learning about the new formats to present PowerPoint lessons with and then utilizing those formats to convey our lesson.
Sharing, there have been people who thought the CD-Rom was a cup holder, and others who tried to pick up the mouse and physically put it on the monitor and move it around. There are still a large number of people who were not so dramatically computer illiterate but still desperately need guided into the basics from the very beginning. This powerpoint is designated to show what the basic pieces of the computer are, how to use them, and what they do.
Click here to download and view my powerpoint project- Understanding the Computer: For Those of Us Who Still Don't Know
This project was uploaded to Dropbox and uploaded directly from my computer to a public address link! This activity most closely relates to the ISTE NETS T Standard 3c: 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats This goal is accomplished by learning about the new formats to present PowerPoint lessons with and then utilizing those formats to convey our lesson.
Friday, February 24, 2012
Jeopardy
Using different types of teaching methods is essential in memory retention for the curriculum of most courses. A free, easy, and quick way to construct a game has been developed for teachers by JeopardyLabs. Using a simple technique like this in the classroom helps students feel more involved with their material in environments where there are few ways to get students involved in a hands-on way in the classroom. The use of these technologies is helping teachers incorpate traditional methods with new technolgies and techniques.
View my Jeopardy Game "Intro to Management Part 1" Here
Sample:
This activity relates to the ISTE NETS T Standard 2d:
d. Provide students with multiple and varied formative
and summative assessments aligned with content
and technology standards and use resulting data
to inform learning and teaching
This goal is accomplished by providing us with the digital tool to engage our students in a fun learning assessment that we can utilize to evaluate our student-learning.
View my Jeopardy Game "Intro to Management Part 1" Here
Sample:
This activity relates to the ISTE NETS T Standard 2d:
d. Provide students with multiple and varied formative
and summative assessments aligned with content
and technology standards and use resulting data
to inform learning and teaching
This goal is accomplished by providing us with the digital tool to engage our students in a fun learning assessment that we can utilize to evaluate our student-learning.
Monday, February 20, 2012
Jing Screencast
Jing is an innovative program that not only allows users to capture images from their screen but to create videos from their monitor as well. These can be extremely useful for creating tutorials or demonstrating processes. Jing incorporates the microphone so you can choose to commentate your video.
The Jing icon has 3 tools that appear when appear when you place the cursor over the small sun icon. The first tool is the capture icon and after you select the icon you can choose the size of your recording area. Jing has a unique way of selecting the recording area, you can simlply click an open window and Jing will record a video of that size or you can click and drag the cursor with the select tool that will allow you to create a video any height and width you choose.
After recording, you can save the screen cast by choosing share- to save the file publicly to a website (mine is http://screencast.com/t/jkRZ5WtoDdQ) or you can save it to your own computer with the save option where you can access it from your local files and folders (my file location/name is C:\Documents and Settings\Trixie\Desktop\Spring12\Pierce\jing\Add_Text_in_Photoshop.swf)- and is saved as a shockwave flash video (swf). You can also access the collection of your screencasts from the second tool on the Jing sunshine icon "History".
The third icon on the Jing sun is called "More" and allows you to access the preferences and help tools.
View my screencast to learn how to incorporate text onto a picture using Photoshop!
This activity most closely relates to the ISTE NETS T Standard 3c: 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats This goal is accomplished by providing us with different tools to use to communicate information to others in digital formats.
The Jing icon has 3 tools that appear when appear when you place the cursor over the small sun icon. The first tool is the capture icon and after you select the icon you can choose the size of your recording area. Jing has a unique way of selecting the recording area, you can simlply click an open window and Jing will record a video of that size or you can click and drag the cursor with the select tool that will allow you to create a video any height and width you choose.
After recording, you can save the screen cast by choosing share- to save the file publicly to a website (mine is http://screencast.com/t/jkRZ5WtoDdQ) or you can save it to your own computer with the save option where you can access it from your local files and folders (my file location/name is C:\Documents and Settings\Trixie\Desktop\Spring12\Pierce\jing\Add_Text_in_Photoshop.swf)- and is saved as a shockwave flash video (swf). You can also access the collection of your screencasts from the second tool on the Jing sunshine icon "History".
The third icon on the Jing sun is called "More" and allows you to access the preferences and help tools.
View my screencast to learn how to incorporate text onto a picture using Photoshop!
This activity most closely relates to the ISTE NETS T Standard 3c: 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats This goal is accomplished by providing us with different tools to use to communicate information to others in digital formats.
Friday, February 17, 2012
Personality Post 2
The previous guess I made at determining my personality was pretty close. I retook the MBTI test and came out as an INFJ again. The description is as close to me as any psychologist could come after studying me for years, and this test matches it within 72 short yes or no questions. It's pretty amazing.
I am glad that the career matches suggest becoming an educator more than once. I really feel that becoming a teacher is just part of me and who I am. Knowing my strengths and my true personality better, it helps me to understand just why I am drawn to teaching. Also, it helps me to put better use to my strengths knowing that they are in fact part of who I am. Also, it helps me to realize who I am not so that I do not try to incorporate things that I would feel uncomfortable with into my life and classroom.
I would like to include the links to the two personality type descriptions for INFJ's: Kiersey's Idealist Portairt of the Counselor and J. Butt and M.M. Heiss's INFJ Type Description. This activity relates to the ISTE NETS T Standard 2c: 2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S. c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources This goal is accomplished by providing us with online tools to assess our individual learning styles and allowing us to reflect on how personality styles effect our learning and working styles.
I am glad that the career matches suggest becoming an educator more than once. I really feel that becoming a teacher is just part of me and who I am. Knowing my strengths and my true personality better, it helps me to understand just why I am drawn to teaching. Also, it helps me to put better use to my strengths knowing that they are in fact part of who I am. Also, it helps me to realize who I am not so that I do not try to incorporate things that I would feel uncomfortable with into my life and classroom.
I would like to include the links to the two personality type descriptions for INFJ's: Kiersey's Idealist Portairt of the Counselor and J. Butt and M.M. Heiss's INFJ Type Description. This activity relates to the ISTE NETS T Standard 2c: 2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S. c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources This goal is accomplished by providing us with online tools to assess our individual learning styles and allowing us to reflect on how personality styles effect our learning and working styles.
Tuesday, February 14, 2012
Personality Post 1
I love the Meyers-Briggs personality evaluations. I have recently completed this survey for another course, and am an INFJ through and through. After reading the article about the foundations of the test, I would have chosen the letters INFP, but knowing my personality previously I am certain the INFJ is completely correct for me.
I would choose INFP for myself because I am definitely an introvert- the complete opposite of extroversion. It's not that I'm extremely shy or don't engage in open conversation with others, but I do not put myself out everywhere I go nor do I enjoy large crowds of people. I am N (intuition) because even though my "sensing" is pretty on track, I always am looking for the meaning behind just about everything. For me, it's not so much the surface value or any one thing or person, it's everything behind it that makes the difference. And for my decision-making, I work the same way- by feeling versus thinking. What I know by intuition cannot be communicated logically into thought, so therefore I go by my heart or guts rather than my brain. Like the article above pointed out, I can be wrong or miss things due to the fact that I add meaning and choose feeling above rational, thoughtful, or logical means. The last letter J or P- judging or perceiving the outside world. I would like to say that I am open to the world around me and welcome it to come and go as it pleases- that's why I chose P for my final letter. But, in reality, I think that I like a certain consistency and enjoy knowing what I am walking into, so I think that my previous test results were more accurate.
Using INFP as my hypothetical personality, I read the personality type for "healer" (INFP) to see how close that description would match myself- and I was surprised to hear just how close this description was. I definitely am an idealist at all costs, which most of the description is focused on. I disagree that I lived my childhood in a fantasy-reality where I felt like a princess with my head in the clouds, I was not raised that way nor do have I felt that way. I would like to include one paragraph from the article that eluded to the other parts of my personality very well:
"At work, Healers are adaptable, welcome new ideas and new information, are patient with complicated situations, but impatient with routine details. Healers are keenly aware of people and their feelings, and relate well with most others. Because of their deep-seated reserve, however, they can work quite happily alone. When making decisions, Healers follow their heart not their head, which means they can make errors of fact, but seldom of feeling. They have a natural interest in scholarly activities and demonstrate, like the other Idealists, a remarkable facility with language. They have a gift for interpreting stories, as well as for creating them, and thus often write in lyric, poetic fashion. Frequently they hear a call to go forth into the world and help others, a call they seem ready to answer, even if they must sacrifice their own comfort." This activity relates to the ISTE NETS T Standard 2c: 2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S. c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources This goal is accomplished by providing us with online tools to assess our individual learning styles and allowing us to reflect on how personality styles effect our learning and working styles.
I would choose INFP for myself because I am definitely an introvert- the complete opposite of extroversion. It's not that I'm extremely shy or don't engage in open conversation with others, but I do not put myself out everywhere I go nor do I enjoy large crowds of people. I am N (intuition) because even though my "sensing" is pretty on track, I always am looking for the meaning behind just about everything. For me, it's not so much the surface value or any one thing or person, it's everything behind it that makes the difference. And for my decision-making, I work the same way- by feeling versus thinking. What I know by intuition cannot be communicated logically into thought, so therefore I go by my heart or guts rather than my brain. Like the article above pointed out, I can be wrong or miss things due to the fact that I add meaning and choose feeling above rational, thoughtful, or logical means. The last letter J or P- judging or perceiving the outside world. I would like to say that I am open to the world around me and welcome it to come and go as it pleases- that's why I chose P for my final letter. But, in reality, I think that I like a certain consistency and enjoy knowing what I am walking into, so I think that my previous test results were more accurate.
Using INFP as my hypothetical personality, I read the personality type for "healer" (INFP) to see how close that description would match myself- and I was surprised to hear just how close this description was. I definitely am an idealist at all costs, which most of the description is focused on. I disagree that I lived my childhood in a fantasy-reality where I felt like a princess with my head in the clouds, I was not raised that way nor do have I felt that way. I would like to include one paragraph from the article that eluded to the other parts of my personality very well:
"At work, Healers are adaptable, welcome new ideas and new information, are patient with complicated situations, but impatient with routine details. Healers are keenly aware of people and their feelings, and relate well with most others. Because of their deep-seated reserve, however, they can work quite happily alone. When making decisions, Healers follow their heart not their head, which means they can make errors of fact, but seldom of feeling. They have a natural interest in scholarly activities and demonstrate, like the other Idealists, a remarkable facility with language. They have a gift for interpreting stories, as well as for creating them, and thus often write in lyric, poetic fashion. Frequently they hear a call to go forth into the world and help others, a call they seem ready to answer, even if they must sacrifice their own comfort." This activity relates to the ISTE NETS T Standard 2c: 2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S. c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources This goal is accomplished by providing us with online tools to assess our individual learning styles and allowing us to reflect on how personality styles effect our learning and working styles.
Thursday, February 9, 2012
Jing Image
Jing is an excellent program that is used to capture images with easy sharing capabilities. Jing is free and easy to use. With the ability to instantly create links to your images, sharing has never been easier. All you have to do is take a screenshot using Jing's capture tool, use the available tools to enhance your image if you prefer, and click "share". And, viola! The image is available to pass on to your friends, classmates, coworkers,etc.
My screencast is an image of the Photoshop work-space. I chose to do a brief overview of Photoshop because I am earning a Computer Science Education degree, and this is one of the programs that I will be introducing my students to.
Test Questions:
1. The two types of files that come from Jing are: png (portable network graphic) for images and swf (shockwave flash) for video.
2. You save the images to your computer by clicking the save icon with a picture of a disk on it. It defaults to the "My Pictures" folder on my computer but you can change the location.
3. You can access your Jing history by going to the sunshine icon for Jing and selecting the middle option which displays the history.
4. Screencasting allows you to capture or record the selected area of your screen to save it and/or share it with others.
5. There are two options to import Jing images into the blogs. First, you can upload the saved png file using bloggers "Add Image" tool or you can insert a link to the image.
6. You can publish your Jing image by clicking "Share" which provides you with a website link to your work.
7. You can share those images with others by giving them the link that was created when you selected share. This activity most closely relates to the ISTE NETS T Standard 3c: 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats This goal is accomplished by providing us with different tools to use to communicate information to others in digital formats.
My screencast is an image of the Photoshop work-space. I chose to do a brief overview of Photoshop because I am earning a Computer Science Education degree, and this is one of the programs that I will be introducing my students to.
Test Questions:
1. The two types of files that come from Jing are: png (portable network graphic) for images and swf (shockwave flash) for video.
2. You save the images to your computer by clicking the save icon with a picture of a disk on it. It defaults to the "My Pictures" folder on my computer but you can change the location.
3. You can access your Jing history by going to the sunshine icon for Jing and selecting the middle option which displays the history.
4. Screencasting allows you to capture or record the selected area of your screen to save it and/or share it with others.
5. There are two options to import Jing images into the blogs. First, you can upload the saved png file using bloggers "Add Image" tool or you can insert a link to the image.
6. You can publish your Jing image by clicking "Share" which provides you with a website link to your work.
7. You can share those images with others by giving them the link that was created when you selected share. This activity most closely relates to the ISTE NETS T Standard 3c: 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats This goal is accomplished by providing us with different tools to use to communicate information to others in digital formats.
Word Clouds
The NETS T Standards of 2000 focused on teaching students how to use different types of technology and to get an overview of many different programs that provide suitable and accurate ways to perform specific activities. The focus on providing a diverse environment with a variety of technological tools.
In 2008, the NETS T Standards have evolved into even greater diversity of applications. The new focus is to apply the use of technology to a vast variety of applicable purposes. The standards are more geared to engage students in learning how to use technology to expand their abilities and problem solve- pointing students towards an abundant amount of resources that promote and exhibit the students expanding opportunities in both a professional and educational world.
Visit the 2000 Word Cloud or the 2008 Word Cloud that were created using Wordle. This activity most closely relates to the ISTE NETS T Standard 1c: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes This goal was accomplished by providing us with digital tools in enhance our ability to clarify and simplify complex concepts while presenting them in a visually stimulating manner.
In 2008, the NETS T Standards have evolved into even greater diversity of applications. The new focus is to apply the use of technology to a vast variety of applicable purposes. The standards are more geared to engage students in learning how to use technology to expand their abilities and problem solve- pointing students towards an abundant amount of resources that promote and exhibit the students expanding opportunities in both a professional and educational world.
Visit the 2000 Word Cloud or the 2008 Word Cloud that were created using Wordle. This activity most closely relates to the ISTE NETS T Standard 1c: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes This goal was accomplished by providing us with digital tools in enhance our ability to clarify and simplify complex concepts while presenting them in a visually stimulating manner.
Monday, February 6, 2012
Millennials and the New-Aged Mindset
According to the How Millennial Are You? survey by Pew Research Center, I fit 89% in the Millennial qualities. Considering that the students I am going to be teaching are Millennials as well, this means that I should be able to relate and understand their overall beliefs and views of society to help make the classroom a more comfortable environment. Being able to identify with the students at a generational level would make me seem more approachable to them because they have a more clear idea of what to expect.
To find out what results from a different generation, I had my mother take the same quiz mentioned above and she got scored a 3%. Even though she was born in 1962 and was born at the end of the baby boomer stage, according to her generational age from the survey, she belongs to a generation before the Silent generation that started in 1928.
And for curiosity, I had my fiance who is the same age as I am take the quiz, and he scored the exact same result I did (89%).
According to the article, The Information Age Mindset: Changes for Students and Implications for Higher Education by Jason L. Frand, there are 10 characteristics that make up "the information-age mindset", as follows:
1. Computers aren't technology- Considering technology as anything that is new or has come around since my birth, technically computers are not technology. My father was a computer repairman and a computer teacher at Fairmont State when I was born in 1987, and I have been around computers all my life. I do remember when we first used Windows, and changed everything about the computer from before. So, I think I still consider computers new technology because of all the advancements since I first used them. Nowadays, computers come in all shapes and sizes and are found in just about every job. I have to disagree and say that computers are technology for the Millennials in the sense of all the advancements that have been and keep coming around.
2. Internet is better than TV- I agree completely with this attitude. The Internet is an engaging activity, and full of information. While it is true that there is a lot of "information" that is passed as fact, it can be hard to determine the quality of the information that the web user is receiving (But there is a wealth of quality information for those users who know how to differentiate and validate sources). Regardless, the Internet is a valuable research tool, and allows users to engage in socializing, creating, and exploring. Internet is definitely better than TV.
3. Reality is no longer real- This argument claims that we can't believe anything we see or hear because we have such extreme data-manipulation capabilities that we cannot rely on information, pictures, audio, video, or much of anything else to be true. That part of the argument is real and I totally agree with that. But to go as far as to say reality isn't real anymore is too far of a stretch for me. Reality to me is the real world, away from social websites, the media, and information from the Internet as a whole. Reality that I have everyday with my kids and my world around me is as real as ever.
4. Doing rather than knowing- Here, the author is conveying that just knowing a lot of facts and information doesn't get you ahead. To stay on top in the working world today, a person must be able to use and to adapt to the many changes in information. We are becoming a globalized society where the information is shared in real-time and being able to make quick decisions, work through changes, and stay on top "doing" is the bigger value compared to "knowing." I would agree with this one a lot. I would also like to add that with the wealth of information available at our fingertips, "doing" definitely is the better skill to possess in this age.
(Although, my brother is a quantum/theoretical physicist with minimal "doing" skills and is a very big asset to our society)
5. Nintendo over logic- The trial-and-error approach to problem solving with the new-aged mindset is being questioned. Can people with the new-aged mindset use other types of problem solving skills such as research and study? I think so. So, while I can see that they are saying that people with this new-aged mindset are quicker to jump into things and learn by trial-and-error, I think that there is first a thought process of how much there is to lose by the error. I think if it comes to a situation with an ample amount of time and a significant loss for error, then these same people would not carelessly choose to make too quick of a decision.
6. Multi-tasking way of life- I think that the author hit the nail on the head here. There is so much going on all at once and we have become habitual multi-taskers at the cost of focus and quality.
7. Typing rather than handwriting- I am stuck right in the middle. I think that there is nothing more sincere than a handwritten letter, but nothing more handy than a word processor for homework. I choose based on the purpose. The author here feels he can more easily compose poetry with a word-processor than a typewriter. I write a lot of poetry and have always preferred a pencil and paper over anything typed.
8. Staying connected- The author is conveying the idea that because the availability of real-time socializing abilities whether at home, at work, or on the go have changed the way we do just about everything. I am fairly guilty of this very concept. I admit I leave my cell phone on "vibrate" in class so in case I need to be reached (because I have children) I stay available. It drives me crazy when my phone dies or I am forced to turn it off because I never know what I'm missing or if I'm needed to act at any certain moment.
9. Zero tolerance for delays- People are becoming more and more expectant to have our wants met with a certain frame of immediacy in all different aspects of our lives. Having the ability to send information in real-time, web users expect quick responses to emails, etc. I expect a certain amount of time to be allotted for responding but I think that I am fairly tolerant in this area.
10. Consumer/creator blurring- For those of us with the new-aged mindset, there is a very thin line for the ownership of intellectual property- whether that property is music, pictures, videos, thoughts, words, software, etc. We see something we like, we want it so we take it. I think it was interesting how the author brought up how some companies open their products for beta-testing, and allow the consumers to take part in the development of the product, therefore blurring ownership lines that much more. I can't say I've never been guilty of this exact thing, but knowing that this is the way the world works, it makes me skeptical to put my own creativeness on the Internet.
This information may have been presented a little bit harshly for those of us in the categories of "new-aged mindset" or "millennials", but I think that both of these sites are credible in pointing out just how different my generation is. It doesn't mean that we are doomed or even worse than any of our predecessors, just different. Our generation will be one of life-long learning. The skill-sets that are needed to be taught will be different for just that purpose. We are no longer studying to do one certain thing for the rest of our lives. We are learning to adapt, to act, and to survive in a world that is constantly changing and demanding new things from us. This activity most closely relates to the ISTE NETS T Standard 4a: 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources This goal was accomplished by having us read and report on digital articles and properly site our research.
To find out what results from a different generation, I had my mother take the same quiz mentioned above and she got scored a 3%. Even though she was born in 1962 and was born at the end of the baby boomer stage, according to her generational age from the survey, she belongs to a generation before the Silent generation that started in 1928.
And for curiosity, I had my fiance who is the same age as I am take the quiz, and he scored the exact same result I did (89%).
According to the article, The Information Age Mindset: Changes for Students and Implications for Higher Education by Jason L. Frand, there are 10 characteristics that make up "the information-age mindset", as follows:
1. Computers aren't technology- Considering technology as anything that is new or has come around since my birth, technically computers are not technology. My father was a computer repairman and a computer teacher at Fairmont State when I was born in 1987, and I have been around computers all my life. I do remember when we first used Windows, and changed everything about the computer from before. So, I think I still consider computers new technology because of all the advancements since I first used them. Nowadays, computers come in all shapes and sizes and are found in just about every job. I have to disagree and say that computers are technology for the Millennials in the sense of all the advancements that have been and keep coming around.
2. Internet is better than TV- I agree completely with this attitude. The Internet is an engaging activity, and full of information. While it is true that there is a lot of "information" that is passed as fact, it can be hard to determine the quality of the information that the web user is receiving (But there is a wealth of quality information for those users who know how to differentiate and validate sources). Regardless, the Internet is a valuable research tool, and allows users to engage in socializing, creating, and exploring. Internet is definitely better than TV.
3. Reality is no longer real- This argument claims that we can't believe anything we see or hear because we have such extreme data-manipulation capabilities that we cannot rely on information, pictures, audio, video, or much of anything else to be true. That part of the argument is real and I totally agree with that. But to go as far as to say reality isn't real anymore is too far of a stretch for me. Reality to me is the real world, away from social websites, the media, and information from the Internet as a whole. Reality that I have everyday with my kids and my world around me is as real as ever.
4. Doing rather than knowing- Here, the author is conveying that just knowing a lot of facts and information doesn't get you ahead. To stay on top in the working world today, a person must be able to use and to adapt to the many changes in information. We are becoming a globalized society where the information is shared in real-time and being able to make quick decisions, work through changes, and stay on top "doing" is the bigger value compared to "knowing." I would agree with this one a lot. I would also like to add that with the wealth of information available at our fingertips, "doing" definitely is the better skill to possess in this age.
(Although, my brother is a quantum/theoretical physicist with minimal "doing" skills and is a very big asset to our society)
5. Nintendo over logic- The trial-and-error approach to problem solving with the new-aged mindset is being questioned. Can people with the new-aged mindset use other types of problem solving skills such as research and study? I think so. So, while I can see that they are saying that people with this new-aged mindset are quicker to jump into things and learn by trial-and-error, I think that there is first a thought process of how much there is to lose by the error. I think if it comes to a situation with an ample amount of time and a significant loss for error, then these same people would not carelessly choose to make too quick of a decision.
6. Multi-tasking way of life- I think that the author hit the nail on the head here. There is so much going on all at once and we have become habitual multi-taskers at the cost of focus and quality.
7. Typing rather than handwriting- I am stuck right in the middle. I think that there is nothing more sincere than a handwritten letter, but nothing more handy than a word processor for homework. I choose based on the purpose. The author here feels he can more easily compose poetry with a word-processor than a typewriter. I write a lot of poetry and have always preferred a pencil and paper over anything typed.
8. Staying connected- The author is conveying the idea that because the availability of real-time socializing abilities whether at home, at work, or on the go have changed the way we do just about everything. I am fairly guilty of this very concept. I admit I leave my cell phone on "vibrate" in class so in case I need to be reached (because I have children) I stay available. It drives me crazy when my phone dies or I am forced to turn it off because I never know what I'm missing or if I'm needed to act at any certain moment.
9. Zero tolerance for delays- People are becoming more and more expectant to have our wants met with a certain frame of immediacy in all different aspects of our lives. Having the ability to send information in real-time, web users expect quick responses to emails, etc. I expect a certain amount of time to be allotted for responding but I think that I am fairly tolerant in this area.
10. Consumer/creator blurring- For those of us with the new-aged mindset, there is a very thin line for the ownership of intellectual property- whether that property is music, pictures, videos, thoughts, words, software, etc. We see something we like, we want it so we take it. I think it was interesting how the author brought up how some companies open their products for beta-testing, and allow the consumers to take part in the development of the product, therefore blurring ownership lines that much more. I can't say I've never been guilty of this exact thing, but knowing that this is the way the world works, it makes me skeptical to put my own creativeness on the Internet.
This information may have been presented a little bit harshly for those of us in the categories of "new-aged mindset" or "millennials", but I think that both of these sites are credible in pointing out just how different my generation is. It doesn't mean that we are doomed or even worse than any of our predecessors, just different. Our generation will be one of life-long learning. The skill-sets that are needed to be taught will be different for just that purpose. We are no longer studying to do one certain thing for the rest of our lives. We are learning to adapt, to act, and to survive in a world that is constantly changing and demanding new things from us. This activity most closely relates to the ISTE NETS T Standard 4a: 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources This goal was accomplished by having us read and report on digital articles and properly site our research.
Thursday, January 26, 2012
My Browser History
I have been on computers for as long as I can remember. I can't even remember the names of the Windows OS's I have used before 95 but there were a few. So, naturally Internet Explorer has been a browser I go back to from time to time. At school, the default browser is Explorer so that is what I use. It functions well enough- I don't have any real complaints about it but there isn't anything that exciting either. I have used Netscape, Firefox, Safari on my iPod and the Macs at school, but my browser of preference that I use on my personal computer is Google Chrome. The main reason I like Chrome is probably because I like convenience. If a browser saves me a few clicks then I'm all for it. I like how the web address bar doubles as the google search engine- google is my choice search engine. Also, I enjoy having my bookmarks right at the top of my screen, only one click away. Another feature I enjoy is the one-click way to add new tabs, and the fact that those new tabs open up with screen-shot links to my most frequented sights. There is a lot less menu junk a the top of my screen than with other browsers as well.
Browser add-ons are similar to bookmarks or maybe internet tools. They look like a little icon in Chrome up by the address bar, where you can access the tool in one-click. They let you function and operate within your browsing window using whatever features they include. Before adding Diigo I used no add-ons. Now, I can use Diigo to highlight and comment articles I read, and socially interact with others about them.
The ISTE NETS T standard that discovering Diigo and making use of it's add-on covers best is (1a) "Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. Educational Administrators inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders ". Learning how to use Diigo, Web 2.0 and Social Bookmarking is a great way to improve classroom activities to encourage students to be engaged in learning and reading material in the digital-age where old practices are quickly becoming ineffective.
Browser add-ons are similar to bookmarks or maybe internet tools. They look like a little icon in Chrome up by the address bar, where you can access the tool in one-click. They let you function and operate within your browsing window using whatever features they include. Before adding Diigo I used no add-ons. Now, I can use Diigo to highlight and comment articles I read, and socially interact with others about them.
The ISTE NETS T standard that discovering Diigo and making use of it's add-on covers best is (1a) "Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. Educational Administrators inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders ". Learning how to use Diigo, Web 2.0 and Social Bookmarking is a great way to improve classroom activities to encourage students to be engaged in learning and reading material in the digital-age where old practices are quickly becoming ineffective.
Diigo
Today, I viewed an informational video and read a brief article on Web 2.0, the new social bookmarking and information sharing technologies available over the web. Diigo seems to be a leader among the available programs. My Diigo archive, which I began today, includes articles that I found of interest, importance, or otherwise helpful towards my goals in my professional fields of Business Education and Computer Science Education. This list will be updated every week with new information that I find related. Hopefully I can add some of the other students in my class to my lists so we can collaborate and share ideas.
Answering the questions from the activity sheet:
1. According to the film, 3 steps to get started social bookmarking would be, (1) with Diigo, highlight, annotate, and bookmark the article; (2) add tags; and (3) create lists for your bookmarks so you can "organize, share, and display" your bookmarks.
2. Web 2.0 refers to the new abilities that social information sites are adapting that allow for interaction with the on-screen text and interaction between users within those informational sites.
3. Social bookmarking is interactive. It allows the user to engage in the reading by bookmarking, tagging, commenting, and highlighting text. Different from traditionally bookmarking links or sharking hyperlinks, social bookmarking allows you to share links and organize your bookmarks with a group where all the readers can engage in annotation and highlighting bookmarks or sharing new ones. This activity relates to the ISTE NETS T Standard 1d: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments This goal is accomplished by using what is known as Web 2.0 to create a virtual social environment where people can share thoughts and discussions with each other about informational articles.
Answering the questions from the activity sheet:
1. According to the film, 3 steps to get started social bookmarking would be, (1) with Diigo, highlight, annotate, and bookmark the article; (2) add tags; and (3) create lists for your bookmarks so you can "organize, share, and display" your bookmarks.
2. Web 2.0 refers to the new abilities that social information sites are adapting that allow for interaction with the on-screen text and interaction between users within those informational sites.
3. Social bookmarking is interactive. It allows the user to engage in the reading by bookmarking, tagging, commenting, and highlighting text. Different from traditionally bookmarking links or sharking hyperlinks, social bookmarking allows you to share links and organize your bookmarks with a group where all the readers can engage in annotation and highlighting bookmarks or sharing new ones. This activity relates to the ISTE NETS T Standard 1d: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments This goal is accomplished by using what is known as Web 2.0 to create a virtual social environment where people can share thoughts and discussions with each other about informational articles.
PicassoHead
Using a free web program, picassohead, I created a self-image of myself using shapes based off of the abstract artwork of Pablo Picasso. Below is the image that I created using the program.
It was difficult trying to look at a bunch of shapes that didn't really seem to go together to try to create a picture of myself, or even a picture of anyone else for that matter. It was hard to see it coming together as I was going, so I just placed one object at a time until it came out as something that I felt good about. This activity most closely relates to the ISTE NETS T Standard 1a: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness This goal is accomplished by providing the students with a creative outlet to express our abstract conceptual ideas.
It was difficult trying to look at a bunch of shapes that didn't really seem to go together to try to create a picture of myself, or even a picture of anyone else for that matter. It was hard to see it coming together as I was going, so I just placed one object at a time until it came out as something that I felt good about. This activity most closely relates to the ISTE NETS T Standard 1a: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness This goal is accomplished by providing the students with a creative outlet to express our abstract conceptual ideas.
Resume Revisited
Using a free web-based program, RezScore, I had my current (and recently posted) resume evaluated. My resume received a C- as a score.
The results from RezScore said that instead of making use of an objectives section, I should instead try using a professional headline. Currently, I am a full-time student and full-time mom, so I am not sure I have earned a striking professional headline yet. Maybe one day once I get out of school and into the workforce, I can include a position title or something, but for now, my prospective objectives section is all I can see as fitting for the time being.
The second suggestion form RezScore said that I should not use 1st person language in my resume. After rereading my resume, I noticed I only did that in my objectives section. I should either just delete the objectives part as they suggested earlier, or just change a few words to make it more coherent with the rest of the resume.
The third suggestion doesn't really apply at the moment. The third suggestion was for me to include my current work experience which I don't currently have. I am a student, and in the education section I informed the reader that my education experience is current and provided an expected date of graduation.
RezScore said that my resume was strongest in the Education Industry and rated it 65% towards Education, 30% towards non-profit, and 5% towards customer serviced.
For brevity I received a 75 out of 100, for impact I received a 75 out of 100, and for depth I received a 99 out of 100, resulting in a C- for my overall resume score. This activity relates to the ISTE NETS T Standard 3d: 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning This goal is accomplished by leading us towards the free online tools that help us to analyze and evaluate our learning so that we have a better understanding of how our current resume can be improved.
The results from RezScore said that instead of making use of an objectives section, I should instead try using a professional headline. Currently, I am a full-time student and full-time mom, so I am not sure I have earned a striking professional headline yet. Maybe one day once I get out of school and into the workforce, I can include a position title or something, but for now, my prospective objectives section is all I can see as fitting for the time being.
The second suggestion form RezScore said that I should not use 1st person language in my resume. After rereading my resume, I noticed I only did that in my objectives section. I should either just delete the objectives part as they suggested earlier, or just change a few words to make it more coherent with the rest of the resume.
The third suggestion doesn't really apply at the moment. The third suggestion was for me to include my current work experience which I don't currently have. I am a student, and in the education section I informed the reader that my education experience is current and provided an expected date of graduation.
RezScore said that my resume was strongest in the Education Industry and rated it 65% towards Education, 30% towards non-profit, and 5% towards customer serviced.
For brevity I received a 75 out of 100, for impact I received a 75 out of 100, and for depth I received a 99 out of 100, resulting in a C- for my overall resume score. This activity relates to the ISTE NETS T Standard 3d: 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning This goal is accomplished by leading us towards the free online tools that help us to analyze and evaluate our learning so that we have a better understanding of how our current resume can be improved.
Wednesday, January 25, 2012
Snipping Tool
Since I am double majoring in Computer Science Education and Business Education, I am focused on learning to teach programs that could be useful to every type of workplace environment. For the snipping tool activity, I am using an example of how the Snipping Tool could come in useful for programs using images- for such classes as graphics or desktop publishing. Lets say you have this image and you wish to include just a portion of the image in the website your are creating. Your choice is to either download it and take it to another program and then perform cropping functions, or you can simply use the snipping tool to take the portion of the image you wish and then just paste the "snip" in the destination folder. Here is my "snip" of the image from the link above.
This activity most closely relates to the ISTE NETS T Standard 2a:
2. Design and Develop Digital Age Learning
Experiences and Assessments
Teachers design, develop, and evaluate authentic
learning experiences and assessment incorporating
contemporary tools and resources to maximize content
learning in context and to develop the knowledge,
skills, and attitudes identified in the NETS·S.
a. Design or adapt relevant learning experiences that
incorporate digital tools and resources to promote
student learning and creativity
This goal is accomplished by introducing us to the snipping tool which allows us to make use of the lesser-known tools available to us to use in our learning and working experiences.
This activity most closely relates to the ISTE NETS T Standard 2a:
2. Design and Develop Digital Age Learning
Experiences and Assessments
Teachers design, develop, and evaluate authentic
learning experiences and assessment incorporating
contemporary tools and resources to maximize content
learning in context and to develop the knowledge,
skills, and attitudes identified in the NETS·S.
a. Design or adapt relevant learning experiences that
incorporate digital tools and resources to promote
student learning and creativity
This goal is accomplished by introducing us to the snipping tool which allows us to make use of the lesser-known tools available to us to use in our learning and working experiences.
Resume
Originally a Microsoft Word document, my resume was uploaded, converted, and published using Google Docs.
During this activity, I learned how to search through existing templates within Google Docs and how to upload, convert, and publish these documents.
The ISTE NETS T Standard that best fits this activity would be (3a) "Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Educational Administrators allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration." Learning how to convert files into broadly compatible formats and publishing those files is definitely a strong skill that when combined with activities that use professional documentations, such as resumes, can improve the students professional abilities. This activity relates to the ISTE NETS T Standard 3a: 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations This goal was accomplished by integrating the resume with new digital tools to make the resume more useful and electronically available.
During this activity, I learned how to search through existing templates within Google Docs and how to upload, convert, and publish these documents.
The ISTE NETS T Standard that best fits this activity would be (3a) "Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Educational Administrators allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration." Learning how to convert files into broadly compatible formats and publishing those files is definitely a strong skill that when combined with activities that use professional documentations, such as resumes, can improve the students professional abilities. This activity relates to the ISTE NETS T Standard 3a: 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations This goal was accomplished by integrating the resume with new digital tools to make the resume more useful and electronically available.
Saturday, January 21, 2012
Emotional Intelligence
My result from Queendom's Emotional Intelligence Test was a 64/100, or a 64%. This test scored my abilities to identify, perceive, and express emotions. The score report I received stated that while I have basic skills in these areas, there is a great deal of room for improvement.
According to the report "Feelings Count: Emotions and Learning" from Stanford University School of Education teachers can help foster emotional intelligence in their classrooms by providing opportunities to work through different skill sets, such as Self Awareness, Managing Emotions, Self Motivation, Empathy, and Handling Social Relationships (Daniel Goleman, 1995). This article provides a good foundation of background information on these concepts, and gives a lot of ideas and resources to consider when approaching this in your own classroom.
I don't know where I stand on the EQ (Emotional Quotient) vs IQ (Intelligence Quotient) debate. I feel very strongly that given the person's individual goals and personality, any mix of the two could prove to work very well for that person. For example, parenting doesn't necessitate having a high intelligence level, and the higher emotional intelligence level the better. On the other hand, my brother is a theoretical/quantum physicist at WVU. I would hate to see his EQ skills. Common sense and emotions don't come in to play in his life very often, although at times it would probably help him out some... but his extremely high IQ level keeps him satisfied with himself and happy in his work.
Emotional Intelligence affects both teachers and students because every day both are dealing with hundreds of people and hundreds of people's emotions. It would be helpful to have a background in handling situations that are emotionally tough, so that the atmosphere doesn't turn tense and cold. Also, teachers hold an important role in fostering relationships among the students- not to say that they are choosing friends for students- but helping them to learn how to interact with all types of individuals.
Learning personal strengths and weaknesses can help improve your position in a learning environment. Knowing your strengths allows you to help others in those areas. Knowing your weaknesses allows you to seek more help towards mastering those areas. Self-improvement and offering help to others is a crucial part of any learning environment, and is best if engaged by both the teachers and students alike.
According to the report "Feelings Count: Emotions and Learning" from Stanford University School of Education teachers can help foster emotional intelligence in their classrooms by providing opportunities to work through different skill sets, such as Self Awareness, Managing Emotions, Self Motivation, Empathy, and Handling Social Relationships (Daniel Goleman, 1995). This article provides a good foundation of background information on these concepts, and gives a lot of ideas and resources to consider when approaching this in your own classroom.
I don't know where I stand on the EQ (Emotional Quotient) vs IQ (Intelligence Quotient) debate. I feel very strongly that given the person's individual goals and personality, any mix of the two could prove to work very well for that person. For example, parenting doesn't necessitate having a high intelligence level, and the higher emotional intelligence level the better. On the other hand, my brother is a theoretical/quantum physicist at WVU. I would hate to see his EQ skills. Common sense and emotions don't come in to play in his life very often, although at times it would probably help him out some... but his extremely high IQ level keeps him satisfied with himself and happy in his work.
Emotional Intelligence affects both teachers and students because every day both are dealing with hundreds of people and hundreds of people's emotions. It would be helpful to have a background in handling situations that are emotionally tough, so that the atmosphere doesn't turn tense and cold. Also, teachers hold an important role in fostering relationships among the students- not to say that they are choosing friends for students- but helping them to learn how to interact with all types of individuals.
Learning personal strengths and weaknesses can help improve your position in a learning environment. Knowing your strengths allows you to help others in those areas. Knowing your weaknesses allows you to seek more help towards mastering those areas. Self-improvement and offering help to others is a crucial part of any learning environment, and is best if engaged by both the teachers and students alike.
Thursday, January 19, 2012
Locus of Control
Career Diagnostic's Locus of Control survey assesses the way students/teachers view how much they feel they have control in their lives. On a scale from 1-23, the lower the score, the more externalized the individual's since of empowerment is. The higher scoring individuals feel more in control of their lives and what is happening to them and around them. It is supposed to mean that the individuals take a less active role in trying to produce the outcome of situations if they score a lower test score. Also, it means that if your outcome is on the higher end of the scale, you may be unnecessarily blaming yourself for things that were out of your control, causing low self-esteem or other such problems.
I scored a sad 6 on the scale, resulting in "External locus of control." I do not agree with this about myself. While it is true that I do accredit a lot of things (both good and bad) that have happened to me to fate or luck or whatever; however, I am always looking for ways to control the outcomes towards the best possible ends for myself and others whom are involved. I feel like this test result makes me out to be a person who doesn't apply myself and strives to do and be the best I can at all times, and that is just not me. My favorite quote/song is "Que Sera Sera", translated as "What will be will be." So, I do not think that the test misjudged that outlook. Although I do feel slighted because I can work so hard yet still cannot always control the outcomes of life.
Having awareness of this personality characteristic is helpful to students and teachers because it helps to show them that they may not be taking as much control over their actions as they could. I think that being aware of such attitudes can be used to help people improve their position on things, whether it is taking more responsibility for their lives or realizing they are holding too much blame on themselves.
I scored a sad 6 on the scale, resulting in "External locus of control." I do not agree with this about myself. While it is true that I do accredit a lot of things (both good and bad) that have happened to me to fate or luck or whatever; however, I am always looking for ways to control the outcomes towards the best possible ends for myself and others whom are involved. I feel like this test result makes me out to be a person who doesn't apply myself and strives to do and be the best I can at all times, and that is just not me. My favorite quote/song is "Que Sera Sera", translated as "What will be will be." So, I do not think that the test misjudged that outlook. Although I do feel slighted because I can work so hard yet still cannot always control the outcomes of life.
Having awareness of this personality characteristic is helpful to students and teachers because it helps to show them that they may not be taking as much control over their actions as they could. I think that being aware of such attitudes can be used to help people improve their position on things, whether it is taking more responsibility for their lives or realizing they are holding too much blame on themselves.
Hello Everybody!
My name is Trixie Devine, and I'm a Junior at FSU. I am in this course to complete my majors- Business Education and Computer Science Education. I have always felt that teaching and helping others learn is a beautiful thing.
I live in Elkins, WV. I am carrying 18 hours, and commute to classes 3 days a week this semester. At home, I have full-custody of two amazing boys- ages two and three. They have done so much for me in their few short years, and I love them with all my heart. They are my life, everything else is secondary.
If you want to get to know me better, here is a link to my Facebook page. I am a peopley person, I like to help, and I talk too much. :)
Hope everyone has a good semester! I am looking forward to one of my most challenging and stimulating semesters yet!
I live in Elkins, WV. I am carrying 18 hours, and commute to classes 3 days a week this semester. At home, I have full-custody of two amazing boys- ages two and three. They have done so much for me in their few short years, and I love them with all my heart. They are my life, everything else is secondary.
If you want to get to know me better, here is a link to my Facebook page. I am a peopley person, I like to help, and I talk too much. :)
Hope everyone has a good semester! I am looking forward to one of my most challenging and stimulating semesters yet!
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