This is a Crossword puzzle I created using Microsoft Excel. In order to due this crossword puzzle I completed a tutorial on Atomic Learning, an online website that guided me through the entire procedure. I formated the cells, formated the cells hight and weight and also filled in the background. The final product includes a list of vocabulary words that I plan to use in my future spanish class.
Span Crossword.xlsx Ll
Friday, December 18, 2009
Monday, December 14, 2009
Wiki, NETS I, III, IV
Using wikis, community of people interested in integrating technology in the classroom,I created my own book by uploading my personal photos and wroting inspiring quotes that could reflect the valuIe of each moment reflected in my pictures. It is an excellent tool that can be used by educators to learn from their students and to create meaningful and creative projects to make the academic journey more insightful.
Google Earth, NETS I, IV
This is a google earth assignment that required me to map three different places and using color purple I showed the routes that could take me from one place to the other. I used different icons to represent each place.
iMovie, NETS, II, III
I was able to create a video by importing video footage of the CSUSM campus. In this project I modified the video clip by placing it in a timeline. Using Inspector I was able to apply four screen effects. I added text over video and background and exported my final project using Quicktime. Technology is important to me because it encourages teachers and students to communicate relevant information and ideas effectively to students, parents, and peers.
Tuesday, November 17, 2009
Journal 9
Teaching Students to Use Their Heads, Hands, and Hearts
Last Bucciarelli , First Lisa. "Teaching Students to Use Their Heads, Hands, and Hearts ." L&L 37. (2009): n. pag. Web. 17 Nov 2009..
Students Without Borders: Global Collaborative Learning Connects School to the Real World is an article that provides information about different organizations and programs that promote and facilitate collaborative partnerships between classrooms, students, communities, and educational partners around the globe. Students are encouraged to engage in educational projects with students of different cultures. One of the programs that is mentioned and that attracted my attention was The Art Miles Project. In this project classes from Japan are partner with classes from Canada, Indonesia, Vietnam, Itatly and teach each other about specific aspects about their own country or culture. A mural is built by the countries partnered and wonderful creations are displayed around the world in exhibitions that promote Peace.
How are this Collaborative Partnerships beneficial to students?
By providing students with an opportunity to work with students of different culture, educators allow them to understand the beauty that diversity can bring to our lives. Every culture has something special to share but sometimes during our classroom work we do not allow room for peer engagement. We grow up thinking that the boy or girl sitting next to us is different simply because she comes or looks from a different culture or country. Having this type of programs allows students to understand their own culture and to appreciate their cultural roots. At the same time they learn to respect and appreciate the diversity that they live in (Especially if they live in a place like California.)
Would I incorporate this type of programs in my classroom?
I love the arts and I love learning about cultures therefore I would like to incorporate this type of programs in my classroom curriculum. I think that students need a bigger view of the world and they need a bigger view and understanding of the people with whom they share this planet.
Last Bucciarelli , First Lisa. "Teaching Students to Use Their Heads, Hands, and Hearts ." L&L 37. (2009): n. pag. Web. 17 Nov 2009.
Students Without Borders: Global Collaborative Learning Connects School to the Real World is an article that provides information about different organizations and programs that promote and facilitate collaborative partnerships between classrooms, students, communities, and educational partners around the globe. Students are encouraged to engage in educational projects with students of different cultures. One of the programs that is mentioned and that attracted my attention was The Art Miles Project. In this project classes from Japan are partner with classes from Canada, Indonesia, Vietnam, Itatly and teach each other about specific aspects about their own country or culture. A mural is built by the countries partnered and wonderful creations are displayed around the world in exhibitions that promote Peace.
How are this Collaborative Partnerships beneficial to students?
By providing students with an opportunity to work with students of different culture, educators allow them to understand the beauty that diversity can bring to our lives. Every culture has something special to share but sometimes during our classroom work we do not allow room for peer engagement. We grow up thinking that the boy or girl sitting next to us is different simply because she comes or looks from a different culture or country. Having this type of programs allows students to understand their own culture and to appreciate their cultural roots. At the same time they learn to respect and appreciate the diversity that they live in (Especially if they live in a place like California.)
Would I incorporate this type of programs in my classroom?
I love the arts and I love learning about cultures therefore I would like to incorporate this type of programs in my classroom curriculum. I think that students need a bigger view of the world and they need a bigger view and understanding of the people with whom they share this planet.
Journal 8
Have You Tweeted Today?
Fingal, Diana. "Have You Tweeted Today?." L&L 37. (2009): n. pag. Web. 17 Nov 2009..
“Have you tweeted today?” is a small article that talks about tweeter becoming maligned by our own used of it. Some educators do not see or accept the benefits that Tweeter can bring to the classroom, students and colleagues. However, Diana Fingal argues that Tweeter can be used as a medium to participate in discussions and can be used to followed educational experts. The most convenient part is that those educators using Tweeter do not need a fancy title, and there is no need to know the person that you are contacting. Not all educators see the benefits that technology and cyberspaces bring many do not have the time to add a new tool to the classroom. John Ridley in “Keep Your Tweets To Yourself” refers to the argument of privacy in this cyberspaces. Although there are many individuals who defend their privacy, many display their personal information and all details of their lives.
The question is when are we going to take advantage of these cyberspaces, when most of its used is being manipulated or taken in the wrong direction?
As a teacher candidate, it is of my best interest that my students learn to use technology. I would like to teach them to used their best judgment. The advantage that Tweeter can bring to classrooms, students, and educators depends on their proper used technology.
Could it be that educators feel intimidated by students who know more about Tweeter/ technology and prefer to avoid those types of situations?
Some educators might feel intimidated because they are not very familiar with technology. There is a probability that many avoid certain situations were technology or Tweeter might be involve. But as educators we should encourage the participation of students and allow ourselves to learn from them. But allowing student participation maybe communication between students and teachers might become even more effective.
Fingal, Diana. "Have You Tweeted Today?." L&L 37. (2009): n. pag. Web. 17 Nov 2009.
“Have you tweeted today?” is a small article that talks about tweeter becoming maligned by our own used of it. Some educators do not see or accept the benefits that Tweeter can bring to the classroom, students and colleagues. However, Diana Fingal argues that Tweeter can be used as a medium to participate in discussions and can be used to followed educational experts. The most convenient part is that those educators using Tweeter do not need a fancy title, and there is no need to know the person that you are contacting. Not all educators see the benefits that technology and cyberspaces bring many do not have the time to add a new tool to the classroom. John Ridley in “Keep Your Tweets To Yourself” refers to the argument of privacy in this cyberspaces. Although there are many individuals who defend their privacy, many display their personal information and all details of their lives.
The question is when are we going to take advantage of these cyberspaces, when most of its used is being manipulated or taken in the wrong direction?
As a teacher candidate, it is of my best interest that my students learn to use technology. I would like to teach them to used their best judgment. The advantage that Tweeter can bring to classrooms, students, and educators depends on their proper used technology.
Could it be that educators feel intimidated by students who know more about Tweeter/ technology and prefer to avoid those types of situations?
Some educators might feel intimidated because they are not very familiar with technology. There is a probability that many avoid certain situations were technology or Tweeter might be involve. But as educators we should encourage the participation of students and allow ourselves to learn from them. But allowing student participation maybe communication between students and teachers might become even more effective.
Journal 6
The Trouble with Rubrics
Kohn, Alfie. "The Trouble with Rubrics." English Journal 95. (2006): n. pag. Web. 17 Nov 2009..
“The Trouble with Rubrics” is a short article that talks about some of the problems that the constant used of rubrics unintentionally have provoked. According to one of the teachers cited in the article, it was a surprise when she assigned a class assignment and one of her students asked if they had to follow a specific rubric. In this particular incident some students were demonstrating overdependence on the rubric and guidelines rather than showing enthusiasm and understanding of the assignment they were about to do. This problem seems more common as educators become more dependent on the used of rubrics. Rather than encouraging students to demonstrate what they have learn and to take risks in their academic assignments, students have learn to give teachers what they want to hear or what they consider will be enough to pass the class. In other words, this type of educational approach only encourages superficial thinking and conformity in students. As for teachers it only gives them concrete information to justify the grades given to each student.
What are some of the strong arguments that experts are using against the used of rubrics?
According to the article, “Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they’re doing is exact and objective.” The used of rubrics should be one of the many sources that teachers can use to understand the students engagement and understanding of the classroom assignment.
Should teachers stop using rubrics?
As it is mentioned before, creating a dependency on a specific grading method is not beneficial to students or teachers; it is better and more adequate to create new ways of grading students performance. Rubrics are not bad, is how students and teachers used it that create a problem.
Kohn, Alfie. "The Trouble with Rubrics." English Journal 95. (2006): n. pag. Web. 17 Nov 2009.
“The Trouble with Rubrics” is a short article that talks about some of the problems that the constant used of rubrics unintentionally have provoked. According to one of the teachers cited in the article, it was a surprise when she assigned a class assignment and one of her students asked if they had to follow a specific rubric. In this particular incident some students were demonstrating overdependence on the rubric and guidelines rather than showing enthusiasm and understanding of the assignment they were about to do. This problem seems more common as educators become more dependent on the used of rubrics. Rather than encouraging students to demonstrate what they have learn and to take risks in their academic assignments, students have learn to give teachers what they want to hear or what they consider will be enough to pass the class. In other words, this type of educational approach only encourages superficial thinking and conformity in students. As for teachers it only gives them concrete information to justify the grades given to each student.
What are some of the strong arguments that experts are using against the used of rubrics?
According to the article, “Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they’re doing is exact and objective.” The used of rubrics should be one of the many sources that teachers can use to understand the students engagement and understanding of the classroom assignment.
Should teachers stop using rubrics?
As it is mentioned before, creating a dependency on a specific grading method is not beneficial to students or teachers; it is better and more adequate to create new ways of grading students performance. Rubrics are not bad, is how students and teachers used it that create a problem.
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