Tuesday, February 23, 2010
Chapter 4 Reflection
Chapter 4 is on portfolios for teachers. This blog will talk about the types of documentation that is needed for the supporting documentation section of the portfolio. I did not know until reading this chapter that teachers needed or could have portfolios but now I understand the usefulness of them and how it could benefit me in my job hunt after graduation. There are certain types of documents that are need in these portfolios for them to be accepted. One type of supporting documentation that will be needed is a table of content that has links to different parts of the portfolio. It also helps with organization of it as well. If you are using student work in your portfolio you have to have signed note from the parents/guardian and the student giving you permission to show the child’s work. It has to also include things call artifacts. Artifacts are tangible evidence of successful achievement of necessary knowledge and skills and the ability to apply understanding to complex tasks. Examples include but or not limited to resumes, transcripts, and an educational philosophy statement. I am not sure what an educational philosophy statement is, but I am sure that I will learn more about what it is later on in my college career, but from reading this chapter I have somewhat an understanding of it. Other supporting documents are lesson plans, unit plan, and videos of you teaching. Supporting documents just make it known that you are a real teacher and that you know what you are doing.
Chapter 3 Reflection
Chapter 3 was about software and the many different kinds that are out there. For the blog posting I am going to evaluate a software title and the software is Microsoft Office. I could not have a computer without this valuable piece of software. Microsoft Office offers many different programs that I love to use such as Power point, Word, and Excel. Microsoft Office is a software package that can be used by any age. I have used it since middle school to write papers and letters among other things. Also, I have made numerous power points with this software. Microsoft Office has a specific title out for student s and teachers which is so great. I feel that every computer should come with these programs. These programs are universal and very easy to use they are clear and concise. With just a few hours of playing with each program you can do whatever you want with it. I have not only used them at school in numerous cases, but I have used them at several different jobs that I have had to record data, type memos, and to present information. Microsoft Office has the great tool called spell check which I love, because I am not the best at spelling. Furthermore, these programs allow for one to manipulate pictures and graphic for us non professional photographers. If a school system was only able to offer the Internet and Microsoft Office then they are doing well, because this is one of the most useful software programs in education.
Chapter 2 Reflection
Chapter 2 talks about all the parts to a successful computer system. The blog entry will focus on the purpose of input, output, and storage devices and will give examples of those that are typically used in educational settings. Input devices allow for the input of data into the computer. Common inputs devices used in education are keyboards, mice, touch pads, and joysticks. Each input device can be used by teachers or students and there are alternative forms to students as well as teacher with special needs. Output devices produce the data after it has been process in a hard copy or soft copy form; meaning either on paper (hardcopy) or on screen (soft copy). Output devices used in school systems can include but or not limited to projection units, document cameras, and interactive whiteboards. All of those are fun and easy ways for teachers to teach and for learners to learn. Storage devices are very important when it comes to computers in the school systems. Schools will need lots of storage. Internal storage is storage offered within the computer it self, which is on a hard disk drive. It can hold large amounts of information which is a key component that should be looked into and researched when buying a computer. External hard disk drives are great alternative for teachers and students when place on the computer are limited. This hard disk drive is a separate unit from the computer. USB drives can be the least expensive way to get more storage but these USB drives are more so for better mobility of the person with the data from computer to computer.
Chapter 1 Reflection
My blog on Chapter 1 will be about “Ways to Manage the Classroom during Technology Integration. Integrating technology into the classroom may be difficult for some teachers who are not use to using technology. So, in order to maintain their professionalism teachers have to learn how to comfortably start using these technologies while still leading a conducive learning environment while. There is nothing worse than for the teacher to know that the students know that he/she is nervous are unsure about what he/she is teaching about. Managing equipment access and layout is the first way that a teacher can start to manage a technology based classroom. First the teachers need to make sure that if he/she is going to assign an out of class based assignment that all students have fair access to computers in order to complete the assignment. Whether are not the school is able to have a computer in each classroom are even better computers for each student in a classroom. Having at least on computer in the classroom for teaching off of are just for showing example is a great leap forward, for those schools that can’t afford one for each student. Furthermore, the teacher must have the computer based classroom set up comfortably for the students making sure that computer are placed in good locations and that the chairs are available is a good start. Also, the technology based classroom must be prepared for technology failures, such as power outages or something like that. In those cases the teacher’s lesson plan should have “plan B”. The teacher should also learn out to manage his or her time and student behavior while teaching in the technology based classroom.
Thursday, February 18, 2010
National Educational Technology Standards for Teacher
***** NETS for Teachers is a set of guidelines that says what teacher should do as far as teachnology in the classroom is concerned*******
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. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
****** #1 is a basic one that says that teachers should incorporate technology into there classrooms and lesson.
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. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
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.
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. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
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.
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. Teachers:
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.
b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
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.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
******* I think that all the guidelines are easy to follow and I plan to use them when I start Teaching*****
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. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
****** #1 is a basic one that says that teachers should incorporate technology into there classrooms and lesson.
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. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
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.
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. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
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.
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. Teachers:
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.
b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
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.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
******* I think that all the guidelines are easy to follow and I plan to use them when I start Teaching*****
Hello My Name is Blair.....
Hey everyone my name is Blair O'Keith Lenoir and I am from Columbia, Mississippi. I have a very loving family, that I love so much. I have one nephew who I love so so much, he has given life a new meaning to me. I am a full time student and I work full time at Starbucks (Hardy Street, Hattiesburg, MS) as a Shift Supervisor (Shift Manager). Hopefully within the next two years I will graduate from the University of Southern Mississippi and become a teacher. I have wanted to be a teacher since I was in the 5th grade if not before that. I plan to teach and to go to graduate school at the same time. I plan to get my masters in Educaton Administration, with the hope of one day becoming a Principle. I have always been very interested in computers and technology. I have taken several computer classes so I am somewhat good with computers, but I tend to learn new technologies fast. I think that technology is an important part of any classroom and I also think that it enhances the learning experience. Technology makes learning fun and easy for both students and teachers.
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