My Beliefs

I believe that technology is an area that should be incorporated into all areas of learning. It shouldn't only be discussed in a computer or technology class. It needs to and should be included into all areas of a students learning, even the core classes of English, Math, Science, and History.
Technology is all inclusive. I can use it to create a preview of a book or introduce a unit to my class. I can create or find a web quest that my students can use to help them understand a concept better. I know that writing is an important aspect of English, but my students will have more fun and also see more of a connection and a relevance if they created a digital story as a book project than they would if they had to write yet another book report, and to be honest, I think I would enjoy seeing their creativity through a digital story than reading a book report.
I believe that we need to support our students creativity through technology. If we cannot move forward and embrace technology, and teach our students how to use it effectively, efficiently, and creatively, then we are darkening the future. We are a society that is forever moving forward and if we continue to hold our students back, how will they succeed in the competitive world. How will the move forward to seize their potential? I firmly believe that technology is a must in most lessons and I intend to use it.

Lessons Learned

I have learned a lot of information from the articles and videos that I watched. There were two that really stuck out to me. The Did you know? video and also the Teen Disconnect article. I can see the relevance of both and they got me thinking about how I am going to approach teaching my students.
As an English teacher, it is easy to get stuck in the rut of the teacher stands in the front of the room and lectures, the students take notes and then  regurgitate what I said when it comes time to take a test. I want to break away from that . I really believe that it is important for me to integrate technology into my lesson plans and expect my students to use technology to create projects or help them on assignments. I would not be an effective teacher if I didn't show them how to create these projects or show them the different ways that technology can help them in any field (including English). It really impacted me when the text on the video stated that we are training/teaching our students for careers that don't exist yet, and to solve problems that aren't problems yet. I have a duty to give my students the best that they can receive of me.
I also liked the article about the teen disconnect. Writing well is a very important part of English. I can understand the difficulty in switching back and forth from texting to more formal writing. There are many conventional errors when it comes to texting and I have seen them crop in students writing. I think that it is important that students do have time to write and not worry about all of the conventions and the other traits. They need time to write and de-stress. I do believe that there is a time and place for this and I agree that students who do write outside of class assignments tend to write better in class and on writing assignments. Students do learn to write well and effectively even if they have horrible conventions at first. It is all how the teacher handles it.
I know that I want to incorporate technology into my classroom and have the students become familiar and confident in using it.

Strength and weaknesses

I believe that I do have strength in the areas of using computer networks and programs. I can and have created lesson plans that teach students how to use different computer applications. Even though I am going to be an English Teacher, I truly believe that it is important for my students to know their way around a computer and how to, at the very least, basic skills with a computer. I also believe that I am fairly competent at using/accessing research engines that are both effective and safe for students to use. I know that when I took this class previously and also with a previous assignment, I have found sites that are great for students to use safely and effectively and I do have a lesson plan that will get students involved in learning the difference between a reliable source and on that is not reliable. It is important for students to know how to do effective research on the Internet and find reliable and accurate resources on the Internet..
I still have some weaknesses in the areas of correct terminology and trouble shooting. I am some-what illiterate when it comes to the correct phrases and terminology. I do my best and I try to stay in the loop and ask questions to learn the terminology. I also struggle a little with some trouble-shooting. I can do the basic fixes, but when things get too complicated, I either call customer support or ask my husband or someone more knowledgeable than me for help. I am actively engaging myself in trying to fix problems and learning as much as I can about trouble-shooting so that I don't have to continually ask for help and so that I may help my students in these areas.
I need to jump in and start creating more lesson plans that incorporate interactive technology and technology in general for my students. In most of my answers to the UNI survey I was in the apprentice level. I think that I come out somewhere in the middle in comparing the standards and the survey. I know that I need to improve in some areas and I plan on doing them. I know it will be different when I am a teacher and I will make a conscious effort to incorporate technology into my lessons.

Picasa

I have to admit that I love Picasa. I have so much fun working with it. I loved working with Lisa on this photo slideshow story. It was nice to have a different person to work with. It was a lot of fun to go on this scavanger hunt with her. We had a lot of fun getting the pictures of the different places and objects ( you will be able to see it in the slideshow). Lisa and I have very similar ideas of what we wanted for the pictures.
I think that picasa is a great program and it is so easy to use. I know that it will come in handy for my students to use for class presentations. Even though it will be an English class, I can have my students use this program to manipulate pictures for presentations or projects (like a digital story). It will be a great way for them to have some fun with a project. It will also come in handy for the later in life when they are creating things for work and/or their personal life. It will be a great way for them to add some spice to a power point presentation or any presentation for their job or college project. It will also be great for them to use to create digital scrap books and to help them preserve their memories for themselves as well as others.
I am in the process of doing that exact thing. I am taking pictures that I have of my family and using picasa to enhance them and play with them to create a digital scrap book for my family members. It is so awesome to be able to do this. I am taking the redeye out of the pictures and I am able to fix some of the pictures that are a little blurry or fuzzy and make them look so spankin spectacular.
I am glad that I learned how to use this program and that I can share it with others.

Didital Stories

I am liking this group work. I feel like we are getting a lot done and doing it together. We all decide on what pictures we want to use. We each search on the sites for about ten to fifteen pictures and then put them in a folder. Then we go through and decide which picture works or doesn't work for the parts of the the poem that we used in our story board. We still haven't decided on who is going to do the narration or what music we will be using. That is still to come.
I am having a lot of fun working with Brannen and Trevor. They both offer great insights and give good feedback on these group assignments. They are very helpful and keep things very intertaining. We are all treating each other with respect and value the other's opinions on the project.
I hope that when I turn around and show my students how to create this type of project, they will have the same experiences that I am having with this project. I know that I will probably have to assign students to a particular group, but then again I may be able to let them choose their groups. I like the idea of having my students learn about the different areas of copyright and everything that has been tied into this project. I think that I will create a webquest for my students to do to cover the copyright informaiton and how to do the publishing of their digital stories. I know that We are going to have to spend a few days in the lab, but this is such a great idea and so much fun (not to mention essential 21st century learning) that it is soooooo worth it to spend time in the lab. The students will be learning a whole new genre of book project and skill that it is too hard to pass this opportunity by and I know that if I share this level of enthusiasm with my students, they will pick up on it and want to do it and enjoy doing it to.
Thanks Doc Waters, you rock for teaching us this project!

digital Stories

I like the idea of digital stories.  I think that they are a great way for students to express themselves through a project. This will make thier assignments relevant to them on their level. It is a great way for them to break into using material and creating things that will get them into technology. Students will be able to function in the worls outside of school.
I like the idea of students creating a digital story in response to a book that we have read in class and making text to self connections through one. I also think that it would be a great way to do a research paper. I know that my students will need to know how to write papers, but it is also important that my students know how to create digital stories.
I liked doing the research on the different topics. I think that it is very important to know the different copyright laws and all the different acts so that you don't have to worry about getting slapped with a lawsuit for copyright infringement. This is a great way to cover your butt. I found a lot of sites out there that are free domain so you can use the images and music without the worry of copyright.
I think that this assignment is a must if students are going to create digital stories. I like that you and your students can publish your digital story through a website that will protect your story and also so that someone else can use your story and maybe adapt it a little, but you still get credit for it.
All-in-all I think that digital stories is a great way for students to do an assignment and also so that students can learn about the different copyright laws and acts and how they protect artists.

VIDCAST

I loved working on and creating this vidcast! It was so much fun. Here are the answers to the questions.
1. The name of your podcast series

This podcast/vidcast series is called The Great Gatsby and gives a brief introduction to the book and the 1920s.
2. The core curriculum that the podcast series addresses
This book is commonly covered in the eleventh grade. The core curriculum that is being covered are 1.3.a-f: Comprehension of literary text, a. comprehend literature by analyzing the use of literary elements across genres and cultures, b. compare plots in works of literature (e.g., plot within a plot, multiple points of view, stream of consciousness), c. compare recurring and universal themes in literary works, d. analyze how culture-the shared beliefs, values, and behaviors of a particular society at a particular time and place- is an element of setting, e. analyze the use of irony, tone, and/or mood, f. distinguish poetic narrative from prose.
2.2.c: Extended writing, c. consolidate and synthesize connections between texts, between texts and self, and different world connections.
3. The rationale behind this particular podcast series (why you chose to do this topic/theme, perceived benefits for students, etc.)
We chose this topic to use in a vidcast because it is a great American classic that gets covered in almost every high school in the nation. We thought that by adding in some poetry with pictures, music and a brief history of the book and 1920s, it would add flavor and fun for the students instead of the regular lecture that most students lose interest in within the first five minutes. It is our hope that the students will be motivated to read this book by watching this introduction.
4.How this podcast connects to the NETS and INTASC Standards (be specific)
potential drawbacks to using this series in your future classroom
a discussion of your future plans for the series
NETS: I. TECHNOLOGY OPERATIONS AND CONCEPTS: Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students).B. demonstrate continual growth in technologyknowledge and skills to stay abreast of current and emerging technologies.
III. TEACHING, LEARNING, AND THE CURRICULUM: Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: A. facilitate technology-enhanced experiences that address content standards and student technology standards. B. use technology to support learner-centeredstrategies that address the diverse needs of students. C. apply technology to develop students’ higher order skills and creativity. D. manage student learning activities in atechnology-enhanced environment.
V. PRODUCTIVITY AND PROFESSIONAL PRACTICE: Teachers use technology to enhance their productivity and professional practice. Teachers: A. use technology resources to engage in ongoing professional development and lifelong learning. B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. C. apply technology to increase productivity. D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
INTASC:
STANDARD 1: CONTENT PEDAGOGY: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
1.3 evaluates resources and curriculum materials for appropriateness to the curriculum and instructional delivery.
1.4 engages students in interpreting ideas from a variety of perspectives.
STANDARD 2: STUDENT DEVELOPMENT: The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.
2.1 evaluates student performance to design instruction appropriate for social, cognitive, and emotional development.
STANDARD 3: DIVERSE LEARNERS: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
3.1 designs instruction appropriate to students’ stages of development, learning styles,
strengths and needs.
3.2 selects approaches that provide opportunities for different performance modes.
3.3 accesses appropriate services or resources to meet exceptional learning needs when needed.
3.4 adjusts instruction to accommodate the learning differences or needs of students (time and circumstance of work, tasks assigned, communication and response modes).
3.5 uses knowledge of different cultural contexts within the community (socio-economic, ethnic, cultural) and connects with the learner through types of interaction and assignments.
3.6 creates a learning community that respects individual differences.
STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES: The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
4.1 selects and uses multiple teaching and learning strategies (a variety of presentations/explanations) to encourage students in critical thinking and problem solving.
STANDARD 6: COMMUNICATION AND TECHNOLOGY: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
6.2 provides support for learner expression in speaking, writing, and other media.
6.3 demonstrates that communication is sensitive to gender and cultural differences (e.g., appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgement of the responsiveness to different modes of communication and participation.
6.4 uses a variety of media communication tools to enrich learning opportunities.