techKNOWLEDGE and me

Here's another glimpse into what I've been working on in ED609 to become technology proficient.

Enjoy!





Music Credits:

Deep Solution. (2007). Mad For You (Mettle Deep Mix). Retrieved from the CD titled Shanghai Lounge.

Nobody likes a Cyber Bully

Take a look at this presentation for ideas on how to recognize, prevent and stop Cyber Bullying. It's crucial for each of us to educate ourselves about digital safety.

p.s. Heaps of gratitude on my two lovely partners Evelyn and Patty!

Tech-Tool Talk...

...from a novice. Let me preface this entry by stating that I have never looked at so many Technology Tools in so few weeks. Come to think of it, I don't know that I have looked at so many Tech Tools before ED609. Shamefully, I let my MAC Addict husband talk to me about things that make him go "hmmm" and I decide whether or not the item is worth my time or energy.

Today, I will write about and rate eight Tech Tools that I've used in recent years and recent days. I'd like to thank the good doctor for this assignment as it's never a dull moment in ED609.


Mozilla Firefox is a free, open source web browser operated and managed by Mozilla Corporation. It is often just referred to as Firefox. Personally, I prefer to use Firefox (Fx) as my browser because it is faster than others that I have used and I never have to worry about ActiveX control pop-ups when I'm using it on my personal computer (PC) or on my MAC mini. I can save my tabs in Firefox, but not in Internet Explorer which is another tool that I'll be discussing in this blog entry. I'd recommend this browser over others because in addition to what I've written, several tech articles I've read also indicate that Firefox has better security than other browsers.

SCORE: 5/5

Internet Explorer (IE) is the most commonly-used, free, web browser. As a part of Microsoft, it fully supports Microsoft Window's operating system, so I find that it is very useful for me to use it on my office computer as it is a personal computer (PC) that was designed for Windows XP. I don't like that the ActiveX control pop-ups appear and I haven't determined what sites generate it. I know that IE is the largest web browser used and since so many schools and offices use the Microsoft Window's operating system, I would be remiss to dismiss its use to my students. I do have to say that the upgrades to new versions have caused to functionality issues with my older PC, but I do not have many glitches now that my work PC is desigend for XP. One last note, as I was opening up another tab on IE to look for something else, it malfunctioned and eliminated all but two tabs.

SCORE: 3.5/5

Safari is another free, web browser. It used to be an Apple exclusive, but now may be used on PCs. Like Firefox, it allows me to save tabs and blocks pop-ups on my PC and MAC. The downside is that it doesn't offer a smart toolbar nor does it allow me to customize like Firefox or IE. I would recommend this to my students that are MAC users as Safari seems more MAC friendly than PC intuitive.

SCORE: 3.5/5

is a suite of free, online applications packaged to help you personally or professionally. The three Google products that I use the most fall under the categories: search, communicate, show & share and go mobile. As an educator and student, I would highly recommend the use of Google Apps and its products that allow individuals to create interactive documents, spreadsheets, presentations and websites under its Google docs feature. These facets are great ways for students to work with each other and for their teacher to monitor progress. All a student needs to start is computer and internet access and a Gmail account.

SCORE: 5/5

Zoho is a package of free, online applications provide by its owning company ZOHO Corporation. It touts itself as user-friendly for individuals as well as medium-sized businesses. I like it because it has its own version of office tools (documents, spreadsheets, presentations, etc.) but is still compatible with Microsoft Office products. Like Google apps, it has an interactive feature to its office products. The downside that I've experienced is that despite the ability to set up Zoho in my time zone, the planner reminders came from EST time zone which renders the planner useless for me as EST is a day behind Guam. I would recommend it to my students who have access to computers and the internet because the Zoho office tools are free-of-charge and the suite of information is very user friendly and it supports a myriad of browsers (IE, Fx, Opera, Safari, and Google Chrome).

SCORE: 4/5

SlideRocket is a completely web-based, online presentation application. It is easy to use and is compatible with Google docs, Microsoft PowerPoint and Keynote. As an educational tool, I would recommend this program for individual presentations vs. group presentations. The application does not allow for real-time collaboration online. Only the creator can edit the piece, so unless this person is willing to share his/her e-mail password, the web-based application needs the group to be together physically. The only other downside is that it is only provides a 30-day free trial use.

SCORE: 3/5

Moodle is a free, online Course-Management system (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It is a free web application that educators or institutions like the University of Guam (UOG) can use to create effective online learning sites. To date, I am merely a user as UOG's graduate school uses it. I do enjoy the ability to communicate with my classmates and instructors via blogs, e-mail messages and forums/discussion. It's very useful in that I can access virtually any content information that I want from my instructors and can upload my assignments 24/7. I appreciate the blended learning of face-to-face and online instruction. Since I have not fully used it to create a course, I cannot speak knowledgeabley of this.

SCORE: 3/5

Delicious (formerly known as del.icio.us) is a free, social bookmarking web service that allows its users to view, store, share and discover web bookmarks. It's a great feature in that it is online and if your computer ever crashed like my family's did last week, it would be inconsequential with this site because it's accessible anywhere there is both computer and internet access. This website is now owned by Yahoo! and a simple Yahoo! ID will give you access to creating your own account. If, however, you're just looking for information, you may browse thousands of Delicious.com bookmarks just by going on to a browser. I'd recommend this to my students because of the accessibility, its bundling feature and its networking feature that allows you to connect with other people directly. Users also have the ability to make their site private or public, so access to your site is up to you.

SCORE: 5/5

Blogger is a free, online blog publishing tool by Google. It's accessible, it's easy-to-use and it has a series of templates that one can use to personalize the background for newbies like me. It can be made private or public and if you're savvy enough, you can use Picasa or Hello services to upload pictures. Sadly, I have to use the interal "add image" feature above and for some reason, the image always appeared at the top of the page instead of near the data that I was working on at any given moment. I would still recommend this tool to my students though as with time I expect to become more proficient and there really are a lot of ways to customize one's blog given the time and propensity.


SCORE: 3.5/5

Wooley or Won't She?

“What light through yonder window breaks?” (Macrone, 2007.) Yes, a play on William Shakespeare’s words from one delirious student. Will she or won’t she? Is there an end in sight for this ASSURE model lesson plan? Until recently, these were the questions plaguing this author. It’s never a good indication when a reflection paper is written in the third person, so let me move forward in the first person now that I’ve uploaded my lesson plan.

I struggled with the assignment from the start. Aside from having difficulty figuring out what content I would have my students “count, graph and explain” in the lesson plan, my personal MAC computer crashed just as I was discovering that I am technologically-challenged. I’d never claimed to be tech savvy, but I didn’t realize that I was nearly technologically-illiterate.

To overcome my many challenges, I knew that I would have to start somewhere, so I looked up the NETS*T standards on the International Society for Technology in Education (ISTE) website. I found a connection with NETS*T Standard 1b: Facilitate and Inspire Student Learning and Creativity. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources. (ISTE.org, 2008.) I realized that the MAT/ED609 assignment was given to me with this standard in mind and that I could and would do the same for my students.

It was still a daunting task trying to come up with my lesson plan, but I knew that I had to consider the 3Rs of the 21st Century “Rigor, Relevance, Relationship” (Landon, 2010.) With my ED609 instructor’s approval, I sought to have my students create assessments on public high school graduation statistics on Guam. I had to narrow the focus as my class sizes are small. I chose four specific years: 1968, 1978, 1998 and 2008.

The “rigor” of the assignment was twofold: students would have to find resources that are not so readily available here on Guam for the answers and they had to learn how to implement the assignment on a new media: the digital spreadsheet. Students would collect and organize the data based on a serious of requirements and then chart or graph the information. Students would then present their findings in a group presentation for the class.

The “relevance” of the assignment is that the researchers are graduating seniors of John F. Kennedy High School here on Guam. I thought it would be interesting for them to make this snapshot assessment of people unlike them in some ways, but different in others i.e. wartime, post-typhoon, economic boom, etc.

A look at the “relationship” aspect of the assignment was that is was going be conducted by and with their peers. Many of these classmates would be walking with each other during graduation. Many of them had been schoolmates for four years, but had never sat in a class together until this one.

Oddly enough, as I worked on the 3Rs of my lesson plan, I found myself thinking of this MAT group that I’m working with now. We all emphatically agree that working in ED609 is a rigorous process, but the information is so relevant to the times in which we live. And, I know that the relationship-building I am doing through this class will last me for many years to come.

References:

Landon, J. (February 2010.) 'The three R's' have changed: Relevance, rigor and relationship.

Retrieved June 14, 2010, from naplesnews.com website:

http://www.naplesnews.com/news/2010/feb/17/three-rs-have-changed-relevance-rigor-and-relation/?citizen=1

Macrone, M. (2007). "What light through yonder window breaks?." Brush Up Your

Shakespeare. Cader Company, 1990. Retrieved June 14, 2010, from eNotes.com website:

http://www.enotes.com/shakespeare-quotes/soft-what-light-through-yonder-window-breaks

NETS for Teachers 2008. Retrieved on June 14, 2010 from iste.org website:

http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

A Snapshot Assessment of Guam Department of Education High School Graduation Statistics

Using the ASSURE Model Lesson Plan, my students will create an assessment of the Guam Department of Education High School Graduation Statistics. Spanning the past forty years, students will create a presentation highlighting graduation years 1968, 1978, 1998 and 2008.

The ASSURE model is an Instructional Systems Design (IDS) process that was tailored to help teachers design and develop lesson plans incorporating technology and media into instruction. I will be breaking down the six steps of the ASSURE model in my lesson plan as follows:

Analyze Learners
State Objectives
Select Instructional methods, Media, and Materials
Utilize Media and Materials
Require Learner Participation
Evaluate and Revise

Analyze Learners

My students attend the John F. Kennedy public high school on Guam. They are seniors enrolled in a business/career education course titled STW 400-A: School-to-Work Workplace Readiness. This elective course is a semester long and successful students may earn 0.5 credit. These same students have the option of moving on to STW 400-B: School-to-Work Work Experience.

My third period class is made up of 14 students. There are nine male and five female students. The ethnic mix consists of seven Chamorus, five Filipinos and one Palauan student. The age range is between 16 and 18. Nine students have enough credit to graduate in Spring 2010, three will finish in Summer 2010 and two students will return for Fall 2010 and receive their diplomas in Spring 2011. (See Figure 1. Click on image to increase its size.)

Figure 1.


The socioeconomic level of these students ranges from low to middle class. Only three of the 14 have worked or volunteered outside of school and prior to taking this class. Two of the 14 has expressed an interest in attending a four-year university in the fall semester. The 10 graduates of 2010 will either join the military or enter the workforce.

Each of the students is a proficient English language speaker. Most of the students are visual and bodily/kinesthetic learners, but three of them have a higher-than-average verbal/linguistic intelligence. This assessment was made through a series of multiple-intelligence quizzes and activities done previously in class.

All these students have access to desktop computers in this classroom. Each has used Microsoft Office programs like Word and PowerPoint in this classroom, but proficiency varies. This lesson plan will introduce them to Microsoft Excel and Google docs and using a digital spreadsheet individually and as part of a group.

State Objectives

At the end of the lesson, in our classroom, STW-400A students will be able to:

• Define and explain the terms: statistics, spreadsheet, analyze, evaluate, assessment with 90% accuracy

• Use various media to collect data and evaluate the “report card” of Guam high schools in a specific year with 85% accuracy

• Create a digital spreadsheet to graph data with 85% accuracy

• Develop and deliver an oral presentation on the research data with a group of classmates with 80% accuracy

• Compare and contrast the various years studied in a classroom discussion with 80% accuracy

Select Instructional Methods, Media, and Materials

Instructional Methods
• Formative Assessment/Direct Instruction/Modeling/Discussion: the teacher will distribute blank KWL Charts to each student and ask them to provide ‘what they know’ and ‘want to know’ about spreadsheets. After whole-class discussion of the formative assessment, the teacher will discuss the objectives of the lesson and show the students how to create a digital spreadsheet using the Microsoft Excel 2007 and Google docs program. With the use of a laptop, multimedia projector and projector screen, the teacher will provide a tutorial on the various options of graphing and charting data and how students should organize the information using a spreadsheet. After instruction, students will be able to orally compare and contrast the two spreadsheet programs and determine which program will fit their assignment needs. The teacher will write their responses on the whiteboard using columns to delineate information. Students will complete the ‘what they Learned’ portion of the KWL Chart as a part of their notes.

• Cooperative Learning Groups/Peer Tutoring: the students will be divided into four groups of three or four. The four most computer-savvy students will be the group recorder for his or her respective group. Other group roles will include reporter, timer and materials manager. Students will work together using various individual strengths.

• Guided Practice/Q&A/Hands-on Activities: the teacher will facilitate the process of the CLGs by walking around the classroom and answering questions from the various groups. Students are expected to be actively conducting research or collecting data. Samples of previous digital-spreadsheet work will be made available for students to review.

• Discussion/Brainstorming/Peer Tutoring: Students will be able to discuss within their groups approaches and techniques to take to complete the research and layout of the assignment. Open whole-class discussion will ensue so that students may share ideas and further discussion.

• Hands-on Activities/Discovery Learning: Given the environment and the relevance of assignment, ideally, students will enjoy the kinesthetic and visual applications of learning how to build a digital spreadsheet and charting their information.

Media
• Google docs spreadsheet via http://docs.google.com

• Microsoft Excel 2007 spreadsheet site via http://msdn.microsoft.com/en-us/library/bb758869(office.12).aspx

• Additional internet resource with cheat sheet on Google docs via www.google.com/educators/learning_materials/WR_cribsheet.pdf

Materials
• Computers: Students will utilize the classroom desktops during class time.

• Internet Access: Students will be able to access the sites listed above as well as to conduct research so that they may collect data to complete their assignment.

• Multimedia projector and speakers – Teacher presentation on the lesson will be done on creating the digital spreadsheet and options of using charts or graphs to illustrate data. Students will also use material during oral and visual presentation of the assignment to present the data.

• Appointment Book

Utilize Media and Materials

• NOTE: The teacher will ensure that all equipment and programs are ready to go prior to the start of class. The teacher will have audio-visual equipment reserved at the school’s Media Center for the duration of the lesson and presentations.

• Computers: Students will utilize the classroom desktops during class time. The teacher will use her own laptop. For the teacher’s presentation, the back-up plan is to save information online and on to teacher’s desktop. The students leave a class set of personal thumb drives or portable hard drives that they save information, too.

• Internet Access: Students will be able to access the sites listed above as well as to conduct research so that they may collect data to complete their assignment.

• Multimedia projector with speakers and projector screen: Teacher presentation on the lesson will be done on creating the digital spreadsheet and options of using charts or graphs to illustrate data. Students will also use material during oral and visual presentation of the assignment to present the data.

• Whiteboard with dry erase markers and erasers: Further modeling may be done with projecting the digital spreadsheet on a whiteboard and peer-tutoring or teacher running down list of pros and cons for the two different spreadsheet options for students.

• Appointment Book: Students may book use of multi-media equipment during lunch hour or after school to practice presentations and/or seek assistance from the teacher. Groups will also have at least one specific appointment scheduled with the teacher as the lesson progresses to ensure that students are on the right track.

Require Learner Participation

The two-week assignment is to ascertain information on the graduating classes from Guam public high schools in the years 1968, 1978, 1998 and 2008. Each group will be given one specific year to research. Students need to take the information and create a digital spreadsheet with the information. The students will make individual group presentations that use graphs and/or charts to organize and illustrate the information. Key ingredients for research must include, but are not limited to the following demographics:

• Gender

• Ethnicity

• Student Enrollment at the beginning of the School Year

• Number of Graduating Seniors (Spring)

• Number of Public High Schools

• Outside factors i.e. natural disasters, war, workforce options, etc.

The entire lesson plan is designed to engage students from the start. Formative assessments are a great way to transition the kids into a new topic as individuals and as members of the class. Modeling the assignment and allowing the students to work in CLGs on Hands-On Activities and participate in small group and whole-class discussions are good methods of ensuring all students are sharing in one form or another. Delegating different roles to each member of the class provides a sense of belonging and responsibility – one for all and all for one.

Evaluate and Revise
Hindsight is 20/20. In the future, I will give students the option to use Google docs spreadsheets or OpenOffice.org spreadsheets because the two are interactive. The Microsoft Office Excel site is informative, but quite text-heavy and busy.

The assignment itself is interesting and relevant to this age-group as they are all preparing to graduate within the year. I would extend the assignment another week and plan weekly meetings with my students vs. one mandatory meeting to see group progress. I would also schedule mandatory group meetings outside of class time to keep students on track. Another consideration would be to assist my ELL and Special Needs learners.


References:

Chapter 1: An Introduction to Excel Services. Retrieved June 10, 2010 from


http://msdn.microsoft.com/en-us/library/bb758869(office.12).aspx


Google Docs. Retrieved June 11, 2010 from http://docs.google.com


Heinich, Molenda, Russell, Smaldino. (1999) Instructional Media and Technologies


for Learning . Retrieved June 9, 2010 from http://www2


.unca.edu/education/edtech/techcourse/assure.htm


Teacher Crib Sheet for Google docs. Retrieved June 9, 2010 from


www.google.com/educators/learning_materials/WR_cribsheet.pdf

Thinking Outside the Box...

It’s crucial to think outside the box as a teacher to ensure success for all students. I wholeheartedly embrace the concept that a good teacher plans. I know that failing to plan is a plan to fail. However, I was enlightened by the amazing achievements that Assistive/Adaptive Technology afforded the students in the Edutopia and YouTube videos shared by Dr. Cyrus in class on Tuesday, June 8, 2010.

On Guam, Assistive/Adaptive Technology (AT) also provides great progress for our students with special needs. The Guam Department Of Education (GDOE) Lesson Plan includes a portion for teachers to prepare and include Modifications/Accommodations for Special Education students in the classroom. I only have two school years under my “teacher’s” belt, but I have been fortunate enough to work with a few special-needs students. Here is what has worked for me, thus far.

After reviewing a student’s Individualized Education Plan (IEP) with his or her Consulting Resource Teacher (CRT), I’d make the necessary modifications and/or accommodations to my lesson plans. To date, I have found success in using one-to-one direct instruction along with simplified instructions. I am fortunate enough to have enough computers for all my students in my classroom. So in addition to the traditional pen and paper options, my students’ assignments may be submitted via e-mail or saved to a thumb drive. In addition to CRTs, I also involve my students’ parents to illicit support and provide an understanding of what the requirements are for any given assignment. Students and parents alike are given my cellular number and e-mail address in the event someone needs to reach me outside of school hours.

While the students I have had do not mirror the needs of Edutopia-featured students Lukas or Susanna, peer tutoring and/or cooperative learning groups (CLG) have been helpful in and out of my classroom, too. Setting up the right grouping of students has been and will be crucial to benefit all my learners. An example of a winning combination is when technology coupled with a CLG allowed a special-needs student to submit computer-generated artwork or a presentation piece that was orally presented by his partners to the class. The special-needs student worked the computer and multi-media projector for his team. All group members contributed to the project using their various strengths. Students were assessed based on a rubric for individual work as well as group work.

Evaluation of an assignment is dependent on a Special Education student’s IEP. Making modifications or accommodations to the lesson plan must be done on a case-by-case basis. Measuring success of an activity depends on whether or not a student was able to complete the objectives and tasks as assigned. I often survey my students on various assignments or activities throughout the year for input. Like most teachers, I’ve found success in some lesson plans and the need to revise instruction and activities in other situations. Alas, what’s good for the goose is not always good for the gander. Ultimately, thinking outside the box, building rapport with my students and involving parents is a great path to progress in and outside the classroom.

Reference:

assistiveware, (2007, May 30). One Thumb to Rule Them All [Video file]. Retrieved


from http://www.youtube.com/watch?v=2BhHwk9

Ellis, K. (2005, February 2). Assistive –Technology: Enabling Dreams. Retrieved

June 10, 2010, from Edutopia.org website:

http://www.edutopia.org/assistive-technology-enabling-dreams-video

Technology Woes...day two

...attitude is everything...

I 'd be lying if I didn't say that I am a bit anxious about my ignorance of technology, but I am determined to have an attitude of gratitude:) I will certainly know more when I leave this class than when I entered it earlier today.

On day one I created a new delicious address, feel free to check it out.