Week 14

1. I read, “Fighting Internet Filth,” by Mario Hipol Ensign, Aug 2005 and completed assignments 2-4

2.
Video Resources:
Angela's Experience" about how to handle Internet harassment appropriately; kid-friendly
"The Child Predator Fear" about online predators and how they target individuals
Faux Paw the TechnoCat" about how to be safe online. It is a very kid-friendly website that describes to kids what is bad and good online and what to do if something happens.
"Cyber-bullying: You Can't Take it Back" this was about rating girls as hot-or-not
"Amy's Choice" was about a 15-year-old girl who left home to meet with a man she met online and what happened to her
"A Revolution in Classrooms and Social Life" about how students are using technology to cheat. Teachers need to be aware of what students are doing. Also, used for social networking.
"Cyberbullying" about a child who was incessantly bullied online and committed suicide
“Self-Expression: Trying New Identities” How teens are publishing themselves and are trying new identities. How teens find it addicting. "Online Chat Begins At Home" about parent-child communication
"Grooming Gracie" about online predators


3.
In watching and reading these stories about what people were doing on the internet, I never realized how addicting the various internet sites are to individuals. In the “Self-Expression” video she compared it to something that meant the most to her and that it killed her that it was taken away. She compared the Internet site to her own personal world and she was so emotional distraught when she had to give up her website about herself and how she hated losing that attachment to people that constantly would give her compliments. Also, I never realized how big of a problem cyber-bullying is or could be. There were examples in the videos that one comment turned into a fight at school where physical harm was done to students. Other videos explained how through the internet false relationships were formed and due to the bullying, a young boy committed suicide because of another students comment. I think what hit me the most is the subtle problems that are happening with students. I have heard about internet predators and things like that, but the bullying really took me off guard and shocked me.

4.
For my doing experience I talked to my 15-year-old younger sister to find out what she knew about internet safety. I was really surprised at how much my little sister knew about the problems that are occurring on the internet. She said that she was really careful about what information she puts out on websites such as Facebook, and that she never gives out personal information to anyone, unless she already knows them from school, church etc. I asked her if she didn’t know someone if she would add the friend on the website, and she would say no. She said she would wait until she found out how she knew that person or would just ignore them in general.
What scared me when talking to my little sister were the stories that she told me about things she had heard in her high school that people were doing in high school. The way she talked about it so casually, because it happened so often really took me off guard. She said that it happens so often in her group of friends that in conversations she often has to leave to avoid hearing about things that are done and said on the internet. I shared the talk by Elder M. Russell Ballard, “Let Our Voices Be Heard” and I think there is a really good chance that she will read it. I told her about how the internet is not a negative thing, but used for the wrong purposes can destroy lives. It was an amazing talk and discussion and I really appreciated my sister’s willingness to talk about the internet and the dangers of it. I think my sister will keep staying away from dangerous internet sites, and even talking about them in school.

TPACK Project - Report

Lesson Plans

Math Lesson Plan

Shared Reading Lesson Plan

Science Lesson Plan

PLE week 10

The most important thing that I learned from watching these three videos is that technology is such an effective way at aiding/facilitating a students learning in a classroom. In these videos students were able to use their previous knowledge on how to present information, but through the use of technology they were able to make it more engaging and user friendly. In Brown Bear, Brown Bear the students were able to express their ideas through drawing that represent ideas, follow/create a pattern, and make classifications all through the use of technology. The slideshows were easy for the students to make and it was fun for all the students to see each others work. My favorite movie to watch was the use of “spidercams.” I thought it was really neat to see how using a web page students from another state were able to see what a class was learning and studying and students were able to share their ideas. From using e-mails, kids were able to bridge the distance barrier. Additionally, I liked how students used video cameras to document their findings. In the habitat video, I thought using the CD-ROM was really valuable in the lesson. Students were able to explore many different aspects of a habitat such as how organisms can change their environments, what an adaptation is, and how adaptations help organisms meet their needs. Using technology is fun for students to use in a classroom and makes learning that much more enjoyable.

Week 9

When I first entered the classroom I was taken back by the amount of technology in the classroom. Every day a certain group that rotates throughout the week does phonics assignments on the computers in what they call centers. They use the program Starfall for their literacy. In my classroom we have a promethium board and a projector that I use for Math and to incorporate the arts and to make learning easier for the students. I also love how they have a traveling computer lab every Friday that the students are able to work with. They are learning how to use MACS and are more comfortable with technology than I was in 1st grade. The students also love to have play time on the computers where they can explore the many various tools on the computer.


I have completed both the midcourse evaluation and the informed consent

Comments

I commented on Stephanie's, Jessica's and Cassy's videos.

Response to Technology with Science (Week 8)

This week taught me a lot about the many different options there are in using technology with Science. I not only learned how to use the various tools, such as the Digital Microscope, Digital probes, Kidsperation, and Stellarium but also how to use the tools in adjusting lesson plans for different grade levels. While I was creating the voice thread, I thought it really useful for students to be able to display what they have learned. In creating a voicethread students are more responsible for their own learning and have a motivation to do a well done project because parents and other students will see their work. Also, voicethreads are useful because as a teacher, I could create a voicethread for a back to school night or something to show parents what we are doing in science. Voicethreads allow for teachers to be specific in what they are teaching and bring a motivation and excitement to the subject they are teaching. The technology is not hard to use, but just takes time at first to know all the extra gadgets they possess, which could be used in aiding in the learning of students.

Phases of the Moon Presentation

Science Challenge Plan

Rebecca Peek
Ali Balls
Meagan Miller

Content
Standard 1
Students will understand that the appearance of the moon changes in a predictable cycle as it orbits Earth and as Earth rotates on its axis.
Objective 1
Explain patterns of changes in the appearance of the moon as it orbits Earth.
Identifier
a. Describe changes in the appearance of the moon during a month.

Pedagogy
Observing: given a blank calendar students will track the phases of the moon for one month
Predicting: students will make predictions of what the moon will look like on various days of the month
Acquiring and processing data: students will fill out calendar by sketching the phases of the moon as they observe it
Analyzing data: students will create a complete visual representation of the phases of the moon

Observing, predicting, acquiring and processing data, and analyzing data will be a good fit with the content because they will aid the students in learning the phases of the moon. As students make predictions about the phases of the moon, students will be more accountable for their observations and how it relates to their hypothesis. As they acquire, process and analyze data they will better understand how the moon changes in appearance throughout the month.

Technology
• Kidsperation: This allows students to create concept maps, which will be useful in analyzing the phases of the moon.
• Stellarium: This allows students to look at the night sky from anywhere on the earth at any time. This will be perfect for analyzing the phases of the moon and making accurate representations of what each phase looks like.

Science Activity:
We will be having the students use Stellarium to observe the moon each night. They will be given a blank calendar and will be assigned to sketch the appearance/observation of the moon each night for one complete month. Throughout this month they will also be creating concept maps through the use of Kidsperation on which they will make predictions concerning the phases of the moon. At the end of the month they will analyze the concept maps and compare and contrast them with their own sketches from the calendar. They will also create a complete visual representation of the phases of the moon.

Response on Tour in Classrooms

After creating my own Google earth tour I think that there are many benefits of using the tour in the classroom. One of the benefits are the many options for the layers on Google earth. From just reading text or looking at pictures, students could not use the ruler tool, or the 3D building or street view applications. Students are able to explore the sites and really visually see what it looks like or interact with the location through Google earth. Google Earth also lets the teacher put links to additional websites for students to view etc. Students can read what the teacher put for the information, but also view additional resources the teacher posted. Some of the downsides of Google earth is how time consuming creating a Google earth tour can be to make. If a teacher is spending so much time creating a tour, using other resources might have been more time efficient. If the students were to view tour individually, students would have the responsibility of understanding the information of the tour more independently then if they were having whole class instruction.

Views of Tours

Vuctoria's http://victoriamae83.blogspot.com
Ali's http://alliatbyu.blogspot.com
Cassy's http://ipt287cassy.blogspot.com/

Google Earth Tour

Ali Balls and I did the tour together. Here is the link.

Google Earth Tour

5th Grade Social Studies

Standard 2: Students will understand the chronology and significance of key events leading to self government

Objective 1: Describe how the movement toward revolution culminated in a Declaration of Independence

Indicator a: Explain the role of events that led to declaring independence (e.g. French and Indian War, Stamp Act, Boston Tea Party)

Location	Activity Description	Google Earth Content
1. Carpenters Hall, Philadelphia, Pennsylvania	Please click on the link and read about the first Continental Congress. We all have "grievances" about something. Make a list of grievances you have about the set up of our classroom. (i.e. I demand longer recess.)	Read information on First Continental Congress on link http://www.ushistory.org/declaration/revwartimline.htm

Location	Activity Description	Google Earth Content
2. Lexington, Massachusetts	Look at and measure the distance of Paul Revere's ride.	Read information on Paul Revere's ride on link http://www.ushistory.org/declaration/revwartimeline.htm
3. Valley Forge, Pennsylvania	View photo of Valley Forge.	Read information on George Washington's encampment at Valley forge on link http://www.ushistory.org/declaration/revwartimeline.htm
4. Boston, Massachusetts	Write your own account as if you were a participant of Boston Tea Party on class blog.	Read "Account of a Boston Tea Party Participant" on link http://www.ushistory.org/declaration/revwartimeline.htm

Location	Activity Description	Google Earth Content
1. Bunker Hill, Massachusetts	View photos of Bunker Hill. Write a letter to your parents as if you were a soldier fighting at Bunker Hill. View example on link.	Read information on Battle of Bunker Hill on link http://www.ushistory.org/declaration/revwartimeline.htm
2. York, Pennsylvania	How many Articles are there in the Articles of Confederation? What does the word "united" mean to you?	Read first three Articles of Confederation on link http://www.ushistory.org/declaration/revwartimeline.htm
3. Independence Hall, Philadelphia, Pennsylvania	How many signatures are on the Declaration of Independence? Practice your own signature as if you were a signer of the Declaration of Independence.	View Declaration of Independence on link http://www.ushistory.org/declaration/revwartimeline.htm
4. Third Street, Philadelphia, Pennsylvania	If you were a writer during the Revolutionary War, what do you think would be the most important things to write?	Read about and view Common Sense by Thomas Paine on link http://ushistory.org/declaration/revwartimeline.htm

Ali and I decided to do our tour on the Revolutionary War because it was such an altering event in the United States History. Students need to better understand the history of our country, and the events that lead up to one another. Google earth lets students have a more hands on experience in seeing the location of each event and the pictures that relate to each event. By letting the students click on each event, they are able to read about the event, see where it occurred in relation to other events, and participate in activities while viewing google earth.

Video Responses

I watched and commented on Brittney’s, Cassy’s, Ali’s, Brook’s, Rebecca’s, and Jessica’s videos.

Story Telling Challenge

The hardest thing about doing this with my students would be having the students be following the step by step instructions of adding pictures, music, audio etc. When I was doing the project, at times I had to step back, and remember if I was editing a certain slide or what I wanted it to do specifically. Photostory is very user friendly, but due to the age of the students they may have problems with the timing of pictures or when to stop recording their audio. Also, in creating a storyboard, students may have difficulty writing out exactly what they want to say.

Story Board

Week 3

From my experience with TPACK and understanding what means, I have come to the understanding of the various ways technology can be used in the classroom. In every classroom no two students are going to learn the same way and through understanding TPACK, and how there are two types of technological tools, content-domain and pedagogy, a teacher can use both methods to increase not only content knowledge but the relational thinking of a student. Students may learn from databases or computers, but by also incorporating pedagogy, students are able to see how the content knowledge would help them and they can apply concepts to what they see in experiments or hands on activities. Teachers need to have this knowledge because they have to learn how to teach to the individual, not just the group. Some students will learn by specific tools better and faster than others and if a teacher knows how to use both tools, not only procedural, but relational thinking of students will occur. Teachers will also be able to evaluate how much of the concept the students understand by having the students apply their knowledge in activities, or pedagogical assessments.

Week 2

For this week I thought the most useful thing I learned was to create a wiki page. At first when I was creating the page I did not see the usefulness of it, but as I continued creating various pages for different topics, I saw how by using a wiki page both students and parents can interact with the teacher. The students are able to learn more about the teacher and the parents can have a constant update on what the class will be learning about or have learned about. Teachers can also keep the topics organized by creating various posts/pages. In using Wiki students also become technology savvy in learning how they can post projects and things they have done on a website.

Asynchonous Video Message

Synchronous Video Message

Technology Background and Experience

Growing up, I have been proficient with technology and any assignments that were given to me. Luckily, my Father works for IBM and has always been there to answer questions that I have about computers and how to perform a certain task. I like working with technology, it is just a little intimidating to me. I have never had a blog or anything like that, but I would like to one day. I use the basics on a computer such as Word, PowerPoint, Photoshop etc. I am excited to learn new methods of how to teach with technology.