Saturday, April 24, 2010

Wiki Page: NETS 3 & 5

I created this wiki page to add to the collaborative wiki for CSUSM technology students.  The wiki is called CSUSM 2.0 Tools and is a collection of web pages created by students.  Each web page explains a different web tool and shows a sample of the tool.  The tool I chose was an online graphing program called Swivel and is outlined below.  There is also a sample of the chart I created, called "Swivel Chart" in a post on my blog.

Friday, April 23, 2010

Copyright/Internet Safety: NETS 4 & 5

This paper was a collaborative effort among CSUSM students to create a reference document for Internet safety.  The document was created using Google Docs, so that all collaborators had access to update it.  The final document includes the following topics:
  • Identity Safety
  • Cyberbullying
  • Cyber Predators
  • Piracy and Plaigarism
  • Inappropriate Content Guidelines
  • Social Networking
This document will be a great reference for use in my future classroom.


Thursday, April 22, 2010

iMovie PSA: NETS 2 & 3

This is a public service announcement (PSA) I created using iMovie. The PSA focused on "Hate Speech", a recent issue on the CSUSM campus. While working with iMovie, I learned to import video, pictures, and music to the movie software, as well as add voiceovers, text, special effects, and transitions between film/pictures.


Thursday, April 15, 2010

Swivel Graph: NETS 2 & 3

This bar chart was created using Swivel, a free online graphing tool. Swivel is extremely easy to use and follows an Excel spreadsheet format. My future students can use Swivel for collection of data and making charts and graphs. Click on the chart below to go to Swivel.

Monday, April 12, 2010

Journal #9: Playing with Skype - NETS 2 & 5

Weller, T.J. (2010). Playing with skype. Learning & Leading with Technology, 37(6), Retrieved from
This article discusses the value of using Skype to bring experts into the classroom to enhance the learning experience. Skype is a computer software that allows users to video conference with another person or group in a remote location. It is fairly simple to use, and according to the article, needs the following equipment:
  • Computer with Internet (broadband)
  • Data projector
  • Microphones
  • Web cam
  • Adaptors for audio
  • Projector screen
In the article, Travis Weller, a music teacher, decided to use Skype to bring a professional musician into his eighth grade classroom. The musician discussed the music business, censorship of music and copyright laws. Weller was so impressed with how easy it was to use Skype, he and a colleague came up with the idea of using Skype for a live concert.

Weller and his colleagues set up a live concert performed by the eighth grade students and brought in three noted composers using Skype. The format was that each composer was able to provide a short introduction for his own composition. The introductions became interactive and the students and audience gained a meaningful experience.

Ultimately, the author of this article feels that "the teacher is no longer the absolute authority of knowledge in the classroom." I agree with his statement and hope that I can use tools such as Skype to bring enriched learning into my future classroom.

Do I see myself using Skype in my future classroom?

Yes, I definitely see myself using Skype! I think the key is to not be intimidated by technology. My approach would be to learn what is available at my current school or district and start the process. The ED 422 class at Cal State San Marcos has given me the confidence and and willingness to invest the time to complete projects such as setting up Skype.

Are teachers using Skype for global learning?

It appears teachers across the country are using Skype. I went to a few threads on "videoconferencing" on Classroom 2.0 to see what the "buzz" is regarding Skype. I found a particularly interesting thread from a fourth grade teacher looking to collaborate with teachers from all over the country. I was glad to see that teachers are reaching out and using Skype. See this thread at the following link:

Tuesday, April 6, 2010

Inspiration: NETS 1, 2 & 3

Inspiration is an online graphic organizer used to map out and organize ideas and concepts. I used Inspiration to demonstrate projects I have completed which meet these NETS-T standards:

1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital-Age Learning Experiences and Assessments
3. Model Digital-Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5. Engage in Professional Growth and Leadership

Here is a sample of the chart I created using Inspiration.

Sunday, April 4, 2010

Journal #8: Navigate the Digital Rapids - NETS 4 & 5

Lindsay, Davis, J., V. (2010). Navigate the digital rapids. Learning & Leading with Technology, 37(6), Retrieved from

How can we teach digital citizenship with constantly changing technology? This article submits that a digital teacher (digiteacher) must be up-to-date on technology trends, monitor students' use of technology, be unafraid to dive into the digital world, and create a system of student-centered learning. If these factors are present, a teacher can feel confident in overseeing students' digital citizenship.

One way to monitor technology and engage students is the use of an educational network. One example of an educational network currently in use is the "Flat Classroom Project" ( This project encompasses a network of teachers and students that use Web 2.0 tools to collaborate online. In the project, students look at information technology trends and research how it will affect education in the future. All online networking sites used for the project are monitored by a teacher. The Flat Classroom Project also allows teachers to share and collaborate using blogs, wikis (online collaborative networks) and Nings (online networks for specific interests).

One important concept digiteachers struggle to teach their students is that an education network is different from a social network. The Flat Classroom Project teaches students that they need to act professionally and be culturally sensitive. This includes all aspects of their online environment, such as the type of language they use, the avatars (online animated picture of themselves) they use, and the types of information and pictures they upload. When a student uses textspeak or inappropriate pictures in the Flat Classroom Project, the teacher monitoring the situation will take appropriate action. Ongoing coaching is necessary to teach students responsibility and these networks usually have monitoring around the clock.

To monitor students and engage them in an educational network, a teacher must stay up-to-date on the current technology and changing trends through constant research. This knowledge accompanied with continual monitoring should alleviate fears they have regarding students’ online behavior.

Will I utilize collaborative online networks for my students to work with other classrooms? Will I be fearful of poor digital citizenship?

Since I plan to teach elementary school, I would likely use this type of digital learning for 4th-6th graders. If students have a chance to collaborate with other classrooms and hear other points of view and ways of completing projects, they will have a much richer learning experience. I am not fearful of poor digital citizenship. The key is to educate the students up front, have a classroom agreement about our online rules, and monitor.

Will students show good digital citizenship if they are given responsibility for their own educational network?

When students are given the opportunity to show responsibility they really step up to the plate—they feel a sense of importance and usually do the right thing. Additionally, a teacher should always monitor online educational networks, regardless of whether students have administration rights.