Thursday, December 3, 2009

When I first started this class I was immediately was intrigued by the “Did you know?” video, however, I felt extremely overwhelmed. I thought it was completely unnecessary to have all of these account and etc. and didn’t see the point of it. I dreaded assignments, but when I finally understood how to accomplish them, I enjoyed them. Every week I gradually began to put together everything I learned and understand the significance of all the technology. I use my accounts everyday, and I can’t even remember what I would do without them! Especially delicious, I love organizing all of my resources. Also, I have learned so much from social networking with teachers; twitter has given me numerous resources and ideas.
This class has taught how to be the teacher I want to be. It has taught me so much about social networking and growing as an individual. I always thought I was “up to date” with the current trends and etc. but I quickly realized I had been just stuck in my “old ways” myself! I was scared of technology and I didn’t even know it. Yes, I had a computer, a cell phone, etc. but I didn’t really utilize them for all that they were worth. I automatically just avoided learning and experimenting with new websites because they were foreign and confusing. I am thankful for this class because it forced/pushed me to face my fears and embrace the unknown. Although it took some time, I gradually feared less and less. This class has changed my entire perspective not only on my professional career, but my personal life as well. It’s amazing how much I learned.
Wednesday, November 18, 2009
Digital Divide

The digital divide is one of the main reasons/excuses for why technology isn’t being implemented into the classroom as much as at could/should be. It is nearly impossible to overcome the gap outside of the classroom including socioeconomic reasons and etc, but such a point makes a teacher’s job that much more important in the effort of trouncing the digital divide in education.
I think it is imperative that I ensure my students have digital access. As a teacher, it is my job to prepare my students for the future. How can I successfully do that without technology? The world is becoming more and more digital everyday, and in order to be successful in today’s society, you need to have a form of digital literacy. The need for digital literacy is only increasing with time, not decreasing. Libraries are turning into Internet spots, e-mails are replacing mail, relationships are formulating cross-country, and text messages are more common than phone calls. With more resources available, and time and distance perishing in the dust, teaching and learning has taken on a new image through technology. Why would I teach my students with outdated materials, limited resources, and insufficient information?
I believe the first step in bridging the digital divide is ensuring that school funds are distributed equally and fairly. This is a very easy and attainable step. I have a first hand experience in seeing the obstacle of the first step. My first Practicum placement was at Howard Bishop Middle School, NOT in the Academy. It was astonishing to see how school funds were allocated. In personal reflection, it was very apparent that the Academy program was the top priority, leaving the rest of the school with “leftovers.” Comparing the demographics of the Academy population to the rest of the schools population revealed an even more troublesome trend: the Academy’s student body was composed significantly with students from higher socioeconomic backgrounds while the non-Academy student body also had a much larger minority population. I feel like such school qualities only further perpetuate the divide.
The next step is demanding digital literacy by educators. This is a little bit more difficult of a step, but one that can be attained. Administrations and school districts should require teachers to acquire necessary technological skills in order to utilize the benefits of technology as a medium in the classroom. The aim of education will forever remain the same: create a civic, educated, and INFORMED generation. Just because technology changes the course of the goal, the aim remains the same regardless.
Unfortunately, the next step is the most difficult to overcome. Not all schools have the sufficient technological resources for teachers to use in the classrooms. I believe that with time, this becomes less of a problem because technology resources are becoming more affordable with developments, however currently that doesn’t matter. This step is a perfect example where teacher leaders are important. Teachers should look for unique ways to overcome the lack of availability. Personally, if I was in a school without computers, TVs, etc, I would work really hard to try and attain such. I could go to garage sales or check eBay. I’d even try contacting manufacturers at the source. You’d be surprise how many “old models” are tossed aside for new and shiny ones. I’d also make sure to schedule a significant amount of computer lab time if possible. I’d even try hooking up with a local library or something similar to create after school programs that could provide Internet and computer access for students. I’d further try to implement a bus program that could arrange for transportation and etc. to and from such programs. Basically, I would try my best to make sure students had access! There are free, cheap, and affordable ways that can help diminish a lot of the issues for the digital gap. The problem is, there are not enough teachers who seek to find them, and too many who just sit on their laurels.
I spent a lot of time researching how other teachers attempt to bridge the digital divide in their classrooms. A lot of the resources I found were on “how” to bridge with implementation strategies and etc, not so much strategies for overcoming technology in terms of accessibility. However, I did find a few creative ideas and attempts for the later. John C. Dvorak is a technology commenter, and although he is not a teacher, he did write about an interesting suggestion for attempting to bridge the digital gap. He suggests the idea for schools to build their own computers from components. Parts from old machines can be salvaged and the students can build new machines inexpensively at the school. “Make it a yearly project for various classes, giving students some understanding of the components and how they work together.” The University of Louisville is the first university to make a real attempt to try and diminish the digital divide. The school joined a statewide program to bring computers to the homes of Kentucky middle schoolers, agreeing to donate its surplus computers to Connect Kentucky's No Child Left Offline project. The effort of the program is to place refurbished computers in the homes of children who have little access to technology. Christopher D. Sessums discusses teacher complacency for the digital divide. He discusses how teachers should take responsibility. Mindanao Teachers and Students Bridge the Digital is an article that discusses efforts that aided reducing the digital gap in Mindanao, as well as suggests ideas for reducing it by “sustainability plans” that are geared towards creating sufficient funds. Barbara Schroeder is a teacher who discusses the lack of Internet access in schools as a source for perpetuating the “digital underclass.” She suggests some Google sites that can overcome the obstacle, but argues for a reform as a whole.
We need people that care enough to embrace change, are passionate enough to put in the extra effort, are creative enough to try new things, and are informed enough to put the best foot forward. We need teacher leaders.
Monday, November 9, 2009
Teacher Leaders
Teacher leadership is where a teacher becomes far more than an educator... they become an active role model in both their classroom and their community. A teacher leader takes action and contributes to the environment around them, not only lending a helping hand to students but to colleagues and neighbors as well. They are “doers,” they see a brighter future and they don’t just stand by waiting for it to happen, they devote themselves to ensure it only gets brighter. Teacher leaders aren’t just teachers who are also school coaches and club sponsors, they are active community members and students themselves, learning and contributing more everyday.
The first resource I read described what a “good teacher” was and how to become one. I thought it was interesting how it stressed that teachers should attend professional development workshops. From personal experience with teachers who aren’t “up-to-date” or who don’t even have the desire to be, I think it is extremely important to continue your professional development: classrooms are changing in demographics, instruction, and resource. The article also focused on expanding out into the community, taking on leadership roles and contributing outside of the classroom. http://www.ed.gov/pubs/TeachersLead/support.html
This resource emphasizes developing teacher leadership skills. It describes the lack of opportunities for upward growth in the teaching world; proposes that there are alternative ways to achieve this upward growth by involvement outside of the classroom. http://www.edutopia.org/teacher-leader
How can we encourage teachers to actually become "teacher leaders"?
The first resource I read described what a “good teacher” was and how to become one. I thought it was interesting how it stressed that teachers should attend professional development workshops. From personal experience with teachers who aren’t “up-to-date” or who don’t even have the desire to be, I think it is extremely important to continue your professional development: classrooms are changing in demographics, instruction, and resource. The article also focused on expanding out into the community, taking on leadership roles and contributing outside of the classroom. http://www.ed.gov/pubs/TeachersLead/support.html
This resource emphasizes developing teacher leadership skills. It describes the lack of opportunities for upward growth in the teaching world; proposes that there are alternative ways to achieve this upward growth by involvement outside of the classroom. http://www.edutopia.org/teacher-leader
How can we encourage teachers to actually become "teacher leaders"?
Tuesday, November 3, 2009
The human network basically is how technology has transformed the way people interact with one another. Communication has gone under drastic transformations. Like the Cisco commercial says: “people subscribe to people, not magazines,” “moments are captured and recaptured.” People are able to witness first hand and time and distances no longer provide barriers for people to stay connected with one another. It’s pretty incredible the things we have available for us now. A networked student has the ability to learn by communicating with resources all around them through the avenue of technology. Millions of resources are at our fingertips! Digital literacy is important for the network student because it allows them to utilize all of the technological tools that allow them to “network.” For example, you can’t just open a computer and automatically know how to use Skype. Also, I think digital literacy should include safety and the ability to distinguish what information is appropriate/factual. I can personally say I didn’t know how to determine the contents and legitimacies of websites until I took this course.
All of these technologies and resources have shifted the role of the teacher in the classroom. Teachers are becoming more of “guiders” who lead students on the right track, and sometimes even learn alongside of them. I personally can see myself taking on this role, but I feel like it might take sometime. Students need to be prepared to play their part as a “networked student” as well. A teacher can expand, motivate, monitor, and focus students, but students should become researchers of their own. I think that this shift will someday encompass a majority of classrooms…imagine how much more our society will learn! Learning would be a continuation, not an achievement/assessment.
Here’s a website I found dedicated to network learning.
“Struggling for a metaphor for change”
Connectivism
George Siemens (creator) “Connectivism networked and social learning « Radicalization of Education Reform Struggling for a metaphor for change In a Skype conversation with Tony Karrer last week, our attention turned to change. My weekly elearnspace newsletter/ blog is an eight year running attempt to capture and briefly explore the impact of trends from numerous fields on education and training.”
All of these technologies and resources have shifted the role of the teacher in the classroom. Teachers are becoming more of “guiders” who lead students on the right track, and sometimes even learn alongside of them. I personally can see myself taking on this role, but I feel like it might take sometime. Students need to be prepared to play their part as a “networked student” as well. A teacher can expand, motivate, monitor, and focus students, but students should become researchers of their own. I think that this shift will someday encompass a majority of classrooms…imagine how much more our society will learn! Learning would be a continuation, not an achievement/assessment.
Here’s a website I found dedicated to network learning.
“Struggling for a metaphor for change”
Connectivism
George Siemens (creator) “Connectivism networked and social learning « Radicalization of Education Reform Struggling for a metaphor for change In a Skype conversation with Tony Karrer last week, our attention turned to change. My weekly elearnspace newsletter/ blog is an eight year running attempt to capture and briefly explore the impact of trends from numerous fields on education and training.”
Thursday, October 29, 2009
Tuesday, October 27, 2009
Thursday, October 22, 2009
We're all Americans!

Title: We’re all Americans!
Area of service: Civic Responsibility
Grade level/setting: 9-12 grade
Subject area: Civics/Government
Unit Description:
➢ Students will begin the lesson by learning about the September 11th terrorist attacks in class. They will watch video clips of a few different stations news coverage of the actual attacks; discuss personal feelings/emotions about the event including how they perceived the reactions of central adult figures in their lives.
➢ The class will then be divided into groups of 5-7 students. Each group will be have a designated newspaper publisher (for example, The New York Times.) Each group will then research newspaper articles that were released by their specific publisher for the week following the September 11th attacks. The students will then analyze the articles, pulling out the main ideas and schemes of the articles. As a group they will hypothesize what influence the articles had on the public, as well as how the articles may be used to represent the common attitudes and feelings of the public following the attacks during that time.
➢ Each group will present their findings; students will compare and contrast main ideas in a class discussion organizing the information into an overall summary incorporating each group’s key concepts.
➢ Students will create a questionnaire about the 2001 Patriot Act, including the following questions: what are the basic ideas that it is aimed at, when was it implemented, why was it implemented, who was affected, when was it removed, and why was it removed. The questionnaire will also include personal questions such as: age/sex/ethnicity, do they know anyone Muslim, how do they feel about Muslims, did their feelings change after September 11th, how do you think Muslim people should be treated in America, and do you agree or disagree with the government’s policies following September 11th, including current immigration policies.
➢ The students will then interview various members of their neighborhood and community using the questionnaires they created. They will use their findings to discuss current public awareness, or lack there of, of the Patriot Act, as well as common attitudes regarding Muslim-Americans. Using their findings they will critically discuss as a class what the common themes are.
➢ Students will continue their project by reading a trade book called Ask Me No Questions by Marina Budhos. The book is about a teenage immigrant from Bangladesh and her life in America following the September 11th attacks. After reading the book, they will incorporate their findings to critically analyze and hypothesize about the current public perceptions of the Patriot Act; what implications the terrorist attacks had on Muslim-Americans lives.
➢ Finally, each student will create a Podcast of a mock Public Service Announcement addressing the implications of the Patriot Act and what it had on the lives of Muslim Americans. The Podcasts should be approximately 5-10 minutes long, including information gathered from their newspaper article research, their interview findings, as well as personal reflections.
➢ The goal is for students to gain a better understanding of some of the common obstacles Muslim-Americans face, as well as highlight common negative treatments they receive due to misinformed/uninformed public perceptions/beliefs.
➢ Students can use their newly gained understandings to help shed light to these common misconceptions and help spread public awareness and acceptance.
➢ For a celebration the class can have a cultural party at the end of the unit based on popular Muslim culture. Students can bring in traditional Muslim dishes and music, and they can even dress in traditional attire.
Sunshine State Standards:
➢ SS.912.C.2.5: Conduct a service project to further the public good.
➢ SS.912.C.2.7: Explain why rights have limits and are not absolute.
➢ SS.912.C.2.2: Evaluate the importance of political participation and civic participation.
➢ SS.912.C.2.8: Analyze the impact of citizen participation as a means of achieving political and social change.
NET Standards:
➢ Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
➢ Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
➢ Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
➢ Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
➢ Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Technologies/Web applications:
➢ Video equipment- viewing of news clips pertaining to the attacks on September 11, 2001.
➢ Internet search engines- research for newspaper archives to find newspaper articles published the week following the attacks
➢ iMovie or other video editing software: Podcasts for students to create mock Public Service Announcements
Assessment:
➢ Students will be assessed on participation in class discussions, as well as their contributions to questionnaires.
➢ Students will be assessed on their behavior during interviews by analyzing the data collected.
➢ The Podcasts will be the main assessment tool. Each student will have to create a Podcast of a mock Public Service Announcement addressing all of the information they gathered during the lesson. The length and detail of the Podcast will demonstrate what the students gained and how well they perceived the goals of the lesson.
Article about Being an American Muslim since September 11, 2001
Monday, October 19, 2009
Conspiracy?

Social technology would definitely change history as we know it…immediate updates about world news and events would have had enormous implications on a bulk of the major historical events throughout history.
I personally think the JFK assassination would have dramatically changed from social technological sites such as twitter and etc.
Imagine that is was Friday, November 22, 1963 at 12:25pm. Thousands of Texans have their iPhones, Blackberrys, digital cameras capable of snapping 1,000 frames per second, or whatever technological handheld computer out now days…all ready to snap a picture and prove they were within the close proximity of the highly popular JFK. Before they know it, they hear loud gunshots and witness the mayhem of observing the assassination of the 35th president of the United States of America. “Witnesses” in Dealey Plaza would have immediately tweeted what they believe they saw, uploaded images they incredulously snapped, and/or recorded personal videos about the outrage they felt…everyone having wanted to establish his or her part in such a historical time. The whole conspiracy would have had an entirely new twist, if one whatsoever. Not to mention, an enormous amount of discussion groups/debates would have emerged, and I feel like the government would have had a lot more questions to answer/ “cover up.” Would a ten-month investigation of the Warren Commission have been avoided, or prolonged? Would the outcome of the 1966 poll amongst the American public regarding the findings against Lee Harvey Oswald have changed? Increased public awareness and attention through means of twitter and etc. could have had am enormous influence over results. Would there have been such a huge conspiracy if all of this digital technology existed? Would we have a better understanding of what happened that gloomy day in American history?
Monday, October 12, 2009
"Whateva, whateva...I do what I want!"


I was a little weary to watch a half hour video, but I must admit I was pleasantly surprised. I thought Wesch brought up a lot of interesting points and he kept me entertained throughout his presentation. His comparison of the “what-ever” was brilliant and I really enjoyed it. I particularly enjoyed watching the later part of lecture where he showed examples of “heroes” on YouTube. It was extremely interesting reading the different “palm sayings.” His description of the “self” in self-networking and “context collapse” was intriguing too, “presenting different versions of oneself.” When thinking about my own personal experience, I can agree that I take a lot more time and thought in what I put on the Internet because it available to a large audience.
If safety measures are taken into account, I think social networking could definitely have positive implications in education. It promotes students to produce their best efforts while also creating better communication and diversity.
After watching this video I definitely added to my definition of social networking. I had thought about the quickness, the availability, the diversity, and even the connection of Internet social networking before, but I had never really thought about the new language. This new shift to Internet social networking is definitely creating a new language based on the shear fact of the new self-awareness and etc. that the Internet creates.
I also enjoyed his references to the YouTube debates because I remember thinking the same thing when I watched them…that the TV combination part to the debate made the YouTube part pointless really. They could have better utilized that, but at least it’s a start.
What do you predict will be some other ways politics will use social networking in the future? And do you think this will increase political involvement by America’s youth? Will it affect the voting patterns, and if so, can Internet accessibility play a role?
Monday, October 5, 2009
Blog #5
Eric and I began our search for a Sociology-related topic, and ended up with a Civic based idea. As we researched, our ideas developed into a Religious/Political focus, particularly in modern times. A majority of the Podcasts we found pertain to religion and how it is accepted/unaccepted in society, as well as its role in major political policies/events.
1) Roger Scruton on freedom of religion 1:20:03
2) Religion and Politics in the 2008 Election 50:24
3) Susannah Heschel, Professor of Religion, Dartmouth College 7:29
4) Geography of Religion: Animism (May 15, 2007) 1:51:08
5) Conversations with History: Freedom of Expression Tolerance and Human Rights with T.M. Scanlon 53:48
6) "Political Participation and Building Tolerance: The Iraqi and Afghani Women's Experience," by Shirin Tahir-Kheli, PhD 29:05
7) David Pilgrim, Chief Diversity Officer and Professor of Sociology, Ferris State University, Big Rapids, Michigan 7:25
8) The Role of Christians in Sociology 6:40
9) Antisemitism & Hatred 5:09
http://deimos3.apple.com/WebObjects/Core.woa/Browse/vanderbilt.edu.1329404864?i=2040030723
http://deimos3.apple.com/WebObjects/Core.woa/Browse/vanderbilt.edu.1385340076?i=2010863210
http://deimos3.apple.com/WebObjects/Core.woa/Browse/ushmm.org.1917815447?i=1163339889
http://deimos3.apple.com/WebObjects/Core.woa/Browse/itunes.stanford.edu.1318066311?i=1623525266
http://deimos3.apple.com/WebObjects/Core.woa/Browse/uctv.tv.1746404445?i=1624206357
http://deimos3.apple.com/WebObjects/Core.woa/Browse/isc.upenn.edu.1430128107?i=1264815807
http://deimos3.apple.com/WebObjects/Core.woa/Browse/ushmm.org.2070529030?i=1481214978
http://deimos3.apple.com/WebObjects/Core.woa/Browse/covenant.edu.1932927870?i=2008447337
http://deimos3.apple.com/WebObjects/Core.woa/Browse/ushmm.org.1917815417?i=1074122618
How has religion affected political platforms?
--September 11th and the Iraqi war/ Political Election of 2009.
Students will listen to podcasts to learn about tolerance and freedom of religion, as well as examine historical religious/political events such as the Holocaust. Students will also examine the foreign policy platforms of Barack Obama and John McCain in the 2009 elections. Combining both resources, students will attempt to describe the correlation of public opinion if form of religion and the outcome of the election.
Students will use the resources as bases to think critically and develop possible correlations. Some questions they will critically discuss:
What foreign policies did the public find more attractive? Why?
What ethnic groups were attracted to different policies? Why?
Did religion play any factor in a person’s vote?
1) Roger Scruton on freedom of religion 1:20:03
2) Religion and Politics in the 2008 Election 50:24
3) Susannah Heschel, Professor of Religion, Dartmouth College 7:29
4) Geography of Religion: Animism (May 15, 2007) 1:51:08
5) Conversations with History: Freedom of Expression Tolerance and Human Rights with T.M. Scanlon 53:48
6) "Political Participation and Building Tolerance: The Iraqi and Afghani Women's Experience," by Shirin Tahir-Kheli, PhD 29:05
7) David Pilgrim, Chief Diversity Officer and Professor of Sociology, Ferris State University, Big Rapids, Michigan 7:25
8) The Role of Christians in Sociology 6:40
9) Antisemitism & Hatred 5:09
http://deimos3.apple.com/WebObjects/Core.woa/Browse/vanderbilt.edu.1329404864?i=2040030723
http://deimos3.apple.com/WebObjects/Core.woa/Browse/vanderbilt.edu.1385340076?i=2010863210
http://deimos3.apple.com/WebObjects/Core.woa/Browse/ushmm.org.1917815447?i=1163339889
http://deimos3.apple.com/WebObjects/Core.woa/Browse/itunes.stanford.edu.1318066311?i=1623525266
http://deimos3.apple.com/WebObjects/Core.woa/Browse/uctv.tv.1746404445?i=1624206357
http://deimos3.apple.com/WebObjects/Core.woa/Browse/isc.upenn.edu.1430128107?i=1264815807
http://deimos3.apple.com/WebObjects/Core.woa/Browse/ushmm.org.2070529030?i=1481214978
http://deimos3.apple.com/WebObjects/Core.woa/Browse/covenant.edu.1932927870?i=2008447337
http://deimos3.apple.com/WebObjects/Core.woa/Browse/ushmm.org.1917815417?i=1074122618
How has religion affected political platforms?
--September 11th and the Iraqi war/ Political Election of 2009.
Students will listen to podcasts to learn about tolerance and freedom of religion, as well as examine historical religious/political events such as the Holocaust. Students will also examine the foreign policy platforms of Barack Obama and John McCain in the 2009 elections. Combining both resources, students will attempt to describe the correlation of public opinion if form of religion and the outcome of the election.
Students will use the resources as bases to think critically and develop possible correlations. Some questions they will critically discuss:
What foreign policies did the public find more attractive? Why?
What ethnic groups were attracted to different policies? Why?
Did religion play any factor in a person’s vote?
Monday, September 28, 2009
Blog #4
AIDS in Africa
http://www.servicelearning.org/slice/index.php?l=1&ep_action=view&ep_id=594&375b6efd5223c8129986f958f2cf659e
AIDS in Africa is a lesson plan designed for a 7-8th grade classroom including Health, Public Health, Social Studies/History content area.
"The crisis of AIDS/HIV has reached epidemic proportions. It affects the political, social and economic structures of governments in Africa are already overburdened with poverty, war and famine. This multi-disciplinary service-learning project will engage students in activities to examine the AIDS pandemic in Africa and brainstorm activities they can do to help educate their communities and alleviate some of the effects of this crisis in our local communities."
I was attracted to this lesson plan because the other day I was watching the news and discovered that there was a new possible vaccine for AIDS. I thought it was extremely interesting because they didn’t quite know why it worked, and obviously, because it was a huge medical breakthrough.
http://news.aol.com/health/article/new-aids-vaccine/684837
Anyway, I found this lesson plan and was excited to see a classroom activity that encouraged students to partake in world issues and crisis.
After comparing the lesson plan to our concept map I noticed that it includes numerous of the “benefit” and “best practice” factors. First, it does a good job in connecting the lesson to daily life while also promoting motivation and critical thinking. Students research the epidemic themselves and then create questionnaires to use to discover current awareness in their own neighborhoods and etc. It is a prime example of incorporating controversial issues and stimulating awareness as well. I really like how the lesson plan requires students to be in contact with BEHIV (Better Existence with HIV.) It really makes the students think critically about the AIDS epidemic and its awareness while also personalizing it.
I tried analyzing what some of the limitations could be, or what challenges the lesson might face. Depending on the diversity of the classroom, the only possible concern I can see would be a possible personal and emotional connection some students could have with the disease itself. For example: a student having a personal relationship with someone with AIDS or etc. But even with this, I think the lesson plan is unbiased enough and is targeted in an appropriate way of reaching its content goals.
Overall I think this is an awesome lesson plan geared towards an important subject area that might not ever be used in a traditional learning environment. It really puts a world issue in the minds of a young generation and encourages the transformation of students into active and informed citizens motivated to “do their part.” I think it is an eye-opening lesson; one that would be embraced by students with open minds and inspiring enthusiasm.
http://servicelearning.org/filemanager/download/slice/AIDSINAFRICA.pdf
http://www.servicelearning.org/slice/index.php?l=1&ep_action=view&ep_id=594&375b6efd5223c8129986f958f2cf659e
AIDS in Africa is a lesson plan designed for a 7-8th grade classroom including Health, Public Health, Social Studies/History content area.
"The crisis of AIDS/HIV has reached epidemic proportions. It affects the political, social and economic structures of governments in Africa are already overburdened with poverty, war and famine. This multi-disciplinary service-learning project will engage students in activities to examine the AIDS pandemic in Africa and brainstorm activities they can do to help educate their communities and alleviate some of the effects of this crisis in our local communities."
I was attracted to this lesson plan because the other day I was watching the news and discovered that there was a new possible vaccine for AIDS. I thought it was extremely interesting because they didn’t quite know why it worked, and obviously, because it was a huge medical breakthrough.
http://news.aol.com/health/article/new-aids-vaccine/684837
Anyway, I found this lesson plan and was excited to see a classroom activity that encouraged students to partake in world issues and crisis.
After comparing the lesson plan to our concept map I noticed that it includes numerous of the “benefit” and “best practice” factors. First, it does a good job in connecting the lesson to daily life while also promoting motivation and critical thinking. Students research the epidemic themselves and then create questionnaires to use to discover current awareness in their own neighborhoods and etc. It is a prime example of incorporating controversial issues and stimulating awareness as well. I really like how the lesson plan requires students to be in contact with BEHIV (Better Existence with HIV.) It really makes the students think critically about the AIDS epidemic and its awareness while also personalizing it.
I tried analyzing what some of the limitations could be, or what challenges the lesson might face. Depending on the diversity of the classroom, the only possible concern I can see would be a possible personal and emotional connection some students could have with the disease itself. For example: a student having a personal relationship with someone with AIDS or etc. But even with this, I think the lesson plan is unbiased enough and is targeted in an appropriate way of reaching its content goals.
Overall I think this is an awesome lesson plan geared towards an important subject area that might not ever be used in a traditional learning environment. It really puts a world issue in the minds of a young generation and encourages the transformation of students into active and informed citizens motivated to “do their part.” I think it is an eye-opening lesson; one that would be embraced by students with open minds and inspiring enthusiasm.
http://servicelearning.org/filemanager/download/slice/AIDSINAFRICA.pdf
Sunday, September 13, 2009
Geography Website
I tried to post the link in URL form but it didn't show up for some reason.
Here it is: http://www.sheppardsoftware.com/Geography.htm
Here it is: http://www.sheppardsoftware.com/Geography.htm
Blog #3
I read Patricia's article called Changing How and What Children Learn in School with Computer-Based Technologies. Its main focus was integrating the successful use of computers in the classroom and provided examples of how it could benefit education. One of the fundamental benefits of technology use in education is active engagement amongst students. This covers a broad area, so how I could use such resources varies. Anyway, recently I found out that my teaching practicum placement was in a 7th grade World Geography class. I started researching some lesson plans, and I stumbled across a cool website I can use. Its a geography online game website where kids can play games to practice common geography skills such as country location and capitals. Each game has options to choose either beginner, intermediate, or expert …so students can work their way up. Say I was teaching a lesson plan on South America. I could have the kids play the interactive game online and encourage that they pass at least the intermediate level. This would actively engage the students as well as promote progress. Motivation can increase by means of competition and personal accomplishment. For example, see which student could pass it first with the highest percentage. Its a really cool website, I tagged it on my delicious account if anyone is interested.
The article does also mention that there needs to be equal access for all students or there might be a decrease in academic achievement. To combat this, I would schedule computer lab time for this activity so kids can all use the games and etc. for practice. Although, certain students with access at home have the option to play the games at home while others may not. How could I overcome that issue? I would try and make the competition a one-day event, but as for the website being a good practice/learning tool, it still wouldn’t be able to benefit all students the same.
The article does also mention that there needs to be equal access for all students or there might be a decrease in academic achievement. To combat this, I would schedule computer lab time for this activity so kids can all use the games and etc. for practice. Although, certain students with access at home have the option to play the games at home while others may not. How could I overcome that issue? I would try and make the competition a one-day event, but as for the website being a good practice/learning tool, it still wouldn’t be able to benefit all students the same.
Monday, September 7, 2009
Blog #2
First off, disclaimer: I am happy to announce that I do not have the flu! I guess I ate something bad and had food poisoning, which by the way, is the absolute worst thing I've ever felt.
I was pretty surprised about how many wikis and blogs popped up on Google when I searched for social studies blogs by students. After scanning through some I realized how cool this whole blogging thing really could be. Anyway, I picked these two sites because I enjoyed their pages the most, and found them to be the most interesting.
The first website I chose was Mr. Little's 7th Grade Social Studies blog. I really wanted to only use student-created wikis and etc. but I really really like this teacher's blog. He combines fun and entertaining things to connect better to the students. For example, I get to the page and his last blog was a YouTube video of a Nike basketball commercial. This blog was an introduction to his current social studies classes and I think he did an awesome job getting the kids almost excited. He made a personal comment mentioning his own passion for basketball that I think is great and will most likely create a better bond between him and his students. I know if I were in his class, I would think it was the coolest thing ever. The blog also includes links to the entire team of teachers and several links that could be useful for the students. I think the best part about the whole blogging idea, is that it ensures a constant interaction between both the students and their teacher. He assigned a sky scrapper project to his class, and through the blog updated all the information pertaining to the project. It’s a great way to ensure that students are keeping up with things. Also, it’s more efficient. If a student is home and forgot their assignment or needed help or etc. he could easily just go onto the site and solve all of those issues. I feel like his blogs make assignments and etc. more casual and approachable, not so "scary and off-putting." Bottom line, his blog creates a very welcoming and comfortable environment for his students pertaining to his class, which will definitely foster better cooperation and motivation from his students. It’s a very engaging course syllabus, that's for sure.
http://spartansocialstudies7.blogspot.com/
The second website I chose was a wiki created by Jason St. Amand and his 8th grade history class. Although an adult created the wiki, the students edit it. The opening description to the website says it all: "This is a student edited web site that enables you to better understand the course materials that we study. This wiki can be used as a study guide for weekly quizzes and tests as well as exam review information during the course of the year. The more we place on this site the more informative and helpful it will be to us all. Post and/or edit anytime you like. The more we put into this the more useful it will become." I really like how the wiki is a study guide for the students, and I also really like how it encourages active involvement and teamwork. Unfortunately it is a protected site, which is a good thing, but also means I didn't have as much access as I would have liked. However, I got the main ideas. It is organized by chapters that are then broken down by the students who create and edit pages for all of the different topics that each chapter contains. They can add powerpoints, videos, etc. The wiki creates an engaging learning outlet because it allows students to take ownership and collaborate with fellow students. All in all, I really liked how it was student edited and organized and the concept of the wiki is great idea. The wiki become and excellent reference because whatever work students do will continue to grow as new students from his future classes add to it each year.
http://woodward8.wikispaces.com/
I was pretty surprised about how many wikis and blogs popped up on Google when I searched for social studies blogs by students. After scanning through some I realized how cool this whole blogging thing really could be. Anyway, I picked these two sites because I enjoyed their pages the most, and found them to be the most interesting.
The first website I chose was Mr. Little's 7th Grade Social Studies blog. I really wanted to only use student-created wikis and etc. but I really really like this teacher's blog. He combines fun and entertaining things to connect better to the students. For example, I get to the page and his last blog was a YouTube video of a Nike basketball commercial. This blog was an introduction to his current social studies classes and I think he did an awesome job getting the kids almost excited. He made a personal comment mentioning his own passion for basketball that I think is great and will most likely create a better bond between him and his students. I know if I were in his class, I would think it was the coolest thing ever. The blog also includes links to the entire team of teachers and several links that could be useful for the students. I think the best part about the whole blogging idea, is that it ensures a constant interaction between both the students and their teacher. He assigned a sky scrapper project to his class, and through the blog updated all the information pertaining to the project. It’s a great way to ensure that students are keeping up with things. Also, it’s more efficient. If a student is home and forgot their assignment or needed help or etc. he could easily just go onto the site and solve all of those issues. I feel like his blogs make assignments and etc. more casual and approachable, not so "scary and off-putting." Bottom line, his blog creates a very welcoming and comfortable environment for his students pertaining to his class, which will definitely foster better cooperation and motivation from his students. It’s a very engaging course syllabus, that's for sure.
http://spartansocialstudies7.blogspot.com/
The second website I chose was a wiki created by Jason St. Amand and his 8th grade history class. Although an adult created the wiki, the students edit it. The opening description to the website says it all: "This is a student edited web site that enables you to better understand the course materials that we study. This wiki can be used as a study guide for weekly quizzes and tests as well as exam review information during the course of the year. The more we place on this site the more informative and helpful it will be to us all. Post and/or edit anytime you like. The more we put into this the more useful it will become." I really like how the wiki is a study guide for the students, and I also really like how it encourages active involvement and teamwork. Unfortunately it is a protected site, which is a good thing, but also means I didn't have as much access as I would have liked. However, I got the main ideas. It is organized by chapters that are then broken down by the students who create and edit pages for all of the different topics that each chapter contains. They can add powerpoints, videos, etc. The wiki creates an engaging learning outlet because it allows students to take ownership and collaborate with fellow students. All in all, I really liked how it was student edited and organized and the concept of the wiki is great idea. The wiki become and excellent reference because whatever work students do will continue to grow as new students from his future classes add to it each year.
http://woodward8.wikispaces.com/
Tuesday, September 1, 2009
Blog #1:
When I first learned that I was going to be required to blog for a class I was very apprehensive. Following a class of confusion, I was really overwhelmed with the idea. I still am, but after reading some interesting points mentioned in Alan November's book, Web Literacy for Educators, I am a little more willing to participate. "Blogging represents one of the many tools that pioneering teachers are using to empower students to take more responsibility of managing their own work and adding value to the world" (November, 81). Personally, I wanted to take a little extra time in my required readings and assignments once learning about my required blog postings.
I believe that technology should be integrated into the classroom because it presents an enormous amount of avenues and resources for both students and teachers. If taught and used appropriately, it can truly offer an enriched education far beyond what traditional teaching mediums can. My own personal experience with blogging is just a simple example of how technology became a motivational factor for me as a student.
Information and references are far more accessible using technology period. I think there is little argument against the use of technology because of this fact. I agree that there are some important measures to ensure student safety, but with proper regulation by teachers, these safety measures can easily be met. I feel that future teachers, even current teachers, should be well educated on web literacy. Being web literate will guarantee safety and bid beneficial educational tools. Also, technology is becoming more and more part of our everyday lives, why wouldn't we want to include it in education? Just like people use text messages to talk, why can't they blog to discuss? November's book, Web Literacy for Educators, also mentions the possibility of parent involvement regarding blogs and wikis. I think that is an excellent idea. Parent and student involvement can really promote further education in the home, outside of the classroom. I also believe that technology promotes student empowerment which is essentially a huge motivation promoter.
Here's a link presented to me in class that really opened my eyes to the world of technology: http://www.youtube.com/watch?v=cL9Wu2kWwSY
Weird and ironic side note: My friend posted a link on my facebook page TODAY to a University of Kentucky sports blog website. Some boy blogged about the rivalry between Florida and Kentucky basketball and used a picture of me in gator gear as the head of the article. I was shocked that some stranger got a hold of my picture. I think this is definitely a good example of how blogging can truly be used to reach the world, and also, that you need to be careful with your personal information and ultimately, your privacy.
Here is the link: http://kentuckysportsradio.com/ weird.
When I first learned that I was going to be required to blog for a class I was very apprehensive. Following a class of confusion, I was really overwhelmed with the idea. I still am, but after reading some interesting points mentioned in Alan November's book, Web Literacy for Educators, I am a little more willing to participate. "Blogging represents one of the many tools that pioneering teachers are using to empower students to take more responsibility of managing their own work and adding value to the world" (November, 81). Personally, I wanted to take a little extra time in my required readings and assignments once learning about my required blog postings.
I believe that technology should be integrated into the classroom because it presents an enormous amount of avenues and resources for both students and teachers. If taught and used appropriately, it can truly offer an enriched education far beyond what traditional teaching mediums can. My own personal experience with blogging is just a simple example of how technology became a motivational factor for me as a student.
Information and references are far more accessible using technology period. I think there is little argument against the use of technology because of this fact. I agree that there are some important measures to ensure student safety, but with proper regulation by teachers, these safety measures can easily be met. I feel that future teachers, even current teachers, should be well educated on web literacy. Being web literate will guarantee safety and bid beneficial educational tools. Also, technology is becoming more and more part of our everyday lives, why wouldn't we want to include it in education? Just like people use text messages to talk, why can't they blog to discuss? November's book, Web Literacy for Educators, also mentions the possibility of parent involvement regarding blogs and wikis. I think that is an excellent idea. Parent and student involvement can really promote further education in the home, outside of the classroom. I also believe that technology promotes student empowerment which is essentially a huge motivation promoter.
Here's a link presented to me in class that really opened my eyes to the world of technology: http://www.youtube.com/watch?v=cL9Wu2kWwSY
Weird and ironic side note: My friend posted a link on my facebook page TODAY to a University of Kentucky sports blog website. Some boy blogged about the rivalry between Florida and Kentucky basketball and used a picture of me in gator gear as the head of the article. I was shocked that some stranger got a hold of my picture. I think this is definitely a good example of how blogging can truly be used to reach the world, and also, that you need to be careful with your personal information and ultimately, your privacy.
Here is the link: http://kentuckysportsradio.com/ weird.
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