Kidspiration is the visual way to explore and understand words, numbers and concepts. It is designed specifically for students in kindergarten through fifth grade curriculum. Created for K-5 learners, kidspiration develops thinking, literacy, and numeracy skills using proven visual learning principles. In reading and writing, kidspiration strengthens word recognition, vocabulary, comprehension and written expression. With new visual math tools, students build reasoning and problem solving skills.
Kidspiration is designed to explores all areas of learning. the various categories include:
1. Picture View- which helps build graphic images and organizes and develops ideas.
2. Writing View- which organizes thoughts and develops ones writing skills.
3. Math View- which uses visual math tools to learn the skills core concept of counting, place value, and geometric thinking.
Kidspiration offers over 150 activities to help begin to create and develop projects. Kids can easily navigate on their own with icons that speak to you and inform you what each icon represents. And an easy search section using key words to help create and design a template. The writing view begins with a main idea which is the starting point, from there kids can build upon the main idea using icons and tools created especially for the writing section. which a child is doing this, kidspiration is creating a outline where children can create their work by developing their writing skills and literacy. the most powerful aspect of kidspiration is it connects kids visually through their thoughts with written expression.
Kidspiration also offers a word guide with a online dictionary and thesaurus. Children can also save their work onto a word processor. This website strengthens reading and writing skills for a children in grades K-5. It also builds a conceptual understanding in math and develops thinking skills. Kidspiration provides:
1. Examples and lesson plans
2. Video demo
3. Success stories
4. Awards
5. Standards matches
6. Resources and
7. A help center
Monday, February 23, 2009
Blogging
"Blog" is an abbreviated version of "weblog," which is a term used to describe web sites that maintain an ongoing chronicle of information. A blog is a frequently updated, personal website featuring diary-type commentary and links to articles on other Web sites. Blogs range from the personal to the political, and can focus on one narrow subject or a whole range of subjects.
Many blogs focus on a particular topic, such as web design, home staging ideas, sports, or new and fun updated technology. Some are more eclectic, presenting links to all types of other sites. And others are more like personal journals, presenting the author's daily life and thoughts.
The main question you want to ask yourself is, are you blogging for the right reasons? People are blogging just because it’s the ‘cool thing to do’ or the latest trend or the next big thing. Blogging has definitely changed over the past few years.
There are both Pros and Cons when it comes to the blogging world. The Cons include: Blogging without the right mindset is perhaps one of the worst things you can do when blogging. Blogs also take away the great feeling of finding things on your own through research and exploration, and blogs aren’t always accurate. Blogs tend to be a one way conversation, you post and receive a comment, typically will not go any further. When you do actually write a good blog you have to compete with others just to try and get ranked or even have your blog read. It’s also hard to be original these days because so many people have written about the same or similar topics over and over.
The Pros include: Blogging of course has its benefits as well. If you are truly a good writer or know how to get your point across better online then you may indeed be a good blogger. Blogging allows the person to become more creative and improves your typing speed, accuracy and Internet knowledge. Blogging can be good for sharing information on specific topics by giving your professional opinion about something. Blogging can simply be a diary for you or a way to express yourself and how you feel that day or about a particular situation. Now a days blogging programs can even be used to create websites for ones company. The sky's the limit!
Since I began blogging in January, I have enjoyed every aspect of the blogging world. I have had only positive experiences and would continue to blog even after the class is over. I am proud of my blog page and will even use it when I am an educator for my class/school updates and news postings. I think the biggest misconception about blogging is that you can post something and many years down the line someone will "discover" you in a negative way...kind of wrong and right?! Although this can happen, if you do not let it happen it won't, you are in full control of what you post and if you are skeptical than do not post it, it's better to be safe than sorry.
Many blogs focus on a particular topic, such as web design, home staging ideas, sports, or new and fun updated technology. Some are more eclectic, presenting links to all types of other sites. And others are more like personal journals, presenting the author's daily life and thoughts.
The main question you want to ask yourself is, are you blogging for the right reasons? People are blogging just because it’s the ‘cool thing to do’ or the latest trend or the next big thing. Blogging has definitely changed over the past few years.
There are both Pros and Cons when it comes to the blogging world. The Cons include: Blogging without the right mindset is perhaps one of the worst things you can do when blogging. Blogs also take away the great feeling of finding things on your own through research and exploration, and blogs aren’t always accurate. Blogs tend to be a one way conversation, you post and receive a comment, typically will not go any further. When you do actually write a good blog you have to compete with others just to try and get ranked or even have your blog read. It’s also hard to be original these days because so many people have written about the same or similar topics over and over.
The Pros include: Blogging of course has its benefits as well. If you are truly a good writer or know how to get your point across better online then you may indeed be a good blogger. Blogging allows the person to become more creative and improves your typing speed, accuracy and Internet knowledge. Blogging can be good for sharing information on specific topics by giving your professional opinion about something. Blogging can simply be a diary for you or a way to express yourself and how you feel that day or about a particular situation. Now a days blogging programs can even be used to create websites for ones company. The sky's the limit!
Since I began blogging in January, I have enjoyed every aspect of the blogging world. I have had only positive experiences and would continue to blog even after the class is over. I am proud of my blog page and will even use it when I am an educator for my class/school updates and news postings. I think the biggest misconception about blogging is that you can post something and many years down the line someone will "discover" you in a negative way...kind of wrong and right?! Although this can happen, if you do not let it happen it won't, you are in full control of what you post and if you are skeptical than do not post it, it's better to be safe than sorry.
Rubrics
A rubric is a scoring guide. It organizes criteria that describe what students need to complete for an assignment, and it measures the levels of proficiency of student work. Rubrics can be used in any content area. They are time consuming to create, but they allow students and parents to know exactly how a teacher will grade an assignment.
Rubrics can be used by teachers for:
1. Student self-evaluation
2. Peer evaluation
3. Teacher assessment
When teachers design specific performance criteria, students know how they will be evaluated. Rubrics allow students to better understand the meaning behind their grade. If students know exactly how their work will be evaluated, they are more likely to produce higher quality work. Rubrics allow students and parents to see specifically how a teacher arrived at a specific score. In addition, rubrics give teachers well-defined criteria for areas in an assignment that are subjective, such as artwork or style.
For educators the best part is that once a rubric is created, grading goes much faster. Fewer written comments are needed on products because the rubric's descriptors can be circled. Circling comments takes much less time than writing them.
There are several types of grading rubrics. They include:
1. Scales
2. Checklists
3. Analytic Rubrics
4. Holistic Rubric
5. Generic Rubrics and
6. Task-Specific Ruberics.
Two of the six rubrics are explained as:
Holistic Rubrics list the expectations and rate different levels of proficiency. The student work receives a single rating. This rating is an “overall ranking” for the quality of his/her work. Many state writing tests use a holistic rubric and assign a number for the quality of a student writing prompt.
Analytic Rubrics list the criteria on a grid. It has a rating scale that clearly shows the level of proficiency at the top. Each criterion, usually on the left column, tells what the teacher focusing on to assess the product. Each criterion has a descriptor for each rating scale level.
Rubrics are designed to be fair and to allow both the student and parent fully understand how a educator is assessing a test or homework assignment.
Rubrics can be used by teachers for:
1. Student self-evaluation
2. Peer evaluation
3. Teacher assessment
When teachers design specific performance criteria, students know how they will be evaluated. Rubrics allow students to better understand the meaning behind their grade. If students know exactly how their work will be evaluated, they are more likely to produce higher quality work. Rubrics allow students and parents to see specifically how a teacher arrived at a specific score. In addition, rubrics give teachers well-defined criteria for areas in an assignment that are subjective, such as artwork or style.
For educators the best part is that once a rubric is created, grading goes much faster. Fewer written comments are needed on products because the rubric's descriptors can be circled. Circling comments takes much less time than writing them.
There are several types of grading rubrics. They include:
1. Scales
2. Checklists
3. Analytic Rubrics
4. Holistic Rubric
5. Generic Rubrics and
6. Task-Specific Ruberics.
Two of the six rubrics are explained as:
Holistic Rubrics list the expectations and rate different levels of proficiency. The student work receives a single rating. This rating is an “overall ranking” for the quality of his/her work. Many state writing tests use a holistic rubric and assign a number for the quality of a student writing prompt.
Analytic Rubrics list the criteria on a grid. It has a rating scale that clearly shows the level of proficiency at the top. Each criterion, usually on the left column, tells what the teacher focusing on to assess the product. Each criterion has a descriptor for each rating scale level.
Rubrics are designed to be fair and to allow both the student and parent fully understand how a educator is assessing a test or homework assignment.
Saturday, February 14, 2009
Valentine Fun!!!
Below are a few websites for games and worksheets for the classroom for Valentine's Day!
http://www.crayola.com/holidays/valentines/
http://www.teach-nology.com/gold/feb2.html
http://www.math-drills.com/valentines.shtml
http://www.toolsforeducators.com/valentines.php
Friday, February 13, 2009
WebQuest is H.O.T.
A WebQuest is an inquiry-oriented activity in which some or all of the information that students interact with comes from resources on the Internet. There are short-and long-term forms of WebQuest. A short-term WebQuest is designed to be completed in a typical one to three class periods, and a long-term WebQuest is designed to take between one week and one month. The WebQuest is comprised of the following:
1. An introduction that sets the stage and provides some background information.
2. A task that is doable and interesting.
3. A set of information sources needed to complete the task. Information sources might include web documents, experts available via e-mail or real time conferencing, searchable databases on the net, and books and other documents physically available in the learner's setting.
4. A description of the process the learners should go through in accomplishing the task. The process should be broken out into clearly described steps.
5. Some guidance on how to organize the information acquired. This can take the form of guiding questions, or directions to complete organizational frameworks such as time lines, concept maps, or cause-and-effect diagrams and
6. A conclusion that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains.
WebQuests include questions that prompt Higher Level of Thinking (H.O.T.). WebQuests also use the technique known as "scaffolding". This new form of technology can let students go out and find information about subject areas, and it is our responsibility, as teachers, to provide helpful and educational resources to students.
1. An introduction that sets the stage and provides some background information.
2. A task that is doable and interesting.
3. A set of information sources needed to complete the task. Information sources might include web documents, experts available via e-mail or real time conferencing, searchable databases on the net, and books and other documents physically available in the learner's setting.
4. A description of the process the learners should go through in accomplishing the task. The process should be broken out into clearly described steps.
5. Some guidance on how to organize the information acquired. This can take the form of guiding questions, or directions to complete organizational frameworks such as time lines, concept maps, or cause-and-effect diagrams and
6. A conclusion that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains.
WebQuests include questions that prompt Higher Level of Thinking (H.O.T.). WebQuests also use the technique known as "scaffolding". This new form of technology can let students go out and find information about subject areas, and it is our responsibility, as teachers, to provide helpful and educational resources to students.
Wednesday, February 11, 2009
Fairness in Assessment
Fairness to different types of students includes all ethnic and socioeconomic backgrounds, as well as students with disabilities. "Assessments need not be free of any reference to race, ethnicity, or gender; rather; eliminate stereotypes and balance the references among various groups."
- Chapter 2: Assessments and Grading in the Classroom
Since fairness in assessment is crucial in the classroom, by the teacher, it is important to use various strategies to help the students achieve their fullest potential. Assessment results help students learn by giving them information about where their performance stands in relation to the learning target and by supporting their motivation to learn. This information can come to students in the form of teacher feedback, peer feedback, self-evaluation, by going over questions and so forth. a teacher's assessment should result in student learning.
To ensure the assessment in a classroom is fair, the following should be part of the criteria:
- Objective Testing
- Essays, Papers, and Projects with rubrics
- Make-up work
- Oral Questioning (optional) and Observations
- Peer editing, group collaborations, and additional peer evaluation techniques
- Self-evaluation and
- Grading (report cards)
All of these combined help make fairness in assessment possible, for not all students learn the same; there are students who learn and work in better ways others do not, therefore these types of learning objectives are necessary.
Growing up I have come across multiple teachers who have not believed in this method, it was there way and that it is. Going to Catholic school from kindergarten up until the present, I learned that many of the teachers, especially the traditional nuns, were very set in their ways and did not branch out to find different forms of learning techniques; almost all learning was traditional- the teacher taught, you had a test, and you received a grade, rarely left any room for improvement. Over the years, I learned that I was not always an excellent test taker, I always hoped that a teacher would give the students another opinion or more projects to help balance the two, but that did not happen- from this I made a promise to myself that when I am a educator I will not do this. I want all my students to feel as though they can strive for the best and they feel confident in what they are learning and can truly comprehend any subject they put their mind to.
- Chapter 2: Assessments and Grading in the Classroom
Since fairness in assessment is crucial in the classroom, by the teacher, it is important to use various strategies to help the students achieve their fullest potential. Assessment results help students learn by giving them information about where their performance stands in relation to the learning target and by supporting their motivation to learn. This information can come to students in the form of teacher feedback, peer feedback, self-evaluation, by going over questions and so forth. a teacher's assessment should result in student learning.
To ensure the assessment in a classroom is fair, the following should be part of the criteria:
- Objective Testing
- Essays, Papers, and Projects with rubrics
- Make-up work
- Oral Questioning (optional) and Observations
- Peer editing, group collaborations, and additional peer evaluation techniques
- Self-evaluation and
- Grading (report cards)
All of these combined help make fairness in assessment possible, for not all students learn the same; there are students who learn and work in better ways others do not, therefore these types of learning objectives are necessary.
Growing up I have come across multiple teachers who have not believed in this method, it was there way and that it is. Going to Catholic school from kindergarten up until the present, I learned that many of the teachers, especially the traditional nuns, were very set in their ways and did not branch out to find different forms of learning techniques; almost all learning was traditional- the teacher taught, you had a test, and you received a grade, rarely left any room for improvement. Over the years, I learned that I was not always an excellent test taker, I always hoped that a teacher would give the students another opinion or more projects to help balance the two, but that did not happen- from this I made a promise to myself that when I am a educator I will not do this. I want all my students to feel as though they can strive for the best and they feel confident in what they are learning and can truly comprehend any subject they put their mind to.
Tuesday, February 10, 2009
Learning Targets
A learning objective specifies what you would like students to achieve when they have completed a specific subject area. Teachers and students are most successful when they focus on where they are heading. The term objective means more than covering the material and keeping students actively engaged; the focus of one's teaching should be on student achievements as well as on the learning process. A learning objective states what students should be able to do, value, or feel after you have taught them.
Deciding the specific targets you, as the educator, expect students to learn is an important step in the teaching process. By taking simple steps to achieve your goal, helps you in the future become a more effective teacher. For example, decide what the student is to learn, carry out the actual instruction, and evaluate the learning. These few steps help make the teaching process, especially to new teachers, easier and precise to the student and teacher.
Learning Targets:
1. Help teachers make their own educational goals explicit.
2. Provides the basis for teachers to analyze what they teach and to construct learning activities.
3. Help educators to focus and to clarify discussions of educational goals with parents.
4. Communicate to students the performance they are expected to learn- which may even motivate them to direct their own learning.
5. Make individualizing instruction easier.
Learning targets also include: general learning targets, specific learning targets, a state standard learning target, and deveopmental learning targets.
A taxonomy can help you bring to mind the wide range of important learning targets and thinking skills relevant to a particular general learning target. Taxonomies of instructional learning taregts are highly organzied schemes for classifying learning targets into various levels of complexity. Several different taxonomies have been developed for sorting learning targets, inclduing: knowledge, comprehension, application, analysis, synthesis, and evaluation. These stages range from simple ot complex. The taxonomy calls your attention to the variety of abilities and skills toward which you can direct instruction and assessment.
Learning Targets can be:
1. Student Centered
2. Performance Centered and
3. Content Centered
- Brookhart, Susan. Assessment and Grading in Classrooms. Pearson, Ohio. 2008.
Deciding the specific targets you, as the educator, expect students to learn is an important step in the teaching process. By taking simple steps to achieve your goal, helps you in the future become a more effective teacher. For example, decide what the student is to learn, carry out the actual instruction, and evaluate the learning. These few steps help make the teaching process, especially to new teachers, easier and precise to the student and teacher.
Learning Targets:
1. Help teachers make their own educational goals explicit.
2. Provides the basis for teachers to analyze what they teach and to construct learning activities.
3. Help educators to focus and to clarify discussions of educational goals with parents.
4. Communicate to students the performance they are expected to learn- which may even motivate them to direct their own learning.
5. Make individualizing instruction easier.
Learning targets also include: general learning targets, specific learning targets, a state standard learning target, and deveopmental learning targets.
A taxonomy can help you bring to mind the wide range of important learning targets and thinking skills relevant to a particular general learning target. Taxonomies of instructional learning taregts are highly organzied schemes for classifying learning targets into various levels of complexity. Several different taxonomies have been developed for sorting learning targets, inclduing: knowledge, comprehension, application, analysis, synthesis, and evaluation. These stages range from simple ot complex. The taxonomy calls your attention to the variety of abilities and skills toward which you can direct instruction and assessment.
Learning Targets can be:
1. Student Centered
2. Performance Centered and
3. Content Centered
- Brookhart, Susan. Assessment and Grading in Classrooms. Pearson, Ohio. 2008.
Tuesday, February 3, 2009
NJCCCS
The Secretary’s Commission on Achieving Necessary Skills (SCANS) stated that students should be able to select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment.
The Department of Education recognized its importance by including technology in the original cross-content workplace readiness standards. In keeping with today’s technological society, technological literacy has been further emphasized by its inclusion as a separate standards area which focuses on both computer and information literacy and technology education.
Their vision: "All students must understand and be comfortable with the concepts and
application of technology, not only in order to function in today’s complex society, but also to become informed and productive adults of tomorrow."
Grade 12: Use appropriate data to discuss the full costs, benefits and trade-offs, and risks related to the use of technologies, analyze a given technological product, system, or environment to understand how the engineering design process and design specification limitations influenced the final solution, diagnose a malfunctioning product and system using appropriate critical thinking methods, and compare and contrast the effectiveness of various products, systems, and environments associated with technological activities in energy, transportation, manufacturing, and information and communication.
The Department of Education recognized its importance by including technology in the original cross-content workplace readiness standards. In keeping with today’s technological society, technological literacy has been further emphasized by its inclusion as a separate standards area which focuses on both computer and information literacy and technology education.
Their vision: "All students must understand and be comfortable with the concepts and
application of technology, not only in order to function in today’s complex society, but also to become informed and productive adults of tomorrow."
NJCCCS breakdown the forms of learning into two standards: 1. Computer and information literacy, which supports skills in information-gathering, information-organizing, and problem solving, because administrators require students and employees to possess a broad range of skills in computers. The computer and information literacy standard is designed to be integrated and applied in all of the content areas of the core curriculum content standards. 2. Technology education standard was developed to ensure the literacy needed by all students to succeed in such a technological based world.
Computer & Information Literacy:
A. Basic computer tools: keyboarding, word processing, Internet usage, and spread sheets.
B. Application of productivity tools: social aspects, information access and research, and problem solving.
What can students achieve by the 4th, 8th, and 12th grade?
Grade 4: Use of basic technology vocabulary, input and access text and data by using appropriate keyboarding technology, produce and interpret a simple graph or chart, create and maintain files and folders, discuss the common uses of computer applications and identify their advantages and disadvantages, recognize and practice responsible behavior such as: Internet access, copyright material, and personal security and safety issues, recognize the need for accessing and using information, and locate specific information by searching a database, and solve problems individually and collaboratively using computer application.
Grade 8: Use common features of an opening system (ex: creating/organizing files or folders), create documents with advanced text-formation and graphs using word processing, design and produce a basic multimedia project, use network resources for storing and retrieving data, and create, organize, and manipulate shortcuts, describe and practice safe Internet usage, explain the purpose of an acceptable use policy and the consequences of inappropriate use of technology.
Grade 12: Create a multi-page document with citations using word processing software in conjunction with other tools that demonstrates the ability to format, edit, and print, develop a document or file for inclusion into a website or web page, and exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse, compose, send, and organize e-mail messages with and without attachments, and identify, diagnose, and suggest solutions for non-functioning technology systems.
Technology Education:
A. Nature & Impact of technology
B. Design Process & Impact of assessment
C. Systems in the Designed World
What can students achieve by the 4th, 8th, and 12th grade?
Grade 4: All of the above (A,B, and C) with reference to Science Standards
Grade 8: Describe the nature of technology and the consequences of technological activity,
Describe how technological activity has an affect on economic development, political actions, and
cultural change,use hands on activities to analyze products and systems to determine how the design process was applied to create the solution, describe how variations in resources can affect solutions to a technological problem and select and safely use appropriate tools and materials in analyzing, designing, modeling or making a technological product, system or environment, and
explain reasons why human-designed systems, products, and environments need to be monitored, maintained, and improved to ensure safety, quality, cost efficiency, and sustainability.
Grade 12: Use appropriate data to discuss the full costs, benefits and trade-offs, and risks related to the use of technologies, analyze a given technological product, system, or environment to understand how the engineering design process and design specification limitations influenced the final solution, diagnose a malfunctioning product and system using appropriate critical thinking methods, and compare and contrast the effectiveness of various products, systems, and environments associated with technological activities in energy, transportation, manufacturing, and information and communication.
Rubric Help
ED 301: Here is a helpful video which includes a website you can visit to get some hints and ideas for our upcoming project....I hope it is useful to you all!
Staying Safe on the Internet: A Practical Guide for Kids
Children today are constantly browsing through websites on the computer. Although it is possible to block harmful and dangerous sites, there always seems to be a way for "creepy" individuals to get in touch with our students, children, brothers or sisters, cousins, and friends...that is why teaching children what is allowed and what is not allowed when using a computer is crucial.
When children use the computer to look at a new museum that just opened, talk to friends, or visit sites to learn about other countries, one cannot be too sure who is actually on the other end of the computer interacting with them. It has often occurred that many adults interact with these children pretending to be younger kids and portray themselves as potential friends.
Set rules/guidelines for kids:
1. Do not tell others your real name.
2. Do not provide strangers with your address.
3. Never tell someone you do not know you are home alone.
4. Do not purchase items on the Internet.
5. Never, Never, Never make plans to meet up with somebody.
6. If you receive any disturbing images...tell someone!
Having the Internet is a great advantage, but always remember to let children know they should ask permission before accessing a PC, for this will help keep them safe!
When children use the computer to look at a new museum that just opened, talk to friends, or visit sites to learn about other countries, one cannot be too sure who is actually on the other end of the computer interacting with them. It has often occurred that many adults interact with these children pretending to be younger kids and portray themselves as potential friends.
Set rules/guidelines for kids:
1. Do not tell others your real name.
2. Do not provide strangers with your address.
3. Never tell someone you do not know you are home alone.
4. Do not purchase items on the Internet.
5. Never, Never, Never make plans to meet up with somebody.
6. If you receive any disturbing images...tell someone!
Having the Internet is a great advantage, but always remember to let children know they should ask permission before accessing a PC, for this will help keep them safe!
Internet Safety 101
With advancements in modern technology has followed many positive and negative outcomes. It's important to be cautious when using the web and to remember that there are clever hackers out there who can easily retrieve personal information without one's discretion.
Many questions are raised in regard to proper Internet safety, such as:
Q: Why is it so important to tell people my personal information?
A: Because it is so easy to find out where you live. All one needs is the Country, State, Name, and Gender. By logging into yellowbook.com and the click of a mouse all of this information can pop up. Many individuals choose to meet up with people they meet online, this can often lead to problems such as:
-Rape
-Murder
-Kidnapping and
-Thievery
Q:What do I do when I report a bad user to sites such as: youtube.com, myspace.com, or facebook.com and they do not care?
A: Block them, remove them as a friend, report them again, ignore there messages and message them back saying: " you've been reported", keep it clean. Spread the word of the bad user, do not give up, keep reporting the user, and contact services for assistance.
Q: How can I tell if what that person is someone i should stay away from?
A: Look for severe foul language, including inappropriate talk- conversations including sexual related words. If they ask you for a lot of personal information- that is a RED FLAG!
Q: If I'm being harassed who should I talk to?
A: For the most part a counselor, but with severe situations:
- Police or
- Family Member
Q: What are some good websites to check out for help?
A: freewebs.com/kevinyoungx, freewebs.com/youngstudious, young008.tripod.com, amw.com, and youtube.com/young008. (These link were provided by a Internet Safety Video, and should be used with caution).
Many questions are raised in regard to proper Internet safety, such as:
Q: Why is it so important to tell people my personal information?
A: Because it is so easy to find out where you live. All one needs is the Country, State, Name, and Gender. By logging into yellowbook.com and the click of a mouse all of this information can pop up. Many individuals choose to meet up with people they meet online, this can often lead to problems such as:
-Rape
-Murder
-Kidnapping and
-Thievery
Q:What do I do when I report a bad user to sites such as: youtube.com, myspace.com, or facebook.com and they do not care?
A: Block them, remove them as a friend, report them again, ignore there messages and message them back saying: " you've been reported", keep it clean. Spread the word of the bad user, do not give up, keep reporting the user, and contact services for assistance.
Q: How can I tell if what that person is someone i should stay away from?
A: Look for severe foul language, including inappropriate talk- conversations including sexual related words. If they ask you for a lot of personal information- that is a RED FLAG!
Q: If I'm being harassed who should I talk to?
A: For the most part a counselor, but with severe situations:
- Police or
- Family Member
Q: What are some good websites to check out for help?
A: freewebs.com/kevinyoungx, freewebs.com/youngstudious, young008.tripod.com, amw.com, and youtube.com/young008. (These link were provided by a Internet Safety Video, and should be used with caution).
Sunday, February 1, 2009
NETS: Using Technology to Learn & Teach
The International Society for Technology in Education has led a federally funded initiative to develop standards for technology for both the teachers and students. This initiative is helping to define what you need to know about educational technology. ISTE's project is known as the National Educational Technology Standards for Teachers Project, also known as NETS for short.
- Teaching and Learning with Technology, Lever-Duffy, Judy. Chapter 1.
The NETS category provides the standards for both students and teachers, administrators, technology facilitators, and leaders. What is great about the site are the publications and research projects it has to offer.
It's great how the NETS site is a guide for educators and administrators who are incorporating modern educational technology into the curriculum with the basic fundamentals.
- Teaching and Learning with Technology, Lever-Duffy, Judy. Chapter 1.
"ISTE standards for students, teachers, and administrators help to measure proficiency and set aspirational goals for the knowledge, skills, and attitudes needed to succeed in today’s Digital Age. NETS for teachers help: Facilitate and Inspire Student Learning and Creativity, Design and Develop Digital-Age Learning Experiences and Assessment, Model Digital-Age Work and Learning, Promote and Model Digital Citizenship and Responsibility, and Engage in Professional Growth and Leadership."
- NETS website, goal for teachers for 2008The NETS category provides the standards for both students and teachers, administrators, technology facilitators, and leaders. What is great about the site are the publications and research projects it has to offer.
The NETS for students are what students should know and be able to do to learn effectively and live productively in an increasingly digital world. They focus on, innovation and creativity, communication and collaboration, research, critical thinking, problem solving, and decision making, in addition to technology operations and concepts. The NETS defined fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings.
Administrators play a essential role in determining how well technology is used in schools and NETS helps them do so.
It's great how the NETS site is a guide for educators and administrators who are incorporating modern educational technology into the curriculum with the basic fundamentals.
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