Essential Question: Why are there more issues with cheating, plagiarism, and related incidents now than before the web? Or are there?
I feel that that cheating, plagiarism, and related incidents are much more prevalent now that the Internet exists. Students have access to the information at their finger tips. There are so many websites out there with information on all sorts of topic imaginable. With our society becoming unmotivated with doing work, they rely on people and sources(such as the Internet) to do the work or gather the information needed. How many times do you see a student reading a book? In English class when a book is assigned, if you polled students, how many honestly would say they did not use the Internet to get information about the book? How many actually read the book? If I was a betting person, I would say more than half, used the Internet to write a paper or just get information without reading the book. Pretty sad. It is so easy to just look something up, why should they think. I feel that we as a society allow this to happen. Yes, we all use the Internet to look up information and get factual information from there. But, it has become apparent that as the technology increases and people have the Internet at their finger tips by use of smart phone, pda or other devices, they just use the information they find. Do not get me wrong, the Internet is a wealth of information. I use it daily. But, I was also brought up to go to the library look up information, write a rough draft and then do my final copy of a paper. Nowadays, students write it once, using the Internet and just copy and paste. They edit as they go. I guess I am old fashioned. I still like to write things on pen and paper.
It is not just the Internet that allows students to cheat and plagiarize. Students can send each other answers. Sometimes you do not even know they are using a device. Ipods and allow e-mail, phones can text, they can go to the restroom and send the answers. You would hope they have more common sense and sense of pride than that. Unfortunately, some students do not and just want a good grade.
. So in the end, I believe cheating is easier and is done more frequently as technology gets more accessible.
Monday, March 12, 2012
Thursday, February 23, 2012
Essential Question: Week 7
Essential Question: How can technology enhance learning when students aren’t the ones accessing it?
Technology is a great thing that can be very useful to students and to teachers as well. If students are not the ones with access the teacher is the one using the technology to enhance the students learning. They can use it by finding resources on line, the way in which they use visual aids , the different methods of assessment and the variey ways in which they present the curriculum.
I found an interesting statement on line which I find true-
Technology is a great thing that can be very useful to students and to teachers as well. If students are not the ones with access the teacher is the one using the technology to enhance the students learning. They can use it by finding resources on line, the way in which they use visual aids , the different methods of assessment and the variey ways in which they present the curriculum.
I found an interesting statement on line which I find true-
Before you roll that TV into the classroom…remember that technology is just the delivery tool for a specific teaching method or strategy. In order to enhance learning, you need to make sure it is part of a larger design process. Here’s one approach to deciding what technology will reap the best benefits:
Ask yourself:
- What are my goals and objectives for this lesson, unit, etc?
- What teaching methods will best help me reach these goals and objectives? Typical methods are presentation, demonstration, discovery, and problem solving, but there are many more.
- What activities or delivery tools will match this teaching method best? Typical activities are lecture, lab experiments and case studies. Typical delivery tools include all sorts of instructional media and technology from chalkboards to newer media like computers and the Internet.
Wednesday, February 22, 2012
Week 6 Essential Question
Essential Question: How does teacher experience change how they view technology
integration?
I feel that the more experience a teacher has the easier teachers will find it to integrate technology into their curriculum. First if you are new to the profession you are worried about the curriculum itself and getting it to the students. You are also worried about classroom management and everything that goes along with being new to something.
Once you get comfortable with something. It becomes easier. Once a teacher is comfortable with the daily activities of their classroom, it will allow them to try new things like technology and other things with their students. Technology can enhance a teachers curriculum, make their students more engaged, so a person who is not experience may not see this when their focus is on all the other things going on.
integration?
I feel that the more experience a teacher has the easier teachers will find it to integrate technology into their curriculum. First if you are new to the profession you are worried about the curriculum itself and getting it to the students. You are also worried about classroom management and everything that goes along with being new to something.
Once you get comfortable with something. It becomes easier. Once a teacher is comfortable with the daily activities of their classroom, it will allow them to try new things like technology and other things with their students. Technology can enhance a teachers curriculum, make their students more engaged, so a person who is not experience may not see this when their focus is on all the other things going on.
Thursday, February 16, 2012
Essential Questions Week 5
Essential Question: How can tools be used to increase understanding?
Technology tools are a great way to increase the understanding of any subject matter. They can be used in very different ways and can be used for a variety of different learning styles. Technology tools can be used to enhance an assignment with a visual piece; it can be used to take a project from pen and paper to multimedia. Technology can be used to add just that additional bit of information that a student needs to see how something works, or runs or is used. If in math or Social studies or any other subject a teacher can use these tools to work along with the students simultaneously to do an assignment step by step.
Why can digital storytelling be an authentic assessment? Could digital storytelling be used in your classroom as an assessment? Should students publish their work?
Digital storytelling allows the student to express what they learned visually. If a student can show that they have comprehended the knowledge of a topic and are able to use it in a visual format, such as digital storytelling, I do think that that can be used as an assessment and an authentic assessment. More people than not tend to comprehend and express themselves better visually than not.
As far as publishing their work. I think that should be left up to the student. It is nice that the student who does good work can get to showcase their efforts. But that should be left for them to decide.
Friday, February 3, 2012
Week 4 Essential Question
Essential Question: Week 4
How can you engage all students?
Technology is a real motivator to students. My students like and are generally more motivated and engaged in the assignment if we use technology. I like to vary the technology I use. I have taken things like prezi, glogster, wordle and used them in classes to keep these kids engaged. I feel that giving them this new tool or allowing them to try something or use the internet to search something, helps keep them engaged. Using things like word and powerpoint gets a little boring, so throwing different types of things like we are learning keeps them more interested.
What is your ideal technology "set up" in your classroom?
My ideal classroom technology “set-up” would be having all the computers with their own computer station. This gives the student more room to work. I would also like to have the computers face me. Now I have them face the wall and the backs of students are towards me. I would like them to be able to follow my instructions on the computer and look at the screen at the same time. I would like to have a remote form LCD so I can walk around during lecture and see what students are doing. Are they understanding what I am saying or am I just talking to myself. The only other thing I would like is access to other software that may make teaching my topic a little easier.
How would technology impact student achievement and engagement in your classroom?
I think that technology does impact engagement. As I stated earlier my student like to use technology. It moves them from a regular desk to a different type of activity. It could be taking digital photos, creating a video or just doing a web quest on the computer. I can’t say how it would impact achievement. I am not really sure it does. I am someone who came from a non- technology age and we did fine. I guess in my class technology gives the students more opportunity to use a variety of tools to do something a little better or different (like a digital poster versus a regular one). I am really not sure how to answer this.
Saturday, January 28, 2012
Essential question week 3
I went on the internet and found one that answered this and much more, I copied it below, Essential Question: How can you provide equal access to the digital world to all learners? Are mobile devices a way to accomplish this? Should schools try to acquire more of these vs. computers? Would an iPad work in your classroom?
1 Let’s Be "Digital Multipliers" Eliminating the Digital Divide Is Something
Educators Can Do By Marc Prensky Published in Educational Technology, Jan-Feb 2009
[1216 words] W
"I want to use technology, but my students don’t all have equal access to it. Many (or some) don’t have computers at home. Some (or many) don’t own a cell phone. Some of their families can’t afford monthly connection charges. By requiring they use this technology, am I not depriving these kids of an equal education?"
Clearly, the desire to not deprive any child of a good, and equal, education is laudable, and represents the best of intentions. But in some cases, our good intentions can lead us to behaviors that are not in the best interests of all our students.
An example of this is the following, which I once heard a teacher say. "29 of my students have computers at home, but one doesn’t. So I don’t assign computer homework, because it wouldn’t be fair to that student."
What about the other 29 students? Do we deprive 29 to be fair to one? Or do we find another solution for the one?
Whether our schools, or our students, can afford it or not, all today’s students need technology. Already, truck drivers have GPS, computers and company-provided cell phones. Delivery people have hand-helds. People in business are increasingly tethered to their Blackberries. No matter how old-school one is in thinking that the tools of the past are sufficient for a good education, it does not take much foresight to realize that most work in the future will be technology-mediated. henever I speak to educators I typically get some variation of the "digital divide" question: Marc Prensky Let’s Be "Digital Multipliers" © 2008 Marc Prensky _____________________________________________________________________________ 2 I think we should scrounge, beg, borrow and steal (figuratively) to get at least some technology to every student who doesn’t have access to it, as quickly and as often as possible. But, of course, we can’t just go out, as individuals and buy the technology for those who don’t have it. So what do we do to bridge, and eliminate, the digital divide in our schools and our students?
Accept Some Inequality
First, it’s important to understand that not every student needs to have the same exact technology. Some think that school (or at least public school) should make sure every student has exactly the same things: the same pens, pencils or paper, the same textbooks, the same lunch, even, in some places, the same clothing (i.e. uniforms.) We either provide all of these things to all students at public expense, or we don’t use them. This may make sense for some things. But I don’t think it makes sense for digital technology.
Digital technology access is unequal by its nature – or at least by the way we make and sell it – and always will be. We can set a floor – a set of minimum specifications – but some people will always want more. There is a huge variety of feature choices available, and each device is a set of tradeoffs, enabling every person to get the feature set he or she prefers and can afford. Few of us have the same phones, computers, stereos, speakers, etc, nor would we want to.
So the best solution may not be providing the same technology to every student, but rather finding accommodations for those who don’t have their own. Increasingly, in the workplace, we see young workers wanting to use their own technology rather than what is provided. While getting cheaper (the $200 computer is here!) technology still costs money, which means that not everyone will get it in the same way, any more than everyone gets to work or is able to dress the same way. So perhaps we should not care exactly which technology our students use, and we should let the ones who have more use it. But we should make sure they are all using something.
So What Can We Do?
What we must be concerned about is students’ wanting or needing access to a minimal level of digital technology and not being able to get it. If we, as educators, make it our business to see that every student has "enough" access, rather than "equal" access to digital technology, and is required to use their technology every day for difficult, stimulating, collaborative, world Marc Prensky Let’s Be "Digital Multipliers" © 2008 Marc Prensky _____________________________________________________________________________ 3 involving projects, I think many, if not most of our "digital divide" issues will go away.
Here are some suggestions for accomplishing this without more money from the administration, and without spending money from our own pockets.
First, let’s be sure we use all the technology we do have at hand, and that it is the students who are using it. If there is an electronic whiteboard, the students should be using it to present, not the teacher. If some of our students have their own laptops or cell phones, let’s make use of them.
Next, let’s maximize sharing. If not everyone in the class has a particular piece of technology, a teacher can put students into groups around a device, such as a computer or cell phone. The lesson/tasks can be structured in such a way that every student is required to use the device, with students teaching their peers and taking responsibility for all students knowing how to use the technology. Students can also share devices, keeping their own work on cheap USB drives.
Then, let’s increase access time. Places where all students can access technology, such as libraries and computer labs, should be kept open as long as possible – ideally every night until midnight – and on weekends. If transportation or safety is an issue, we can find volunteers to run carpools.
Finally, let’s do our best to get some technology for those who don’t have access to it. Building one’s own computer is inexpensive and easy, not to mention a great learning experience. Amazing bargains are available on eBay and other places online. Perfectly good cell phones and computers are thrown away and recycled regularly. With open source, Google Docs and shareware, software costs have dropped radically or disappeared. Plenty of individuals and foundations are willing to donate. Let’s use our creativity to get hold of as much of this stuff as possible. And then let’s use the students to maintain it and keep it useable.
If we (and our students) are willing to be creative, I see no reason why there should be a digital divide at all anywhere in the U.S. As educators, we should take it as our responsibility to see that this no longer happens. It is easy to pass off eliminating the "digital divide" as someone else’s responsibility, but it is really our own. This is a clear place where educators can be a big part of the solution – even without additional funding. I suggest we begin thinking of Marc Prensky Let’s Be "Digital Multipliers" © 2008 Marc Prensky _____________________________________________________________________________ 4 ourselves as "digital multipliers" – i.e. people who find creative solutions that bring every student, no matter what his or her background or income level, into the digital world – and get the job done.
Of course, there is also a second, more subtle, cause of the "digital divide." Certain educators, who are themselves afraid of the technology, are not making the best efforts they could to have all their students use technology as much as possible. Although this is often justified in "our kids don’t need technology to think" language, it is really just another form of digital division and deprivation. It must be fought. Marc Prensky is an internationally acclaimed thought leader, speaker, writer, consultant, and game designer in the critical areas of education and learning. He is the author of Digital Game-Based Learning (McGraw Hill, 2001) and Don’t Bother Me, Mom, I’m Learning (Paragon House I , 2006). Marc is the founder and CEO of Games2train, a game-based learning company, whose clients include IBM, Bank of America, Pfizer , the U.S. Department of Defense and the LA and Florida Virtual Schools. He is also the creator of the sites www.SocialImpactGames.com, and www.GamesParentsTeachers.com . Marc holds an MBA from Harvard and a Masters in Teaching from Yale. More of his writings can be found at www.marcprensky.com/writing/default.asp . Marc can be contacted at marc@games2train.com .
- As I thought of how to answer the question of How to get equal access to the digital world, I was a little stumped. Equal access that is tough. Not many things in life is equal. I really did not know. So I research and read some articles
1 Let’s Be "Digital Multipliers" Eliminating the Digital Divide Is Something
Educators Can Do By Marc Prensky Published in Educational Technology, Jan-Feb 2009
[1216 words] W
"I want to use technology, but my students don’t all have equal access to it. Many (or some) don’t have computers at home. Some (or many) don’t own a cell phone. Some of their families can’t afford monthly connection charges. By requiring they use this technology, am I not depriving these kids of an equal education?"
Clearly, the desire to not deprive any child of a good, and equal, education is laudable, and represents the best of intentions. But in some cases, our good intentions can lead us to behaviors that are not in the best interests of all our students.
An example of this is the following, which I once heard a teacher say. "29 of my students have computers at home, but one doesn’t. So I don’t assign computer homework, because it wouldn’t be fair to that student."
What about the other 29 students? Do we deprive 29 to be fair to one? Or do we find another solution for the one?
Whether our schools, or our students, can afford it or not, all today’s students need technology. Already, truck drivers have GPS, computers and company-provided cell phones. Delivery people have hand-helds. People in business are increasingly tethered to their Blackberries. No matter how old-school one is in thinking that the tools of the past are sufficient for a good education, it does not take much foresight to realize that most work in the future will be technology-mediated. henever I speak to educators I typically get some variation of the "digital divide" question: Marc Prensky Let’s Be "Digital Multipliers" © 2008 Marc Prensky _____________________________________________________________________________ 2 I think we should scrounge, beg, borrow and steal (figuratively) to get at least some technology to every student who doesn’t have access to it, as quickly and as often as possible. But, of course, we can’t just go out, as individuals and buy the technology for those who don’t have it. So what do we do to bridge, and eliminate, the digital divide in our schools and our students?
Accept Some Inequality
First, it’s important to understand that not every student needs to have the same exact technology. Some think that school (or at least public school) should make sure every student has exactly the same things: the same pens, pencils or paper, the same textbooks, the same lunch, even, in some places, the same clothing (i.e. uniforms.) We either provide all of these things to all students at public expense, or we don’t use them. This may make sense for some things. But I don’t think it makes sense for digital technology.
Digital technology access is unequal by its nature – or at least by the way we make and sell it – and always will be. We can set a floor – a set of minimum specifications – but some people will always want more. There is a huge variety of feature choices available, and each device is a set of tradeoffs, enabling every person to get the feature set he or she prefers and can afford. Few of us have the same phones, computers, stereos, speakers, etc, nor would we want to.
So the best solution may not be providing the same technology to every student, but rather finding accommodations for those who don’t have their own. Increasingly, in the workplace, we see young workers wanting to use their own technology rather than what is provided. While getting cheaper (the $200 computer is here!) technology still costs money, which means that not everyone will get it in the same way, any more than everyone gets to work or is able to dress the same way. So perhaps we should not care exactly which technology our students use, and we should let the ones who have more use it. But we should make sure they are all using something.
So What Can We Do?
What we must be concerned about is students’ wanting or needing access to a minimal level of digital technology and not being able to get it. If we, as educators, make it our business to see that every student has "enough" access, rather than "equal" access to digital technology, and is required to use their technology every day for difficult, stimulating, collaborative, world Marc Prensky Let’s Be "Digital Multipliers" © 2008 Marc Prensky _____________________________________________________________________________ 3 involving projects, I think many, if not most of our "digital divide" issues will go away.
Here are some suggestions for accomplishing this without more money from the administration, and without spending money from our own pockets.
First, let’s be sure we use all the technology we do have at hand, and that it is the students who are using it. If there is an electronic whiteboard, the students should be using it to present, not the teacher. If some of our students have their own laptops or cell phones, let’s make use of them.
Next, let’s maximize sharing. If not everyone in the class has a particular piece of technology, a teacher can put students into groups around a device, such as a computer or cell phone. The lesson/tasks can be structured in such a way that every student is required to use the device, with students teaching their peers and taking responsibility for all students knowing how to use the technology. Students can also share devices, keeping their own work on cheap USB drives.
Then, let’s increase access time. Places where all students can access technology, such as libraries and computer labs, should be kept open as long as possible – ideally every night until midnight – and on weekends. If transportation or safety is an issue, we can find volunteers to run carpools.
Finally, let’s do our best to get some technology for those who don’t have access to it. Building one’s own computer is inexpensive and easy, not to mention a great learning experience. Amazing bargains are available on eBay and other places online. Perfectly good cell phones and computers are thrown away and recycled regularly. With open source, Google Docs and shareware, software costs have dropped radically or disappeared. Plenty of individuals and foundations are willing to donate. Let’s use our creativity to get hold of as much of this stuff as possible. And then let’s use the students to maintain it and keep it useable.
If we (and our students) are willing to be creative, I see no reason why there should be a digital divide at all anywhere in the U.S. As educators, we should take it as our responsibility to see that this no longer happens. It is easy to pass off eliminating the "digital divide" as someone else’s responsibility, but it is really our own. This is a clear place where educators can be a big part of the solution – even without additional funding. I suggest we begin thinking of Marc Prensky Let’s Be "Digital Multipliers" © 2008 Marc Prensky _____________________________________________________________________________ 4 ourselves as "digital multipliers" – i.e. people who find creative solutions that bring every student, no matter what his or her background or income level, into the digital world – and get the job done.
Of course, there is also a second, more subtle, cause of the "digital divide." Certain educators, who are themselves afraid of the technology, are not making the best efforts they could to have all their students use technology as much as possible. Although this is often justified in "our kids don’t need technology to think" language, it is really just another form of digital division and deprivation. It must be fought. Marc Prensky is an internationally acclaimed thought leader, speaker, writer, consultant, and game designer in the critical areas of education and learning. He is the author of Digital Game-Based Learning (McGraw Hill, 2001) and Don’t Bother Me, Mom, I’m Learning (Paragon House I , 2006). Marc is the founder and CEO of Games2train, a game-based learning company, whose clients include IBM, Bank of America, Pfizer , the U.S. Department of Defense and the LA and Florida Virtual Schools. He is also the creator of the sites www.SocialImpactGames.com, and www.GamesParentsTeachers.com . Marc holds an MBA from Harvard and a Masters in Teaching from Yale. More of his writings can be found at www.marcprensky.com/writing/default.asp . Marc can be contacted at marc@games2train.com .
Marc Prensky Let’s Be "Digital Multipliers" © 2008 Marc Prensky _____________________________________________________________________________
· So after I read this I agree that we may not be able to get all students equal access, but get them all access. I think it is impossible to get every student the same technology. With differences in district budgets and students family income levels varying especially in our district, it might be better to pose the question of How to get students access to some type of technology, not equal technology. Just a thought. Equal I do not think is possible.
·
· Mobile devices may work again as an access to technology. But can we get enough for everyone in school?
·
· In my classroom an I pad would have some use, but I have 19 computers that give access to most students in the room. I think for what I teach the computers work fine. A couple more or a mixture of I-pad, laptop or other device would work.
·
·
I hope this all makes sense.
Saturday, January 21, 2012
Essential Question: Week 2
Essential Question: Is there more to social networks than meets the eye? What is their role in education?
Social Networks are much more than you see on the surface. When social networks became popular we started with My Space and then it seems like everyone moved to Facebook and twitter. Facebook if you do not know what it is looks like just a fun site to post daily information or useless nonsence. But, it is more. On a pure social level it is a place to get back in touch with old friends, family and people you havel lost touch with over the years. In a business manner, it is a way to give information about their product or service in a way everyone of all ages could gain information. It allows peole to see there product or service and like it, dislike, comment and find out pertinent information about the company. When using a social network for personal social use or for business there is alot that if used correctly one can gain from these networks.
These networks seem to be changing daily in their uses. I feel that social networks are becoming more popular everyday in education. Something that was once taboo in schools like facebook is now being used. Some educators use it to make class sites. This allows the teacher to communicate with the students in an enviorment the students are using anyway daily and one they are comfortable. Some teachers post assignments, activities, creative projects, and they could even post the recognition of student accomplishments. After class this past week, I can even see how twitter could play a role in education. It seems that we much change with the times. Social networks are growing and have many uses. We need to be creative with the lessons and uses of the networks in education.
Only issue with using social networks in education is having the access to technology. Not every school or student has the ability to access technology. Some schools like ours has limited access and this could be challenging when trying to use social networks in a classroom. I would love to implement some of the cool activities that I have heard and read about, but being able to do them correctly without any technology issues may not allow this to happen.
Social Networks are much more than you see on the surface. When social networks became popular we started with My Space and then it seems like everyone moved to Facebook and twitter. Facebook if you do not know what it is looks like just a fun site to post daily information or useless nonsence. But, it is more. On a pure social level it is a place to get back in touch with old friends, family and people you havel lost touch with over the years. In a business manner, it is a way to give information about their product or service in a way everyone of all ages could gain information. It allows peole to see there product or service and like it, dislike, comment and find out pertinent information about the company. When using a social network for personal social use or for business there is alot that if used correctly one can gain from these networks.
These networks seem to be changing daily in their uses. I feel that social networks are becoming more popular everyday in education. Something that was once taboo in schools like facebook is now being used. Some educators use it to make class sites. This allows the teacher to communicate with the students in an enviorment the students are using anyway daily and one they are comfortable. Some teachers post assignments, activities, creative projects, and they could even post the recognition of student accomplishments. After class this past week, I can even see how twitter could play a role in education. It seems that we much change with the times. Social networks are growing and have many uses. We need to be creative with the lessons and uses of the networks in education.
Only issue with using social networks in education is having the access to technology. Not every school or student has the ability to access technology. Some schools like ours has limited access and this could be challenging when trying to use social networks in a classroom. I would love to implement some of the cool activities that I have heard and read about, but being able to do them correctly without any technology issues may not allow this to happen.
Twitter - Professional Development Article
When I first started reading the article about twitter I was still skeptical. I heard alot about twitter, I know the kids use twitter to communicate with their friends. But I never had a desire to use it. When reading the article and seeing the way the author used it made me rethink this technology tool.
I like the thought of using twitter to tweet new ideas about different educational activities, classroom activities and resources to use. I found it very interesting how the article talked about so many educational professionals that use twitter as a networking tool. That thought would not of crosssed my mind. The author also discussed how he uses it to just convey thoughts or use it as conferences. I really liked that. It made sense to me that I would like to use it at conferences when you can not go to all the session you want to. You can follow the ideas of the other sessions by using twitter. I realize this is just try small snapshots of information, but as a follow up I guess people can use blogs for more detailed information.
In the end I guess I would like to use twitter in the capacity that the author spoke about. A quick way to network with colleagues, and being able to ask and answer questions. I would like to try this for educational purposes not to follow some star and find out where they are having lunch. I think this technology tool like any other can be fun, educational and useful if used in the correct way.
I like the thought of using twitter to tweet new ideas about different educational activities, classroom activities and resources to use. I found it very interesting how the article talked about so many educational professionals that use twitter as a networking tool. That thought would not of crosssed my mind. The author also discussed how he uses it to just convey thoughts or use it as conferences. I really liked that. It made sense to me that I would like to use it at conferences when you can not go to all the session you want to. You can follow the ideas of the other sessions by using twitter. I realize this is just try small snapshots of information, but as a follow up I guess people can use blogs for more detailed information.
In the end I guess I would like to use twitter in the capacity that the author spoke about. A quick way to network with colleagues, and being able to ask and answer questions. I would like to try this for educational purposes not to follow some star and find out where they are having lunch. I think this technology tool like any other can be fun, educational and useful if used in the correct way.
Thursday, January 19, 2012
Digital Foot Print
I was kind of amazed by the information that I found in my Digital Footprint. Unfortunately, all the information was not accurate. I found my relatives, or people I am supposedly related to. It had information about my age (they made me to old), my address current and addresses from 10 years ago. It also had some information using my maiden name.
I am not real comfortable with my phone, number and address and or age being that public. If I want people to know I where I live and my personal information I would give it to them.
I find that people do not realize what information is out there. It is scary. With all this information out there, identity theft will be very easy for people.
We should be teaching kids what information is out there. What the afftect the information will have on them and their lives.
I am not real comfortable with my phone, number and address and or age being that public. If I want people to know I where I live and my personal information I would give it to them.
I find that people do not realize what information is out there. It is scary. With all this information out there, identity theft will be very easy for people.
We should be teaching kids what information is out there. What the afftect the information will have on them and their lives.
Sunday, January 15, 2012
EDU week 1 Essential questions
- Why should we integrate technology in the classroom?
- What is a tool that we learned about today that you could use in your classroom?
Thursday, January 12, 2012
Reasons to blog-http://coolcatteacher.blogspot.com/2011/05/12-reasons-to-blog-with-your-students.html
Question: Is blogging a valid form of assessment? I think that blogging is a way to use formative assessments in the classroom. It will allow you to see what students know by letting them put it in their own words and use their own thoughts.
I think as stated in the article that blogging lets teachers reach a different type of learner. This allows the teacher to engage students with Interpersonal and Intrapersonal learning styles.
I think as stated in the article that blogging lets teachers reach a different type of learner. This allows the teacher to engage students with Interpersonal and Intrapersonal learning styles.
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