9-“How teachers are using technology at home and in their classrooms”

The article “How teachers are using technology at home and in their classrooms” highlights the differences among wealthier and poorer school districts and younger and older generation teachers. Generally, teachers 35 and younger are more confident in their technology skills and their ability to use technology in their classroom in opposition to teachers 55 and older. Younger teachers are more often to draw on colleagues for ideas of how to use different technologies in opposition to older teachers 35 and older. Teachers who work in wealthier school districts says their school does a good job providing them with the technologies and support  they need to incorporate digital tools in the classroom, most received formal training for this, and over half say they (or their students) use tablets in the learning process. Over half the percent of teachers in higher income school districts say they or their students use e-readers and use their cell phone to look up information in class. Out of the teachers who teach in low income school districts, just less than 40 percent say their school is behind the curve when it comes to using digital tools in the learning process, over half the percent of teachers say that a lack of resources among students to access digital technologies is a “major challenge” to incorporating more digital tools into their teaching, and half the percent of teachers say their school’s use of internet filters has a major impact on their teaching.

All this information gathered from the survey supports why there needs to be seminars for all teachers to learn about the latest technology, how to use it and incorporate it into their classroom. Teachers need to see that it can be very easy to learn once they are to work with the digital tool hands on. Schools within lower income school districts can not be deprived of these technologies. Students of lower SES need to have the same opportunities as the students in the higher SES school districts. 

8-15 Strategies to stop Cyber Bullying

The article, “15 strategies educators can use to stop cyber bullying” explains that cyber bullying is different than in-person bullying in that is usually anonymous, hundreds of people can see it, it’s usually a repeated episode and the victim feels they cannot escape, and more females are victims.  With two-thirds of school violence beginning on social media sites, it is apparent that teachers need to acknowledge and be aware of cyber bullying. It can lead to can lead to school failure, psychological implications, depression, violence and illegal activity. To help prevent cyber bullying, teachers need to educate their students on how to be a digital citizen, and how to be cyber safe, that the same rules to safety and discipline apply in and out of the digital world. Teachers should raise awareness of cyber bullying to their students by talking about cyber bullying. Students need to be assured that it is ok to report cases of cyber bullying or abuse. Establishing firm policies so that students are aware of rules before a problem occurs help to clear up any confusion or guessing that the students may have about a cyber bulling situation. Teachers need to empathize with students and not minimize the student’s situation when it comes to cyber bullying. Students take cyber persona very seriously. To encourage camaraderie among peers, teachers can encourage team building through exercises and activities that call on students to work together as a team. Teachers need to stay up to date with technologies. As technologies change so do ways of cyber bullying. Getting parents involved and having an open line of communication with students can help to decrease cyber bullying. The more people students have to confide in, the safer they will feel. Allowing the use of technology and internet in classroom can help to decrease the problem of cyber bullying.

                In a nutshell teachers need to have a zero tolerance policy when it comes to cyber bullying and create a safe environment for their students.

Yes, cyber bullying is a problem; it needs to be addressed. Social media site use at school should be prohibited, but with the use of cell phones, iPads, and all the other technologies out there, it is impossible to completely put an end to the use of these types of cites at school. The best thing a teacher can do is just talk about cyber bullying, create a loving community within his/her classroom, get parents involved, and allow open communication between teacher and student. These are things teachers should be doing anyway.

7 Educational Technology Speaker Series

The article “College hosts educational technology speaker series” describes the T21 Speaker Series held at Illinois State University for the students, staff,  faculty, and alumni of the College of Education.  The purpose of this series was to give these professionals the opportunity to be exposed to and practice using the technology skills that are necessary to teach the students of today’s technology rich society. Topics covered in this series were special education students, digital resume-building, and incorporating iPads into the curriculum. The series took place in and Exploratorium that was equipped with  three different types of interactive whiteboards, a 3-D printer, iMacs, iPads, Chromebooks, advanced recording devices, interactive dry-erase surfaces, and stations for collaboration.  The audience was able to observe how to use the technologies and work with the technologies hands on. The best way to learn a skill is to practice it. One of the presenters, Cassandra Mattoon, took the audience through the process of how she determined how to use iPads in her curriculum. She showed them how to be selective and to not force applications into a lesson if it truly does not fit. Then, she brought her own preschoolers into the series and paired each student up with a member from the audience. They were to work with the preschooler to play and learn on the iPad. 

The idea behind this series is great. I think that all educators, students learning to be educators,  and even parents should have the opportunity to be a part of a series like this. I am certainly not very knowledgeable about technology and neither were my parents. The course I am currently taking, IT 365, is definitely introducing many new technologies to me but I know I have a lot of work ahead of me. I think it is important that educators are abreast  and knowledgeable of the technologies that are current because they can be used in the classroom to enhance teaching, participation, and learning of students. 

Body Systems Concept Map

BODY SYSTEMS

I.       Respiratory

Oxygen enters the respiratory system through the mouth and nose. The oxygen passes through the larynx down the trachea that enters the chest cavity. The trachea filters the air that we breathe. The trachea splits into two smaller tubes called bronchi, which then divide again into bronchial tubes. These tubes carry air directly into the lungs.

A.    Diaphragm

B.    Lungs

1.    Puts oxygen in blood

2.    Takes carbon dioxide out of blood

C.    Trachea

1.    Filters air

D.    mouth

E.    Nose

II.     Digestive

Organs that make up the digestive system are the mouth, esophagus, stomach, small intestine, large intestine and liver. Digestion is the process by which food and drink are broken down into their smallest parts so the body can use them to build and nourish cells and provide energy.

A.    Mouth

1.    Where digestion first begins

2.    Food is chewed and mixed with saliva

B.    Esophagus

C.    Liver

D.    Large and Small Intestine

E.    Stomach

1.  Hydrochloric Acid mixes with the chewed food

III.    Muscular

The muscular system can be broken down into three different types of muscle: skeletal, smooth, and cardiac. The skeletal muscles are the only muscle tissue in the human body and control every action that a person consciously performs. Smooth muscle is found inside of organs such as the stomach, intestines, and blood vessels. It is the weakest of the three muscle types and sends signals to contract to move substances through the organ. Cardiac muscle is found only in the heart and is responsible for pumping blood through the body.

A.    Skeletal muscle

1.    Helps strengthen body and connects to bones

B.    Cardiac muscle

1.    Found in the heart

C.    Smooth muscle

1.    Found in walls of internal organs

IV.    Nervous

The nervous system is made up of the brain, spinal cord, and retina. The peripheral nervous system consists of sensory neurons, ganglia, which are clusters of neurons, and nerves that connect to one another and to the central nervous system. Neurons send signals to other cells through thin fibers called axons. These then cause neurotransmitters to be released at synapses. A synapse gives commands to cells.

A.    Peripheral

1.    Nerves

2.    Ganglia

3.    Sensory Neurons

a.    React to light, sound, and touch

B.    Central

1.    Brain

a.    Where the nerves begin

2.    Spinal Cord

3.    Retina

V.     Circulatory

The major parts of the circulatory system are the heart, arteries, and veins. The hearts pumps blood to the arteries. The arteries take oxygenated blood to muscles. the veins take blood back to the heart, which then releases carbon dioxide in the lungs.

A.    Heart

1.    Pumps blood to arteries

B.    Arteries

1.    Take oxygenated blood to muscles

C.    Veins

1.    Take blood back to heart to release carbon dioxide

Voki

6-Google Tools

“Ten Creative Ways to Use Google Tools to Maximize Learning” is an article that describes 10 features that Google offers that can be helpful to the classroom teacher and students. Google Docs can help support organization, the writing process, and note taking and sharing with in the classroom.  It also allows collaboration between the teacher and student when working in shared docs. Google Forms provides formative assessment data, giving the teacher the ability to evaluate the level of comprehension of each student before they walk into the classroom or after a concept is taught. This is done through surveys created on Google Forms. Google Voice allows teachers and/or students leave voice messages on a Google Doc instead of annotations. This allows students to hear comments about their writing instead of reading notes written on their paper. Research Tools allows students to search within their project or open document to find information without having to work between multiple browser tabs or windows. It makes using the web easier to use while researching. Write Space is a customizable text editor that allows students to write with no distraction causing items on the screen. There are no formatting ribbons or chat boxes that could possibly cause students to lose focus. Google Dictionary and Image Dictionary is a handy tool that one can access by right clicking his or her mouse. Instead of just being given synonyms, Google Dictionary can give an image and definition on the same screen. This aides in the increase of comprehension and saves much time. VideoNot.es allows students to take notes and automatically saves those notes as they are watching a video. The video and text box for notes is displayed simultaneously. Google Moderator gives students a voice and the opportunity to rise as leaders. They are able to ask questions, submit topics or ideas for discussions, and have conversations. Google Drive Template Gallery allows teachers and students to view templates or creative forms of another.  

I was not aware of all the tools and resources that Google has to offer. This article was very beneficial to me as a future teacher. I am really excited to use the Google Voice. I think allowing students to hear comments about their writing instead of seeing red marks all over their paper will boost their confidence a little bit more. Many of these tools will help students with their note taking and studying, which is definitely a major part of education. Good studying skills are a necessity to success in school. 

5-Virtual Fieldtrip

Global Trek is a virtual field trip site that allows students to go anywhere in the world and learn about the country, its culture and heritage, the people, and the history of that country. When you first enter the site, you choose your country and book your flight. Then, you are asked to start a journal that explains what you see and learn on the field trip. The journal writing is prompted by questions that the site asks you to respond to in the journal.

Though this site has a good concept, it could have been more exciting. There were no games or simulations, no trivia or interesting images. I do not think that students would be captivated by this site enough to use it. The journal writing was a good idea though. When students take any form of trip, I believe that they need to write about the experience. 

The Hershey’s Factory virtual field trip site takes students on an informational video guide of how Hershey’s chocolate is made. Basically, there are several video-clips to show the harvesting of the cocoa bean, how and where it is brought to the United States and the processes the beans go through to become chocolate. 

Again, this site was boring. Where are all the bells and whistles? Where are the simulations or updated video clips. The music in the background was dull as well. Chocolate is fun! Hershey’s chocolate factory is a well-known and wealthy establishment. The virtual field trip portrays that the process of making chocolate is dull and outdated. The site does give a lot of information, but it is not engaging enough. 

4- Kindergartners and iPads?

“Giving iPads to Kindergartners” is an informational article discussing the advantages of kindergartners and even toddlers using technologies such as computers, smartboards and iPads. Reports from schools using these technologies say that iPads make learning fun and more engaging, and they also stimulate kindergartners’ mental growth. Most of these apps created for children of this age are created for parents and teachers to monitor student progress and see growth. The article also points out that not all apps and games are beneficial; parents must carefully evaluate apps and games to be chosen, and monitor and control their child’s usage. It is advised that pre-k and kindergarten children use technology with an adult or older sibling so that monitoring of the child’s learning and mood occurs. What would be the purpose of a fun educational game if there is no learning or comprehension taking place? The iPad is meant to be a productive use of technology when being used by kindergartners. Cyber bullying is a concern that needs to be acknowledged by parents who allow their child to use these types of technology. Parents and teachers need to discuss what cyber bullying is with the children, explain why it’s wrong, how to avoid it, and explain what a child should do if cyber bullied.

This article was really interesting to me because I did not realize the benefits of these technologies. I do not use much technology other than my cell phone and computer for school work, so it amazes me when I read that a kindergartner can learn and mentally grow through the use of educational apps and games on the iPad. When I become a parent, I am going to do whatever I can to give my child the richest education possible. Technology is a huge part of a rich education and technology can only improve. I think this is a good article to read for parents and teachers who need a little inspiration for their youngsters. There are three apps that were discussed in the article that would be a good start for the use of the iPad in the classroom and as a home trial. 

3 Bitcoin

The article, “Will Bitcoin change how kids learn to count?” by Nicole Smith, introduces the concerns about the future of digital money, Bitcoin, and its effects on teaching kids how to count and learn math. My understanding of this article is that there are concerns about educating future students on how to count or do math if there is no coin currency. If Bitcoin is the money of the future, then there needs to be an introduction of both coin currency to teach the history of the money, the concept of money, and how to count money, and then also the experimentation with technologies like littleBit, Sifteo cubes, and digital tools. Experimentation with these technologies can lead to preparation for the future Bitcoin.

Call me old fashion, but I happen to like the dollar bill. I like collecting coins in a jar to save up for gifts and maybe a little extra spending money when you really need it. Why is everything being moved to digital these days? Technology is not always reliable. I agree with the concerns of this article. Counting coins and understanding the value of each coin is hugely apart of math concepts and skills in the primary levels of school.  It’s a concrete object that children can manipulate that has meaning and value. Why substitute this resource with a Bitcoin? 

2 Social Media

The article “Teens, Social Media, and Privacy”, shares information from a survey given to 802 teens that honed in on how teenagers are using social media sites such as Facebook and Twitter to share information about themselves and how they regulate their own privacy. The percentage of teens sharing personal information has increased drastically in five different types of personal information since 2006. Through these media sites, teenagers have the ability to post their location and share videos of themselves on Facebook and Twitter. The article states that most teens keep their Facebook profile private (>60%) and more than 50 percent of teens express a high level of confidence in managing their Facebook privacy settings. The survey also concluded that teen social media users do not express a high level of concern about third party access to their profiles or advertisers seeing their information. Yet, parents were more concerned about their children’s protection against advertisers. The articles highlight many key findings on teens and their experience using social media and how they regulate their confidentiality.

In my opinion, the survey and article did not cover the information and details that convey the real scoop on teens and their use of social media sites. These sites rule over most teens lives to where actual conversation is passé.  Whatever happened to meaningful phone calls and letter writing. Everything is so convenient as to picking up the phone and sending a message through Facebook.  Kids post everything these days; even down to what they are eating and drinking. What happened to mystery? This article did not convey the real issue with social media sites. Sure they are being used much more these days; that’s a given.    

1 Pinterest

"The Teachers Guide To Pinterest"- Are you in with Pin? Pinterest has become one of the best ways for teachers to share resources and information for the classroom. Teachers are using Pinterest to share quotes and inspiration, display art, photography and design, suggest reading materials, encourage student participation, show student work, and even share lesson plans. Colleges even use Pinterest to keep students, alumni, and potential new students updated on the latest news. The benefits of using Pinterest is that it is free, students and educators can participate by commenting, repining, and liking, and you can make specific searches. Not only is Pinterest beneficial for educators to use, it is parent and student friendly as well. Students can use Pinterest to find images for class presentations and to get ideas for crafts and school projects. Parents can use Pinterest to get lunch ides for kids and find new books to read or recommend for their kids.

Reading this article only confirmed why I love Pinterest so much. I have used Pinterest for several presentations, lesson plans, and even gift ideas. It’s a place where ideas, crafts, and information are displayed easily so that you can find resources to enhance lessons, classroom appearance, and a fun experience in the classroom. This was a great article to read if you have never used Pinterest and are an aspiring teacher. Teachers need all the resources possible at their finger tips, and Pinterest is a great one. 

Introduction

Hello! My name is Virginia Blanchet. I am 24 years old and a Senior at USM. I was raised in Picayune, MS. I will graduate in December of this year. Yay! IT 365 is the only class I am taking this summer, and then I will student teach in the fall. I am looking forward to student teaching and getting to know more about myself as an educator. I have many hobbies. I enjoy working out, biking, running, cooking, eating, and being outside. I love the water, the beach, and vacationing in Florida. I am currently working as a cocktail waitress at Chesterfield's, a family restaurant/bar. I am so looking forward to ending that chapter of my life and starting a new chapter with a teaching job. This is just a little information about me. I hope you enjoyed it. Bye!