This is a draft of the newsletter assignment I had to create using Microsoft Word.
newsletterGG1
Wednesday, September 30, 2009
Monday, September 21, 2009
Journal 2: "Grounded Tech Integration"
Harris, J., & Hofer M. (2009). Grounded Tech Integration. Learning and Leading with Technology, 37(2), Retrieved September 15, 2009 from
http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_3&Template=/MembersOnly.cfm&NavMenuID=4381&ContentID=24179&DirectListComboInd=D
In this article, Harris and Hofer mainly focused on a better and more effective approach to pedagogy and technology integration with curriculum. The main concern was that technological integration wasn't providing the most effective learning outcome. According to Seymor Papert, tech integration was becoming "technocentric". The lesson became more about learning how to use the technology rather than using it to learn. The article also focused on the proper approach to teacher planning and how to organize activity types into lessons, projects, units, and other activities that would enable the children to optimize class time and effectively learn. Harris and Hofer introduced the "Eight corresponding continua" to enable teachers to best analyze their classrooms in a way to each and every students' advantage. The Grounded approach deviates from the linear views of instructional planning to make the best most effective curriculum-based plan.
Why are the "eight corresponding continua" important to consider in teacher planning?
It is very important to consider the eight corresponding continua in teacher planning and pedagogy because rather than just relying on linear planning, the eight corresponding continua helps the teacher analyze the classroom for the benefit of each individual student and optimizes the learning experience.
Is integrating technology really more effective towards the end rather than beginning?
I think integrating technology towards the end is a better idea rather than introducing it in the beginning. Papert had a point that the lessons became more "technocentric" rather than learning based. It is very important to make sure that integrating technology enhances the learning experience rather than make it more confusing or slow it down.
http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_3&Template=/MembersOnly.cfm&NavMenuID=4381&ContentID=24179&DirectListComboInd=D
In this article, Harris and Hofer mainly focused on a better and more effective approach to pedagogy and technology integration with curriculum. The main concern was that technological integration wasn't providing the most effective learning outcome. According to Seymor Papert, tech integration was becoming "technocentric". The lesson became more about learning how to use the technology rather than using it to learn. The article also focused on the proper approach to teacher planning and how to organize activity types into lessons, projects, units, and other activities that would enable the children to optimize class time and effectively learn. Harris and Hofer introduced the "Eight corresponding continua" to enable teachers to best analyze their classrooms in a way to each and every students' advantage. The Grounded approach deviates from the linear views of instructional planning to make the best most effective curriculum-based plan.
Why are the "eight corresponding continua" important to consider in teacher planning?
It is very important to consider the eight corresponding continua in teacher planning and pedagogy because rather than just relying on linear planning, the eight corresponding continua helps the teacher analyze the classroom for the benefit of each individual student and optimizes the learning experience.
Is integrating technology really more effective towards the end rather than beginning?
I think integrating technology towards the end is a better idea rather than introducing it in the beginning. Papert had a point that the lessons became more "technocentric" rather than learning based. It is very important to make sure that integrating technology enhances the learning experience rather than make it more confusing or slow it down.
Friday, September 18, 2009
Journal 1: " e-Learning Programs Come in All Shapes and Sizes"
Coyle, S., Jones, T., & Pickle, S.K. (2009). From Alaska to Arkansas, Districts are Experimenting with Online Learning to Solve Access Problems. Learning & Leading with Technology, 37(2), Retrieved September 9, 2009 from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/SeptemberOctoberNo2/e_Learning_Programs_Come_in_All_Shapes_a.htm
This article was a very interesting article. It viewed the implementation of technology into the k-12 curriculum and all the improvements that different school districts encountered due to the integration of technology.
In article 1, Coyle spoke about the use of technology in the YKSD school district in Alaska. Due to the vast area covered by this small school district, teachers and students weren't able to meet par as far as performance on both ends. However, due to the implementation of virtual classrooms, the students were able to meet more frequently with their instructors, which in turn allowed them to develop their performance in school. Accessibility in rural areas were made possibile and within the span of 2 years, the YKSD showed significant progress.
Article 2 showed similar results, but the technology program was used and a slightly different approach. Instead of incorporating virtual classrooms to cover vasts distances, the BCPS used technological enhanced classrooms for the convenience of the students. according to Jones, classes were offered online in different availabilities for students who couldn't make class due to schedule conflicts, or disavailability of a course due to an inefficient number of students in the classroom. It also provided students inBCPS the experience of online learning and implementation of lifeling learning in the online community.
Article 3, I thought, was probably most effectively incorporated tech program for students. According to Pickle, Not only were the students in the Arkansas Department of Education Distance Learning Center able to learn the wasy of the web and technology, they were able to use their tech tools to meet up with their teachers and experience hands on learning within their specific courses. This program was well balanced with face-to face classroom contact and online/technology sources. They were able to delve into the field their course dealt with and establish knowledge and background they needed to develop for certain careers.
These three articles portrayed the possibilities of a technologically enhanced school district and its rewards to the students and faculty. Implementing technology powers over distance and intriduces solutions to various problems. Most of all it creates better opportunities for all students and prepares them for engagement in the techonological age.
What are some issues preventing the integration of technology in various school districts?
The number one issue preventing the integration of technology in the school systems, in californina, would be the budget cuts. Obviously no schoold district can provide the funds of a technologically enhanced classroom at this point. As far as other capable schoold districts, the neccessesity of technology in the classroom is a point that hasn't been very well lit and/or addressed.
Would technology integration also benefit the children in grammar school as well?
Although many may perceive younger students as children without the capacity of learning the ways of technology, this is contradicted otherwise. Students at the ages of 8 to 10 years of age are already capable of using the internet for non- school related items such as facebook, myspace, youtube, gaming, and various blogsites. If children this young are able to work their way through the web through non-related school sites, what more the technology pending to be integrated within the school system that is also student friendly?
This article was a very interesting article. It viewed the implementation of technology into the k-12 curriculum and all the improvements that different school districts encountered due to the integration of technology.
In article 1, Coyle spoke about the use of technology in the YKSD school district in Alaska. Due to the vast area covered by this small school district, teachers and students weren't able to meet par as far as performance on both ends. However, due to the implementation of virtual classrooms, the students were able to meet more frequently with their instructors, which in turn allowed them to develop their performance in school. Accessibility in rural areas were made possibile and within the span of 2 years, the YKSD showed significant progress.
Article 2 showed similar results, but the technology program was used and a slightly different approach. Instead of incorporating virtual classrooms to cover vasts distances, the BCPS used technological enhanced classrooms for the convenience of the students. according to Jones, classes were offered online in different availabilities for students who couldn't make class due to schedule conflicts, or disavailability of a course due to an inefficient number of students in the classroom. It also provided students inBCPS the experience of online learning and implementation of lifeling learning in the online community.
Article 3, I thought, was probably most effectively incorporated tech program for students. According to Pickle, Not only were the students in the Arkansas Department of Education Distance Learning Center able to learn the wasy of the web and technology, they were able to use their tech tools to meet up with their teachers and experience hands on learning within their specific courses. This program was well balanced with face-to face classroom contact and online/technology sources. They were able to delve into the field their course dealt with and establish knowledge and background they needed to develop for certain careers.
These three articles portrayed the possibilities of a technologically enhanced school district and its rewards to the students and faculty. Implementing technology powers over distance and intriduces solutions to various problems. Most of all it creates better opportunities for all students and prepares them for engagement in the techonological age.
What are some issues preventing the integration of technology in various school districts?
The number one issue preventing the integration of technology in the school systems, in californina, would be the budget cuts. Obviously no schoold district can provide the funds of a technologically enhanced classroom at this point. As far as other capable schoold districts, the neccessesity of technology in the classroom is a point that hasn't been very well lit and/or addressed.
Would technology integration also benefit the children in grammar school as well?
Although many may perceive younger students as children without the capacity of learning the ways of technology, this is contradicted otherwise. Students at the ages of 8 to 10 years of age are already capable of using the internet for non- school related items such as facebook, myspace, youtube, gaming, and various blogsites. If children this young are able to work their way through the web through non-related school sites, what more the technology pending to be integrated within the school system that is also student friendly?
Tuesday, September 8, 2009
Introductory Letter (NETS II)
HOLA CLASE! my name is Gennali Geron but you guys can call me Genna :). It was very good to meet you all last class! I am super excited to have fun on these MACs with you all EVERY Tuesday night. I am a native San Diegan, born and rasied around the southeast area of San Diego (national city/ spring valley area). Inititally, I went to Bethune elementary for kinder and 1st grade. I was then transfered to the new school that opened up in my neighborhood, Nye elementary. I finished elementery there and then was promoted to O'farrell Middle school, which became a charter school a couple of years before I went there. Then, for highschool, I went to the all famous MORSE High, which is notorious for it's ghetto nature. Great school however because it was a super diverse high school which taught us to mingle with many different cultures and backgrounds. Right after, I attended SDSU for about a year and after 3 years of being indecisive, I finally decided to become a teacher, which brings me here now to CSUSM! Out of all my school experiences, I would have to rate Highschool as the BEST 4 years of my life :)
I'd have to say that technology Is my life. Out of my daily schedule, I'd say that 8-10 hours of the day are devoted to technology in general. Whether it is my sidekick, which is probably 6 out of those 10, or my computer, which is probably the rest, or even my ipod, I'm always using technology almost every minute of my life. I'd also have to say that i'm a PC person only because I love gaming! GOOOOO Counter Strike Source! I have been using
microsoft office '07 for a while. It was tough to get used to but I've found my way around. I love Technology, life is not life anymore these days without it!I never read the mission statement before I decided to do education, but what really speaks to me is the teaching method, or the practices of the college of education. I love how teaching is VERY hands on and informational. It really helps future educators become profficient in the field of teaching.
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