Internet Safety Part 2: Doing

So I decided to talk to my mom (age 50) about the internet safety discussions/videos/readings we had to complete for our assignment. My mom was not surprised about what I had told her because she has seen the dangers of the internet in person. My mom used to work at a Holiday Inn located in Downtown Los Angeles and needless to say, people do strange things in hotels. Well one day, my mom got a call from someone that they had found a dead body in one of the hotel rooms...yes a dead body (which is not as abnormal as you would think). The police were called in and they had figured out what had happened: A man had met a women online and they arranged a meeting at this hotel. Well the lady had checked in first and when the guy came into the room, he saw the lady had a friend with her...well the lady and her friend robbed and killed the man. Needless to say, my mom knows the dangers of the internet.
My mom and I talked about what the internet has to offer in both good and bad. The experience was positive because my mom is not scared to talk about truth. Unfortunately, the truth is that some people do use the internet as a means to create pain for not only other people, but for themselves.

2 Best Ideas

The two best ideas I learned about implementing technology in the classroom were 1) taking everyday assignments and jazzing them up with technology (spelling practice jeopardy, etc) and 2) make sure the technology use is modeled well before allowing the students to use the technology.

Slideshare

Ipt 287 Tech Integration Report

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Internet Saftey Part 1: Reading

For my fourth article, I read “Tangled in the Web,” Ensign, Aug. 2001, 48 by Name Withheld.
As for the most important thing I learned, I think just reiterating the fact that this happens all the time. I feel bad reading these articles because I do not feel I am learning anything from them. I know the dangers of media and the fact that all technology can be used for good as well as for bad. I am not naive to any of this because this information is not hard to find. I have read stories, seen news segments, etc. on people who become addicted to some form of technology and let it change their lives. I have read dozens of stories of people who are addicted to online gaming-a lady in china cut off her husbands hand because he would not leave the computer screen. I know people have died playing online games at home and at cafes for many hours straight without food or water. None of information we learned about in class was a surprise to me; in fact the biggest surprise to me was just how surprised everyone else was.
I am not sure how this article will influence me as a parent and or teacher because I am aware of the potential dangers that come with the internet. I understand that you have to be several steps ahead of your kids to protect them. Internet filters and all that jazz are great ways to help prevent disaster...if you feel you need further protection, key loggers are another way to help watch your children's online activity.
This article is just another example to place into my brain to give to someone that may be suffering from internet addiction. I know the signs of internet addicts and what to look out for. I have the knowledge but need the Holy Ghost to guide me to who I can help.

Edu Psych Questions for Mod 6-8

______ is an eating disorder characterized by overeating, then getting rid of the food by self-inducing vomiting. (bulimia)

Billy confronts his smaller peer Johnathan after school. Billy yells at Johnathan and threatens him with physical harm. This is an example of ________ (hostile aggression)

The Johnson family has decided to play monopoly of Friday. The father decides to be generous at the start and hand everyone an extra $500. His young daughter Melissa erupts at this suggestion and states that the rules cannot and will not be changed. This is an example of _______ (moral realism)

IPT 301 Reflection 3 Observational Reflection

Observational Reflection

For my observational reflection, I decided to view a lesson performed by my cohort teacher Mr. Felt. The focus of the lesson was the "true" introduction of division: its sign, its number sentence, and what the number sentence means. I was told that the children had been working with division problem all year but was simply refereeing to it as grouping (which is accurate).
To begin his lesson, Mr. Felt put a math question on the overhead, which he does every day. The question stated, "You and two of your friends have 9 cookies. If you share the cookies evenly, how many cookies will each friend get?" Mr. Felt usually lets the children figure these problems out on their own and this case was no different. The children are allowed to use math manipulative if they choose but none felt it necessary for this question. After five minutes or so, the students are allowed to work with a buddy to check their answers, help each other out, etc. After about seven minutes, he called the students over to the "OCC," which is a sitting area the students gather to to share lessons, ideas, etc. After he had brought the students over to the OCC, Mr. Felt grabbed a portable white board and explained that this grouping question had a sign and proceeded to draw the division sign. Many of the students agreed with him because many of them knew what division was. He asked what the sign meant and about one third of the class had a raised hand and was ready to answer the question. After a brief discussion about grouping, he had a couple of students come down to the white board and draw their solution to the morning problem. After a student draws his or her strategy, they are to explain it to the rest of the class. After explanation, the students ask questions and try to learn from each other. This was very much a social learning situation. Students were sharing their knowledge with each other for the betterment of the class. The teacher was there every step of the way, guiding their ideas and asking questions that he felt needed to be asked. The students talked about grouping (what it was, how it was done), they talked about the division sign and what it meant, and finally they talked about the number sentence that followed the morning question. After quickly assessing the students through a couple of questions in which they had to agree or disagree, Mr. Felt ended the lesson and moved the students to the next area for the day.
Much of this lesson had a sociocultural perspective: The children were engaged in discussion with a more knowledgeable member of society and they learned through their community. The students used cultural tools in the symbol systems of mathematics (the division sign) and used real tools to help solve these problems. The teacher used the zone of proximal development throughout this lesson in how he guided the students through questions and allowed the students to perform the teaching themselves if they were capable in doing so. The students are encouraged to work with partners, are gathered together in a very social area, are encouraged to ask questions and teach one another, all of which are social by nature and was the method to this lesson.
Besides the sociocultural aspect, there was a good amount of Blooms taxonomy involved. Children were in constantly found in levels analysis through evaluation. Children were in analysis as they broke down the division sign and what it meant, when they broke down the morning question into its parts, and the number sentence into what it meant. They were in synthesis as they combined these new ideas to apply them to the question they were working on : how could the three people and nine cookies be written as a number sentence, grouped, etc. Finally, students were in evaluation as they talked about the methods or strategies taught by the other students, their value, and whether that strategy was favorable to them ( there is always more than one way to do a math problem).
I really liked this method of teaching. I think Mr. Felt and I have very similar styles. From what I can tell, he believes that students can learn from one another, especially with guidance. I know that we learn from other people, even if they are only slightly ahead of us on a particular concept. Everyone learns from other people; if we didn't, we would still be living in caves, hunting wild beasts with sticks.
I know the students enjoy working with partners and living in the social aspect of learning. They often ask the teacher if they can work with partners, and this isn't some crafty ploy to chat and goof around. When the students work in partners, at least in this classroom, they talk about the problem, how they solved it and what the answer could be. They apply what they learn to future problems and what more can you ask for?

Class Tech Inventory

Alpine District, Deerfield Elementary, 2nd Grade
1 teacher laptop
Mac
Students do not have computers
Digital Projector, A projector, Television, DVD player, Microphone, A jeopardy buzzer
As far as I could tell, we had one computer classroom
We can schedule the computer lab a week in advance

My cohort teacher told me that he wished for a set of laptops that the children could use in class. A set of computers to network to each other to work on various assignments. He said he also wanted a class set of microphones for the children to use during presentations, lessons, etc. He also uses the projector several times a day for math assignments, language, etc. He uses the television to show Billy Nye movies, to play audio during various assignments to stimulate the childrens minds, and the buzzer to play a jeopardy expert game for the weeks spelling words.

Google Earth Mission to Mars

http://sites.google.com/site/ceniousipt/my-files

Lets change things up

I decided to change my virtual tour from an Oregon Trail assignment to a Mission to Mars assignment. The new assignment meets the following Utah state standard:

Objective 2 Describe the use of technology to observe objects in the solar system and relate this to science’s understanding of the solar system.

1. Describe the use of instruments to observe and explore the moon and planets.
2. Describe the role of computers in understanding the solar system (e.g., collecting and interpreting data from observations, predicting motion of objects, operating space probes).
3. Relate science’s understanding of the solar system to the technology used to investigate it.
4. Find and report on ways technology has been and is being used to investigate the solar system.

Edu Psych Questions Mod 27-30

T/F 1. A child who seeks candy upon completing an assignment is intrinsically motivated
T/F 2. Survival, safety, belonging, and self-esteem are all parts of Maslows lower-level deficiency needs.
T/F 3. Since Xena wants to prove she is smart, the class midterm has high attainment value.
T/F 4. I often seek attention and praise from teachers, candy for behavior, and will not work if not given something I want. I am extrinsically motivated.
T/F 5. Jane often uses the hallway as practice for her dance class. She often stumbles around and occasionally mumbles to herself. She is not bothered by the fact that other people see her behavior. Jane is an ego-involved learner.



1. F 2. T 3. T 4. T 5. F

Google Earth TPACK

Students are going to navigate the Oregon Trail using Google Earth. They will meet the following found in the Utah State Core:

Standard 4
Students will understand that the 19th century was a time of incredible change for the United States, including geographic expansion, constitutional crisis, and economic growth.
Objective 1 Investigate the significant events during America's expansion and the roles people played.
c. Compare the trails that were important during westward expansion (e.g. Oregon, Mormon, Spanish, California).

Students will use Google Earth 5.0 for the technology portion of the assignment. I will create a .kmz file for this assignment that will be uploaded for future use. Google Earth 5.0 is great for this type of assignment because the students can get a sense of the surroundings found in the empty spaces of Wyoming, Nebraska, etc. They can use the various tools in Google Earth, such as the ruler, daylight button, and other features integrated in the software.

The pedagogy found in this assignment will be self reflection, critical thinking and cooperation. Students will be forced to use their imagination in reflecting on what it was like to leave Missouri with all of their possessions to embark on a potentially fatal journey. They will then learn that various members of their party had passed away crossing rivers and catching diseases.

Google Earth

Location	Activity	Google Earth Content
1.National Frontiers Trails Museum, Independence, Missouri	Students will write in a Oregon Trail Journal. In this their first entry, students will write about the excitement in traveling on the trail. They will also write about why they are going, what they expect will happen on the trail from stories they've heard, and what they expect to find in Oregon.	Look at pictures of Independence, Missouri - the "Queen of the Trails"
2.Great Platte River Road, Nebraska	Here students will write about their experiences thus far. This might include highs and lows, broken wagons, lost animals, friends gained, etc. Imagination!	Look at the dead space in this region to give students the realization that travelers of the Oregon trail had no Wal-Mart or any other convince. Travelers were forced to resupply when given the opportunity.
3.Green River, Wyoming	Here students will write in their journal about their experiences thus far. They will be informed at this point that half of their wagon trail perished in the crossing of the river. This will also add to their thoughts in their journal.	Students will view pictures of the Green River and use the Google Earth ruler to determine the width of the river and where they would cross.
4.Oregon City, Oregon	Here students will be informed that some of their family had passed away on their trip from Green River to Oregon City. Teachers may decide to to tell students that some had contracted a disease while others were attacked by animals, frost bitten, etc. This will be the students final entry.	Students will read the wikipedia article on Oregon City, Oregon. They will also view pictures of the city and its surrounding area.
Details of image overlay / path / polygon:	A path of the Trail students will follow

Victors Villainous Valentines

Victors Villainous Valentines

Psych questions for Mod 24-26, 31

1. __ Cyrus falls down several times while trying to learn to dance. He has poor...?
2. __ Students do as the teacher does.
3. __ To solve a science question, students gather at a group to solve the problem.
4. __ In their psychology class, students are given pieces of information found in the text and are responsible for teaching them to their peers.
5. __ Suzy has difficulty keeping her hand out of the cookie jar even though she knows it will anger her mother.



a. cooperation
b. jigsaw
c. modeling
d. volition
e. self-efficacy

1-e; 2-c; 3-a; 4-b; 5-d

Teaching Reflection for Psych

I thought our presentation went fairly well. Students seemed interested and had fun with the improv idea. Most students interacted in the games and answered questions we had with good accuracy. I'm sure the food stimulus helped a little.
As far as what we could have done better, I believe a few things could have been worked on. Voice flux needed to be worked on to remove the monotone feel. More movement through space would have helped as well. Definitions could have been explained in a better manner to help students understand the differences between the subjects taught.

Edu Psych Q's Mod 2-5

1. __ specialization of two hemispheres (sides) of the brain
2. __ support for learning and problem solving; helping that allows students to grow
3. __ assuming that others experience the world the way you do
4. __ arranging objects in a sequential order according to one aspect
5. __ fitting new information into existing schemes




a. scaffolding
b. seriation
c. assimilation
d. egocentric
e. lateralization

answers: 1 - e ; 2 - a ; 3 - d ; 4 - b ; 5 - c

Storyboard

This is a story about Victors Villainous Valentines. The storyboard is a short rendition of what I hope will be a fun story about a boy whose broken heart turns to a hatred for valentines day, but through love he finds his heart and romance. As the title suggests, the story will be told through alliteration to teach children a variety in ways they can write to tell a story.

TPACK integration:

Content: 5th Grade Core
Standard 1
Oral Language-Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.
Objective 2
Develop language through viewing media and presenting.
a. Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, gain information, distinguish between fiction/nonfiction, distinguish between fact/opinion, form an opinion, determine presentation’s accuracy/bias).
b. Use a variety of formats in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers, graphs, videos, slide shows).
Standard 4
Phonics and Spelling-Students use phonics and other strategies to decode and spell unfamiliar words while reading and writing.
Objective 3
Spell words correctly.
a. Use knowledge of word families, patterns, syllabication, and common letter combinations to spell new words.

Hopefully the children will see the alliteration throughout my digital story. The title is an example: Victors Villainous Valentines, emphasizing the "v" sound.

Pedagogy: Children should find this visual example of alliteration as a fun type of expression. Through language, children can truly express themselves in a wide variety of ways, which will entertain and bless. Children should use motivation to envision a story and think of ways to use alliteration to convey a message. Children will also use group work skills as they collaborate with others on their projects.

Technological: Children will use various technologies for this assignment. They will hand-sketch their storyboards and use a scanner to place them in a computer. They will also use software to create and tell their stories. The software will be determined by the teacher and type of computer; apple computers will more than likely be equipped with imovie, while windows based pc's will use movie maker or photostory.

IP&T Questions for Mod 15-17

Which of the following is an example of Removal Punishment?
a) mandatory traffic school after speeding
b) no tv after hitting someone
c) detention after not turning in homework

Pavlov proved classical conditioning through:
a) viewing salivating dogs
b) teaching monkeys to pull levers
c) watching mice run through mazes

Which of the following is an example of Operant Conditioning?
a) a monkey who pulls a lever to release a favorite candybar
b) dogs who salivate when they hear the dinner bell
c) automatically folding your arms in church after an opening song

TPACK Questions Response (Science Lesson)

What is the content you’ll be using in your lesson?

The content I focused on in my science lesson from the Utah's state core curriculum was geared towards the 5th grade. Science standard two states that students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface. I narrowed the focus from standard two to objective two which states that children will explain how volcanoes, earthquakes, and uplift affect Earth's surface; subsection a states that the children will also be able to identify specific geological features created by volcanoes, earthquakes, and uplift.

What is the pedagogy you’ll be using and why is it a good fit with the content?

There are lots of teaching methods involved in this lesson. Students will collaborate in groups to discover exciting places on earth. They will also use problem solving skills in determining the where and when of assignment; the tour requires that students choose dialog and a vision to implement their tour successfully.

What is the technology you’ll be using and why is it a good fit with the content and pedagogy?

The technology used in my science lesson was Google Earth 5.0. I love how detailed the maps are and how full of life the user created content can be. This software allows students to not only view volcanoes and their effects on surrounding areas (see Mt. St. Helens), which is part of standard two of the educational core in the state of Utah, but it also offers a plethora of data on various areas around the world. Students can click on items to view a range of pictures that contain data about the volcanoes and their surrounding areas. Google Earth also allows children to record a virtual tour that may be watched by fellow classmates. The volcanoes are chosen by the students themselves and therefore the information will be personal because they will have a sense of self involved.

Christopher Who?

For this portion of the Tech Savvy Teacher we will be exploring one of the millions of ways the new Google Earth 5.0 can be implemented into the classroom. This specific lesson is aimed at 5th grade and covers

Standard 2
Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface.

Objective 2 Explain how volcanoes, earthquakes, and uplift affect Earth’s surface.
a. Identify specific geological features created by volcanoes, earthquakes, and uplift.
b. Give examples of different landforms that are formed by volcanoes, earthquakes, and uplift (e.g., mountains, valleys, new lakes, canyons).



Using Google Earth 5.0 is a perfect way for students to explore volcanoes, their history, and their placements on the Earth (which happens for a reason!). Before starting the lesson, students should have basic knowledge on volcanoes: their types (cinder cone, strato, shield, etc), how they are formed, and how they have a tendency to form along plate boundaries. Once students have a basic understanding of volcanoes the fun can truly begin. Students should be paired into groups of two or three and asked to highlight two volcanoes from each of the three volcano types: cinder cones, stratovolcanoes, and shield volcanoes. This will allow children freedom to explore any volcano on Earth that fits one of the three types; this will also allow for variety in projects.



The purpose of using Google Earth for this assignment is the "Record a Tour" feature. This wonderful feature will allow your students to create a virtual tour and allow the other students to watch the tour at a later time. Before creating the actual tour, students should choose their volcanoes, the history of the volcanoes they chose, and any information they deem necessary to their tour experience. This is where imagination should be encouraged. Students may decide to do 'interviews' with the locals and ask them questions about the volcano, and/or have an interview with someone who witnessed an eruption of the specific volcano. Students may decide to describe the history of the people living in the area, the host country, etc.



Now that information has been gathered, microphones connected, and voices warmed up, students should be ready to record. Students will begin by clicking the "Record a Tour" button and will then click on the microphone. This will begin recording the tour and will record anything they say and any places they go. It will record their zooms, tilts, rolls, etc and students should be mindful of this. It may be helpful for teachers to create their own example and briefly explore the buttons and mouse actions.



Once all students have recorded their tours, teachers may decide to show them to class. All tours can be found in the "Places" menu.



Hopefully, this lesson will create some excitement in the classroom by allowing students to use technology to explore the subject of volcanoes. Children should be encouraged to be creative and truly enjoy the experience.

Science Technologies

A couple of the science technologies I explored were the stellarium and google earth applications. The stellarium program was especially interesting in that it allows the user to view the sky from various points on the Earth (not to mention the Moon!) and at any point in history. Children can view the sky on the day they were born, during specific historical events, etc. I think there are many fun applications for this software. Children can view the sky as they study Christopher Columbus and his trek across the Atlantic Ocean; this activity would mesh science and history lessons and provide a truly exciting experience.
Goggle earth is another fun program children can use to learn about geography and can help children when studying any number of subjects. For example, if children are learning about ancient Egypt, they can 'visit' Egypt using goggle earth and see the pyramids first hand.

TPACK

I think the TPACK information is very interesting and rather important. I know that pedagogical knowledge should be second nature for teachers but many teachers refuse to use technology in the classroom and others simply don't have the resources. Although the latter of the two is a difficult situation to navigate through, both should be worked out. Teachers need to use technology because it allows children to learn in a hands on environment; sensory information vital to learning. Content information is also a gimmie for most teachers since you cannot teach what you do not know. All three aspects spoken of in TPACK are important and technology truly enhances content.

Questions for IP&T 301

Questions for modules 9, 11, & 36

1) Do all disabilities lead to handicaps?
- Some disabilities lead to handicaps, but not in all contexts. Example: being blind is a handicap if you want to drive a car but is not when playing the piano (pg 123).

2) True or False. Some children are both gifted and learning disabled.
- True (pg 166)

3) Which of the following is NOT one of the four broad abilities of emotional intelligence:
a) perceiving
b) understanding
c) integrating
d) exploring
(pg 129)

RSS & Web 2.0

The RSS and Web 2.0 really contribute themselves to a cyber classroom. Creating a blog for a classroom is a neat idea that will excite the students and teach them about technology. Adding a few RSS feeds into the class blog allows those students to have quick access to various news stories, pictures, and video that the teacher can tie into assignments and discussion found in the classroom environment. I know it's my job to keep up with the new and interesting ways technology is used; RSS and Web 2.0 are great examples of that and I look forward to using both in my class room to intrigue and expand the minds of my students.

How I Learned to Bathe Puppies (IP&T 301) Reflection 1

How I Learned to Bathe Puppies

I decided that I would learn how to bathe puppies since it seemed like a fun thing to do and I would be able to help someone out in the process. I know a lady whose two dogs had a total of twenty puppies (yes twenty) so I would have no shortage of practice. The idea was rather simple: gather materials (shampoo, towels, etc), run the water and allow it to warm up, put the dog in the tub, rinse, shampoo, rinse, and dry. Unfortunately, it rarely went that smoothly.
I learned a few things in the process, which I believe allowed the experience to flow much easier as I gathered more experience. Constant chatter seemed to help the dogs calm down and quickly drying the dogs fully allowed them to "forget" the trauma of being washed and scamper off to redirtify themselves. I also learned that keeping them from jumping was a definite plus…I understand that dog do not have the jumping ability of a cat, but they hop pretty well when they want to. Personality really played a factor in bathing the dogs; some were reserved and behaved quite well while others were very energetic and truly hated the experience.
I know the experience helped me in mastering the skill. An example of this was the speed in which the dogs were washed. The first few puppies took much longer than the last few, which was to be expected. Learning how to quickly dry the dogs was something I thought would be easier than it was because all of the dogs had a natural tendency to want to shake the water off. So instead of trying to stop them from doing it I figured it would be smarter to just slightly pull the towel off and allow them to shake away. Once the dogs were done dancing I could simply go back to towel drying.
All in all it was a good experience and something I looking forward to doing again.

Initial Post - Technological Background

I would like to believe that I have a fairly well rounded technological background. I've done everything from surf the world wide web to program my very own paint applications. I'm very familiar with Windows but I have used Macs in the past. I love technology and am not afraid of learning new programs; seriously what's the worst that could happen? You accidently access a restricted government website, launch several nuclear warheads and obliterate the face of the Earth? Um, yeah, I guess that's pretty bad.