iMovie

I wanted to post the video that I made.

Journal #10 - Edutopia Article

Disabled Bodies, Able Minds: Giving Voice, Movement, and Independence to the Physically Challenged

by Diane Curtis

This article was in particularly interesting to me. I was able to see the practical application of technology in both and internal and external sense to facilitate learning and school specifically. Through programs like "Do-It", other school related programs, etc., many students that are disabled are given a new chance to participate. This idea is reminiscent of inclusion arguments and deserves attention also. Students of varying disability, both physical and mental, are able to utilize technology to accomplish not only succeeding in school, but their personal goals also. Such examples are Washington sophomore Susanna Sweeney-Martini, Spokane, Washington, high school junior Lukas Bratcher, and the Oakland (CA) Unified School District's TACLE (Technology and Augmentative Communication for Learning Enhancement) program.

1. What is one of the biggest obstacles to implementation of such programs on a broader basis?
One of the largest problems is ability to do so and knowledge of the existence of such programs and technology. Just as in the last journal entry, this technology is not in use in very many schools or districts. The main issue is that many that instruct/help those with disabilities may not even know of the existence of such technology. And, obviously, planning and budgets constitute the other half of the obstacles.

2. Does this technology really make that big of a difference?
If you do not think or do not have sufficient evidence that technology makes a huge difference in the lives of the disabled, watch the accompanying video (about 11 minutes long) and you will, at the very least, be impressed by what has been accomplished. The issue is OPPORTUNITY and QUALITY. Remember that when you watch the video or when you are using some sort of technology that helps you.

Journal #9 - Another article from T H E Journal

Are Schools Inhibiting 21st Century Learning?

by Dave Nagel


This article discusses important issues in regards to technology in education. Is technology helping or hurting? The answer is; It is helping. With this in mind, why are not students using more technology in the classroom and in relation to assignments for/from school? You do not think this is the case? Read what a survey of teachers revealed, "...at present, only 11 percent of the teachers surveyed said they were presently using an educational game in their classrooms." This is the reality that has to be dealt with. What is the accurate reality of administrators, IT departments, school and/or district policies, and parent's concerns and, unfortunately, their ignorance about technology and its implications.

1. How can schools and teachers better inform and educate parents regarding technology in the classroom?
Teachers and schools can hold a meeting at the beginning of the school year, or each semester, to inform and update parents in regards to technology. The purpose being that when issues or events are broken down into more manageable pieces, they do not seem so daunting and overwhelming. Through this approach, parents can get their heads around these things, understand better what their children are dealing with and also, possibly, use it to get more involved with the school and their own children.

2. How can teachers get administrators and IT departments to be more cooperative and less restrictive?
One way, and this is just one of many mind you, that teachers can accomplish this is to be more active on advisory boards and other such types. Teachers not only need to be involved in teaching their students, they have to at the very least, be aware and active in the issues that are of importance. Many teachers seem to complain about things, but when it comes time to put forth effort and make a stand as it were, they do not.

Journal #8 - T H E Journal

Free Science Resources Online

By Dave Nagel

This article was focused on online educational resources for science that can be used in the classroom. These have put together by very reputable groups such as MIT, NASA, and the Smithsonian Institute. Some of these projects, such as the efforts made at MIT for secondary schools (high schools), have been in the works since 2006. The main goal of these type of resources are to generate an interest in science among students. The aim is to do this by providing 'fun' educational activities. Of course, the other goal of these projects is to educate.

1. For these 'projects' or activities provided on the various websites, how can students gather the information and items needed to complete the project(s)?
There are various links and online databases for students to research and gather information needed. The teacher would also provide additional information, as well as instructions on where to get any supplies needed; or just supply them through the school

2. Isn't MIT, for example, worried about 'giving away' too much information?
The answer to this question, fortunately, hit me in the face right after thinking the question. There is a very low probability that MIT, or NASA, etc. is giving away (for free) any closely held secret or research. Plus anybody who is genuinely going to understand or want the material can go to many a library or just apply to the university to get it.

Journal #7 - Wikis

Definition (per Wikipedia): A wiki is software that allows registered users or anyone to collaboratively create, edit, link, and organize the content of a website, usually for reference material. Wikis are often used to create collaborative websites and to power community websites. These wiki websites are often also referred to as wikis; for example, Wikipedia is one of the best known wikis.

The main thing that I could ascertain from this threaded discussion is that the majority of respondents actually were already using blogs and only used wikis in very limited applications. Some did have some interesting feedback though. One was inanely thwarted by a Napoleonic 'tech administrator'. As he puts it, "Reasons my tech administrator will have nothing to do with blogging and wikiing".

Other than that, the sensible people were in agreement, that both wikis and blogs can be used together. The important thing, as one other person said was each, wikis and blogs, have their own characteristics and advantages, we just need to figure out our own needs and match them up with the platform that best suits and meets those needs. Wikis and other Web 2.0 tools are very new, even for many people who consider themselves "on the forefront of the Internet".

Journal #6 - Inspiration 8/iMovie

I chose Inspiration 8 for my needs. I will be teaching Middle School Social Science, specializing in history. The Inspiration software is very user friendly and has many, many features that not only are cool, but help with the teaching of the subject matter. On the student's part, I believe they will also find the Inspiration software easy to use and very helpful in completing their assignments and/or projects.

I envision many uses for this software in the classroom; especially for short and long-term projects. As seen in the attachment, as a short term assignment, students will have a multimedia platform in which to present their work and demonstrate an ability to do so, while simultaneously showing their understanding of the material in question.

The Atomic Learning videos were very helpful, even for a person like me that usually figures out software on their own. The benefit was the video's capacity to same me TIME. That is what is important. How can I, as a teacher, efficiently and thoroughly prepare quality lessons that will benefit the students? Through software such as Inspiration 8. Also, the fact that Atomic videos are self tutorials allows me to utilize them when it is convenient for me. Additionally, because the creators of these videos know this, they appear to make sure that the videos are easy to understand and cover the relevant topic areas.

iMovie: I actually, in light that it is a Mac program...j/k I like Mac!, really enjoyed using the program. As usual with Apple software, it was very user friendly and I found that I did not need very much instruction in how to operate the program. I feel that the application of iMovie can be used not only in college classes and credential/graduate programs, but also in K-12 settings. It is a great way for students to either incorporate their own (appropriate) video or to use video provided to learn almost any subject matter.

Journal #5 - Web 2.0

The gist of the article was about the next generation of the Internet. I don't care who you are...that's cool! The article discusses the use of web-based programs that allow users more ease to create and comment on other productions. This is good news for schools as there is little or usually no cost. The "experiment" of Dominoe the Dalmation and using 50 different web tools is an example of how this newer technology and software can be applied in various settings. In particular, I found the ComicTool interesting, especially as a historian. This might sound a bit off but note the case of Persepolis. These two books are about a woman's journey and its relation to historical events and current events in the world. Through the genre of a graphic novel she is able to reach a wider audience and make it somewhat more interesting. Her story and any subsequent knowledge has an appeal to a younger group of people and may have had a more limited showing if not for the "comic book" appearance. This is but one example of using Web 2.0 tools and software to enhance the learning experience.

1. How can a teacher find the available tools to utilize in teaching?
Well, the first place a teacher can look to is TechCrunch.com. This website keeps an eye on many things, particularly Web 2.0 tools. It previews, explains, and shows what these tools are and what they can do.

2. Are these tools compatible with the platforms used by a particular shcool or district?
This is something a teacher would have to inquire about at his or her own school. But, generally speaking, yes they are compatible with most platforms. The particular integration into these platforms would be dependent and specific to the platform in use though.

Journal #4 - Five Don'ts of Classroom Blogging

The article goes over five (5) Don'ts of blogging for the classroom. They are don't just dive in, don't confuse blogging with social networking, don't leap at the freebies, don't force a sequential style, and finally; don't leave the blogging to the students. To sum up each diving right in deals with starting to blog with a class without researching things. A teacher needs to find out what is out there in terms of controls, software, requirements of the school and district, etc. Blogging and social networking (MySpace, FaceBook, etc) are two different things and kids know social networking but are not bloggers by nature. This is so because blogging for a class is about writing non-fiction, which is most difficult for students. Free sites, such as this one, WordPress, etc are free but not suitable for K - 12 students. Again, controls are missing...ads, links, others can view their blog not in the class or even in school. Sequential style refers primarily to the chronological order that many blogs tend to have. As one posts blogs over a period of time, their earlier blogs get buried under newer ones. Being able to organize according to type/category may help students, and others, better understand a blog or the material being presented. Lastly, students should not be the only ones blogging. Teachers, administrators, even parents should blog. It gets the kids attention and in most cases helps the students strive for something more.

1. How could a blog be effectively used in a middle school or high school history course?
First of all, I as a teacher, would have a blog that was regularly posted and updated (and monitored). This would give students a chance to learn (as my blog would have historical subject matter infused with the posts) related topics not covered in class or a more in depth look at a particular topic that time may have not allowed for normally. The students would be able to comment and ask questions. Students who write a short 2 page essay on one or more of the topics on my 'teacher' blog could receive extra credit or special rewards/privileges. This would also allow parents to see what is going on in their children's class(es) and better enable them to have an active role in their education. (Along with additional topics, posts - in a different section - would describe current assignments, upcoming tests or projects, etc.

2. How do I know, as a teacher, what software is right specifically for me (This assumes that I have a choice)?
I would guess that the school where you worked would provide you with that information, but what if I wanted to look into a proposal for the school or district? I would first, of course, look at ISTE.org and THE JOURNAL. Within this article itself there are links to look at or request information on various blogging platforms. I think this may make a good topic for discussion. We could compare let's say...blogger.com and other platforms that cost money. I would be interested in seeing the differences and in particular the various controls that a teacher/school would have and be able to implement. I would also be interested to see about any deals/agreements with universities, libraries, research databases (JStor, ERIC, Lexis-Nexis, etc) that could link with the blog software (through a license/agreement) so that a teacher or student could have appropriate and helpful information/material to use in class/on the blog.

Journal #3 - Speaking Math: Using Chat

The article "Speaking Math - Using Chat" is touching on the idea of using online, or
Course Management Systems (CMS). This is similar to Blackboard/WebCT. I believe that this article, for us anyway, is 'preaching to the choir'. Needless to say, it does bring up very good points about the subject matter at hand and the "vocabulary" associated with it. The article states that, especially in multicultural schools, students may be at a disadvantage or struggle unnecessarily due to a lack of understanding of the English language. This is a very real problem in the classroom, but as brought up in the article, students through the use of a CMS have the opportunity to take time to formulate their responses and posts. They are also able to connect with others that share their "ethnic identity" as well as discover new 'sets' that they probably would not have a chance to interact with during a traditional class.


1. How is this relevant to other subjects, such a mine: History?
This is simple actually. It is even specifically addressed in the article. Having online discussions or forums, enables students over a period of time to interact in a way not possible in the classroom. Instead of hoping that every student has read the assigned material and can discuss it in the hour long class, they are able to go back over the material, or read it for the first time, and let it sink in, thus enabling them to grasp the concepts more fully.


2. How can I ensure focused discussions by the students?
This can be accomplished in a variety of ways. First, the obviously needs to be a prompt that directs the students to comment on a specific material/reading with an overall theme that will be discussed. This should be followed up with an additional prompt to further the discussion. If time allows, this 2nd prompt should be posted a couple of days later (assuming a 7 day length, for example). The next thing that can be done is to have a brief discussion of the 'discussion' in class once a week. This will help show the students that the online component/discussions are not separate but an integrated part of the class. A teacher could also integrate some of the more focused responses in a quiz or a test.

Journal #2 - Preparing Teachers for Digital Age Learners (PTDAL)

The article goes over the PTDAL as it appears in H.R. 4137 (The College Opportunity and Affordability Act of 2007 a.k.a. the re-authorization of the Higher Education Act). It also includes the Preparing Tomorrow's Teachers to Use Technology (PT³) that was established under the Clinton administration and was done away with under Bush. The main goals are to establish a relationship with those implement programs for pre-service teachers and "transform the ways schools of education teach classroom technology integration to teacher candidates". This goes to the end that teachers who are aware and proficient in educational technology, as well as technology as a whole, will better serve the students they teach. The Department of Education as well as the Secretary of Education would implement this proposed Bill as well as offer funding to supplement the program. The Bill still has to be voted on and signed by the President. As of February 7, 2008 the bill passed the voted in the House of Representatives. I feel that the timing of the revisit to this proposed law is directly linked to the upcoming election and subsequent installation of a new President. The proponents of the PTDAL and PT³ hope that a new President will be more open to the idea of technology and education.

1. Why was the PT³ program eliminated under the Bush administration?
I can't really find any published items that explain what happened to the program. I searched news, blogs, etc. I would assume that the administration had other "needs and priorities" that superseded the benefits of this program. If anyone has an insight to this, I would appreciate hearing about them.

2. How does this actually effect pre-service teachers in credentialing programs?
One doesn't have to look very far to see the effects and advantages of such a program. CSUSM very apparently takes technology in education seriously enough to make a prerequisite out of it. EDUC 422, as we know, has to be completed and passed before an application to the COE is even considered. The ability of teachers to understand technology has many aspects to it. It is crucial for communication with students (and parents for that matter). It is a tool that allows education to continue outside the classroom. Federal programs that facilitate and help fund such initiatives only serve to further this aspect of education. The bottom line is we, as teachers and pre-service teachers, need every advantage to allow us to do our jobs effectively. With all of the distractions and barriers that exist in education between teachers & school and the student, endorsing and implementing the use of technology, as it is associated with education, is now a necessity!

Journal #1 - Me

I am Tighe Jaffe and those are two of my nephews, Ethan on the left and Gavan on the right. I chose this picture for the "kid factor". You know, same thing as taking your nephew or niece to the park! J/K...sorta. Anyhow, I was born in Tarzana, California. Yes, that's right. It is actually called North Hollywood now. When I was 4 years old, my family moved to Albequerque, NM then to Dallas, TX. I lived there until right before high school, when I moved to San Diego. I attended Mount Carmel H.S. and graduated. I attended San Diego Mesa College, Mount San Jacinto College, CSULB, and CSU, San Marcos. I have degrees in Humanities, Liberal Arts, Social & Behavioral Science, and this May History. Yeah, yeah, it's alot. I have applied to the credential program for this fall.

I use technology everyday and I am a PC guy...sorry Jeff! Still haven't come over to the darkside yet. I depend on technology for daily needs: cell, computer, mobile email, internet, mobile internet, school, leisure, etc...you get the picture. I have not upgraded to Office 07 yet...fine with 03 for now. Probably will upgrade in a few months.

The mission statement for the COE @ CSUSM is a unique one to say the least. I specifically was We are committed to diversity, educational equity, and social justice, exemplified through reflective teaching, life-long learning, innovative research, and ongoing service. This sentence, for me, is the crux of the specific uniqueness that is the College of Ed @ San Marcos. In particular, educational equity and social justice, is what drew me to this program. I like and endorse the idea of diversity and embracing what is simialar and celebrating our differences as well. Social Justice is a bit more tricky to get a handle on. There are multiple meanings for any one person for this phrase. For me, the first thing that comes to mind is preparing and "arming" people with the own ability to exact social justice. Next is the idea of social justice itself. This is the equal distribution of knowledge for the purpose of furthering and bettering our society and culture in general and specically. This is a simple overview, for me anyhow, about my ideas regarding social justice, educational diversity, and CSUSM's COE Credentialing Program. I think I will have other posts about this in the future. The COE's Mission Statement was a factor in applying here. Also, the fact that it is one of only two universities in the entire state that offers a Middle Level Certificate Program with a Subject Matter Authorization attached to the Multiple Subject Credential, doesn't hurt either! Anyhow, for now, that's me.