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!