Reflections+of+Jahprincess

__June 29 NING__
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In my unit students can use NING to post their work so I can read it. In addition to the wiki page created at the beginning of the class, I would use this as an interactive tool for class assignments and multimedia projects. They would post their photo stories and movies on this page. Other students will view and critique these and bring their ideas to class for discussion.

__Standards for teachers__

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. b. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. c. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

__Standards for Students__

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. create original works as a means of personal or group expression. d. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

__June 26 Photo Story__

My students would be using photo story to create a story board for a character of their choice, showing how that character deals with the conflict he faces in the text. They would collect pictures from flickr or even their own collection and arrange them in the order they want to tell the story of their chosen character. They would then add audio and narration to get the story the way they want it. This would help them to learn the concept of plot by helping them to see the sequence in the development of the conflict and how it moves towards the resolution.

__Standards for teachers__ Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: __Standards for Students__
 * 3. Model Digital-Age Work and Learning**
 * a. || demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. ||
 * b. || collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. ||
 * c. || communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. ||
 * d. || model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. ||

__June 25 Power Point Wiith Audio and Video__
 * **4.** || **Critical Thinking, Problem Solving, and Decision Making** ||
 * || Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: ||
 * a || Identify and define authentic problems and significant questions for investigation. ||  ||   ||
 * b. || plan and manage activities to develop a solution or complete a project. ||
 * c. || collect and analyze data to identify solutions and/or make informed decisions. ||
 * d. || use multiple processes and diverse perspectives to explore alternative solutions ||  ||

Students will use Microsoft PowerPoint to create a slide show about the themes in the text. Different groups will do different themes. These will be shared with the class and discussions will take place about them. The teacher's role will be to ask questions which stimulate discussion. Using power point with audio and video will allow students will allow students to see how themes relate to real life situations. They will understand that these are real life issues that each person in the world has to face at one time or the other. Doing the power point themselves will force them to immerse themselves in the idea and analyze its impact on characters in the text.
 * **1.** || **Creativity and Innovation** ||
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * a || apply existing knowledge to generate new ideas, products, or processes ||  ||   ||
 * b. || create original works as a means of personal or group expression. ||
 * c. || use models and simulations to explore complex systems and issues. ||
 * d. || identify trends and forecast possibilities ||  ||

__June 24 Windows Movie maker__

My class could use Windows Movie maker to create a movie of a portion of the text that they will dramatize. They will work in groups to write a short script based on the conflict of one of the students in text, showing how that character deals with the conflict he is having. They will write a script with stage directions, which must include a monologue, aside and soliloquy. They will dramatize the scene, and tape it. Then they will use movie maker to add audio, edit it and do whatever they want. My role will be one of facilitator. I would use a screen and my own presentation as a guide to model what I want them to do. These would be saved as a dvd and turned in to me as a class project. Using movie maker to create scenes will help student understand the nature of conflict and how to resolve it. They will be guided to see that all movies are based on conflict, which will make them more aware of the role of conflict in everyday life.

__Standards for Students__
 * **2.** || **Communication and Collaboration** ||
 * || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * a. || interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media. ||  ||   ||
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||  ||

__Teacher Standards__ Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
 * **1.** || **Creativity and Innovation** ||
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * a || apply existing knowledge to generate new ideas, products, or processes ||  ||   ||
 * b. || create original works as a means of personal or group expression. ||
 * c. || use models and simulations to explore complex systems and issues. ||
 * d. || identify trends and forecast possibilities ||  ||

__June 23,2009 Copyright Laws and fair Use__

The teacher would create a power point presentation on copyright laws affecting their use of technology. They would be given a teacher made quiz on the topic before the power point and then their answers would be used to stimulate discussions on the issues relating to copyright infringement. Then students would be asked to relate it to their poems that they will write for the pod cast they are to do for the unit Who Am I? They would sit in groups and brainstorm how they could protect themselves from having their intellectual property stolen or exploited for gain.

__Student Standards__
 * **5.** || **Digital Citizenship** ||
 * || Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: ||
 * a || advocate and practice safe, legal and responsible use of information and technology ||  ||   ||
 * b. || exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. ||
 * c. || demonstrate personal responsibility for lifelong learning. ||
 * d. || exhibit leadership for digital citizenship. ||  ||

__June 22,2009 IGoogle__

The students would be asked to create their igoogle page like a one page magazine on self esteem. It should be personalized to bring out different aspects of their personalities. I would model it by showing them mine and explaining how it represents my personality. They would be allowed to upload pictures and add gadgets which give insights into the complexities of their characters. I google will not be used to teach a concept per say but will help students learn to better appreciate their own personalities.


 * **1.** || **Creativity and Innovation** ||
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * a. || apply existing knowledge to generate new ideas, products and processes. ||  ||   ||
 * b. || create original works as a means of personal or group expression. ||
 * c. || use models and simulations to explore complex systems and issues. ||
 * d. || identify trends and forecast possibilities. ||  ||
 * **2.** || **Communication and Collaboration** ||
 * || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * a. || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||  ||   ||
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * c. || develop cultural understanding and global awareness by engaging with learners of other cultures. ||
 * d. || contribute to project teams to produce original works or solve problems. ||  ||

__Reflection June 20, 2009 Inspiration__

Students will be taken to the computer lab for this exercise. If the lab is not available, we can borrow the lap top labs from the media center until the projects are finished. Each child would choose one of the 18 characters in Niki Grimes' __Bronx Masquerade.__ They will select objects or images which could be used to literally or symbolically represent the character as portrayed in the text and use the links to create a collage or character map of the individual. For example Gloria Martinez has a baby. Her challenge is balancing school work with being a good mother to Angel. The collage could include images like a graduation gown as a goal, baby clothes, a baby, a home to represent her unhappiness at home, a rose because she wants to be loved etc. The teacher's role would be to move around the room and give guidance in the selection of the images, and make suggestions as to how any image may be used a s a symbol, to represent an aspect of that person's character. Using inspiration will help them to see the complexity of characterization,and that different factors relate to the development of character.

The Following technology standards apply:


 * || Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: ||
 * a. || understand and use technology systems ||  ||   ||
 * b. || select and use applications effectively and productively. ||
 * c. || troubleshoot systems and applications. ||
 * d. || transfer current knowledge to learning of new technologies. ||  ||
 * d. || transfer current knowledge to learning of new technologies. ||  ||

__Reflection 6/18/09 Audacity__

In my unit I would use audacity as a tool to help students set up their wiki pages which they will have to use for their journal entries. I would make it a step by step tutorial, which they can manipulate to go at their own pace. I would upload a wiki page and show them how they could navigate the site to write and edit their pages. The tutorial would include instructions on how to upload files from other locations on the computer, to their wiki pages.In addition I wold show them how to use the site to respond to the entries made by their classmates.This would take place close to the beginning of the unit, when they are being told about the assignments and assessment tools which will be used. Audacity will help students to be able to go back to he tutorial in cases where they need something re-explained or in case they forgot something that was said, it is right there at their finger tips for them to read at their own pace.

__Standards for Students__
 * * || create original works as a means of personal or group expression. ||
 * * || use models and simulations to explore complex systems and issues. ||
 * * || understand and use technology systems. ||
 * exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

__For Teachers__


 * engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
 * develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
 * communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

__Reflection #2 6/17/09 Publisher__

In my unit entitled Who AM I, students are assigned //__Bronx Masquerade__// to read. I would ask them to complete a variety of activities with publisher as they read through the book. I would ask different groups to work on different ones. One group could create a newsletter for the school highlighting the successes in sports and other extra curricular activities. Group two could create an informational brochure on peer pressure and how to cope with it. Group three can make fliers about the effect of rap music on teenagers performance in schools, while group four can make bumper stickers with catchy slogans about building self esteem. They would be taken to the computer lab and where they would be given time to create the finished product. Publisher makes the activity seem more real to life. If they can actually see what the real product would look like they can better appreciate its relevance to real life.

__Standards for Teachers__ 3a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
 * 2c. || communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. ||

__Reflection #1 6/16/09 Wikis__

In my English 1 Unit entitled Who Am I, students are required to write at least five journal entries reacting to various characters and themes, as they read through the prescribed text //__Bronx masquerade__// Niki Grimes. Wikis would be excellent for this task. Students would post their entries by the required deadline. Other students would be allowed to read their entries and make a comment about the experience shared. This extended sharing of ideas would generate the discussion about the plot as the story unfolds. Since there is only one computer in my room, I would schedule visits to the laboratory for this task If all students have access to a computer at home that would make it much easier to complete the task ahead of time at their own pace as long as it is posted by the due date. This would allow me flexibility in reacting to their entries without the hassle of paperwork and undecipherable handwriting. 4a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
 * 2a || Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. ||

__For Students__
 * **1.** || **Creativity and Innovation** ||
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * a. || apply existing knowledge to generate new ideas, products and processes ||  ||   ||
 * b. || create original works as a means of personal or group expression. ||
 * c. || use models and simulations to explore complex systems and issues. ||
 * d. || identify trends and forecast possibilities. ||  ||
 * **2.** || **Communication and Collaboration** ||
 * || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * a. || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||  ||   ||
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * c. || develop cultural understanding and global awareness by engaging with learners of other cultures. ||
 * d. || contribute to project teams to produce original works or solve problems ||  ||