My iMovie NETS-T 1 &3

I created a PSA about the CSU San Marcos campus using iMovie. I used different video clippings and added music. I added texts that described facts about CSU San Marcos. I added effects to different clips and added my own voice to the end of the PSA.

journal #10

1. Dancing
2. My goofball dog
3. Movies
4. Vacations
5. Meeting new people
6. Family
7. Friends
8. Sleeping
9. Warm cookies & a big glass of milk
10. Going to different clubs
11. Going to the beach
12. Playing poker
13. Peanut butter and jelly sandwiches
14. Going to Denny’s late at night
15. Playing monopoly
16. Playing around on Photoshop
17. Listening to music
18. Singing to my roommate early in the morning
19. Sunny weather
20. Warm temperatures
21. A blanket fresh out of the dryer
22. Sleeping in front of the fireplace all night
23. Buying new toys for my dog
24. Going on dates
25. Mac & cheese
26. Singing in the car
27. Making people laugh
28. Getting good grades
29. Comforting people
30. Scuba diving
31. Having a clean room
32. Having something work right
33. Having money in the bank
34. Swords
35. Collecting unique items
36. Getting dressed up
37. Going to the river
38. Going to the desert
39. Going to the mountains
40. Having food in the house
41. A BIG TV
42. Having the latest technology
43. Bonfires at the beach
44. The fact that I almost done with school
45. Road trips
46. Full moons
47. Over came my disability
48. Grateful of the friends who never left my side
49. Buying my house
50. Buying things for my house
51. Getting out of the hospital
52. Son of anarchy
53. Putting up Christmas lights
54. Museums
55. Magic mountain
56. Not working on the weekends
57. Halloween
58. April fools
59. Telling jokes
60. Shark week
61. Going to Oktoberfest
62. Walking around fry’s
63. Watching my dog play
64. Sleeping next to my dog
65. Living on my own
66. Becoming independent
67. Coming home to dinner made
68. My apple computer
69. Buying presents for people
70. Swimming
71. Companionship
72. Having roommates the buy food
73. Learning new things
74. Thunder and lightening
75. Popping bubble rap
76. Tattoos
77. Love
78. Watching the sunset
79. Happy endings
80. Funny you tube videos
81. Sleeping in the shower
82. Chocolate ice cream
83. Watching my brother get married
84. Vegas
85. Payday
86. Mexican food
87. Italian food
88. Playing wii
89. People I made friends with in my education classes
90. Having a clean dog
91. My cat Vegas
92. Parties
93. Talking with my littler sister
94. Going out with my brother and his wife
95. Getting better looking as I get older
96. Watching glee
97. Going out to dinner
98. Being able to sleep in when its raining
99. Helping children
100. Inspiring others

Journal #9 NETS-T 2 &4

Point/counterpoint: Is it Time to Switch to Digital Textbooks?

Cady, Michael. "Point/Counterpoint: Is it time to switch to Digital Textbooks?." Learning & Leading With Technology. 38.3 (2010): Print.

Summary:

Michael Cady, who is a teacher that emphasizes the use of bringing digital textbooks into the classroom, writes this article. With digital textbooks, students can have their books wherever they are. With digital textbooks, text-to-speech can help guide students who are reading below grade level, English learners, and gifted students. Digital textbooks are more up to date. With information changing quickly, it is hard for traditional textbooks to keep up. Yet, with digital textbooks, they are easily changed. Digital textbooks are more interactive and interesting to the students.

Question #1: How can schools afford digital textbooks?
Today digital textbooks are often cheaper then traditional books, because they save on the materials and printing. Also with digital textbooks, the need to buy new books every couple years is replaced, because as information changes, the digital textbooks are easily altered to fit the new information.

Question #2: How can students use digital textbooks at home?
Most kids have access to a computer, either privately, or publicly. So, students can access their books from any computer. For students with trouble getting to a computer, perhaps the school can print out the pages needed, or the student can use the school computer.

Journal #8 NETS-T 1,3 &5

Learning Connection:What? Wikipedia in History Class
Boggs, Jeremy. "Learning Connection: What? Wikipedia in History Class?." Learning & Leading With Technology. 38.4 (2010): Print.

Summary:

This article is about a history teacher, Jeremy Boggs, who uses Wikipedia in the classroom, as well as requires his students to research and write an article in which they will post on Wikipedia. Boggs says that the assignment helps students to become more responisible digital citizens, and shows students the difference between fact-only writing and analytical writing. It introduces research methods, as well as gives students an insight of how Wikipedia works, so that they can understand why, or why they should not use it in certain situations.

Question #1: How is Wikipedia helpful for students?
Wikipedia has a lot of good information that is often quite accurate, but its also has references and links to other areas of where to obtain the information. Students can use Wikipedia to get an understanding of a topic and then research it in other areas.

Question #2: How can teachers use Wikipedia in the classroom?
Teacher can use Wikipedia to get their students to find out how to properly research a topic. Students could choose a topic, and then do research to find if the information on Wikipedia is correct. They can learn more about networking and proper research.

Journal #6 Change Agent NETS-T 3,4, & 5

Change Agent, an interview with Will Richardson from the Education Week’s Website

Richardson, W. (2010, October 11). Change Agent. In Education Week Teachers Pd Sourcebook. Retrieved November 30, 2010, from http://www.edweek.org/tsb/articles/2010/10/12/01richardson.h04.html?cmp=clp-edweek&intc=bs&sms_ss=delicious&at_xt=4cb7dc75d0303b73,0

Summary:

Will Richardson was a high school English teacher, and wrote a book called “Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms.” Richardson is now an educational-technology consultant and co-founder of Powerful Learning Practice, a professional development provider devoted to fostering online community for teachers. Richardson speaks at engagements and blog about his belief that schools need to transform their models of teaching and learning to reflect broad changes in information technology. He believes that teachers need to be “ Googleable,” which is that teachers need to be on the web and using it to enhance their teaching, as well as their learning on ways to teach. Richardson says, that kids need to be taught how effectively, and safely find information on the web. Teachers and students need to learn web 2.0 tools in order to participate in networks of other learners and teachers.

Question #1: How can teaching Web 2.0 tools in the classroom help students?

We live in a technology based world. However, schools are not teaching the true potential of what students need in order to survive web paced world. Students are unfamiliar with how to find information. There is a world of knowledge just a mouse click away. Technolgy is growing everyday, and schools need to prepare students for the future

Question #2: Why is helpful for teachers to be Web 2.0 educated?

Teachers need to compete with the distractions of the world, and lecture style teaching will not keep today’s kids focused on the lesson. Teachers need to learn different ways to teach. With web 2.0 tools, teacher can use blogs and other forums to discover ideas to bring into their own classroom.