PLE 14- Internet Safety Reflection

"Internet Safety Reflection"

What article did you choose to read for your article of choice?
Gordon B. Hinckley, “An Ensign to the Nations, a Light to the World,” Ensign, Nov 2003, 82

Describe the video resources you watched:
Frontline PBS Documentary

A Revolution in Classrooms and Social Life, and
Living Their Lives Essentially Online.
(source: http://www.pbs.org/wgbh/pages/frontline/kidsonline/view/main.html)
Most important "take-aways" were from the readings and video:

Article
- Hold to the faith

- Stand firmly for what i know to be right.
- Perspective: You must take the long look ahead rather than succumbing to the present

seductive temptation.

Videos
- Tons of youth hangout using social networks: myspace, facebook, bebo etc.
- Computer parties. Kids have a party by setting up their laptops and playing videos.

I recognized how difficult it must be for parents and teachers to know what’s happening with the youth. Youth share personal information more explicitly than former generations because they can simply type something or record a video online without having to worry about other’s initial reactions. Arguments and relationships can be completely online. Seemingly invisible to someone not connected with technology. Youth are constantly connected with technology. As a result, one teacher claimed her students focus ability has declined from prior decades. Another teacher asserts instructors must be an entertainer d=to compete with students constant bombardment of media.

Technology Discussion

The person I spoke with already knew how much youth are "connected" through technology daily. She knew the danger of online chat rooms and posting videos . She reacted concerned for the dangers internet can have, but hopeful for its rich learning opportunities from the information that I shared. I was surprised that my friend reacted receptive to my realistic and hopeful message because she lives technology. After this discussion I feel she will be careful towards exactly what information she shares online. For example, she shared how earlier in the week she was going to post some pictures of a classroom she taught. After our discussion, she realized the potential dangers posting pictures of her students could incite.

TPACK REPORT

PLE WEEK 12

Week 12- ElEd

During my practicum experience technology integration was very limited. Twice a week laptops were used to review literacy and math through games. Every Friday laptops were used for students to take math and literacy exams. However, there was limited teaching regarding technology. Students were told how to use volume, shut down a MAC, and to click on their school’s page favorites to play the games or take the exams. I never saw a promethean board, Power point, video, ELMO projector, or an overhead projector used in a single lesson. I think a promethean board is very helpful for a subtraction lesson. Using the promethean pen, students simply drag items to be taken away into the trash bin. This helps students interact with numbers in a more engaging way. Also, using an ELMO projector for a shared reading would show text clearer than a traditional overhead projector and allow three-dimensional items to be shown as well. Students could use promethean pens like I-clickers for quizzes in class. This allows teachers to obtain data of students’ assumptions quickly. Students can compare geographical distances using the “ruler” icon from Google Earth more effectively than with maps. As a result, students are more likely to retain their learning longer if technology does in fact engage them more than traditional (lecture) teaching.

PLE WEEK 11

Week 11

Bookends of War :

http://etec.hawaii.edu/etecvideos/videos/bow/?page=ov_auto

Inside Kapunahala:

http://etec.hawaii.edu/etecvideos/videos/kap/?page=ov_auto

After watching from the Department of Educational Technology Connections (ETEC) “Bookends of War” video children seemed to be very engaged by using technology in their classes. The teacher stated that students loved to visually see their work on the International student web design contest website and that several core standards (language arts, technology integration, oral communication, social studies, fine arts) were met through this project. Students were placed in groups to be responsible for a specific area of the website. One student affirmed, “I think that other kids when they see our website will… they’ll see it an probably think it looks pretty cool, ‘cause so far the whole website is looking really good.” Thus, students were proud of their quality work.

“Inside Kapunahala” focused on using storyboarding to television production to see how learning is enhanced through a continuum of media and student involvement. The younger grades merely presented information in front of camcorder. As the grades progressed, older students participated in the filming and editing process. These students really enjoyed watching their presentations of their learning.

Week 10

Week 10
After watching the following three videos: I love Spiders, Brown Bear, Brown Bear, What do you see?, Habitats, I learned how to more appropriately integrate technology into my classroom as a prospective teacher. Tools that I found helpful were:

- students using the digital camera, scanning, downloading their images,
- slideshow on a power point of pictures drawn on kidpix deluxe, slide show made into a movie later
- recording their voices stating research they learned and placing it into a power point presentation
- have parents view the presentations t to build community relationships
- helps parents see how students are using technology
- having two classes from different states compare their bugs with online web pages was very effective
- students were able to download pictures they took
- ethics standard met by discussion of copyright protections. Teacher had students recall they were taking pictures from the internet and that we should always cite (tell where our information came from) specifically.

Three Tech Lessons

http://docs.google.com/View?id=dwgtgc5_2d9p9x6gs
http://docs.google.com/View?id=dfqmvh57_0dkzqj7fq
http://docs.google.com/View?id=dfqmvh57_2c3qpdxtt

IPT287 Lesson Plan- People&Animals affected by weather

Name: Cicely Chipman
Title: Weather: It affects us all… Animals and People
Summary: Students take pictures of people/animals during sun and stormy days over a two week period. They download their pictures on a computer and then create a power point (PPT) on how weather affects us.
Primary Core Objective: Standard 3 Students will develop an understanding of their environment. Objective 2 Observe and describe weather. b. Describe how weather affects people and animals.
Materials Used by the Teacher:   ·       School computer ·       Digital camera ·       Power point ·       Happy music (staccato, peppy, or relaxing), Sad music (jazz blues) ·       Attendance roll: Student’s grouped by alphabet. Take the roll and chunk groups of four. There should be 7 groups total.	Materials Used by the Students:   ·       School computers ·       Digital camera per student ·       Power point
Technologies Used by the Teacher:   ·       School computer ·       Digital camera ·       Power point on body language of people and animals.	Technologies Used by the Students:   ·       School computers ·       Digital camera per student ·       Power point ·       Free music.com
Intended Learning Outcomes:   ·       SWBAT determine which weather people/animals tend to be happiest or least happy by assessing their body language. They should explain how they decided their conclusion (ex. I learned people have more energy in the summer because they are smiling and outside more.) ·       SWBAT to create a PPT which demonstrates their conclusions on how people/animals are affected by weather by assessing their body languge.
Instructional Procedures:   Hook- “As you watch this clip think about if you believe there is a connection between animals and weather.” Watch Frog Facts and Folklore: Frogs and Weather ·        E-mail This ·        Facebook ·        Digg This ·        Yahoo! Buzz ·        StumbleUpon ·        TwitThis ·        Reddit (Frogs and toads can travel by tornado and be dropped to the ground. In India and China, people believe there is a close link between frogs and weather.)   Here's the link: http://videos.howstuffworks.com/hsw/17775-frog-facts-and-folklore-frogs-and-weather-video.htm   Tell- Today’s lesson is titled, “Weather: It affects us all… Animals and People”. “By the end of the project I expect you to understand  how weather affects people and animals by observing their body language from the pictures you take. Take digital pictures of people and animals during stormy and sunny weather over a 2 week period and then download the images on your class computer. Then I will make 7 groups of 4. In your group you will pick the pictures you find best show the weather and body language of a person/animal. Then create a PPT of your 6 best pictures, music must be integrated on 2 slides and he last page should be a conclusion of your findings.    Model- Physically model different types of body language, show a YouTube clip on body language of humans and animals. Then pull up a PPT example from a group’s last year to show what I’m looking for. Praise how pictures were taken in distinctly different weather moments, used music to help others understand if the weather made the person/animal seem happy or sad, and the last page was the conclusion on what they found. Then notice their body language: is the individual standing tall or crouched, walking fast or slow, arms crossed or open, etc. Help- Have the class tell me different types of body language. I’ll help them with any digital camera concerns. I’ll give them a weather report (handout) so they can plan when to take their pictures. For example I might say, “The forecast says it will be sunny for three days and then a storm is rolling in Wednesday night. Here’s a handout of the next 2 weeks. Don’t count on the weatherman, but use it as a guide.” After two weeks I’ll show them how to download their pictures onto a class computer and do a quick tutorial of PPT. Check for understanding- I’ll show a few pictures of people/animals in different weather conditions and ask them questions guiding their understanding regarding body language. Then I’ll have them physically model a variety in body language. I’ll watch them download their pictures and begin to create a PPT with their group.   Assess- 7 minutes group PPT presentations
Extensions:   You can have more than two slides with music and/or more than 4 reasons, but no more than 8 pictures total (4 stormy, 4 sunny).
Assessment Plan:   Final PPT presentations must be at least 7 minutes with your group and must include: 4 sunny day and 4 stormy day pictures with people/animals in them. Music integrated to help class feel more happy or sad. Your last slide must give at least 4 reasons why you believe animals/humans are affected by weather The assessment will be summative over the 2 week period.

 

 

Extra fun facts:

Weather changes mean atmospheric pressure changes and that alone has influence in the heart system, nervous system and behavior. Weather can affect people in being sick and tired, where they will have to go to the doctor ...It is not good to go in a very hot place then go to a very cold place. When the weather is going to be bad animal all around the world acts up very weirdly. Example- frogs croak louder and longer when the weather is going to be bad.

·        Winter blues is more commonly known as Seasonal Affective Disorder or SAD.

·        The hypothalamus - the part of the brain that controls our body's main functions - is stimulated by natural light.

·        Seasonal winds are known as 'ill winds'.