Sunday, April 25, 2010

iMovie - NETS 3

A one-minute Public Service Announcement on hate crime at CSUSM demonstrating proficiency in iMovie.

Copyright - NETS 4

A Collaborative research/information paper/future resource on Copyright Issues/Internet Safety created using GoogleDocs.

Copyright-Internet Safety EE

Wiki - NETS 5

A free, "no-programming required" website created about the Web 2.0 Tool: FlockDraw.

Excel Crossword - NETS 2

A crossword puzzle constructed with Microsoft Excel through an online tutorial.

SpreadsheetEE

Inspiration - NETS 3

Mind-map of projects meeting NETS-T from EDUC 422 creating using collaborative, visual organizational software.

Journal 9 - Playing with Skype - NETS 5














Weller, Travis. (2010). Playing with Skype.  Learning & Leading with Technology 37(6).  Retreived from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd=

This article is about a teacher who used Skpe to bring composers of school band music to connect with the students who play his/her music.  He first invited a freelance musician and licensing agent into the classroom for 45 minutes using Skype to discuss copyright laws, the music business, and censorship.  Later, he had the idea to use Skype at a live concert.

The equipment needed to “skype” for an audience at a concert is minimal, according to the author: a computer with a broadband Internet connection, a data projector, a couple of microphones, a webcam, some adapters for audio, and a projector screen.  He obtained this hardware for his school through a grant.  He utilized local college students, and the technology coordinator at the school. 

Three noted composers were brought to the concert via Skype.  The composers introduced their pieces before the student ensembles performed them.  This turned into an interactive conversation that made for a richer educational experience that was well worth the time it took to coordinate. 

This was all done using a free version of Skype found on the website.  Two of the composers were first time users of Skype and had no problems. 

Skype makes it possible to bring experts into the classroom.  It widens the possibilities for students. 

What if something goes wrong?  It seems a bit risky to me to use it at a concert.  Of course, there are lots of factors that make it less/more risky.  Interesting, also, that two of the composers had never used Skype before, but seemingly easily agreed.  I have used it once, and recently had a friend in Azerbaijan ask if we could use Skype. 

How open are “experts” to sharing their time and knowledge in the classroom?  I wonder if some experts just consider themselves “too busy” or if some would turn down the opportunity because of their own lack of familiarity with the technology?  I think it is great for expanding the walls of the classroom though.  

Journal 8 - Navigate the Digital Rapids - NETS 5


Lindsay, Julie & Davis, Vicki. (2010). Navigate the Digital Rapids. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm

This article is about teaching digital citizenship in an age when technology changes so quickly. Digital citizenship, according to the article, is more than literacy, but being able to effectively understand technology trends, monitor uses in school, avoid fear, and empower student-centered learning.

Part of technology is the ability to customize. This also influences curriculum in schools. The authors encourage teachers that customized learning and national standards can coexist. Teachers should mix digital technologies in a variety of ways to create student-centered, globally connected learning experiences. This starts with being educated about technology as a teacher, especially in the use of web 2.0 tools, such as wikis, and blogs.

The second tip from the article is to “monitor and be engaged.” Educational networks are professional environments, not like social network sites. Students and teachers must understand the differences and conduct themselves in an appropriate manner with appropriate avatars, styles of language and quality of material. Teachers must monitor for “textspeak” and other inappropriate material. Teachers must lead by example and coach students about responsibility. Teachers must monitor all online collaborative and networking sites.

When a teacher discovers inappropriate content posted by another student, they should document it, share it with the student’s classroom teacher, and have it removed by administrators. The classroom teacher will decide an appropriate disciplinary action such as having the student apologize online, or banning them from the network. Usually, student intent is not offense. The authors have banned fewer than 10 of 3.000 students in the last three years.

Realize that getting started may be the most difficult part; don’t give up too soon. Remember, others have gone before, and can help guide the way. Also, remember that “off-topic” conversations can create learning, too.

We should educate students on digital citizenship as soon as they start using digital tools. Privacy levels should be age appropriate. Also, remember that “off-topic” conversations can create learning, too. Consider not deleting a student’s academic legacy. In the future, colleges may be requesting e-portfolios.

What are some of the disadvantages to the use of technology? No potential disadvantages were discussed in this article. Yes, there is the possibility of inappropriate content being posted, but that is really not that different from a student making an inappropriate comment in class or elsewhere on campus. Expense can sometimes be a factor in technology, but I was wondering about the possible adverse affects of the impersonal nature of technological mediums, and the perhaps greater ability to cheat. Also, one thing that has not been brought up in teaching students about dealing with technology is stewardship of the device itself and of their own bodies re: posture, carpal tunnel etc.

What are the advantages to having students create digital footprints/an academic legacy online? What a way to streamline interview/transfer procedures etc. Plus, students have access to previous materials and projects for building on those thoughts and ideas in new classes.

Thursday, March 18, 2010

NETS PowerPoint - NETS 2

 Presentation demonstrating proficiency in PowerPoint and giving lesson ideas meeting NETS-S.  PowerPointEE

NETS Collaborative PowerPoint Rubric - NETS 3


 Rubric made collaboratively with classmates using the iRubric website to evaluate NETS PowerPoint presentations. 

Journal 6 - Google Earth - NETS 5

Google Earth is a map with superimposed satelite images.  Some images are available in 3D, and in some areas "street view" is available.   Users may search for addresses (for some countries), navigate the map with the mouse or enter coordinates.  There is also sky mode and historical imagery view.

There were two threads on the Classroom 2.0 website, the first being "Cross-curricular uses of Google Earth". The discussion generator had used the tool in his math class measuring distances in miles and kilometers. They also used it to plot a historic typhoon, and to plan a mock search and rescue of a missing person. Other ideas for the math class were working with population figures or longitude and latitude coordinates. One teacher was using it in ecology/biology to visit the various biomes of the world. It was used in a literature class to visit places discussed in a novel, and this looks like a good resource. Google Earth has been implemented in Science and History lessons to visit sites discussed, and another idea for Math was to make a 3-D model of the school to learn about scale, measurement, angle and geometric shapes. These sites were also offered up as alternatives to using Google Earth.

The second forum discussion was about this. Teachers seemed to agree that these ideas would help students understand the meaning and purpose of the math concepts they are learning in the classroom. Making information useful is important for students!

Thursday, March 11, 2010

Journal 7 - The Beginner's Guide to Interactive Virtual Field Trips - NETS 5

Zanetis, Jane. (2010). The Beginner's guide to interactive virtual field trips. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D

This article was about virtual field trips (VFTs).  Virtual field trips or videoconferencing allow students to engage with experts near or far without the transportation costs of leaving the classroom.  These virtual field trips could involve a tour, witnessing experiments or demonstrations, or attending events.  There are Asynchronous VFTs are not real-time; they involve viewing websites which may have video tours, podcasts, etc.  Some reference websites for VFTs include: www.efieldtrips.org, www.accessexcellence.org/RC/virtual.php (mainly science and health related), www.gaillovely.com/VirtualFieldTrips.htm.  Interactive VFTs are real-time, and involve videoconferencing with special equipment.  30% of schools do have this equipment.  According to the article, the author knows of 300 different organizations that offer Interactive VFTs in which credentialed persons present on a curricular topic related to the organization.  Students can interact with the presenters using the online interface, and after the initial adaptation to the technology, the "walls disappear."  The article goes on to explain ways one might acquire videoconferencing equipment if it is unavailable at his/her school, and recommends this site for finding quality content.  Some VFTs have a fee, but many are free.  The article also lists the 2008-09 Award-winning VFT content providers.

1.  What are the drawbacks to VFTs?  In our media/virtual saturated society, I feel like a real field trip would be more engaging in certain circumstances.  For example, actually going to the zoo would be very different from a VFT.  I don't see how asynchronous VFTs are different from watching a DVD.

2.  What about the cost?  Yes, we've eliminated the cost of transportation, but in some cases there is a fee for the VFT.  Therefore, is it really worth it?  Maybe I am just one for real-life experiences.  

Friday, March 5, 2010

Journal 4 - Finding Students who Learn with Media - NETS 5

Bull, G, Alexander, C, & Ferster, B. (2010). Finding students who learn with media. Learning & Leading with Technology37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListComboInd=D



This article is about student-created media for learning.  Student projects may be created using a suite of online tools and primary source documents accessed through Library of congress and the Smithsonian websites.  PrimaryAccess MovieMaker is one such tool; it allows students to add text, primary source images, and audio narration.  The Smithsonian American Art Museum uses this program as part of their virtual exhibit called Picturing the 1930s.  PrimaryAccess was created to keep costs down and make movie-making simple, so students focus on learning content, not how to use the specific technology.  The authors/researchers of the article realized that the PrimaryAccess program really took about three class periods for students to put a project together, so they made an extension called Storyboard, which has been used without additional class time.  Students using the tool have performed as well as those who wrote traditional essays as assignments.  On average, students spend more time on the Storyboard than essays with approximately 40% engaged in both the historical content and the activity.  Some students were engaged by the technology, but not the content, while others were engaged by the content, but not the technology.  15% of students were not engaged by either the Storyboard activity or the historical content.  In addressing student disengagement, these issues are often discussed:  authenticity, student interests, real-world importance, and degree of student choice.  The authors of this article believe that it has been shown that student engagement increases when student-authored media is introduced into the class, and that this can be done without increased time on the unit.  Students engaged by media, not content need help with time management.  One advantage of the online environment is that a teacher can access information about a student’s performance early, and perhaps adapt the assignment/instruction to meet the individual’s needs.


What degree of student choice is involved in using Storyboard?  Looks like students can make quite a range of visual changes.  They choose backgrounds, actors, talk bubbles, and props; they also have the freedom to upload their own images.  They can also add Ken Burns style motion to images.  As far as I can tell, the program looks similar to PowerPoint or maybe iMovie.  If the content is most important, for the sake of student choice and increased engagement, perhaps those students who would prefer to write a traditional essay should be allowed to do so to demonstrate their learning of the content. 

Is adding technology not worthwhile when it takes too much time?  This depends entirely, of course, on the nature of the class and the standards by which one is judging.  If the content is most important (and the content is not technology), it is good to have created a more easily used program such as Storyboard to replace the MovieMaker program.  However, sometimes it might be worthwhile to be learning the complexities of a program/dealing with software even (maybe especially) for those students who shy away from technology.  The learning could be considered interdisciplinary.  

Journal 3- Keeping the Peace - NETS 5


Levinson, Matt. (2010). Keeping the peace. Learning & Leading with Technology37(5), Retrieved from http://www.iste.org/AM/Template.cfmSection=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25237&DirectListComboInd=D



This article is about problems encountered with Instant Messaging when Nueva Middle School launched their one-to-one laptop program in 2007.  Whereas, students’ parents view technology as information, it was clear that youth view technology as entertainment and a means of socializing.  Eventually, the school had to ban the use of IM.  As soon as the program started, students were IMing one another during class.  After school, they spent their time video messaging, and, apparently, one student let another see his mother in her pajama.  One frustrated teacher said she would not use the laptops in her classroom.  There were heated debates between parents and faculty, some wanting school restrictions, some wanting students the freedom to learn.  When iChat was eventually blocked on the school laptops, there was an outcry.  Students petitioned and students and parents alike wrote letters.  One student wrote that students used iChat for important issues and the decision to ban it should be up to individuals’ parents.  One parent felt that iChat had broken down “cliques” and offered her commuting student an opportunity for socialization with her classmates.  Again, this parent was against the censorship.  Some parents, however, were for it, feeling that by providing the software for the student the school’s authority had clashed with their own.  After the first year, the school instituted new policies such as, a laptop orientation for incoming students, a partnership with Common Sense Media, online research training, faculty training, parent education workshops, an acceptable use policy that must be signed before laptop distribution, a school-only IM program for use with teacher permission, and continued flexibility to manage the cultural divide between adults and children and to deal with the students’ “social landscape”.   

Should the school have let the students’ parents decide on a case-by-case basis?  I would usually agree that something of this sort is best left for the parents to decide.  However, I can understand this perspective from the author of the article:  we did not want to “pit those who had access against those who did not.”


Could the school do more as far as their new policies regarding the student laptops?  I think the school has implemented a great plan for educating teachers, parents, and students about the appropriate use of the new technology.  Common Sense Media seems like an especially great resource from detailed rating for the newest movies to advice on cyberbullying issues. 

Thursday, March 4, 2010

Journal 2: Using Podcasts to Develop a Global Perspective - NETS 5

Maguth, B.M., & Elliot, J. (2010). Using Podcasts to Develop a Global Perspective. Learning & Leading with Technology37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25244&DirectListComboInd=D



Teachers must educate students about cultural diversity.  At a high school in Ohio, some teachers are using podcasting to get students excited about learning about other cultures and interacting with people around the world.  For this podcast assignment, students had to moderate and record a debate on a global issue, such as climate change, in a Meet the Press format.  After researching their topics, students worked in groups to write scripts for the podcasts in which they would pretend to be the invited panelists and respond to questions.  In this way, they were to discuss and understand the multiple perspectives.  Using Garage Band, students recorded their scripted debates.  Audacity is another recording program available for Mac and PC.  After scripts were successfully completed, students used postproduction software to edit and include features such as music and commercial breaks.  With the recording finished, students converted the file to an MP3 and posted on the Internet.  One student said, “We need to turn in good work because people all over the world could see this.”  The assignment helped students explore opposing views on relevant issues.


How adaptable is this lesson plan and could it be used to foster communication with others outside of the school's community?  I think the podcast idea using a pretend debate between global leaders on a relevant issue was great.  The podcast assignment is also neat because it introduces a medium that could be used for presenting research on a myriad of topics.  Further, one could actually facilitate some type of “exchange” with a school in another part of the country or the world where students could give feedback on the various podcasts.

Is this a feasible assignment for most students in most schools in Southern California?  I am not sure about this one, but at this point, I would tend to say ‘no’.  Outside of taking specific technology courses, do high schoolers have access to the necessary software and Internet to work on such a project during or outside of class?  Students of certain economic backgrounds probably do have access to such software etc., but can I make such an assignment knowing the ease with which it will be accomplished by one student and not another?

Saturday, February 27, 2010

Journal 1: Computing in the Clouds - NETS 5

Johnson, D. (2009). Computing in the clouds. Learning & Leading with Technolgoy, 37(4)



This article was about the potentials of “the cloud”, the Internet, as a means of time and cost cutting. There are many free online applications available now that could potentially make software applications an unnecessary expense for schools. For example, there is the Google docs online word processing program, which would eliminate a need for the purchase of such programs as Microsoft Word. The advantages also include less storage space on the computer (so the computer can be smaller and run faster), accessibility of documents from any computer without transporting files, and ease of collaboration. With web-based software, any person, on any internet-enabled computer can contribute to the piece. Schools could save money going as basic as “Netbooks” for computers. This makes the possibility of one-to-one laptop programs seem much more feasible. The cloud accommodates e-mail; web searching and bookmarking; word processing (which is compatible with Microsoft Office and Open Office), presentations (to a degree), and spreadsheets; photo storage and editing; webpage editing; and school-specific tasks such as grade books, reporting systems, communications and accounting. Some problems to consider: accessibility/speed of the Internet; whether these web-based applications will remain free; security of files; privacy of files; and lack of CD or DVD capabilities or big computing tasks (like video editing).

1. Is the one-to-one laptop dream really an affordable possibility?  At this point, in the State of California, I would not imagine that this is feasible.  Districts are making unprecedented cutbacks, and I believe, for many households, it would be too much to ask parents to purchase Netbooks for their children.  Without some kind of subsidy program for the disadvantaged, this would not be feasible, and at this time, I do not see how the government, state or local, could take on such a financial responsibility.

2.  If the funds were available, would the advantages of cloud computing outweigh the possible disadvantages?  I believe that the convenience of opening work on any computer at any location, as well as collaborating on the work remotely, outweigh potential setbacks in security and privacy.  The truth is, any system or computer may lose files or expose vulnerable personal information.  

Thursday, February 25, 2010

Newsletter - NETS I

Newsletter demonstrating creative use of Microsoft Word. 
NewsletterEE                                                            

Social Bookmarking (Delicious.com) - NETS 3

1. Through the National Archives Website, I viewed an exhibition called "Picturing the Century - 100 Years of Photography from the National Archives." This exhibition included photographs of "Immigrants arriving at Ellis Island . . . the Wright Brothers fly . . . building the Empire State Building . . . a Depression-era soup line . . . Omaha Beach . . . the mushroom cloud . . . Lyndon Johnson taking the Presidential oath . . . a young marine in Da Nang . . . footprints on the Moon . . . war in the Persian Gulf ...." The photographs were arranged in Galleries by Historical period/event or in Portfolios by famous photographic artists such as Dorothea Lange or Ansel Adams.  A world of resources are available to students and teachers through primary sources on the internet.  In this case, photographs from the National Archives help students to understand different times in history by "seeing with their own eyes."  Primary sources create a sense of curiosity and reality as well as introducing the possibility of multiplicity of interpretations regarding the past.  Viewing primary sources also help students in developing critical thinking skills as they analyze the meaning of the artifacts.  Using primary sources shows students that first-hand information is available to them through research for their own evaluation.  

2. According to the National Education Association (NEA), racial and ethnic monorities, English language learners, students with disabilities, boys/girls, and students from low-income families are groups experiencing achievement gaps.  These are three ideas listed on the website to start the journey of "becoming a culturally competent educator":
  • Gather and organize resource materials related to culturally diverse groups for use by school staff.
  • Build and use a network of "natural helpers" at school and in the community as well as "experts" who have knowledge of the culturally, linguistically, racially, and ethnically diverse groups served by your school.
  • Network with parent, family, minority community, and faith-based organizations concerned with the needs of diverse students. Solicit their involvement and input in the design and implementation of initiatives for culturally, linguistically, racially, and ethnically diverse groups.
I chose "gather and organize resources" as a way that I could work towards becoming a more culturally competent educator because I feel this is important and simple.  Also, let's share the work and learning.  The time of compiling resources does not need to be duplicated by each teacher; having materials available eliminates some excuses to "becoming culturally competent." "Build a network" also seemed to be a simple, valuable resource for learning about the various cultures and groups served by schools.  What better way to learn about groups of people than by getting to know people within those groups and asking them to help us understand and better serve their needs.  Of course, many of these "experts" may be parents, family, and community members themselves.  Involving these individuals and groups in the creation of initiatives effecting their students is a no-brainer.  Not only can they offer valuable insights, but they will have the best-interest of the student-group at heart.  Although teachers are individually responsible for becoming culturally competent, collaborating will  bring balanced perspectives and help to tailor knowledge to the immediate community.  


3.  My score on the STOP Cyberbullying:  Are you a cyberbully? Quiz was 4, which, according to the site, classifies me as a "Cyber Saint".  However, I must admit I am a bit embarrassed by some of the behaviors in which I had to admit I engaged!  Yikes!  It's amazing how much we rationalize inappropriate actions, isn't it?  Especially when...we think no one will ever know! 


Under the section for educators, I read the article "The Internet Super Heroes' Philosophy" .  This article draws to my attention the valid point that most internet safety programs focus on privacy/protecting ourselves/children from predators, but learning to respect others online is equally important.  Students also must learn to differentiate between valid and invalid information online and to balance their online time with their offline world.  Educating parents is not enough, we must educate the children.  Groups such as "Teenangels" help in the process as sometimes peer to peer messages are better received.     Encouraging participation in groups like "Teenangels" would be valuable in the classroom as well as lessons on internet security, online respect, and evaluating resources.  


4.  From Kathy Schrock's site , I navigated to @rt junction , a comprehensive resource for art education and collaboration with other educators in the area of visual arts. I found this site listed under the "Art and Architecture" section of "Subject Access."  If I was teaching an art lesson, this site would have great information for the nature of the learner including their developmental stage in terms of art, tips on teaching children to use new media, and ideas for actual projects or lessons.  The site also has ideas for using art as a means to connect to/learn about the community.  


Under "Teacher Helpers", I clicked on "Critical Evaluation Tools" , and found some great hand outs  with information on evaluating internet sources.  For example, "The Five W's of Website Evaluation" with critical questions such as:  Who wrote the information?  What is the purpose of the site?  When was the site created?  Where did the author find the information?  Why is this site better than others?  There are "Critical Evaluation Surveys" for all levels of education as well as copies in Spanish.  These resources could be very useful if I was having students do web-based research.  


5.


As you can see from the chart, my top three intelligences are Naturalistic, Intrapersonal, and Verbal-Linguistic.  This would explain why I currently work in the outdoor industry, am often reflecting on life, and have done well in traditional school settings.  It's not "How smart are you, but how are you smart?" according to the video "Multiple Intelligences Thrive in Smartville".     Education which treats everyone the same way "is actually the most unfair education."  There is a difference between equal education and equitable education.  Wow!  At this school in Gainseville, Georgia, every students' education is individualized because each student thrives in different "smarts" categories.  This looks like a very innovative and FUN school!


6.  From the Teaching Tolerance website, I chose a lesson called Cooperative Comics.  This lesson is designed for grades 4 and up.  It tackles the topic of conflict in school in a creative, collaborative way.  The class brainstorms typical conflict situations in school, groups create concept maps of their ideas on a chosen theme,  and student groups come up with a story concept.  Next, student groups draw and present their comics.  This idea could be used in conjunction with an art lesson on comics, which also discusses techniques such as composition.  In this way, students are using art to express ways to problem-solve social conflicts in the real world.  


7.  On the "Online Multicultural Awareness and Equity Quiz", I found this question/answer to be very interesting: 


 Powder cocaine (largely used by wealthy people) and crack cocaine (largely used by economically disadvantaged people) contain roughly the same amount of the drug per gram. Under federal law, how much of these substances must an individual be convicted of possessing to be sentenced to a mandatory minimum of five years in prison?

500 grams of powder or crack cocaine
50 grams of powder or 5 grams of crack cocaine
500 grams of powder or 5 grams of crack cocaine
5 grams of powder or crack cocaine



The correct answer was "500 grams of powder or 5 grams of crack cocaine".  Admittedly, I guessed correctly because I understood the purpose of the quiz:  to shock us.  Honestly, I would do more research on any of these issues before I jumped to conclusions.  I am not saying that there are not blatant injustices in our society, but I am recognizing that I must think critically about messages and messengers.  Is there information that is not included?  Are there factors that are not discussed?  I also recognize, however, that I often live in the ignorant 'bliss' of my upper middle class white privilege.  


I got this question incorrect: 
Based on a 2007 report from the Economic Policy Institute, the annual earnings of the average full-time U.S. worker is roughly equal to:

the hourly earnings of the average CEO in the U.S.
the daily earnings of the average CEO in the U.S.
the weekly earnings of the average CEO in the U.S.
the monthly earnings of the average CEO in the U.S.
  


The correct answer was daily.  Again, this is an amazing statistic, but I would hesitate before jumping into debates regarding corporate greed despite being one of many "underemployed" persons in this nation.  A great quote I read once said, "When we truly discover love, capitalism will not be possible and communism will not be necessary." 


This quiz applies to me in several ways as a teacher aiming to be culturally relevant in my teaching.  First, it opens my eyes to important issues that are critical for students to understand as they grow to become responsible, contributing citizens as well as to injustices that some students will be facing.  Also, it reminds me to ask, "What is my role as educator?"  Social activist?  I believe my role is to teach students to think critically and try, as much as is possible, to present a variety of views.  Students may become strong voices now or in the future based on their own values and interpretations of the facts.  


8.  I scored 100% correct on the Netiquette Quiz after reading the article "The Core Rules of Netiquette" on the Netiquette Home Page.  Learning Netiquette, common courtesy for online environments, is crucial to students in this era.  It is critical that students understand that virtual world behavior can have lasting, real world affects.  What students learn in regards to tolerance should be translated to internet use as well.  It is important to learn to respect privacy and "remember the human" for recreational/personal activities online as well as future business environments. If we all learn and respect the rules of Netiquette, we can keep things fun. :^D

Wednesday, January 27, 2010

a little about me - NETS-T 3

Born here in beautiful San Diego, CA, I spent the first 18 years of my life in Carlsbad, attending grades K-12 at local public schools.  Following High School, I attended a small Liberal Arts College called Master's in the not-as-beautiful-as-San-Diego area known as The Santa Clarita Valley.  After adventures in rural New York State and Kansas City, I completed my degree in Liberal Studies.

Not being from a family that splurged on electronics nor having a particular affinity for figuring them out, I don't consider myself very techie.  My first computer for college was maybe an HP purchased at Wal Mart.  Later, the school required all students to have laptops.  After the death of that Gateway, I purchased a MacBook Pro because I had gained some familiarity with Macs working for a portrait studio and digital imaging company.  Admittedly, I am rather addicted to the internet, and the constant communication of text messaging (with the right people, of course).  I am using Microsoft Word 2002.

The mission statement was not a factor for me in electing to take these extension courses at CSUSM; however, my brief introduction to it via my three first classes fits well with my own philosophies and life experiences.  I especially appreciate the commitments to diversity, educational equity, and social justice.