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.  

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