Ed Tech profile-NETS 1,3,5

THis is my EdTech profile that shows how my technical abilities have improved after taking the CSUSM Education Technology 422 course.

EdTechProfile2AO

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Google Docs Copyright Assignment

This is a collaborative document I created with a peer to define copyright laws and proper citation. This document was written using GoogleDocs.

Amy Copyright

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Newsletter- NETS 1, 3

This is a classroom newsletter I created using Microsoft Word to welcome my students and keep parents informed.

NewsletterAC-3

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iMovie Software Proficiency-NETS-T 1, 2, 3

This video about California State University San Marcos was created using iMovie.
Please enjoy!

Journal 10-Online Classes

Bethel, Brian "Learning Outside the Classroom". (2009, 4,14). Reporter News, p. EDU.

"Learning Outside the Classroom" is an article about how enrollment is up for online classes at community colleges. Many schools are finding that the demand for on-line classes exceeds the amount of classes, and they are scrambling to add more. Between the academic year of 2006-2007, the Instructional Technology Council tracked and 1.6 percent bump in students taking distance-education courses, and those numbers continue to grow. Many students who live on-campus take on-line courses, as well as those who leave far away from the school and find it difficult to get there. The convenience of on-line education appeals to many people, and students are increasingly going back to school because they can now take courses that better fit their schedules. At some colleges it is possible to complete almost all of ones undergraduate work simply taking online courses. Although advertising for many of these classes has been minimal, schools are not having trouble filling the open positions in both core courses, like English and math, to specialized classes such as criminal justice.

What are some of the benefits of on-line college courses?
On-line college courses are great because they encourage people who may otherwise not have time to supplement their education. Many colleges offer night courses, but with jobs and families it is difficult for many people to get away to school. With on-line classes, all an individual needs is a computer and internet access, and they can complete their course work on their own schedule, and at a pace that is most comfortable for them.. This is especially beneficial in difficult economic times, when people often want to go back to school to create more job opportunities for themselves.

What are some of the draw-backs?
No matter how well an on-line course is written, there is no substitute for one-on-one interaction with a teacher. Questions will always come up, and a teacher trained in the subject is the best for providing explanations. Also, a computer program cannot express passion for a subject. There are no doubt many students who take on-line courses to complete the bare minimum and who will not pick up much from the course because of a lack of enthusiasm.

Journal 9-Geeking Out

John K. Waters, "The Kids Are All Right," T.H.E. Journal, 3/1/2009, http://www.thejournal.com/articles/24104

This week I read "The Kids are All Right" by John Waters. This article is a bout a study done by the MacArthur Foundation called "Kids' Informal Learning With Digital Media: An Ethnographic Investigation of Innovative Knowledge Cultures." Basically it researched how kids are using the internet and for what purposes. The article was very reassuring in that it places importance on all interactions students have with technology, whether it be academic or not. The study created 3 categories of how students use the computer. The first is "hanging out" which is the equivalent of checking email, and brief online visits. The 2nd is "messing around" which is slightly more in-depth perusal. I like that the researchers describe this phase as when you ask a student what they are doing and they say "nothing." The final phase is "geeking out", which is when a student is intensely doing something online. The article is nice because it finds the value in any way a student uses a computer, whether it be MySpace or an academic pursuit, the bottom line is that they are learning something.

In what way could Facebook be beneficial to student learning?:
While on Facebook a student uses many applications that are great skills to posses. Uploading pictures and videos add a great visual component to reports and presentations, and this is basic everyday stuff on Facebook. Also, a student on Facebook may join a group that has some interest for them and research and communication skills are necessary to be a good contributor.

How can a teacher get her students to geek out in class?
If a teacher makes the course content interesting, new, and relatable, and allows her students to incorporate current events and personal interests, she may be able to peak there attention so that they find an assignment worthy of "geeking out" over. For example, a history teacher may ask the class to create a present day interpretation of Lewis and Clarks Expedition. Students could use Google maps to map the journey, Expedia to book lodging along the way, iTunes to create a mix for the roadtrip, and information from Weather.com and national park websites for places of interest and possible hazards for the trip.

Journal 7: Mining for Gold

Bigenho, R. (2009, March ). Mining for Gold. Learning and Leading with Technology, 37, Retrieved April 2, 2009, from http://www.learningandleading-digital.com/learning_leading/200904/

The article Mining for Gold is about RSS feed (Real Simple Syndication) and how it can effectively be used in the classroom. RSS feeds can be set up to blogs, podcasts, and news searches to a particular topic, and then whenever that topic comes up in a blog or article, it goes to you. This saves lots of time searching through Google for pertinent stories, as all you have to do is turn on your computer and all the information you care about is waiting for you. You are also notified throughout the day whenever new blogs and stories are posted. An example of a use for this is if I was a super fan of Mariah Carey. Any time new info came out about Mariah, I would be notified. Think how useful this is for obsessed fans and possible stalkers!

What is a good use for RSS feeds in a classroom environment?
RSS is great to use in a variety of classrooms. For example, in a US History class, the teacher can set up a web-based learning management system for the class, and have the RSS feed set to topics that relate to what the class is studying. If students are learning about the Alamo, they can also read about current Mexican-American relations, about anniversary celebrations for the Alamo, and even reenactments or blog posts from other classes elsewhere that are studying the same topic.

How can RSS help a teacher with time management?
An RSS feed can save tons of time for educators. Instead of spending lots of valuable time searching the internet for authentic and useful websites and news stories, an RSS feed finds all this for you, and is constantly working, so you have the most current information 24 hours a day. Also, if a teacher has students post assignment to individual blogs, instead of repeatedly visiting blogs to see if the students have posted their work, an RSS feed automatically notifies you when the specific assignment has been submitted.

Journal 6

Warlick, D (2009, March ). Growing Your Personal Learning Network. Learning and Leading with Technology, Vol. 37, Retrieved April 2, 2009, from http://www.learningandleading-digital.com/learning_leading/200904/

This article was about PLN's or personal learning networks. Personal learning networks are tools like Twitter, wiki's, iChat, Second Life, Skype, basically web-based applications that allow you to communicate and share information with others. The author discusses the advantages of using these tools and breaks them into separate categories. The first category is personally maintained synchronous connections, traditional networks that include people and allow you to consult with others to solve problems and answer questions (ie iChat, Skype, uStream). Personally and socially maintained semisynchronous connections are conversations that are not exactly real-time, but pretty close (ie GoogleDocs, Twitter). The third category is dynamically maintained asynchronous connections; while the other two connect you to people, this connects you to information (ie RSS feed).

How would RSS feed be useful in a classroom?
RSS feed can allow a teacher to stay connected to current information on a particular topic by having a feed set up to blogs, podcasts, news searches and articles, that cover that topic. Each student could be assigned a different source to find information related to the topic, and then report back to the class.

RSS feeds can be very active, what is a good way to not overwhelm yourself with information?
You can limit the amount of information you get by not subscribing to too many blogs,organizing subscriptions by topic, scanning feeds for pertinent info, and turn your PLN off every once in a while.

Journal 8-Google Earth

Google Earth is a satellite imagery tool that allows the viewer to type in a location and see it from multiple views, or "fly" over locations across the earth. It was created by Keyhole, Inc., a company that was acquired by Google, thus the name Google Earth. The clarity and accuracy of this tool are amazing, and the applications are endless. To get such accurate images, Google uses satellite images, aerial photography, and street views. To obtain the street view images, Google has vans that plan to drive around every street in the world, and get an actual view of what it's like to drive up these streets. You can do anything from soar over the peaks of Mt. Everest to get driving directions to your local CVS pharmacy! The conversations that I followed on Web 2.0 were both started by a middle school math teacher who is constantly looking for new ways to inspire his students outside of a textbook. He uses lessons incorporating longitude and latitude, as well as population projections, all features that can easily be found on GoogleEarth. Other very cool features include trip mapping, diving into the oceans, and time mapping, to see what a location may have looked like hundreds of years ago. The applications for GoogleEarth are great for inspiring students, and the graphics and images are so clear, anyone who views it would be impressed. I think a cool project idea would be to have students create video maps that follow the trails of historic expeditions, like Lewis and Clark, Columbus...Google Earth is also a great application to use in elective courses, such as drafting, as you can incorporate GoogleEarth with 3D modeling programs like 3D max and Sketch Up.

Inspiration-NETS (1,2,3)

Power Point Presentation- NETS-T 1,2,3

Check out this SlideShare Presentation:

Nets 1

View more presentations from Amychamp.

Jounal 5: Collaboration in a Web 2.0 Environment

Bull, G. (2006, April). Collaboration in a Web 2.0 Environment. Learning and Leading with Technology, 33, Retrieved March 6, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_33_2006_2005_/April_No_7_/April_2006.htm#features

This article is about RSS feeds and how they can be incorporated in the classroom. The author explains that RSS (really simple syndication) allows people to follow topics and blogs that are of interest to them. Almost all newspapers offer them, and they are on iTunes and blogs and are a way to track topics and stay current with friends and news you are interested in. Examples are provided about how RSS can be incorporated in the classroom, such as having each student create a blog and work with other students and submit assignments through their blog. The advantages of social bookmarking are also discussed, as it web-based word processing. Because the article is approximately 3 years old a lot has changed since it was written, mainly these tools have become increasingly popular and more prevalent in the classroom.

Q). How will I incorporate web-based word processing in my class?
A). I will definitely have my students use Google Docs to complete some of their assignments. Most essays and papers are created on word processors to begin with, so having students email assignments to each other and edit through the use of Good Docs is a great way for them to assist each other while encouraging the use of technology and word processing tools in the class.
Q). How could RSS benefit a Literature class?
A). Having students create Delicious accounts and share helpful literature websites is a great way to incorporate RSS in my classes. Each student could be assigned to find 3 helpful sites on an author or historical period, and then when writing a paper students would have to use and cite sources found by their classmates. This encourages collaboration and judging the authenticity of a website and it’s subject matter.

Journal 4:Create, Collaborate, Communicate: Empowering Students With 21st Century Skills

Riedel, C. (2009, January). Create, Collaborate, Communicate: Empowering Students With 21st Century Skills. THE Journal, Retrieved Mar. 2, '09, from http://www.thejournal.com/articles/23872_3

This article outlines a presentation given by Howie DiBlasi, a retired CIO and emerging technology evangelist, about technology in education. The article starts out a little depressing, citing that the coal-mining industry is better at incorporating technology than the field of education, but the article then goes on to provide a vast amount of great suggestions and tools to incorporate technology in the classroom. The ideas are practical and easy to implement, even with limited resources and tight budgets. The suggestions were related to developing skills in students that employers rank as the most important attributes they are looking for, mainly creative problem solving, critical and analytical thinking skills, and information gathering technology. Some of the examples included things as simple as asking a geek for help, instructing students on the format of a valid URL address, using Google Docs to collaborate, use social book marking and incorporating video conferencing in the classroom. The article provided very useful and specific examples and stressed how easy it is to apply these things to the average classroom.

Q). Which of the examples do I think would be most useful in my classroom?
A). I really like the idea of using Google Docs to have students collaborate with students in different countries. Most cities have a “sister city” in another country, and I think it would be a wonderful project to team up with a school in one of these cities (preferably English-speaking) and work on a project together. An example could be a classic book, maybe Shakespeare, and have a student here start a paper and then seek editing and suggestions from a peer in another country. This encourages collaboration and global use of technology.
Q). How can I help my students develop the skills that employers are looking for?
A). The main skills that employers cited they are looking for, creative problem solving, critical and analytical thinking skills, and information gathering technology, are also crucial skills to have in the classroom. The foundations of a good essay require all of these elements, so I would place special importance on them when giving assignment directions and creating rubrics. A student must have cohesive thoughts in an essay and use proper sources, so these would be things we could easily go over in class that would then be helpful when searching for a job.

Journal 3: Keep them Chatting

Cole, J. (2009, Feb.). Keep Them Chatting. Learning and Leading with Technology, 36, Retrieved Mar. 2, '09, from http://www.learningandleading-digital.com/learning_leading/200902/

“Keep them Chatting” is about creating inspiring questions for students to urge creativity and participation in chat rooms. The article lays out four techniques for forming good questions that encourage students, as opposed to dry questions that leave students with no desire to do anymore than the bare minimum. The four types of questions are: high-level, open-ended questions, the inquiry method, the discrepant event inquiry method, and using illogical comparisons. The examples for each question in the article were great, as most took a lesson and incorporated it with something modern day, and they were framed in a way that would definitely excite and inspire students. The questions were also specific enough so as to let students know what they need to incorporate and what they need to do online to complete the assignment; everything is laid out in the rubric. What I found most helpful about the article is how helpful the examples were and how they can be applied in both a technology and non-technical setting.

Q). Why are the question formats provided so helpful?
A). The question formats provided are helpful because most incorporate contemporary themes and are specific in what they are asking for. Math and science can be dry, uninteresting topics for many students, but by incorporating the elements of these subjects with something exciting like rollercoasters. Using websites specified by the teacher and using online forums set up just for this purpose is a great way to encourage collaboration and incorporate technology.
Q). How can I incorporate exciting chats in my classes?
A). If I want to use chat rooms and wiki discussions in my classes I can ask students to imagine a character in modern day. What stores would she shop at? What would she buy there? What websites would she visit? I would have students create an online profile of her and have each student add an element, which would then be built upon by another student. This would be a great way to have students build upon each other’s ideas.

Journal 2: Museums in the Classroom

Reissman, Rose (2009, Feb.). Museums in the Classroom. Learning and Leading with Technology, Vol. 36, Retrieved Mar. 2, '09, from http://www.learningandleading-digital.com/learning_leading/200902/

This week I read the article “Museums in the Classroom” from Learning and Leading with Technology magazine. This article gave pointers and suggestions for how to incorporate museum experiences into the classroom environment. Suggestions included some online museum websites that allow students to view an exhibit related to what they are currently studying, such as the San Diego Air and Space Museum or the American Red Cross website. The article included information and tips about how to turn a classroom into a museum opening, such as after a section is completed. They suggested making banners, having students play the role of docents, and create tickets and brochures. A helpful website was also provided that offers tips and resources for educators for museum visits, and ideas for activities while at the museum.

Q). How can I incorporate museums into my classroom?
A). I believe that history and literature are very closely related, so I think it would be great to have students visit a virtual museum exhibit that covers a time period related to the historical context of a book we are reading. This puts the language, actions, and attitudes of the characters into a more comprehensible state, especially if a book is particularly dated.
Q). Why is it a good idea to visit the site about educator resources before going to a museum?
A). This site is a great source for making the most of a museum visit. Museums are usually big and sometimes have multiple exhibits going at one time, so it is difficult to see everything you want to in the allotted time. Planning out a trip beforehand and having input from other educators is a great way of ensuring you see everything you want to and making the field trip an enjoyable, as opposed to hectic, experience!

NETS

National Education Technology Standards for Students,
Teachers, and Grades 9-12

NETS 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, 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.

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.

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.

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.

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.

6. Technology Operations and Concepts
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.

NETS for Teachers:

1. Facilitate and Inspire Student Learning and Creativity
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:
a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. 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.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d. 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.

3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
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.

4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. 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.
b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

NETS for grades 9-12:

1. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1,4)

2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1,2)

3. Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3,6)

4. Employ curriculum-specific simulations to practice critical-thinking processes. (1,4)

5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1,2,3,4)

6. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (4,5,6)

7. Design a Web site that meets accessibility requirements. (1,5)

8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3,5)

9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1,5)

10. Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4,6)

Social Bookmarking-so many tags and so little time!

Social Bookmarking is a great way to share cool and helpful websites, let me show you what I've learned:

National Archives: This is a great site with online museum exhibits; I viewed the World War II Propaganda and Poster exhibit. This site is an extremely useful tool for showing students information and examples of what they are learning without leaving the classroom.

National Education Association: Focuses on helping teachers become culturally competent. Some of their suggestions I find most helpful include:
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. This is a great suggestion because it doesn’t cost anything and it is hearing directly from the people whose opinions matter most.

Identify and include budgetary expenditures each fiscal year to facilitate personnel development through their participation in conferences, workshops, and seminars on cultural competence. Even if a district does not have enough money to send multiple teachers to multicultural conferences and workshops, have the teachers that do attend come back and present to the rest of the staff.

Gather and organize resource materials related to culturally diverse groups for use by school staff. Have a library of resources on these issues, that way there is no excuse for not finding this important information.

Kids Click: I focused on the vocabulary section of this site, which has safe links for kids to sites that host “word of the day” or “jargon of the day”. I think this would be a good daily activity for kids to learn word definitions.

Kathy Shrock’s Guide for Educators: This site has a great anagram finder that would be fun for students to experiment with. It may be a useful tool for remembering vocabulary words and possibly for spelling.

Edutopia Website: This site details the different ways that people learn. For example, I am definitely of a Linguistic intelligence, which means that I identify more with strong linguistic intelligence often love to read, play with words, write, do crossword puzzles, and invent word games. I am definitely NOT of Logical-mathematical intelligence, meaning I’m dreadful at math, computer programming, logic puzzles, and problem solving.

Teaching Tolerance: The lesson plan activity that I looked at involved using student’s imaginations to journal the experience of Lewis and Clark’s expedition. Students would read actual jourbal entries from the trip to imagine the experience of women, like Sacagawea, and a servant named York.

Multicultural Awareness and Equity Quiz: The 2 questions I found to be most interesting were the crack vs. powder cocaine question, and the amount of teachers of color on staff, or lack there of. It seems suspicious that 00 grams of powder cocaine qualifies you for a felony, as does only 5 grams of crack cocaine. Because both drugs are in the same category, it seems that the offending amount should be closer. I was also surprised to learn that 40% of schools have no teachers of color on staff. This is such a high percentage, but I can see how this would be possible in many schools in the mid-west or states like Idaho and Wyoming, which have small African-American populations.

Netiquette: I scored an 80% on the netiquette quiz, which I thought was pretty good considering I don’t go to chat rooms. Netiquette is important to teach students, because it’s often difficult to read people or the content of what they are trying to say through email or web-based communication. It is easy to detect sarcasm in someone’s voice if their tone or facial expression changes. But sarcasm can be interpreted as simply being rude if not carefully written into an email or chat. For example an emoticon such as ;-) the wink may let someone know your being funny.

Journal 1- Digital Citizenship

Ribble, M (2008, December). Passport to digital citizenship. Learning & Leading with Technology, Retrieved Feb 2, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_November.htm

This week’s reading from Learning & Leading with Technology magazine discussed the concept of digital citizenship, and what it means to teach students to responsibly use technology. The article outlined nine elements of digital citizenship, and stressed that students must know what is expected of them when using technology, and that school, parents and the community must all provide a united front in these expectations.
I feel that these are very important issues for students to learn, and many are often overlooked. Because individual levels of technology vary so much from person to person, sometimes the most basic information gets lost or overlooked. For example, think of how annoying and off-putting it is to receive an email written in CAPS LOCK. An email like that can easily be perceived as the equivalent of shouting, but that may not be the intention of the person who wrote it, they simply may have never been taught proper email etiquette. It would be incredibly helpful if, at the beginning of a lesson that incorporates new technology, a quick recap was given to students outlining proper conduct and etiquette in any digital setting.
Q. How could I ensure that my students know what is appropriate/ inappropriate conduct with technology?
A. Certainly the beginning of the school year is a good time to establish rules and codes of conduct for students to follow while using technology in the classroom. I could create a list detailing my expectations for my students, which would require both a signature from the student and their parent. This would ensure that everybody was on the same page and knows what is expected at school, and hopefully in the home as well.
Q. How can I encourage students who are reluctant to use technology?
A. Technology is constantly evolving, so I can easily understand how some students may be reluctant to use it. I think the best way to have them test their comfort zone would be by appealing to their interests. For example, if I have a student who hates computers but loves soccer, I may ask him to research sites where he can find the best price for a specific soccer ball, and email me his top three picks. This would incorporate internet research, learning about purchasing goods, communicating via email, and providing links to websites.

All About Me...

I’m Amy Champion. I wasn’t born a Champion, but I recently married one, and I haven’t gotten over the awesomeness of my new name yet. I was born in Ramona and lived there until I was 10, attending Montessori schools. Then we moved to the city, aka, Escondido. I attended 5-8^th grade at LR Green school. After middle school I was excited to go to San Pasqual High School with all my friends, but my parents had other plans. They sent me to The Bishops School, a private high school in La Jolla. I got to wear a uniform and wake up at 5:30 each morning to make it to school on time, and in the beginning I hated it, but by senior year, I loved my school. I especially loved my Art History and English courses, and I was fortunate enough to have some of the most fascinating and intelligent teachers in all of my learning career. From there I went to Chapman University in Orange County for a semester, but hated the school and decided I was too far away from home, so I transferred to CSUSM. I stayed at San Marcos for a year and a half, and then transferred to University of San Diego, because I was in love with their English Lit. program. I graduated from there in decent time, a couple years later I decided to go back to school to get into a nursing program, remembered that I hated science, and went back to working. Now I’m back at Cal State San Marcos, and I’m positive I’m in the right place and I want to be here!

At work I am a Mac person, and I’ve learned to really like them. I’m not that proficient with all the applications and all of the short cuts, but I get my work done on it, and it’s pretty darn fast. At home, I work on a dinosaur of a laptop, that uses Windows XP. My proficiency level on with technology is just ok. I can do everything I need to at work, I’m excellent at surfing the internet, and I can do anything in word, but I only know the most basic things in Excel, Powerpoint, and I wish I knew how to operate Photoshop.

The element of the university mission statement that most speaks to me is life-long learning. The world changes so quickly, and I want to able to keep up with my students and know what is relevant to them. With some students, it can make an impact and teach them a lot to take something old, for example, a Shakespearian tragedy, and make it relevant by explaining it and relating it in language and actions they use in their daily life. To achieve this, I will have to stay current with technology, and even learning from the new fresh teachers coming into the field. CSUSM has an excellent reputation, and seems committed to giving new teachers the knowledge and resources we need to excel at teaching students.

Am I blogging?

Yes I am!