Journal # 3
Virtual Schools as Hotbeds of Reform by Anita McAnear
Learning & Leading with Technology, September/October 2007
The Education Sector has published a new report, entitled, ‘Laboratories of Reform: Virtual High Schools and Innovation in Public Education’. The report claims that online learning is the new model for school reform. The schools researched provided students with additional programs, college prep or credit recovery, rather than all on-line classes. Syllabuses and all other information are posted on-line. Students are required to go on-line once a day to meet all requirements. Teachers are required to provide feedback within 24 hours. Students have the option of having a highly interactive program or one that is self-paced. The report offers educators many ideas to enhance their program and policy ideas. The survey concluded that 75% of teachers considered on-line teaching improved student participation and independent learning.
What are the benefits of virtual schools?
There are many benefits to virtual schools, for example, students in rural areas are given the advantage of accessing a wider range of courses, which are provided to wealthier communities. Students could apply to take AP courses not offered by their district. Disabled or sick children are given the benefit of studying while receiving hospital treatment. Home schooled children are able to take additional courses that their parents feel unqualified to teach. School drop outs and migrant workers are also targeted by virtual schools.
What are the disadvantages of virtual schools?
Virtual schools do not enable students to benefit from socialization skills and students only realize this after completing their course work. Virtual school students are encouraged to participate in other social activities, such as social clubs and the church. Virtual schools do not always guarantee that their teachers are licensed and therefore the standard of education might be inferior.
Friday, October 19, 2007
Journal # 2
Creating and Sharing Interactive Maps by Glen Bull
Learning & Leading with Technology, Aug 2007
Google Maps has a new tab that enables the creation of an annotated map, which can be saved and shared. Details can be viewed at http://maps.google.com/help/maps/mymaps/create.html. The Web site enables users to print or share their map via a link to the Web page containing the map. Visitors to the site have the option of viewing the map with text, images, and video clips. The map can be made public or private.
The US Literary Map Project, http://www.ncteamericancollection.org/litmap/amcollectlitmap.htm is under construction by students in schools who research a local author and submit the report for inclusion in the project.
Road Sign Math, http://www.roadsignmath.com/, offers visitors to the site the opportunity to contribute to a mapping project. Students are encouraged to identify road signs with numbers that can be used to develop a mathematical equation.
How could Google Maps be used in the classroom?
Students could be given a project to share with their peers. The subject could be ‘My summer vacation’. Students could mark their favorite road trip on the map, with places, photos, video clips, and then share the project with the class. Lines can be drawn along routes. The shape tool can be used to highlight an area. Students can make the map accessible by e-mailing the URL to the class and access the map to present in front of their peers. Interactive maps can be used in almost any class. Students can work in groups or as individuals. This will enhance the students multimedia experience and encourage independent study.
How can U.S. Literary Map Project assist students in developing their knowledge?
Students could be given a project to research a local author and submit their report for inclusion in the Project. Students could also use the historical guided tours to research people or places as part of a history project. The site offers illustrations and detailed notes on cultural and historical data.
Creating and Sharing Interactive Maps by Glen Bull
Learning & Leading with Technology, Aug 2007
Google Maps has a new tab that enables the creation of an annotated map, which can be saved and shared. Details can be viewed at http://maps.google.com/help/maps/mymaps/create.html. The Web site enables users to print or share their map via a link to the Web page containing the map. Visitors to the site have the option of viewing the map with text, images, and video clips. The map can be made public or private.
The US Literary Map Project, http://www.ncteamericancollection.org/litmap/amcollectlitmap.htm is under construction by students in schools who research a local author and submit the report for inclusion in the project.
Road Sign Math, http://www.roadsignmath.com/, offers visitors to the site the opportunity to contribute to a mapping project. Students are encouraged to identify road signs with numbers that can be used to develop a mathematical equation.
How could Google Maps be used in the classroom?
Students could be given a project to share with their peers. The subject could be ‘My summer vacation’. Students could mark their favorite road trip on the map, with places, photos, video clips, and then share the project with the class. Lines can be drawn along routes. The shape tool can be used to highlight an area. Students can make the map accessible by e-mailing the URL to the class and access the map to present in front of their peers. Interactive maps can be used in almost any class. Students can work in groups or as individuals. This will enhance the students multimedia experience and encourage independent study.
How can U.S. Literary Map Project assist students in developing their knowledge?
Students could be given a project to research a local author and submit their report for inclusion in the Project. Students could also use the historical guided tours to research people or places as part of a history project. The site offers illustrations and detailed notes on cultural and historical data.
Journal # 1
Power of the Mashup
Combining Essential Learning with New Technology Tools by Suzie Boss and Jane Krauss
Learning & Leading with Technology, August 2007
Jerome Burg was a teacher for 34 years and left the classroom last year to helps other teachers integrate technology in the curriculum at Granada High School in Livermore, California. Burg created and designed Google Lit Traps to increase global interest in literary road trips. The interactive web based application allows users to search the internet using satellite imagery, maps, and other three dimensional images. Burg has created custom files for students to virtually travel with a literary character using Google Earth to explore the story in more detail. A Mashup is a web application combining data from more than one source into a single integrated tool. Teachers can use Mashups to perform eight essential learning functions. Burg plotted the travels of Candide and discovered numerous possibilities for adding information that students would discover while plotting out a story on a Google Earth file.
David Fagg, an Australian History Teacher, at Eaglehawk Secondary College created a mashup of technology with the MP3. He created the iHistory Podcast Project to describe the work and reveal the students feelings about their learning experience.
How will Google Lit Trips enhance the students experience of literary masterpieces?
Google Lit Trips enables students to research locations or events and helps their perception of a piece of literature. Place marks enable students to access information embedded in the file. Students are able to view video clips, links to online references, music recordings, photographs and other media and receive a more multidimensional learning experience. Google Earth enables students to learn how to use the tools and create their own KMZ file (which is a zipped KML file), using the place mark features of Google Earth to enhance their learning experience. They can number or color code place marks to a map, creating more questions about why those locations were important to them and their interpretation of the story.
How can students use the iHistory Podcast in the classroom?
Students could be given a project to investigate. Students could combine their fieldwork with podcasting. Students would have the opportunity to use their multimedia knowledge to create podcasts and would be very motivated about using their MP3 players with their peers.
Power of the Mashup
Combining Essential Learning with New Technology Tools by Suzie Boss and Jane Krauss
Learning & Leading with Technology, August 2007
Jerome Burg was a teacher for 34 years and left the classroom last year to helps other teachers integrate technology in the curriculum at Granada High School in Livermore, California. Burg created and designed Google Lit Traps to increase global interest in literary road trips. The interactive web based application allows users to search the internet using satellite imagery, maps, and other three dimensional images. Burg has created custom files for students to virtually travel with a literary character using Google Earth to explore the story in more detail. A Mashup is a web application combining data from more than one source into a single integrated tool. Teachers can use Mashups to perform eight essential learning functions. Burg plotted the travels of Candide and discovered numerous possibilities for adding information that students would discover while plotting out a story on a Google Earth file.
David Fagg, an Australian History Teacher, at Eaglehawk Secondary College created a mashup of technology with the MP3. He created the iHistory Podcast Project to describe the work and reveal the students feelings about their learning experience.
How will Google Lit Trips enhance the students experience of literary masterpieces?
Google Lit Trips enables students to research locations or events and helps their perception of a piece of literature. Place marks enable students to access information embedded in the file. Students are able to view video clips, links to online references, music recordings, photographs and other media and receive a more multidimensional learning experience. Google Earth enables students to learn how to use the tools and create their own KMZ file (which is a zipped KML file), using the place mark features of Google Earth to enhance their learning experience. They can number or color code place marks to a map, creating more questions about why those locations were important to them and their interpretation of the story.
How can students use the iHistory Podcast in the classroom?
Students could be given a project to investigate. Students could combine their fieldwork with podcasting. Students would have the opportunity to use their multimedia knowledge to create podcasts and would be very motivated about using their MP3 players with their peers.
Wednesday, September 19, 2007
CSUSM Ed Tech 422 - Ann
Introductory Letter
Hi everyone,
My name is Ann McIntyre. I am originally from Birmingham, England. I attended St. Luke’s Junior School and Lea Bank Secondary School. I received a certificate in Business and Finance from Bournville Technical College (home of Cadbury’s Chocolate), and obtained a Higher National Certificate and BA in Business Studies from the University of Central England in Birmingham. My school years were a lot of fun and also involved a lot of hard work. I also made some great friends. I moved to Sunrise, near Fort Lauderdale, Florida in 1997 from London, England to marry Andrew, my fiancé at the time. My husband was working with Siemens and he received an opportunity to work in their Rancho Bernardo office in 2000, so we set up home in San Marcos. We have two children.
I am a PC person and have had very little experience on the Mac. I used a Mac in England while studying. I use computers on a daily basis at work and at home. I am proficient in the Microsoft Office Suite, i.e. Word, Excel, PowerPoint and several database programs. I enjoy learning about new technology.
The CSUSM Mission Statement exemplifies what most educational institutions strive to accomplish in their educational philosophy. I agree with the CSUSM Mission Statement and think it states the core values of educators and students. It is especially important for the teacher to recognize and embrace these values and reflect on them as they embark on a career of teaching and lifelong learning in a multicultural society.
Hi everyone,
My name is Ann McIntyre. I am originally from Birmingham, England. I attended St. Luke’s Junior School and Lea Bank Secondary School. I received a certificate in Business and Finance from Bournville Technical College (home of Cadbury’s Chocolate), and obtained a Higher National Certificate and BA in Business Studies from the University of Central England in Birmingham. My school years were a lot of fun and also involved a lot of hard work. I also made some great friends. I moved to Sunrise, near Fort Lauderdale, Florida in 1997 from London, England to marry Andrew, my fiancé at the time. My husband was working with Siemens and he received an opportunity to work in their Rancho Bernardo office in 2000, so we set up home in San Marcos. We have two children.
I am a PC person and have had very little experience on the Mac. I used a Mac in England while studying. I use computers on a daily basis at work and at home. I am proficient in the Microsoft Office Suite, i.e. Word, Excel, PowerPoint and several database programs. I enjoy learning about new technology.
The CSUSM Mission Statement exemplifies what most educational institutions strive to accomplish in their educational philosophy. I agree with the CSUSM Mission Statement and think it states the core values of educators and students. It is especially important for the teacher to recognize and embrace these values and reflect on them as they embark on a career of teaching and lifelong learning in a multicultural society.
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