All About Me Survey

Journal #4 "One Size Never Fits All"

Courduff, Jennifer. (June/July 2011). One size never fits all. Learning & Leading with Technology,38(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2011.aspx

The article addresses the emergence of technology integration for students with special needs or exceptional students. In the past, most of the technology training and integration at Etiwanda School District in California focused on general education. Teachers were trained on various programs and tools that engaged students and facilitated learning, critical thinking, and creativity, such as Intel Teach to the Future program, digital-story telling, e-portfolios;and the integration of emerging technologies (Whiteboards and student response systems) to the curriculum. However, technology training and integration did not take into account special education students, thus a program was developed. Courduff describes how at Etiwanda committed special education teachers have been trained to use technology resources that can help address curricular areas of need by using "nontraditional fixes"; and how this has helped exceptional students achieve their Individualized Education Program (IEP) goals while also giving them self-worth and motivation. The program, using a Community of Practice Model which allows a scaffolded learning approach, provides Special Ed teachers with a technology kit(AssistiveTechnology)  that includes a resource binder, headset microphones, Fusion Writers, and other interactive tools. The program is set up in tiers that progressively trains them to incorporate technology programs and tools to special need students.The first tier is a hands-on workshop where participant teachers learn how to use the tools and programs. The second tier progresses to e-portfolios and teachers are provided with digital cameras and  are trained in a hybrid manner, that is, face-to-face and online. This approach exposes them online communication. The final tier expands on the previous skills and emphasizes online interaction and collaboration and teachers also learn about emerging technologies such as texting and social networking. Courduff documents the improvement and engagement of several Etiwanda exceptional students who have benefited from this program. For example, through the use of speech-to-text and text-to-speech features, students who struggled with writing in the past are able to create stories and reports. The use of technology gives educators the possibility to engage special ed students and improve their learning. 

Question #1:Why is it important to invest in programs such as the one implemented in Etiwanda nationwide and worldwide?

Fundamentally, it has to do with giving exceptional students their right to learn in ways that it is appropriate and meaningful to them; for them to feel accomplished and develop self-worth. The cases documented by Courduff clearly emphasize that. The use and integration of technology should be democratic and equitable, regardless of the student's circumstance. 

Question #2: What other technology tools and programs could be beneficial for special education students?

It's clear that many special education students learn from nontraditional methods. Math concepts can be challenging and technology programs could assist and facilitate special education students to understand them. The music Dj software is a great example. By relating music (rhythm and tempo) to ratios, fractions, and percentages, students get a better understanding while being creative and having fun. The use of music should also be considered when teaching special education students. 

Journal 3 "Abracadabra—it's augmented reality!"

Raphael, Raphael. (June/July 2011). Abracadabra—it's augmented reality!. Learning & Leading with Technology, 38(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2011.aspx

The "magic" of Augmented Reality (AR) is not innovative in the sense that the concept has been around for some time now. It is an optical illusion projected on a 2D surface that simulates reality in 3D and thus engaging the viewer. We are all familiar with holograms and with the excitement that comes along when our eyes watch something pop up onto our reality.  AR is a real-time digital hologram that is commonly used for advertisement and presentations but other uses are rapidly growing.  The widespread interest for AR  from different developers and businesses is fueled  by the proliferation of faster computer processing speeds along with greater bandwidth. The 3D holographic animation (AR) is activated and mapped on the screen (the real world) when a AR code or square (marker) is picked up by a camera, a webcam, or other devices with a sensor. The animation is a breathtaking visual experience because the viewer is able to interact with the animation and manipulate it. Some AR examples can be enjoyed on GE’s Plug into the Smart Grid and the Getty Museum’s 17th Century Cabinet of Curiosities websites. The incorporation of this innovative technology, however, is in its incipient stages in the realm of education and educational technology; but the potential in the classroom as a learning tool is promising. This is evidenced by the development of children's books with AR content and by Zooburst, a creative story-telling tool that allows children to create AR pop-up books. Zooburt is also a great tool for older students because they can create digital portfolios using programs such as Photoshop and Comic life. Zooburst is a great example that emphasizes creativity and learning and it currently has no peers because it is intended for non programmers. Overall, Augmented Reality has made a lot of innovative progress but there's still a lot more to come. 

Question #1: AR is definitely an exciting concept that would engage students, but how realistic is to integrate it to the classroom?

One major problem is the budget deficit faced by education. I am sure that AR programs and tools are expensive and schools, specially public schools, don't have the money to do that kind of spending. Also, I think that the money could be allocated in other basic areas that need funding. I think that if the basics are not being met, there's no need to be spending on programs and tools that are out of reach. It would be great if big companies such a GE funded AR technology. 

Question #2: Besides children's books, in what other ways can AR technology be used in the classroom?

AR technology would be a great way to engage students in subjects such as history and science. History can sometimes be tedious because of too many dates and events, but 3D interactive images would definitely make learning more enjoyable. Past civilizations and events would come to life. And the possibilities for the sciences are numerous. The solar system, physical and chemical processes, and cells are some examples that would be more exciting in AR.

 

Journal 2 "Join the Flock!"

 Ferguson, Hadley. (June/July 2010). Join the flock!. Learning & Leading with Technology, 37(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2011.aspx

Hadley Ferguson enthusiastically guides the reader through the steps of setting up and developing a professional learning network (PLN) via Twitter.  Twitter is a "virtual meeting place" that enables "strangers" to develop a community based on communication and collaboration. Whereas in the past learning and research for new information took more time and effort, Twitter is a great tool that permits the constant exchange and flow of information within a virtual community, thus the information comes to you. That information however is not confined but it flows and it is shared (retweeted). The development of a PLN, explains Ferguson, takes time and commitment, and one has to cultivate relationships. At first, one may begin a PLN by just "following" people with similar interests and lurking without tweeting anything to anyone . The next step is to start becoming more visible to the PLN by retweeting someone's post and starting to comment. And as one becomes more comfortable, the following step is to expose one's own thinking and ideas. To become more exposed, the hashtag (#) is included in the tweet, which allows more people to see what you are sharing. The beauty of Tweeter is that with only 140 characters people are able to share a wealth of information. The level of participation in a PLN depends entirely on the individual but the flow of information never stops.

Questions #1: What would be the appropriate age for students to use twitter as a required tool for class?

Some would argue that this could begin as early as elementary school because kids are already knowledgeable and interested in using technology. However, I think it comes down to responsibility and maturity level. Twitter would be most appropriate for high school students because the curriculum demands it and because it would prepare them for college and beyond. Maybe it could be introduced in middle school, but not before that.

Question # 2:  What are other ways in which a PLN is beneficial to educators?

A PLN, when a participant is totally engaged, gives him/her a voice, especially concerning social issues. If we believe in education, we can use a PLN to take a stand on issues that affect, most importantly, students, and teachers. It brings about awareness because it is a great discussion forum. Perhaps the next social movement will begin in a virtual setting.

Technology Self-Assessment: School 2.0

ISTE NETS and Performance Indicators for Teachers (NETS-T): 5 C & D I completed a survey on the School 2.0 site that assessed my integration of technology in the classroom. For the modules that I did not perform too well, I followed the links to gain more insight on the subject.

      Of the five NETS-T modules, the results of my technology self-assessment on the second module( Design and Develop Digital-Age Learning Experiences and Assessments) was not surprising because of my overall lack of current technology knowledge and skills. I want to better myself in this aspect. I researched the resource on the following topic : " I design and customize technology-enriched learning experiences that enable students to demonstrate mastery of specific content and/or technology standards as well as engage students in developing research questions about real-world issues or problems, proposing and evaluating multiple creative solutions, and presenting a report to an audience, either face-to-face or virtually, for feedback."   As a future teacher, I am aware that it is important to integrate and customize technology for the classroom in order to enrich the learning experience of my students. I read the article "Too Cool for School? No Way!" by Punya Mishra and Matthew Koehler in which they discuss how teachers can repurpose technology gadgets (Facebook, iPhone, Flickr, blogs, cloud computing, Smart Boards, YouTube, Google Earth, Twitter, etc) as powerful teaching tools.  These gadgets were not designed for educational purposes, but educators can repurpose them and integrate them with pedagogical and content knowledge. In order to do so, teachers must possess a special kind of knowledge that Mishra and Matthew call  technological pedagogical and content knowledge (TPACK), an update on Lee Shulman's pedagogical content knowledge (PCK) in which he suggested that teachers have a specialized knowledge that sets them apart from other professions. This special kind of knowledge "lies at the intersection of content and pedagogy—at the intersection of what we teach and how we teach it." That is, quality teaching goes beyond knowing the content and having some instructional techniques, it's a discipline that seeks to transform the material in ways that makes learning accessible to students. Within the TPACK framework, specialized knowledge lies at the intersection of technology, content, and pedagogical practices that permits the repurposing of traditional approaches. In order to do so, teachers must train and practice. They provide three examples of technology that can be repurposed: microblogging, visual search engines, and music DJ software. As we have seen in this class, Twitter, an example of microblogging, can be a great tool for teaching in that relevant information can be exchanged within a virtual space. Teachers and and students can engage in discussions that would greatly enhance learning. Visual search engines like Viewzi, Cuil, and Clusty, students are able to understand the intertextuality of texts, visually, and how these create webs of meaning. Music Dj software such as TrakAxPC use music samples in order to teach ratios, fractions, and percentages. Students are able to play with samples, cut them into smaller units and manipulate them in order to get a better understanding how fractions, percentages, and ratios work by relating them to tempo, rhythm, and music. The article offers links to these technology gadgets.   

Journal #1 100 things that make me happy

Here we go.........

1) My family
2) My bike

3)Reading fiction
4)Running
5) Hiking
6) Cooking
7) Eating
8)Sleeping
9)Rainy nights

10)Swimming
11)Playing with my nine-month old cousin
12)The smell of new crayons
13) Writing poetry when inspired
14)Mexico City
15)Traveling
16)Riding the Metro in Mexico City
17) Showering after work
18)Sunsets at the beach
19)A nice cold beer after work
20) Microbreweries
21)Abstract pictures
22) A clear night full of bright stars
23) Spontaneous trips
24) Catchy songs with meaningful lyrics
25)My grandma's stories
26) My dad's stories
27)Waking up thinking I am supposed to work but then realizing that I don't
28)Stories about individuals who overcome overwhelmingly adverse circumstances
29) Having no homework
30) Turning in the last assignment of a difficult class
31) Opening a new CD of an artist/band after a long wait
32) Watching learning taking place
33) Innocent remarks made by children
34) Watching old shows/cartoons from when I was a kid
35)Politeness
36) cheese,
37) crackers and
38) Wine
39) My brand new laptop
40) My PS3
41) Authentic Mexican food
42) Hot chocolate
43) An email/message/txt from a friend I haven't talked to in a while
44) Clean clothes
44)Fresh-squeezed orange juice
45) Hand-made tortillas right off the Comal
46) bold and spicy salsas
47) Family gatherings
48) Last day of classes
49) Chicken soup
50) Knock-knock jokes told by children
51) Finishing writing a long essay
52) Walking my dogs
53) Lighting
54) El Chavo del Ocho (Mexican Show)
55) Chespirito (Mexican Show)
56) Mashes potatoes
57) and Gravy (made from meat drippings only)
58) Fruit with chili powder
59) thunder
60) Freshly washed blankets
61) Flying
62) tube sliding
63) dreaming
64) humbleness
65) Medium-rare steaks
66) The beach
67) Going back to my city of birth (Huajuapan)
68) Fireworks
69) Eating an Acai Bowl during a very hot day
70) Old family pictures
71) Coconut-pineapple ice cream
72) Brand new books
73) An ice cold glass-bottle Coca-Cola (No corn syrup, real cane sugar)
74) Brand new shoes
75) Brand new Jeans
76) Donating money
77) Receiving unexpected gifts
78) Chocolate bars
79) Metal Gear Solid Video Games
80) Learning interesting, "useless" facts
81) Micheladas (Beer, lime, and salt)
82) Gatherings with friends
83) Foreign films
84) Going to the cinema
85) Family members visiting from Mexico
86) Sleeping in
87) Cold showers during hot days
88) Vietnamese food (Pho!)
89) Finding something I thought I had lost forever
90)Finding money unexpectedly in the basket of dirty laundry
91) Finding new music that appeals to my ears
92)The sunrise in Mexico City
93) Coffee (Can't believe I almost forgot)
94) Playing soccer with the kids I supervise at the after school program
95) Doing art proyects with the kids out of recycables and "trash"
96) Real fruit Smoothies
97) Painting
98) Driving on coast highway 101
99) Pozole made by my aunt Olga
100) Meeting interesting people
100)

Now presenting.....Yo, Miguel

Hola Compañeros! My name is Miguel Herrera. I was born in Huajuapan de Leon, Oaxaca, Mexico, which is a rural city located in a rugged and mountainous region in the south of Mexico. My education, naturally, began in Mexico. I completed kindergarten at Jardin de Ninos Club de Leones and I began elementary school at Coronel Valerio Trujano. I immigrated to the United States at the age of seven. North County San Diego, Encinitas to be exact, has been my second home. I attended Paul Ecke Central Elementary School  from second to fourth grade; I graduated from Pacific View Elementary School, which was a very small school (5th& 6th grade only) and it no longer exists. I survived my junior high years at Diegueno Junior High (now renamed "middle school"). I graduated from La Costa Canyon High School in Carlsbad. In order to get of out San Diego, but not too far, and taste "independence" I decided to go to UCLA. My educational experience there was amazing though I wish I  had applied myself more and utilized all the resources offered by the university. On my fourth year I studied abroad in Mexico City at the Universidad Nacional Autonoma de Mexico(UNAM) where I had the time of my life. Mexico City is a megalopolis that has so many contrasting spaces and so many things to do.  I graduated from UCLA in 2007 with a degree in Spanish and two minors, Mexican Studies and Latin American Studies. I have worked at Capri Elementary School in Encinitas in an after school program for the past two years and this is the primary reason why I have decided to pursue a career in teaching. I have been conditionally accepted  to the Single Subject Program for this coming fall, and so my education and my learning continues. 

      After graduating from college I became disconnected from technology.  I mainly use the computer for basic tasks such as emailing, word processing, and searching for information on the web. Overall I do like technology. It has definitely made many things a lot easier. At the same time, however, I think it has the potential to consume and segregate people. Yes, people are able to communicate to anyone in the world and socialize, but what troubles me the most is when I see people from all ages disengaged from the people around them because they are too busy with their gadgets. And to be honest, I refuse to buy a smartphone for that reason. I have never used twitter. With that said, last class was a revelation and it took me back to my computer apps class in high school when I first opened an email account and I learned about powerpoint and excel. I will definitely learn a lot from this course.  

      The beliefs in the Mission statement of this university coincide with my own as a future teacher. The reality is that not all students in this country receive a high quality education nor the motivation to learn. As teachers we have to be knowledgeable of the history of exclusion, marginalization, and deculturalization of various groups in our educational system, which is reflected by the Achievement Gap. For so long their voices have been denied and they have been forced to assimilate to a standard. As an immigrant, I am passionate about social justice and I believe that education can ameliorate many problems that we faced as a society. Our  student population will only get more diverse and we have to be prepared to make their learning a high-quality and exhilarating experience. Teaching should be about guiding the student to believe in his/her self. The teacher is no longer that idealized image of the know-it-all, but rather an individual who learns along side his/her students.