Journal #4

Journal #4: If You Give a Kid a Video Camera… Campbell, L. O. (2012). If you give a kid a video camera.. Learning and Leading with Technology, 2012. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx    


Summary: The overall idea of engagement using technology is apparent in education. The endless opportunities to differentiate for students while encouraging creativity and self-expression is embedded if you provide students with access to using technology across the academic setting. One-minute videos, pen pals, book reviews, and math scavenger hunts were examples of using technology tools in curriculum. The collaborative learning process, specifically using collaboration tools, creates multiple opportunities for accomplishing learning goals with their peers. Wallwisher, Twtpoll, Photopeach, Fotobabble, Google tools, and Voice Thread, were some tools shared to support collaborative learning.


 Q1. Will districts require technology components to be embedded (in curriculum) when district revisit curriculum adoption?


 A1. Recently, CUSD adopted the Envision math program that embeds technology and hands-on components in each lesson. Although the pacing is being revisited, students are more engaged. The idea of incorporating video/technology for collaborative learning experiences seems obvious; the more engaged the students are, the more that learning will take place. Providing access to technology is simple; figuring out how to teach, collaborate, and learn from it requires educators to provide students with tools and endless choices for research and assessment.

Journal #3

Journal #3: Infographics: More Than Words Can Say

Krauss, J. (2012). Infographics: More than words can say. Learning and Leading with Technology, 10-11. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/February-2012.aspx


Summary: Using visual displays of information can encourage investigation, problem solving and analysis. Rather than reading data, interpreting a visual representation is much more engaging and creates immediate discussion. The shift away from tables, timelines, and basic graphs towards a more complex representation of data encourages teachers and students to evaluate information regarding current trends and topics. Infographics incorporates the use of words and visuals, making the interpretation of information meaningful and easy to process.

Q1. How can students integrate the use of Infographics and current trends in education in the school setting?


A1. In regards to current education trends in California, I think that integrating budget and how it impacts education would be an appropriate and meaningful use of Infographics for both teachers and students. Having the ability to visualize current trends that impact our education system not only provide perspective, but also promote conversational and problem solving to occur simply through a visual representation. Reading information versus the analysis of information, creates two separate experiences and discussions. Infographics can not only make data accessible, but also create a forum for conversation.

Journal #2: "JTF & EYTE"

Journal # 2: Join the Flock and Enhance Your Twitter Experience                   

 Ferguson, H. (2010). Join the flock. Learning and Leading with Technology, 13-14. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/issues/Join_the_Flock.aspx Ferguson, . (2010).
Enhance your twitter experience. Learning and Leading with Technology, 14-15. Retrieved from http://www.iste.org/Libraries/Leading_and_Learning_Docs /June_July_2010_Join_the_Flock.sflb.ashx

Summary: Learning and Leading with Technology introduces the idea of professional learning communities (PLN). Taking the time to build a community is not only a commitment, but it is a process. Setting up an account, learning how to follow, watching, listening, and providing information that is useful (for followers) are the beginning steps of using a PLN effectively. For beginning Twitter users, Hadley Ferguson breaks down the concept of “tweeting” into user-friendly steps. In order to enhance your Twitter experience, use hashtags, to narrow down the stream of information and engage in conversations specific to your own interests. For example, using the hashtag #ed422 allows me to receive and correspond with colleagues about current assignments, questions, and/or request feedback as needed.

Q1. If Twitter is such a great communication tool for educators, should students be encouraged to “Tweet” in an academic setting?

A1. I appreciate the idea of endless streams of information. I appreciate the idea of being able to narrow down your search by applying specific tags. However, having the ability and maturity to analyze what you read, communicate and correspond using technology, and interpret information appropriately, would be difficult to monitor in an educational setting. If restricting Twitter (specifically for academic purposes) in the classroom was a possibility, than using it to communicate, research, and collaborate would make sense. However, given the current trends in education (i.e. budget cuts, class size increase, program cuts) teaching and interacting on Twitter in an educational setting seems unrealistic.

Q2. Exposing yourself through technology can be intimidating; how do you get over the self-assessment and really say what you mean?

A2. It is an innate instinct to be self-conscience, think before you speak, and edit what you type. It is difficult to “put your ideas out there” because the fear of rejection, judgment, and/or criticism is a possibility. I agree with Ferguson however; unless you begin tweeting your thoughts and following/gaining followers, you will never gain confidence. If you use a tool confidently, share it with confidence