Google Site

I was not sure what this assignment was since there was not an address on the assignment sheet, so this post is out of order. For this assignment I went to Google, and signed in to my account. I clicked the drop down menu for more and chose sites. I used a classroom template to set up a class web page. I had some difficulty changing and deleting existing information, but think I got the idea of creating a web page and how easy it can be. The problem lies in that a classroom website is not feasible for me because I work in the corrections setting. My students are not able to access the internet, and we have little contact with parents. To view my website click here, it was used using google.

The NETS standards this assignment covered were:
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

This assignment hit on this standard perfectly, whether you created a class website, or an informational one it communicates information using digital media and format, and demonstrates that we as educators can transfer our knowledge to actually create something, not just discuss the importance of technology by verbally teaching how to use it with out showing its applicable uses.

Assessment Forms

I went to google docs and clicked create new, you get the option of spreadsheet and forms. The youtube video showed that you go to spreadsheets, and then click forms. I did that first, then I checked what going to forms would do, and it takes you to the same thing. Then you can start creating your own form. It can be multiple choice, checked boxes, fill in, and more. I published my form by clicking share and choosing publish as a web page. To view it click here. When I published in the above manner, my publish document just looked like a spreadsheet, so when I edited the document at the bottom of the page was a link to publish. I highlighted and copied the address to my blog. My assessment form is to be used in my Literature class. My students come and go so quickly that I can't follow a textbook in order, so to see what type of Literature and skills my students feel they need to cover could be very beneficial.
NETS:
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments 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:
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
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

Rubistar Rubric

In my classroom after reading The Most Dangerous Game I give the students a menu assignment where they choose their project. They can make a brochure the main character would have used to lure people to the island, a poster of the traps used that Rainsford used to escape and a description of each, or a map of the island based on description from the text. Each assignment has explicit instructions or requirements but I would use the same rubric for grading all projects. I used a template on rubistar for posters and tweaked it a bit. I then downloaded the finished rubric and uploaded to google docs. To view my rubric click here.

Organizing tools article

I just read the organizing tools article, and can see the benefit of having a web page for public school teachers. It would be a beneficial way to integrate technology and make communication between home and school more convenient. It also makes learning in the classroom relevant to the real world. In my classroom however, we have no student computers, and I have no contact with parents unless concerning special education services. If I were a public school teacher, I would set up a classroom website with a summary of each weeks learning, links to resources to reinforce skills taught, even samples of students work for parents to view.

Intel tools

I created a visual ranking project using Intel tools that I could use in my current classroom for my life skills class. We are currently working on a chapter dealing with employment, so I created a project where they have to rank what is most important in finding and obtaining employment. This is a topic students of their age need to be thinking of, all the steps are important, but what is most important. We will discuss group responses and why they order the way they did.

Login information:
Teacher ID:marciecumberledge@yahoo.com
Team ID: Intake Diagnostic
Team passwords: white green

NETS

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 assessments 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
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:
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

podcast post #2

I could integrate my new found skill of podcasting in several ways. As I mentioned in the previous post I would like using it during independent work so students are constantly reinforced. The second way this could be used is if I were to be absent, instead of leaving generic work as teachers usually do for substitute teachers, I could have a podcast prepared and do as I would normally for my lessons. In my classroom, I could not use this as an assignment for the students to do. The reason is that because it is an institutional setting our students are very restricted when it comes to using the internet. If I could use it I would incorporate it into assignments such as essay writing, and have the students create a podcast of their essay and post online. How would I store and save my podcast to use within my classroom is save it as a .wav file in audacity and play straight from the computer using windows media player.
My podcast covered different grade level cso's because my classroom is made of multi-grade levels. The content standards are as follows:
M.O.G.3.16 derive and justify formulas for perimeter, area, surface area, and volume using nets and apply them to solve real world problems.
M.O.7.4.1 select and apply appropriate method to solve justify the method and the reasonableness of the solution, given a real world problem solving situation involving perimeter, circumference, area, surface area of prisms, volume of prisms and cylinders, distance and temperature.
M.O.7.4.3 convert units of measurement, linear, area and volume, within customary and metric systems.
M.O.8.3.6 make and test a conjecture concerning regular polygons, the cross section of a soch as a cylinder, cone, and pyramid, the intersection of two or more geometric figure in the plane and justify the results.

podcast

For this assignment we used audacity to create a podcast. I had great difficulty with this assignment, first off I have children so it is very hard to have absolute silence, secondly I made my podcast too long so it was too many mega bytes to upload to podbean. I went back and cut out the section on volume, and where I actually tell the cso's. Although this was difficult for me I see that it could be useful, it could be played often during the unit while students are working, because the more you hear something the more you remember. The technology standards this assignment covered were:



click here to hear my podcast, and here to view my script!