This is a great handout for teachers to always have with them when creating a lesson based around or incorporating technology. The technology standards for students would also be a good overview for the actual students to see and take a look at, or even obtain a copy of (this would be most beneficial or helpful for the intermediate grades - 4th grade to high school).
Also, this may be a great resource for teachers and educators to help create a lesson, using the standards as a starting point.
Tuesday, February 23, 2010
NETS for Teachers
After all of this extensive research and overviews of standards in all content areas for various different subjects, I found it interesting to find standards for teachers.
Since technology is always changing, and even at a fast pace, I feel that having technology standards for teachers is extremely important. Of course, standards for teachers in every subject is important as well, but even more so for technology since it is changing so quickly.
I feel the most important (teacher) technology standard that every teacher should be keeping in mind when creating a lesson, are the social, ethical, legal, and human issues (standard 6). This is most definitely important in a TESL - Teaching English as a Second Language - class (and for any class for that matter). As educators, it is so important to "model and teach legal and ethical practice related to technology use" (standard 6.a).
Since technology is always changing, and even at a fast pace, I feel that having technology standards for teachers is extremely important. Of course, standards for teachers in every subject is important as well, but even more so for technology since it is changing so quickly.
I feel the most important (teacher) technology standard that every teacher should be keeping in mind when creating a lesson, are the social, ethical, legal, and human issues (standard 6). This is most definitely important in a TESL - Teaching English as a Second Language - class (and for any class for that matter). As educators, it is so important to "model and teach legal and ethical practice related to technology use" (standard 6.a).
21st Century Skills (A Partnership)
This article is about a non-profit organization - The Partnership for 21st Century Skills - provides a deep overview of what they're all about.
"The Partnership for 21st Century Skills has created a new way of looking at teaching and learning today", in several different ways. For example, they focus on the core subjects and address learning and thinking skills.
The purpose for this article, or partnership program, is intended for students to learn new things in new ways so they can live and work in a changing world. Among other purposes, this Partnership has many useful ways of how students may succeed in this ever changing world.
Among the Partnership's framework, we can see that it includes the standards, curriculum, environment, and assessments that districts must implement.
This article was a great read for anyone entering the teaching/education field. I thought it was important when this article mentioned that "students today are partly shaped by their environment, which is media rich, immediate, fast, engaging, dynamic and instant. It is electronic and digital, a communication medium implying instant gratification."
Also in this article, we learn that 21st century learners are:
*collaborative, networkers, and communicators
*adaptive and creative
*information, media and technology savvy
*partial to instant gratification
*reliant on media in its various forms
So, when becoming a teacher or educator of any sort, we must ALWAYS know are students and where they are coming from. Things are always changing!!
"The Partnership for 21st Century Skills has created a new way of looking at teaching and learning today", in several different ways. For example, they focus on the core subjects and address learning and thinking skills.
The purpose for this article, or partnership program, is intended for students to learn new things in new ways so they can live and work in a changing world. Among other purposes, this Partnership has many useful ways of how students may succeed in this ever changing world.
Among the Partnership's framework, we can see that it includes the standards, curriculum, environment, and assessments that districts must implement.
This article was a great read for anyone entering the teaching/education field. I thought it was important when this article mentioned that "students today are partly shaped by their environment, which is media rich, immediate, fast, engaging, dynamic and instant. It is electronic and digital, a communication medium implying instant gratification."
Also in this article, we learn that 21st century learners are:
*collaborative, networkers, and communicators
*adaptive and creative
*information, media and technology savvy
*partial to instant gratification
*reliant on media in its various forms
So, when becoming a teacher or educator of any sort, we must ALWAYS know are students and where they are coming from. Things are always changing!!
AASL: Standards for the 21st Century Learner
This was yet another useful and practical guide to show educators, parents, and even students the standards for computer and technology uses and resources. I liked how this artical included "common beliefs" regarding technology or other sources of information. This artical/guide really emphasized on specific skills, resources and tools geared towards learners of technology use. Included in this are:
"1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
3. Share knowledge and participate ethically and productively as members of our democratic society.
4. Pursue personal and aestheic growth."
Throughout this resource and abundance of information, these guiding principles are clearly spelled out and defined, which also include key questions towards the end to wrap it all up.
I could definitely see myself, as a teacher, using this.
"1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
3. Share knowledge and participate ethically and productively as members of our democratic society.
4. Pursue personal and aestheic growth."
Throughout this resource and abundance of information, these guiding principles are clearly spelled out and defined, which also include key questions towards the end to wrap it all up.
I could definitely see myself, as a teacher, using this.
Tuesday, February 9, 2010
Copyright 101
This article gave a very good overview of what is okay and what is not okay for copyright use. Copyright 101 focused on intellectual property laws, which are “designed to encourage the creation of original works, to stimulate creativity in society in general, and to protect and promote the creation and use of products of the human mind” (page 10).
Also included in this article was the definition of copyright, the U.S. copyright law defined, and fair use defined. A major passage of the fair use was very beneficial for teachers and educators wishing to use resources of others for instructional purposes and personal resources. What I really liked about this article were the good and bad examples of fair use. Although I already have learned (quite some time ago) that it is not okay to photocopy an entire book or textbook (or any form of literature or “work”), there may be some people coming across this article that may not have known that.
Also included in this article was the definition of copyright, the U.S. copyright law defined, and fair use defined. A major passage of the fair use was very beneficial for teachers and educators wishing to use resources of others for instructional purposes and personal resources. What I really liked about this article were the good and bad examples of fair use. Although I already have learned (quite some time ago) that it is not okay to photocopy an entire book or textbook (or any form of literature or “work”), there may be some people coming across this article that may not have known that.
Creative Commons
Creative Commons is a nonprofit organization that promotes the sharing of creativity for the public. The "commons" - a body of work - is free for the public to use. Although this is not an alternative to copyright, the creators of their work have a specific license that they decide what others may use. Creative Commons is a great way to share your work that you may want others to use, while still having the power to put restrictions on your work. By having this license, users have the opportunity or privilege to change their copyright terms. If interested in getting a Creative Commons license, it is a very easy and simple thing to sign up for (you can do so by logging on to creativecommons.org).
Throughout reading this article, learning about the Creative Commons license gave me a better perspective as to who can get a license: anyone! I also found this 'idea' to be very beneficial in knowing that the authors already have the 'ground rules' laid out for the public to use... instead of using a particular piece that may take several months (or who knows how long!) to get permission of use.
Throughout reading this article, learning about the Creative Commons license gave me a better perspective as to who can get a license: anyone! I also found this 'idea' to be very beneficial in knowing that the authors already have the 'ground rules' laid out for the public to use... instead of using a particular piece that may take several months (or who knows how long!) to get permission of use.
Monday, February 1, 2010
Universal Design of Web Pages in Class Projects
by Sheryl Burgstahler, Ph. D.
One of the reasons why I really enjoyed this article was the fact that the article explicitly stated the reason for this article: "This publication is designed to give guidance to instructors of precollege and postsecondary web design courses as well as to those who, as an activity in their classes, have students create web pages" (Burgstahler, p. 1). If a specific reading I come across (or I am assigned to read) indicated the reasoning and audience, and it pertains to me, that gives me all the more interest in reading it.
I also found it very valuable the importance of why the design of a website is so important and the reasoning behind creating a website to meet everyone's needs. For example, this article indicated that the audience of a website can range from someone with visual impairments to being a senior citizen; the design or layout of a webpage may really impact it's specific audience.
Another key factor of this article was that it explained the objectives of making an effective website, adhering to the Americans with Disabilities Act of 1990. Ranging from "students will be able to describe how individuals with different types of disabilities access information technology, including web pages" to "students will be able to locate and apply accessibility features of a web authoring tool" (Burgstahler).
One of the reasons why I really enjoyed this article was the fact that the article explicitly stated the reason for this article: "This publication is designed to give guidance to instructors of precollege and postsecondary web design courses as well as to those who, as an activity in their classes, have students create web pages" (Burgstahler, p. 1). If a specific reading I come across (or I am assigned to read) indicated the reasoning and audience, and it pertains to me, that gives me all the more interest in reading it.
I also found it very valuable the importance of why the design of a website is so important and the reasoning behind creating a website to meet everyone's needs. For example, this article indicated that the audience of a website can range from someone with visual impairments to being a senior citizen; the design or layout of a webpage may really impact it's specific audience.
Another key factor of this article was that it explained the objectives of making an effective website, adhering to the Americans with Disabilities Act of 1990. Ranging from "students will be able to describe how individuals with different types of disabilities access information technology, including web pages" to "students will be able to locate and apply accessibility features of a web authoring tool" (Burgstahler).
Universal Design for Learning Guidelines
by C.A.S.T
This guide was a short but explicit handout that is a great resource for anyone to keep track of before building any sort of website.
The 'design' of the websites included three different categories with various sub-categories. The Representation category included options for perception, language and symbols, and comprehension. The second category was expression. This included ideas and reminders for giving options for physical actions, expressive skills and fluency, and options for executive functions. The last category was intended for ideas for engagement. Under this specific category were ideas for options for recruiting interest, options for sustaining effor and persistance, and self-regulation.
This is a great handout for anyone building a website - from beginner to expert.
This guide was a short but explicit handout that is a great resource for anyone to keep track of before building any sort of website.
The 'design' of the websites included three different categories with various sub-categories. The Representation category included options for perception, language and symbols, and comprehension. The second category was expression. This included ideas and reminders for giving options for physical actions, expressive skills and fluency, and options for executive functions. The last category was intended for ideas for engagement. Under this specific category were ideas for options for recruiting interest, options for sustaining effor and persistance, and self-regulation.
This is a great handout for anyone building a website - from beginner to expert.
Design Your Web Site from the Bottom Up
by Peter Pappas; edteck press
Thank goodness for this article or I would have been lost as to how to start my own website! Of course, there are countless resources to review and research, but this almost seemed as an honest and simple short cut to help first-timers such as I to get started with building a website.
The whole purpose of this article was to introduce an alternative approach to simplifying the way one may start building and designing one's website: Designing from the bottom up, as the article's title indicates. "All websites need to educated and inform their viewers, so this method will help anyone designing a website" (Pappas, P. 1).
The following steps are given to start the process:
1: Brainstorm - list the items of ideas for your website
2: Grouping - put those items in to 2 to 4 categories
3: Critique the categories - answer a set list of questions to decide if these categories will work
4: Revise Your Categories - as needed
5: Develop a flow chart - to make it more organized
6: Design a navigational plan - create effective short cuts, and remember to use a navigational bar
7: Page Layout - clearly identify the title of the current page, the most important information should be at the top of each page
8: Don't Forget to Keep it Simple - no clutter!
9: Make the homepage - putting it all together
10: Upload to server - updating will be an ongoing process
Overall, this was a very well laid-out and step-by-step guide (however, it had MANY 'type-0's'!!)
Thank goodness for this article or I would have been lost as to how to start my own website! Of course, there are countless resources to review and research, but this almost seemed as an honest and simple short cut to help first-timers such as I to get started with building a website.
The whole purpose of this article was to introduce an alternative approach to simplifying the way one may start building and designing one's website: Designing from the bottom up, as the article's title indicates. "All websites need to educated and inform their viewers, so this method will help anyone designing a website" (Pappas, P. 1).
The following steps are given to start the process:
1: Brainstorm - list the items of ideas for your website
2: Grouping - put those items in to 2 to 4 categories
3: Critique the categories - answer a set list of questions to decide if these categories will work
4: Revise Your Categories - as needed
5: Develop a flow chart - to make it more organized
6: Design a navigational plan - create effective short cuts, and remember to use a navigational bar
7: Page Layout - clearly identify the title of the current page, the most important information should be at the top of each page
8: Don't Forget to Keep it Simple - no clutter!
9: Make the homepage - putting it all together
10: Upload to server - updating will be an ongoing process
Overall, this was a very well laid-out and step-by-step guide (however, it had MANY 'type-0's'!!)
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