I completed steps 1-3 in the PLE assignment.
Look below for my internet safety assignment reflection. Enjoy!
1 year old!
10 years ago
Tuesday, December 8, 2009
Friday, December 4, 2009
Week 10 Personal and Moral Development
I found these chapters very interesting to read. The chapter on moral development was very interesting to me. I truly agree with what it says in chapter 5 about perspective taking. Perspective taking is very important to moral development. I just think about my own moral development and how when I was younger, sometimes it was hard for me to understand why others were doing what they did and didn't agree with me. This was because I was having a hard time grasping their perspective. However, as I have gotten older, I have been able to think about how others would feel or react to situations. This allows you to have greater empathy. I also thought the section on aggression was very interesting. Personally, I agree that increased exposure to violence and aggressive behavior through media and family situations rubs off on the children and others in the household. I have seen this happen to children that I know who are exposed to very aggressive media. Overall, I think that there are many good ideas in these chapters to help me as a teacher help my students develop those personal and moral skills that are vital to success in society.
Wednesday, December 2, 2009
Internet Safety Reflection
1. Article of my choice:
The Message: Mushrooms, Music, Movies, and Magazines by Elder Spencer J. Condie
I chose this article because the title of the article just jumped out at me. It was a very interesting article comparing different forms of media to mushrooms. Some mushrooms are good and delicious and some are poisonous. Just as some media is uplifting and good and other is poisonous to the soul. He warned that we need to be selective and careful, especially about the poisonous media that has the appearance of "it's okay, but there's only one part that's not good." That one part that's not good causes the whole piece to be poisonous, and thus, destructive to our soul.
2. I watched the frontline videos, the faux paws video, Katie's story, and the UEN videos for internet safety. I was struck by how much information was in all of these and the different applications and strategies that could be found in them. The UEN videos were very informative. There was one that startled me. It was entitled "Tracking Teresa" and it showed how quickly someone could access information about her. Within 20 minutes, they had enough information to come in contact with her face-to-face and to easily stalk her. This reminded me of the importance of teaching kids to be safe even if they are already doing a good job of not posting too personal information on line.
3. There were a lot of good "take-aways" from these readings and videos. First of all, the importance of parents and teachers being involved in the children's lives. We need to be involved and teach them correct and guiding priniciples of internet safety. It seemed like the ones that got themselves into a scary situation didn't necessarily know or understand some of the dangers with on-line communication. Also, the ones that were targeted were generally going through a hard time or seeking attention. There is a need to pay attention to those who are at risk or emotionally struggling. We need to help protect them by educating them and monitoring their activity on the internet.
Below are some of the notes I took from some of the readings.
Elder Ballard reading:
The biggest challenge for us is to choose wisely what we listen to and watch because of the sheer size of information and activities in the media. What we watch and listen to may become the types of things we do. We need to watch out. We are asked to stand up for what is right and be concerned with the increasing sexual and violent lyrics and pictures. There are a lot of different things that we can do as parents and teachers. I really liked how Elder Ballard talked about limiting time on the Internet, talking about safety, and watching and talking about appropriate material.
Elder Bednar:
Our bodies are very important. How we use media impacts the value we place on our bodies. We do an injustice to our bodies by being caught up in the virtual world. We miss out on meaningful relationships and things that can only be done with a physical body.
Provident Living:
There are quite a few things that I was taught or that I've done. But there are many that I can improve. I like how they suggested that you talk about accidental exposures to inappropriate material so that way the shame is eliminated. It opens dialogue and allows you to have an opportunity to teach. This would be a great way to help teach how to be appropriate in our classroom when it comes to the Internet.
Graham article:
Parents need to set the example with appropriate media use. They need to value face-to-face interactions more than digital communication. As teachers, we need to also set this same example. Provide positive activities for your children and students to do with technology. There are a lot of preventative things we can do. Find a balance between providing and protecting.
4. I taught my grandmother about internet safety. She didn't know very much. She just knew that you needed to be careful not to put too much information on the internet. Computers, in general, are something she doesn't know a whole lot about. I shared with her information that I felt a parent should know. Katie's story and the resource of the video game "Missing" that her parents used was something that I shared with my grandma. She seemed to like it. Also, I shared information that anyone really should know, especially those unfamiliar with the internet. She was surprised with how easily people can get your information (from "Tracking Teresa") and the amount of bullying on the internet. Her reaction wasn't too surprising to me. She was surprised about many of the same things that I was. However, she did let me know what my aunt was doing to help support internet safety in her home. I think that my grandma will share with my grandpa, aunt, and uncle about the things that she learned. It gave her a greater desire to research and to know more about internet safety. Overall, it was a very interesting experience.
The Message: Mushrooms, Music, Movies, and Magazines by Elder Spencer J. Condie
I chose this article because the title of the article just jumped out at me. It was a very interesting article comparing different forms of media to mushrooms. Some mushrooms are good and delicious and some are poisonous. Just as some media is uplifting and good and other is poisonous to the soul. He warned that we need to be selective and careful, especially about the poisonous media that has the appearance of "it's okay, but there's only one part that's not good." That one part that's not good causes the whole piece to be poisonous, and thus, destructive to our soul.
2. I watched the frontline videos, the faux paws video, Katie's story, and the UEN videos for internet safety. I was struck by how much information was in all of these and the different applications and strategies that could be found in them. The UEN videos were very informative. There was one that startled me. It was entitled "Tracking Teresa" and it showed how quickly someone could access information about her. Within 20 minutes, they had enough information to come in contact with her face-to-face and to easily stalk her. This reminded me of the importance of teaching kids to be safe even if they are already doing a good job of not posting too personal information on line.
3. There were a lot of good "take-aways" from these readings and videos. First of all, the importance of parents and teachers being involved in the children's lives. We need to be involved and teach them correct and guiding priniciples of internet safety. It seemed like the ones that got themselves into a scary situation didn't necessarily know or understand some of the dangers with on-line communication. Also, the ones that were targeted were generally going through a hard time or seeking attention. There is a need to pay attention to those who are at risk or emotionally struggling. We need to help protect them by educating them and monitoring their activity on the internet.
Below are some of the notes I took from some of the readings.
Elder Ballard reading:
The biggest challenge for us is to choose wisely what we listen to and watch because of the sheer size of information and activities in the media. What we watch and listen to may become the types of things we do. We need to watch out. We are asked to stand up for what is right and be concerned with the increasing sexual and violent lyrics and pictures. There are a lot of different things that we can do as parents and teachers. I really liked how Elder Ballard talked about limiting time on the Internet, talking about safety, and watching and talking about appropriate material.
Elder Bednar:
Our bodies are very important. How we use media impacts the value we place on our bodies. We do an injustice to our bodies by being caught up in the virtual world. We miss out on meaningful relationships and things that can only be done with a physical body.
Provident Living:
There are quite a few things that I was taught or that I've done. But there are many that I can improve. I like how they suggested that you talk about accidental exposures to inappropriate material so that way the shame is eliminated. It opens dialogue and allows you to have an opportunity to teach. This would be a great way to help teach how to be appropriate in our classroom when it comes to the Internet.
Graham article:
Parents need to set the example with appropriate media use. They need to value face-to-face interactions more than digital communication. As teachers, we need to also set this same example. Provide positive activities for your children and students to do with technology. There are a lot of preventative things we can do. Find a balance between providing and protecting.
4. I taught my grandmother about internet safety. She didn't know very much. She just knew that you needed to be careful not to put too much information on the internet. Computers, in general, are something she doesn't know a whole lot about. I shared with her information that I felt a parent should know. Katie's story and the resource of the video game "Missing" that her parents used was something that I shared with my grandma. She seemed to like it. Also, I shared information that anyone really should know, especially those unfamiliar with the internet. She was surprised with how easily people can get your information (from "Tracking Teresa") and the amount of bullying on the internet. Her reaction wasn't too surprising to me. She was surprised about many of the same things that I was. However, she did let me know what my aunt was doing to help support internet safety in her home. I think that my grandma will share with my grandpa, aunt, and uncle about the things that she learned. It gave her a greater desire to research and to know more about internet safety. Overall, it was a very interesting experience.
Tuesday, December 1, 2009
Tuesday, November 24, 2009
PLE Week 12
My mentor teacher does a very good job at teaching content, but there are limited resources with technology. During Halloween, she used the television and VCR in her classroom to show a video about trick-or-treating safety. She also has a stereo with tapes that students use at a listening center. During reading centers, students can listen to a book on tape and illustrate what is read to them. This particular use of technology is fun and effective with her students. She uses a personal digital camera to take pictures of fun and momentous occasions in the classroom that really get the students excited. She also uses a computer for a lot of the tasks that she does. She makes a weekly newsletter to send home with the students to give to their parents. This has been a useful tool to foster communication between parents and the school. Also, she uses the computer to keep track of grades and do report cards. There are some times when more digital technology could be used in the classroom. For example, she could check out one of the four ELMOs in the school and use it to help teach a variety of subjects. She could have used this to help model what she wanted done with various activities (for example, the turkey assignment). The school has a computer projector that is available for check out. She could have used this to do a PowerPoint to make the segmenting activity a little different. However, there aren't too many of these available for use. Overall, I think that she does a great job at using the technology that is available to her to meet the needs of her students (and not try to make them focus longer than they can).
Week 9 Motivation
1. I think that most of the students in the classroom were intrinsically motivated. They seemed to love the subject and would ask a lot of questions to stimulate their own learning. The teacher would pose different unusual situations in which there really was no right answer and the kids loved talking about these problems and trying to solve them on their own. Some of the students were a more extrinsically motivated and desired attention and approval on their work from the teacher before they would complete or move on in the assignment.
2. Intrinsic movtivation can decrease when rewards and praise are used. If the praise is specific and seen as good feedback, intrinsic motivation is not negatively influenced. Extrinsic motivation tends to increase when the teacher uses rewards and praise. The students begin to strive for academic success solely to receive rewards and praise which can hinder real learning.
3. Expectancy involves a student's expectations for success. Value involves reasons for doing a task. If students don't expect a lot of success or see any valid reason for doing the activity, the student will have very little motivation to do the activity. However, if the student feels that they can have success and see that the activity is relevant, they will have greater motivation to complete the task.
4. To increase motivation at a student-level, the teacher really tried to create a safe environment in which mistakes were allowed. All students had an opportunity to be praised for their work and effort was praised (especially if the child increased their effort). To increase motivation at a classroom-level, she tried to avoid creating a competitive environment. To her, each student had the opportunity to receive specific postive feedback. There weren't many evaluative comments like, "You're smart." She also didn't expect perfection but praised for good effort and things done well. She also praised students for difficult tasks and didn't really praise with tasks that were very simple.
5. I don't know if I really agree with one theory absolutely over the rest. I see many good things in all of them. However, I tend to agree a bit more with the behavioral motivation theory. I think that I agree with it more, because I have seen first hand the principles that it talks about. It is very true that rewards and praise can help students be more motivated, but they must be administered in an appropriate manner, or they will be detrimental. The strategies that I used during practicum to teach seemed to be more in line with the behavioral approach. This theory seems to be a bit more natural to me.
2. Intrinsic movtivation can decrease when rewards and praise are used. If the praise is specific and seen as good feedback, intrinsic motivation is not negatively influenced. Extrinsic motivation tends to increase when the teacher uses rewards and praise. The students begin to strive for academic success solely to receive rewards and praise which can hinder real learning.
3. Expectancy involves a student's expectations for success. Value involves reasons for doing a task. If students don't expect a lot of success or see any valid reason for doing the activity, the student will have very little motivation to do the activity. However, if the student feels that they can have success and see that the activity is relevant, they will have greater motivation to complete the task.
4. To increase motivation at a student-level, the teacher really tried to create a safe environment in which mistakes were allowed. All students had an opportunity to be praised for their work and effort was praised (especially if the child increased their effort). To increase motivation at a classroom-level, she tried to avoid creating a competitive environment. To her, each student had the opportunity to receive specific postive feedback. There weren't many evaluative comments like, "You're smart." She also didn't expect perfection but praised for good effort and things done well. She also praised students for difficult tasks and didn't really praise with tasks that were very simple.
5. I don't know if I really agree with one theory absolutely over the rest. I see many good things in all of them. However, I tend to agree a bit more with the behavioral motivation theory. I think that I agree with it more, because I have seen first hand the principles that it talks about. It is very true that rewards and praise can help students be more motivated, but they must be administered in an appropriate manner, or they will be detrimental. The strategies that I used during practicum to teach seemed to be more in line with the behavioral approach. This theory seems to be a bit more natural to me.
Tuesday, November 17, 2009
TPACK PLANNING-Lesson Plans
Below are the links for the lessons for the TPACK planning assignment. I've tried to hyperlink the sites, but I've also have them written out just in case you run into some problems. I hope you enjoy them!
Link for my language arts lesson plan:
http://docs.google.com/Doc?docid=0AY5M4mgVkY_vZGc1cHpyc3NfMmdnaGYyd2c3&hl=en
Link for my math lesson plan:
http://docs.google.com/Doc?docid=0AY5M4mgVkY_vZGc1cHpyc3NfMTJuem1zY2Zy&hl=en
Link for my science lesson plan:
http://docs.google.com/Doc?docid=0AY5M4mgVkY_vZGc1cHpyc3NfM2RqZzdxN2c1&hl=en
Link for my language arts lesson plan:
http://docs.google.com/Doc?docid=0AY5M4mgVkY_vZGc1cHpyc3NfMmdnaGYyd2c3&hl=en
Link for my math lesson plan:
http://docs.google.com/Doc?docid=0AY5M4mgVkY_vZGc1cHpyc3NfMTJuem1zY2Zy&hl=en
Link for my science lesson plan:
http://docs.google.com/Doc?docid=0AY5M4mgVkY_vZGc1cHpyc3NfM2RqZzdxN2c1&hl=en
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