Web Site Review
http://www.techlearning.com/db_area/archives/TL/2002/10/copyright.html
Technology and Learning’s Online Educator’s Guide
to Copyright and Fair Use
From this site I was able to print a very attractive two page poster on Copyright and Fair Use Guidelines for Teachers. Guidelines were listed for printed materials, illustrations, video, music, internet, and television. Main headings included specifics, what you can do, and the fine print.
Included was a quizz regarding copyright and fair use. This had some very difficult situations that could occur and how to handle it.
Also, available at this web site were assessments to buy to check the Computer Literacy of children. Eighth grade children were to be computer literate by the Year 2006 they stated. Now in Arizona and in North Carolina children are being assessed for their computer knowledge. Some samples of the type of test questions were given. These questions included multiple choice and then actually doing an activity that was listed. Expectations were listed for the eighth grade students in Computer Literacy.
This was a helpful site.
Friday, February 22, 2008
Thursday, February 21, 2008
Integrating Popular Culture Texts in Developmental Reading Classes for Sixth - to Eighth - Grade Students
Chapter 4
“Trading Cards to Comic Strip” Xu
Vignette 4.1 indicated to me how totally enthused students can act when being taught in other modes of learning styles such as rap music and song. I know that there are many learning styles. Teachers so seldom use these other styles to enhance learning in our classrooms that when it is used, the children respond passionately to this change.
I am thinking it would be fun to use rap to help teach some math facts but we don’t even have a rap C.D. in our house. My brother has told me that on the Youtube.com almost any kind of music can be found under a search mode at that site. They even found old Beetle songs – the words and the music. So I suspect I could find some rap songs there, also.
Lark used not only popular cultural interest but also added in the theme of bullying and injustice which is prevalent topics in real life nowadays.
The class routines were totally remarkable, purposeful, and useful. Lark started with warm-ups, fluency, modeling, to using the Collaborative Strategic Reading method which is preview, click and cluck, get the gist, and wrap-up. Students also practiced drawing conclusions, evaluating, synthesizing the main idea, and visualization.
I liked the fact the teacher Lark immersed (herself/himself) into learning cultures outside the ordinary comfort level.
The web site www.rapmusic.com would be interesting for me to look at because it suggests how to write-up music. www.bbc.co.uk/education/listenandwrite sounds safe for students for writing lyrics, too.
Lark used a four-box journal which I find to be very helpful in composing and in student comprehension. First fold paper into four parts, write a summary of a text, write interesting words and definitions, write Fat Discussion Questions, and finally Make Connections. FAT means Focus on the main theme or idea, Answers may be inference type, and it can examine Thoughts and feelings of the character. Larks creativity was exemplified with her/his making-up the FAT idea to use in class.
A Bubble Map, Fat Questions Chart, and the Stair Step Chart were used to clarify ideas.
I felt figure 4.5 the Checklist for an Artistic Collage was quite interesting as I’d never seen one used before. The other checklist that was helpful was about the Rap where content and writing conventions were evaluated and checked off by the students.
These lessons not only met the Standards and Benchmarks but motivated children who were two years or more behind in school. The "two sentence" student writer was inspired to be focused and to write a much longer rap than only two sentences.
This was an enjoyable chapter to read.
“Trading Cards to Comic Strip” Xu
Vignette 4.1 indicated to me how totally enthused students can act when being taught in other modes of learning styles such as rap music and song. I know that there are many learning styles. Teachers so seldom use these other styles to enhance learning in our classrooms that when it is used, the children respond passionately to this change.
I am thinking it would be fun to use rap to help teach some math facts but we don’t even have a rap C.D. in our house. My brother has told me that on the Youtube.com almost any kind of music can be found under a search mode at that site. They even found old Beetle songs – the words and the music. So I suspect I could find some rap songs there, also.
Lark used not only popular cultural interest but also added in the theme of bullying and injustice which is prevalent topics in real life nowadays.
The class routines were totally remarkable, purposeful, and useful. Lark started with warm-ups, fluency, modeling, to using the Collaborative Strategic Reading method which is preview, click and cluck, get the gist, and wrap-up. Students also practiced drawing conclusions, evaluating, synthesizing the main idea, and visualization.
I liked the fact the teacher Lark immersed (herself/himself) into learning cultures outside the ordinary comfort level.
The web site www.rapmusic.com would be interesting for me to look at because it suggests how to write-up music. www.bbc.co.uk/education/listenandwrite sounds safe for students for writing lyrics, too.
Lark used a four-box journal which I find to be very helpful in composing and in student comprehension. First fold paper into four parts, write a summary of a text, write interesting words and definitions, write Fat Discussion Questions, and finally Make Connections. FAT means Focus on the main theme or idea, Answers may be inference type, and it can examine Thoughts and feelings of the character. Larks creativity was exemplified with her/his making-up the FAT idea to use in class.
A Bubble Map, Fat Questions Chart, and the Stair Step Chart were used to clarify ideas.
I felt figure 4.5 the Checklist for an Artistic Collage was quite interesting as I’d never seen one used before. The other checklist that was helpful was about the Rap where content and writing conventions were evaluated and checked off by the students.
These lessons not only met the Standards and Benchmarks but motivated children who were two years or more behind in school. The "two sentence" student writer was inspired to be focused and to write a much longer rap than only two sentences.
This was an enjoyable chapter to read.
Sunday, February 17, 2008
Macintosh Tutorial Information - Web Site Review
http://scilet.fortlewis.edu/edtech/mac/practice.htm
Since the Website in the textbook was not available, I looked up this site which gives very basic information for the beginning user of the Macintosh Computer. This would be good information for new students learning about the computers also. Some schools are fortunate to have computer lab teachers which other schools are not. This would be of assistance to the schools who do not have a computer lab teacher.
Sandy Turner from the Fort Lewis College/Adams State College system was the instructor of record.
Lesson One was a overview of the computer system with pictures and names of the hardware items.
Lesson Two covered getting started on the Mac. Here was indicated that a Tutorial could be located on each Mac and can be reached through the “question mark” on the right top corner of the screen.
There is a Part I and Part II on the Tutorial and it should take about one and one-half hours to two and two-half hours to complete these lessons..
Then complete the Lesson Three section on this web site. It is a review and practice of what was learned from the tutorial. It has Desktop, mouse, word processing applications, filing, and placing items in the trash questions.
I thought that this web site should have the information that I need for the computer to stop a print job. While I have a P.C. at home to use, I do not have a Mac so will attempt to check this out at school later.
Ida M. Rounds
Since the Website in the textbook was not available, I looked up this site which gives very basic information for the beginning user of the Macintosh Computer. This would be good information for new students learning about the computers also. Some schools are fortunate to have computer lab teachers which other schools are not. This would be of assistance to the schools who do not have a computer lab teacher.
Sandy Turner from the Fort Lewis College/Adams State College system was the instructor of record.
Lesson One was a overview of the computer system with pictures and names of the hardware items.
Lesson Two covered getting started on the Mac. Here was indicated that a Tutorial could be located on each Mac and can be reached through the “question mark” on the right top corner of the screen.
There is a Part I and Part II on the Tutorial and it should take about one and one-half hours to two and two-half hours to complete these lessons..
Then complete the Lesson Three section on this web site. It is a review and practice of what was learned from the tutorial. It has Desktop, mouse, word processing applications, filing, and placing items in the trash questions.
I thought that this web site should have the information that I need for the computer to stop a print job. While I have a P.C. at home to use, I do not have a Mac so will attempt to check this out at school later.
Ida M. Rounds
Communicating on the Internet: E-mail, Mailing Lists, and Other Forms of Electronic Communication
Chapter 4
“Teaching With the Internet K – 12: New Literacies for New Times” Leu
At first I thought that I already knew about all the E-Mailing information but I was delighted to find new useable material from the Leu text. Keypals and mailing lists were new ideas for me. Also, I felt compelled to look up the information available on netiquette or (manners on the internet). Information can be found at http://stellacentral.com-pdf-netiquette.pdf. and at
http://www.albion.com/netiquette/corerules.html
The teacher, Marilyn, found that E-mail was not only useful in obtaining information but also in evaluating and synthesizing it for her class.
I had not totally understood the term “thread” previously. Whereby, “related messages and replies may be grouped together by topic, called “threading”. Click the triangle to point down - this reveals all the messages in a thread.”
When composing an E-mail letter and not being able to complete it, I discovered that the letter could be saved by clicking either the “save” button or selecting “ Save” from the File in the menu. It is retrieved by clicking the drafts or edit drafts. The “draft” menu also saves the letters that you compose while working off line.
I was especially ecstatic to see an online tutorial address listed for Macintosh. But when I checked the text’s address I found that this address was old and was not available. I was able to find some information on the Macintosh Tutorial at http://scilnet.fortlewis.edu/edtech/Mac/practice.htm which is a site set up by Fort Lewis College for training.
I recently wanted to delete a large print job and was having difficulty doing this on a Mac. (I know how to delete print jobs on my P.C. at home.) Was I ever thrilled to observe the District Computer Technicians in our building who helped out with that dilemma. (I had just taken the paper out of the printer to stop the printing until they came to delete the print job.) Prior to the Technicians coming, I had even checked in my “Macs for Dummies” book by Edward Baig and could not find the information that I needed there. The above web site address suggested that the Tutorial could be found on most Macs. In the Macs for Dummies I did find some interesting sites listed through. The Macworld site helped with information on “Wireless Network Acting Flaky?” Try these fixes. This address is http://www.macworld.com/article/60801/2007/11/dec07mobilemac.html?t=107
Weblogging and blogging are now familiar to me as I experience using it with this particular college class. I’d say that using the internet and E-mailing are here to stay.
Then I checked out the Internet Detectives at http://www.madison.k12.wi.us/tnl/detectives/ and here found an interesting site on Space Science which had listed “Nine Planets” with pictures and much detailed information regarding the planets.
Finally, the Woodlands School: Clearinghouse for Elementary Sites was easy to use. At this site I checked out the Literacy and Writing information on making sentences, and writing beginning and endings of sentences. It’s at http://www.woodlands-junior.kent.sch.uk/ It is handy to have safe sites listed available for all to use.
Ida M. Rounds
“Teaching With the Internet K – 12: New Literacies for New Times” Leu
At first I thought that I already knew about all the E-Mailing information but I was delighted to find new useable material from the Leu text. Keypals and mailing lists were new ideas for me. Also, I felt compelled to look up the information available on netiquette or (manners on the internet). Information can be found at http://stellacentral.com-pdf-netiquette.pdf. and at
http://www.albion.com/netiquette/corerules.html
The teacher, Marilyn, found that E-mail was not only useful in obtaining information but also in evaluating and synthesizing it for her class.
I had not totally understood the term “thread” previously. Whereby, “related messages and replies may be grouped together by topic, called “threading”. Click the triangle to point down - this reveals all the messages in a thread.”
When composing an E-mail letter and not being able to complete it, I discovered that the letter could be saved by clicking either the “save” button or selecting “ Save” from the File in the menu. It is retrieved by clicking the drafts or edit drafts. The “draft” menu also saves the letters that you compose while working off line.
I was especially ecstatic to see an online tutorial address listed for Macintosh. But when I checked the text’s address I found that this address was old and was not available. I was able to find some information on the Macintosh Tutorial at http://scilnet.fortlewis.edu/edtech/Mac/practice.htm which is a site set up by Fort Lewis College for training.
I recently wanted to delete a large print job and was having difficulty doing this on a Mac. (I know how to delete print jobs on my P.C. at home.) Was I ever thrilled to observe the District Computer Technicians in our building who helped out with that dilemma. (I had just taken the paper out of the printer to stop the printing until they came to delete the print job.) Prior to the Technicians coming, I had even checked in my “Macs for Dummies” book by Edward Baig and could not find the information that I needed there. The above web site address suggested that the Tutorial could be found on most Macs. In the Macs for Dummies I did find some interesting sites listed through. The Macworld site helped with information on “Wireless Network Acting Flaky?” Try these fixes. This address is http://www.macworld.com/article/60801/2007/11/dec07mobilemac.html?t=107
Weblogging and blogging are now familiar to me as I experience using it with this particular college class. I’d say that using the internet and E-mailing are here to stay.
Then I checked out the Internet Detectives at http://www.madison.k12.wi.us/tnl/detectives/ and here found an interesting site on Space Science which had listed “Nine Planets” with pictures and much detailed information regarding the planets.
Finally, the Woodlands School: Clearinghouse for Elementary Sites was easy to use. At this site I checked out the Literacy and Writing information on making sentences, and writing beginning and endings of sentences. It’s at http://www.woodlands-junior.kent.sch.uk/ It is handy to have safe sites listed available for all to use.
Ida M. Rounds
Integrating Popular Cultural Texts in a Fourth-Grade Class
Chapter 3
“Trading Cards to Comic Strips” Xu
Vignette 3.1 of Rachael's class indicates how well her students link popular class teachings in social studies, writing and reading after a unit of popular culture “Dreams to Job's” unit.
This instructor designed lessons for gifted, average, and to varying abilities students within her classroom as they showed no spark of interest or understanding in their “Dreams to Job's” unit. Their culminating activity was to be to write an expository text on creating a business.
The teacher noticed their interest in drawing and comic books so she enlisted the aid of her cartoon animation artist husband to share with her class how he became a cartoon artist. Then they introduced a comic strip that had a theme of “Dreams to Job's” for part of their unit. This lead to interviewing skills, organizing information, and writing information. She followed the steps below in presenting her unit.
Use prior knowledge
Sort the questions
Conduct interviews
Guide the writing
Conduct Research
Write Comic Strips on Starting and Running a Business
Writing an expository text
Writing Personnel Reflections
Child conduct tour of their writing project
The class read www.davpelkey.com about the author of Captain Underpants and this is in the comic strip format. This whetted the children's interest, also.
I feel that this class was delighted and enthused with her modern
presentations using popular cultural text. They were highly motivated to do the work and were able to use the skills they enjoyed using such as drawing and using comic strip ideas. The students were able to use their prior knowledge of careers they were familiar with. Going out into the community and interviewing people was exciting for them also.
They were given a wealth of knowledge so they were able to write about the business they would be interested in creating.
“Trading Cards to Comic Strips” Xu
Vignette 3.1 of Rachael's class indicates how well her students link popular class teachings in social studies, writing and reading after a unit of popular culture “Dreams to Job's” unit.
This instructor designed lessons for gifted, average, and to varying abilities students within her classroom as they showed no spark of interest or understanding in their “Dreams to Job's” unit. Their culminating activity was to be to write an expository text on creating a business.
The teacher noticed their interest in drawing and comic books so she enlisted the aid of her cartoon animation artist husband to share with her class how he became a cartoon artist. Then they introduced a comic strip that had a theme of “Dreams to Job's” for part of their unit. This lead to interviewing skills, organizing information, and writing information. She followed the steps below in presenting her unit.
Use prior knowledge
Sort the questions
Conduct interviews
Guide the writing
Conduct Research
Write Comic Strips on Starting and Running a Business
Writing an expository text
Writing Personnel Reflections
Child conduct tour of their writing project
The class read www.davpelkey.com about the author of Captain Underpants and this is in the comic strip format. This whetted the children's interest, also.
I feel that this class was delighted and enthused with her modern
presentations using popular cultural text. They were highly motivated to do the work and were able to use the skills they enjoyed using such as drawing and using comic strip ideas. The students were able to use their prior knowledge of careers they were familiar with. Going out into the community and interviewing people was exciting for them also.
They were given a wealth of knowledge so they were able to write about the business they would be interested in creating.
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