- My husband Jake
- My parents
- My brothers
- The ocean
- Chocolate
- Mechanical pencils
- Driving before rush hour hits
- The color orange
- Pixar movies
- Recycling
- Manchester City football
- Command+Tab (I use it ALL THE TIME)
- Command+Z (yep that too)
- Strawberries
- My friend Erin
- Video iChat
- Ice cold Coke
- My Timex
- Peppermint mochas
- Harry Potter
- The fact that my old car lasted so long
- The fact that my new car that actually runs
- Snowboarding
- Food Network
- Garbage disposals
- Walking the Mission Beach boardwalk
- Yosemite
- Skype
- My adorable niece
- Disneyland
- Nalgenes
- Paris
- London
- Rome
- Berlin
- Edinburgh
- Florence
- Brussels
- Oxford
- ...Traveling
- Jackets
- Altoids smalls
- Polarized sunglasses
- School
- Christmas
- Lunch with friends on Sundays
- Crockpot chili
- The Lakers
- Pandora
- Not touching the brakes when I roll to a red light
- Airport food (yep)
- Yellowstone
- Point Loma Nazarene University
- My Sonicare toothbrush
- Chipotle
- Socks when I sleep
- Dancing at weddings
- Good Friday service
- Warm towels
- Camping
- December Nights at Balboa Park
- Polish-free toe nails
- Lavender
- Coronado
- Staying in hotels
- Scarves
- Talking to my grandpa on the phone
- Baking bread
- Jacuzzis
- Apple products
- Freshly mowed grass
- CS Lewis
- Hanging out with my dad
- Driving with the windows down
- Editing
- Christmas music in September
- Grilled cheese and tomato soup
- Starbucks
- Chicago-style pizza
- Making my husband laugh
- Laughing at my husband
- Burts Bees chapstick
- Nachos at the movies
- Museums
- Fresh and Easy
- Finding an old friend on Facebook
- Oyster crackers with Sprite
- Snow
- California Pizza Kitchen
- Father of the Bride Part 2
- Recalling the same stories at family reunions
- Sleeping in
- The idea of being a speech-language pathologist
- Planning trips
- Lotion
- Walking downtown SD at night
- Sour Punch straws
- Road trips
- ED422!
Tuesday, November 30, 2010
Journal 10 - Things I Love!
Journal 8 - The Always-Connected Generation (NETS-T 3, 5)
Bull, G. (2010). The always-connected generation. Learning and Leading with Technology, 38(3), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-november.aspx
Glen Bull characterizes the last few generations of Americans - the Silent generation of the Great Depression, the baby boomers, Generation X - and introduces readers to the first generation of the new millennium, the Always-Connected Generation. Since the 1950’s there has been a sharp rise in subscriptions from newspapers to blogs. Even the concept of personal computers has evolved from less than one per household to, on average, one per person. A recent study found that 80% of the Always-Connected generation sleep with a cell phone, ready to digest the latest in text messages, music, and social network updates. This 24-hour accessibility has a dark side, but there is opportunity to capitalize on the positive aspects in the classroom. Technology is getting smaller, faster, and smarter, and education needs to keep up.
How can teachers be part of keeping up with technology in the classroom?
Bull acknowledges the generation gap between teachers and students, but suggests that teacher preparation, regardless of age, is key for successfully implementing technology in schools. Most adults are now capable of basic Internet use and social network sharing, so district technology programs would not necessarily be starting from scratch. Scheduled training workshops and online demonstrations (like Atomic Learning) would be helpful in bridging the technology gap between instructors and learners.
What are some helpful tools that are easy to integrate?
The iPhone and other handheld devices are especially powerful. They are capable of transcribing speech (which is helpful when taking notes), recording high-definition video (with the option of wirelessly uploading videos to YouTube), storing high volumes of reading material (without adding the weight of books), and so much more. While these devices are relatively expensive, once districts make the switch, the convenience and connectedness provided will far outweigh the cost.
Glen Bull characterizes the last few generations of Americans - the Silent generation of the Great Depression, the baby boomers, Generation X - and introduces readers to the first generation of the new millennium, the Always-Connected Generation. Since the 1950’s there has been a sharp rise in subscriptions from newspapers to blogs. Even the concept of personal computers has evolved from less than one per household to, on average, one per person. A recent study found that 80% of the Always-Connected generation sleep with a cell phone, ready to digest the latest in text messages, music, and social network updates. This 24-hour accessibility has a dark side, but there is opportunity to capitalize on the positive aspects in the classroom. Technology is getting smaller, faster, and smarter, and education needs to keep up.
How can teachers be part of keeping up with technology in the classroom?
Bull acknowledges the generation gap between teachers and students, but suggests that teacher preparation, regardless of age, is key for successfully implementing technology in schools. Most adults are now capable of basic Internet use and social network sharing, so district technology programs would not necessarily be starting from scratch. Scheduled training workshops and online demonstrations (like Atomic Learning) would be helpful in bridging the technology gap between instructors and learners.
What are some helpful tools that are easy to integrate?
The iPhone and other handheld devices are especially powerful. They are capable of transcribing speech (which is helpful when taking notes), recording high-definition video (with the option of wirelessly uploading videos to YouTube), storing high volumes of reading material (without adding the weight of books), and so much more. While these devices are relatively expensive, once districts make the switch, the convenience and connectedness provided will far outweigh the cost.
Web Tools 2.0 Wiki (NETS-T 5)
I contributed to a web tools wiki and shared a photo editing website called Mosaickr. By participating in this collaboration of online resources, I helped other teachers become aware of a useful and creative web tool. This contribution to the learning community ultimately strengthens my profession and improves student experiences with technology.
Click here to access the complete wiki.
Click here to access the complete wiki.
CyberSafety Google Site (NETS-T 4)
This internet safety website was created collaboratively with my classmates. We used Google Sites to independently work on our own pages. The result is a multi-page, multi-contributor resource for educators that teaches proper internet use, both in and out of the classroom.
Click here to view the complete website.
Click here to view the complete website.
Tuesday, November 16, 2010
iMovie PSA (NETS-1)
Here is my iMovie Public Service Announcement promoting CSU San Marcos. This assignment facilitates student learning by utilizing an often underused application - iMovie. I had to learn iMovie from scratch to complete the PSA, so now I am experienced with the program. This assignment also inspires student creativity by incorporating a variety of unique requirements (transitions, music, etc.). Every movie in the class is different based on individuals' use of creativity.
iMovie CSUSM PSA from Lisa Gilbertson on Vimeo.
iMovie CSUSM PSA from Lisa Gilbertson on Vimeo.
Journal 9 - Is it Time to Switch to Digital Textbooks? (NETS-T 2, 3)
Griffin, M, & Cady, M. (2010). Is it time to switch to digital textbooks?. Learning and Leading with Technology, 38(3), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-november.aspx
This article debates the pros and cons of shifting to digital textbooks in schools. The supporting viewpoint (Griffin) argues that it is firstly important to consider how our students will be reading and writing in their futures - most certainly using technology. In other words, just because traditional textbooks have been used in the past does not mean they need to carry on into the future. Logistically, it is much easier for students to access digital resources than paper resources because they are already accustomed to having their laptop, PDA, or tablet with them. Digital texts save paper and time since updated editions do not need to be printed and mailed to the districts. Clearly, Griffin provides convincing support of digital texts.
The opposition (Cady) is more apprehensive about making the switch. I was anticipating the standard “it’s best to turn the pages yourself” type of response, but Cady’s perspective surprised me. He suggests that the root of the issue is not paper versus screen, but rather boring textbooks versus interactive learning. The time, effort, and resources expelled to transition texts to files could be better spent developing new and inspiring curriculum. I have to admit, I agree.
How would digital textbooks benefit the individual learner?
From an educational standpoint, digital textbooks can enhance individualized learning. Students who need vocabulary definitions or read-aloud assistance will have fingertip access to such resources. Conversely, high-performing students could move ahead and connect to even greater supplemental and interactive exercises that would propel their learning experience. Interestingly, these ideas are a hybrid of the pros and cons listed in the article. Yes, the textbooks would be converted to a digital format, but there would be highly interactive supplemental materials as well.
How can cloud computing contribute to the migration of e-texts in the classroom?
Cloud computing could easily serve as the bridge between traditional textbooks and e-texts. Both sides of the article admit that there will need to be a shift in faculty pedagogy and perspective in order for digital textbooks to work, and that shift needs to start somewhere. For teachers who are nervous about moving away from the traditional paper text, they can ‘practice’ using the cloud. Before this class, I, too, was apprehensive about major technology integration in the classroom, but the cloud made me a believer. It showed me the importance of remote collaboration, accessible files, and more. It also showed me how familiar many cloud tools are (like the word processing of Google Docs). By transitioning to e-texts using familiar tools in a new format, teachers can start to change their thinking to match the digital age.
This article debates the pros and cons of shifting to digital textbooks in schools. The supporting viewpoint (Griffin) argues that it is firstly important to consider how our students will be reading and writing in their futures - most certainly using technology. In other words, just because traditional textbooks have been used in the past does not mean they need to carry on into the future. Logistically, it is much easier for students to access digital resources than paper resources because they are already accustomed to having their laptop, PDA, or tablet with them. Digital texts save paper and time since updated editions do not need to be printed and mailed to the districts. Clearly, Griffin provides convincing support of digital texts.
The opposition (Cady) is more apprehensive about making the switch. I was anticipating the standard “it’s best to turn the pages yourself” type of response, but Cady’s perspective surprised me. He suggests that the root of the issue is not paper versus screen, but rather boring textbooks versus interactive learning. The time, effort, and resources expelled to transition texts to files could be better spent developing new and inspiring curriculum. I have to admit, I agree.
How would digital textbooks benefit the individual learner?
From an educational standpoint, digital textbooks can enhance individualized learning. Students who need vocabulary definitions or read-aloud assistance will have fingertip access to such resources. Conversely, high-performing students could move ahead and connect to even greater supplemental and interactive exercises that would propel their learning experience. Interestingly, these ideas are a hybrid of the pros and cons listed in the article. Yes, the textbooks would be converted to a digital format, but there would be highly interactive supplemental materials as well.
How can cloud computing contribute to the migration of e-texts in the classroom?
Cloud computing could easily serve as the bridge between traditional textbooks and e-texts. Both sides of the article admit that there will need to be a shift in faculty pedagogy and perspective in order for digital textbooks to work, and that shift needs to start somewhere. For teachers who are nervous about moving away from the traditional paper text, they can ‘practice’ using the cloud. Before this class, I, too, was apprehensive about major technology integration in the classroom, but the cloud made me a believer. It showed me the importance of remote collaboration, accessible files, and more. It also showed me how familiar many cloud tools are (like the word processing of Google Docs). By transitioning to e-texts using familiar tools in a new format, teachers can start to change their thinking to match the digital age.
Inspiration (NETS-T 2)
Here is my Inspiration board that merges the NETS-T standards with my supporting artifacts from ED422. This is a digital-age learning experience because I used a variety of web-based tools (such as Google Images) to create the board and make it visually interesting. This assignment also serves as an assessment tool because it evaluates my understanding of the connection between the NETS-T standards and the work completed for class. By thoughtfully linking the standards to my assignments, it can be reasoned that I understand the relationship between the artifacts and the standards. (P.S. This was a fun assignment!)
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