Wednesday, May 5, 2010

Excel Cross Word Puzzle Nets 1, 2

For the cross word puzzle I used atomic learning. The cross word puzzle is a creative tool that teachers could use in the class room either created by them for the students to solve or for the students to create for themselves as a means to learn. The crossword puzzle would promote learning and creativity as well as keeping the students more engaged.

Monday, May 3, 2010

Google Docs Nets 1, 3

As a teacher, I am able to demonstrate fluency in technology systems when I use GoogleDocs. GoogleDocs is a tool that allows students and collegues to work collaboratively in a virtual environment. In an innovative way, professionals are able to exhibit their knowledge skills and work processes in a digital environment. Students can use GoogleDocs to share group projects, or just to collaborate with their teachers online.
GoogleDocs is an innovative, free, web based word processor, spread sheet, presentation and form application.

I used google docs for our group project on JCCS internet safety. 8 students in one group were able to collaborate on the same document at different times.

Charlotte's Web ED 422 Nets 1, 3

This was to me the most important and inspirational tool. In order to utilize the blog to its fullest potential, I had to learn about many more tools. This blog was created as a one stop shop for all the assignments and information pertaining to class ED #422. This blog is a resourceful communications tool that I will be able to look back at and use as I continue my studies. As I pursue my teaching credential, I will create a class blog in an effort to communicate relevant information to students and parents. The blog will contain all important information about the class as well as open up a forum for students and parents to communicate with me.

Thursday, April 29, 2010

WIKI CSUSM WEB 2.0 Tools for Educators Nets 3, 5

A wiki is a website that "allows the easy creation and editing of any number of interlinked web pages via a web browser using a simplified texteditor." I choose organizing tools for this project. Under this category there were many different options for organizing tools. I decided to choose Webspiration. Webspiration can be used for many projects or simply used as a visual aid for the students, for example in Kindergartnen. The teacher can create an organizational chart that shows the children visually how the class room is organized by tables and centers, bookshelves etc. The children will be able to be more independent because the teacher can refer to the chart when they don't know what to do and they can look at it and quickly know what to do or where to go. Everything on the chart is color coded. See webspiration sample on site 2.
My wiki page was posted on my blog using

Site 1

Site 2
Organizing Tools Webspiration

iMOVIE a Public Service Announcement Nets 2, 3


The iMovie allows educators to reach out to students with powerful messages. For this project, I made a A Public Service Announcement (PSA). This movie focuses on hate speech to raise awareness of some recent incidents taking place on the San Marcos University Campus. The movie was created to help deliver a message that would develop and model cultural understanding and awareness.

EDTECH profile Nets 2, 5

EDTECH Profile is an online assessment test to show my technology skills. By taking this assessment, I am able to focus on the areas I need to improve in.

Engage in Professional Growth and Leadership Nets 5

Journals #1-10 posted on my blog.

As a teacher, or the International Society for Technology in Education, plays a great role in how I can grow and learn as a professional and share the information with my students. An ISTE membership provides you with access to different publications. For example, Learning and Leading with Technology. The articles that are published in Learning and Leading with Technology discuss practical and innovative ideas for how technology can be used in the class room. The articles and the information in these articles are provided from global sources. ISTE provides an open forum for discussion and learning about technology that can be used in the class room. To share what I have learned from these articles, I have kept journal entries. The journal entries contain a summary, a reflection and questions and answers in response to the article. These journal entries are posted on the blog. Students as well as other teachers can learn about the different technologies that we can use and incorporate into the class room and curriculum.

Internet and Copyright Safety how to Promote and Model Digital Citizenship and Responsibility Nets 4, 5

In today's digital environment, it is increasingly important to teach students about the safe, ethical and legal use of digital information. Although the interent can appear to be a sea of information without boundaries, it is critical to teach students about copyright, intellectual property, and the proper way to document resources. By creating one informative document, PDF formated, students will be informed and they will learn how to model digital citizenship and responsibility. This particular document discusses, internet safety, cyberbullying, cyberpredators, piracy and plagiarism, inappropriate content, and social networks. To transfer this document to our website we used Scribd. For our research we used As we collected data and information, we used googledocs to collaborate and share the information. The final pdf document, contains a wealth of information retrieved from discussions, questions and answers, and definitions. The PDF can be easily downloaded from, printed as a hardcopy, or emailed. JCCS Internet Safety                                                              

Sunday, April 11, 2010

Journal 10 Lessons From the Global South Nets 1, 2, 3, 4, 5

Burns, M, Montalvo, M, & Rhodes, R. (2009-2010). Lesson from the global south. Learning and Leading with Technology, 37(6), Retrieved from

In this article the authors bring up very good points on the use of technology in West Africa where they don't have the access or the money to facilitate high tech class rooms. The authors are bringing up several examples of technologies that are being used in several countries. In these class rooms they use Smartphones, iPods, Interactive radio instruction (IRI) and its audio sibling, interactive audio instruction (IAI). Many communities in these countries are too remote to have the right set up for new technology and many can't afford the cost. But this does not hold them back. The authors talk about the fact that there is no need to wait when you can use creativity to make it happen. The fact that they have been able to overcome technological issues just so that they can continue to teach have increased student participation and the drop out rate has decreased significantly. The students find it interesting and exciting to come to class to learn.

I really found this article enlightening. You don't necessarily need to wait for "good things to happen." Make it happen with what you got. I don't necessarily think that it always has to do with technology even though that is the example this time. Use creativity and flexibility to come up with solutions. There are many ways that you can interact and make teaching exciting. I thought about the radio. What a great example. What would happen if we today made our students listen to a show on the radio? Would they be able to sit through it or are they too hyperactive?

Question #1
I wonder if students in developed countries would appreciate more technology in the class rooms and how much more they would be engaged if they did receive it?

I think whether the students will be more inclined to come to class and learn or skip class due to lack of excitement has to do with where you grow up. In our society today, our children/students are so spoiled with technology. Also, everything they do is based on instant gratification. Once you have some new gadget you will run out and buy a new one faster and better. Nothing is good enough. I believe the fact that the "simple" technology they use in West Africa really excites the students because they have never had anything like it before. It is different. They won't be able to find it in their homes. When they go to class it is cool something new. Many of our students have all technology in "the world" at home. How can a school possibly keep up with that.

Question #2
Why are we not adopting the use of Interactive radio instruction (IRI) and its audio sibling, interactive audio instruction (IAI) in our class rooms as a substitution for the latest and greatest technology?

Since many schools in the US also can't afford to have nice new technology, I think it would be a great idea to use these simple technologies that are already in place. It would be different because the students are not used to it. I think it seems to be very creative to use the technology this way and it is very inexpensive. The school does not have to supply computers so the teachers can use Skype to interact. Also, it does not necessarily have to be real time. It is the whole experience. The question would be if our students would have the patience for it.

Journal 9 Playing with Skype Nets 2, 5

Weller, T. (2009-2010). Playing with skype. Learning and Leading with Technology, 37(6), Retrieved from

The article discusses how new technology can be incorporated into the class room to enrich education. The author specifically focuses on how composers' and musicians' can now connect with their audience when using Skype. Skype allows the musician to enter the class room to talk about and explain his/her music with the students without having to be there physically. Skype opens up the communication and lets professionals outside the class room teach and the teacher no longer has to be the sole expert on the subject. Teachers are now able to go to the source and receive expert advise and explanations.

I think Skype opens up many opportunities at many different levels. One thing that I found really usefull with Skype is to have a language class. There are many people that would like to learn a language online that don't have time to go to class, or perhaps the language you would like to learn is not offered in the area you live in. Skype allows you to communicate online to listen and learn from the source.

Question #1
If we have Skype as a resource in the class room, will the teacher be viewed more as a manager of information bringing information to the students in each respective subject?

I do think so. You become the link as the teacher that will make sure the students receive what they need in each subject to fullfill the requirements. I also think that it seems that if we can receive the information from outside sources and from real professionals, then the demands on the teachers would diminish and the students would benefit because they can learn so much more and in depth. I also think it comes down to a more collaborative way of learning which makes it more interesting. You can now find your information all over the globe, there are no limits.

Question #2
Will teachers embrace this new technology when they teach?

I think it depends on the subject. There are many things to consider when using Skype and using outside sources. Even though it is great and we now can reach professionals everywhere at any time, time will be one of the issues. You might be in class at a particular time with your students and your source might be in a different time zone which makes it not possible. I love the idea but I also think it will require a lot of accomodation and flexibility to make it fit into the class room.

Saturday, April 10, 2010

Inspiration Nets 1, 2, 3

Using inspiration, I created a graphich organizer to show the work we do in class and how it meets the requirements for the NETS. I used the logo for ISTE for teachers as a starting point. For each standard, I used two different topics to write about. I also choose two different artifacts that would represent those topics.

Friday, March 26, 2010

Journal 8 Navigate the Digital Rapids Nets 4, 5

Lindsay , J, & Davis, V. (2010). Navigate the digital rapids. Learning and Leading with Technology, 37(6), Retrieved from

This article explores internet safety and how we as teachers approach or rather should approach internet use in the class room. The authors, Julie Lindsay and Vicki Davis, say using the internet safely in the class room is not much more than learning how to drive a car safely. Today though, there is an inherited fear factor involved that might inhibit teachers from taking advantage of the internet in the class room. They talk about digital citizenship as suppose to digital literacy. Digital citizenship encompasses so much more than digital literacy. Teachers need not limit themselves due to fear rather open up the door to customized learning in the class room while at the same time teaching the standards. Appropriate use of the internet needs to be taught as soon as the children start using the internet. If they are in Kindergarten using the internet, then they need to learn how to use it. If we let the students take charge of their digital use in the class room, with appropriate guidance, then we will also create responsible users of the internet, and as a result the students will come out of high school much more fluent in the digital world. If given ownership, then you also take ownership. Obstacles and misuse in the digital world will be dealt with just the same as any other misuse related to school assignments or work.

I think this article is very much in line with some other once I have been reading. That is, we need to overcome the obstacles to why we should not use digital technology in the class room and teach the standards at the same time. Anything new…(it is still kind of new) can create fear in people or educators. They don’t feel confident enough to handle it. I do believe there needs to be well planned training sessions for educators on how to handle the digital use in the class room if used. Seems to me still though that the digital use that I am reading about in this article is far off from what is going on in the class rooms today. Where is all this technology, in what class rooms I would like to ask? I don’t see it very much at all. I was pleasantly surprised that the Scripps Ranch High School was going to purchase some Netbooks for their school. This is a big step forward. But only due to lots of private fundraising are they able to purchase Netbooks. It does not come from the regular public school budget. If we don’t incorporate digital use in the class room while teaching, then I think it should be part of the curriculum as a mandatory class to take. It is extremely important to be a digital citizen and to be digitally literate. I would question how well most students know how to use the internet for research purposes etc.

Question I
Overcoming the fear factor for teachers how age related is it?
When using the web to collaborate with other students around the country or around the world there are safety issues to be taken into account.
I have understood from reading the article that there are hesitations to teach probably due to lack of knowledge from the educators. The digital age is fairly new and it keeps moving forward every day with new advantages. The fact that many educators are in an age group that did not grow up with the technology moving as fast as it does today, can put a stop to moving forward. I believe that in some instances they feel reluctant to learn about the new information and the possibilites they have with it. In order for this to work I believe educators need to have much more guidance and assistance on how to utilize digitial efforts in the class room.

Questions II
What is the difference between digital citizenhip and digital literacy?
Before reading this article, I only knew about the term digital literacy.
For example, in "all" job ads they ask you are computer literate. So, I have been thinking about the term digital citizenship. I understand it encompasses so many more things than just digital literacy. I am still not completely clear on the difference. Should we come up with a test that students need to take in order to earn their digital citizenship certificate? I think it would be a good idea. And it needs to start in school and as part of the regular curriculum.

Sunday, March 21, 2010

Journal 7 The Beginner's Guide to Interactive Virtual Field Trips Nets 2, 5

Zanetis, J. (2010). The Beginner's guide to interactive virtual field trips. Learning and Leading with Technology, 37.
Retrieved from

This article focuses on online distance learning as an option for schools to provide for students instead of going on field trips. Today, field trips have become very expensive. Many schools can’t take their students on field trips to enrich their education. Virtual field trips provide them with a great option to do so. There are non interactive field trips and there are interactive field trips. The asynchronous virtual field trips are not delivered in real time. They provide websites that include text, audio, or video. The interactive virtual field trips are in real time and synchronous. It gives students the possibility to interact with peers far away that they might not have had the opportunity to do otherwise.

I really enjoyed the article. It gave me a lot of new information and ideas. What better way than have the field trip come to you instead of the other way around. In smaller cities, suburbs, or towns this might be a great option. Interactive virtual field trips or just virtual field trips, can really open up the door for many students. With an interactive field trip you can visit countries and different parts of the USA. Students can learn from each other when studying different subjects. Students that won’t be able to travel to certain museums can now visit the museums in school.

Question #1
Can a virtual field trip replace the experience you have in person when you take a regular field trip?
To me the computer will never replace the “real life experience” but it is a fabulous option. We as teachers are able to give more to our students if we use virtual field trips. The field trip that is not delivered in real time is also very good. What you need is a computer and that is it. Very simple but you can still accomplish a great deal to make it feel real. As students become more and more used to working in a real time environment, I believe you can probably “loose” yourself and forget for a moment that you are actually just sitting in front of a computer participating in the field trip. Just like when students are on Facebook and chat with their friends, the picture of their friends is on the screen so it feels very real and very close. In the future, it would be great if schools actually could provide this technology for their students. For students that can’t afford or did not make the list for the 8th grade east coast trip (they only take so many students so if you are too late to sign up you can’t go and the cost is $2500.00 per student for one week) the virtual interactive trip would be great. The teachers are not allowed to teach anything anyways because the students that are on the trip can’t miss out on academics for a whole week. The students that are left behind just sit in the class room all week and watch movies and play games. How about some Interactive VFT instead???

Question #2
Is it really that easy to get assistance to get started if your school does not have the equipment?
Seems to me the article makes it sound easy to receive financial help to get started on this. If this was true, how come more schools don’t do it? It sounds too easy to get assistance for the set up of the Interactive VFT. How many companies are you going to come across that are willing to demo equipment without actually purchasing it? Also, how easy is it to receive grants? I guess there are many more questions within the question. But bottom line is the money to implement it even if it is cheaper than a regular field trip.

Journal 6 Classroom 2.0 Nets 2, 3, 5

This journal entry promotes local and global learning through the exploration of creative applications of technology to improve student learning. With the tool I choose from classroom 2.0, calendars, the students will be able to manage their own learning, time, and set goals.

I never really thought of how to keep my lesson plans organized and where to do it. What I found was that doing it online is a great idea. If you find an application that is user friendly, it is really the way to do it rather than having to deal with hard copy, especially if you are not a very organized person. Out of the two options I have listed below, I think I would actually not mind using both but for different purposes. I would use the Assign-A-Day for myself as a teacher and I would create a website for my students and parents so they can always be informed. The one thing about the website is that you need to always be current with your information so it would require more work on my part.

I decided to look into the tool CALENDARS. Then I focused on planning and organization in the class room. The question asked was how to stay organized without using hard copy for your lesson plans. I learned about two different websites that provided useful information regarding this question. The first one was This site offered a lot of information for teachers. The application used for this purpose was Assign-A-Day. Assign-A-Day provides you with an online application that teachers can use to manage their day to day lesson plans in a very easy way. Each calendar receives its own id#, date and title name. Once you have that done you can go into set up. Here you will be able to pick font, font size and color background you want for your calendar. Once you are back to manage calendar you will click on edit. Now you are finally able to add assignments. As you add your assignments, you are able to view the calendar in a different window. You choose beginning date and end date for assignment, name of assignment and assignment description. In the description you can add hyperlinks. When you finished adding your assignment, you can continue adding or view it in the calendar manager. When you go back to view your calendar, you will see the assignments on the dates they were assigned. Also, when you move your cursor over the date, the detailed description of the assignment pops up. The calendar can be printed in a list or a gridline format. This is great since we need to be able to show our plans to the principle if asked to. It is also a private application because you have to sign up on Assign-A-Day as a teacher with your email and own password. Only you as a teacher will be allowed to use the calendar. also provides you with great applications for lesson plans and organization in the class room. With their applications you can build your own website that will host all of your information so it is easily accessible for both students and parents. It is not only a private calendar for me as a teacher to keep track of my planning. In total this site provides you with tools such as: grade book & parental portal; discipline tracking; lesson planner & staff websites; student stats data analysis tool and student information system. After you visit their website and decide you are interested in their applications, you may fill out a form online with your information. They have a list of information to choose from: Easy to use web-based lesson plan book; Tracking state curriculum standards; Organize and review lesson plans; Teacher website for posting homework; Web-based calendars for users and schools. They will send out a video on how the different applications work and how you get started.

Classroom 2.0

Thursday, March 18, 2010

Animal Traits 1st grade PowerPoint Lesson Nets 1, 2, 3

This powerpoint was made to show how a teacher can effectively use presentation software to enhance learning. I had to use the ISTE NETS-S performance indicators to match my project to a particular grade level. My powerpoint included, hyperlinks, images, text (font different colors and size), custom animation, transitions, and clipart. The powerpoint itself promotes innovative thinking and promotes relative ideas to the students in a productive and interesting way.

Collaborative PowerPoint iRubric Nets 2, 3, 5

This rubric was created collaboratively in class to come up with a good technique to assess the powerpoint lesson. We used to create the rubric. We gathered in groups of four to view the different powerpoint lesson plans. As we viewed them, we also put down our assessments on the rubric.

Thursday, March 4, 2010

Journal 4 Finding Students who Learn from Media Nets 1, 2, 3

Bull, G. (2009-2010). Finding students who learn from media. Learning and Leading with Technology, 37(February 5), Retrieved from


The author, Glenn Bull, explores an area of learning where media is incorporated into teaching. The reason for this study is to see if the students that use media are more engaged in their work than students in a regular class room. In this project, they used a tool called PrimaryAccess. PrimaryAccess storyboard, an extension of PrimaryAccess, allowed the students to create a visual historical narrative in a single class period. Since this tool was online, it also offered the teachers the possibility to see if the students were more engaged while using the media than when they wrote a regular essay. On average they found that students that worked on the storyboard spent more time than the students writing the essay.


This article reminds me of the video we watched about Gardner’s theory on Multiple Intelligences. In the article, they are looking at the fact that students learn differently. Teachers are struggling to come up with new intriguing and engaging ways to learn. By introducing technology they enhance the education. They discover that student’s find “authenticity, its alignment with student interests, its real-world importance, and degree of student choice” engaging. I believe it is important to introduce more technology in today’s class room. Using the storyboard as a medium to learn in order to engage students is a step in the right direction. Oftentimes it becomes tedious to use the same tools while learning. To keep the students interested and to challenge them, you need to use different forms of media.

Question #1

Are the students spending more time on the project because it is computer based rather than pencil and paper? Or is it because it is a new interesting tool to use for learning that they have not been exposed to before?

I think it is a combination of both. If I take a step back and think about how I use the computer, I have to say it is very engaging to use a computer when working on a paper, more so than if I was to write with paper and pencil. If I have a question while writing I can engage and look up information and then write down my findings right after. It becomes interactive. You use both hands while typing, you read and you can listen to videos, and watch paintings. The storyboard is probably a new fascinating tool for the students to use. Anything new is good. However, I think the storyboard idea will continue to be interesting to the students because your ideas keep evolving when you work on the project and you can visualize the progress.

Question #2

Would the students that showed low technology and low content while using the storyboard also show that when writing a regular essay with pencil and paper or are they “low” just because they prefer the pencil and paper? Not so sure about this answer. Perhaps they don’t find computer use so interesting and perhaps it is overwhelming for some. New technology might take you outside your comfort zone and it becomes too challenging. Pencil and paper might be more comfortable. It would be good to see if these same students showed a greater interest with the pencil and paper. What was the difference between the storyboard and the pen and paper use? I also believe that the difference in the groups is based on personal motivation. Students that performed really “well high technology and high content” took advantage of the tool and excelled. These students were probably really interested in the subject matter and the fact that they used the storyboard was just another incentive for them to keep working and doing very well on their assignment. For students that are not very interested in the subject matter, the storyboard might change their minds so they become more interested when they have a new tool to work with.

Sunday, February 28, 2010

Journal 3 Keeping the Peace Nets 2, 3, 5

Levinson, Matt. (2009-2010, February). Keeping the peace. Learning and Leading with Technology, 37(5), Retrieved from

In Keeping the Peace, Matt Levinson discusses the impact of the use of the one to one laptops and installation of the iChat that were introduced in his school. He especially makes a note of the fact that "the baby boomers seem to see technology as information and communication. Their offspring and the emerging generation seem to see the same devices as entertainment and socializing." As we continue reading the article, we see how the students soon took advantage of the access and started to use the iChat frequently. The school ended up having to put a stop to the use of the lap tops and iChat due to disruptions in class and outside of the class rooms. This decision turned into turmoil since some parents believed the use of the iChat had opened up the playing field for their children and the use of it. For some children that did not have much time to socialize outside of school, this became their medium for socializing. It also became an issue of parenting and who is to make the decisions regarding the use of the laptops; school or each individual parent and household? Most students thought it was a great idea to have the laptops for use while some welcomed the idea that the school itself made the decision to just shut down the use of it.

The use of the lap tops seems like a great opportunity for the students, especially the students that don’t have access to a computer. However, the use of iChat in school does not seem like a good idea, especially when we are talking about middle school children. The fact that the school did put a stop to it, I believe is their decision. The parents can’t decide if the school should use such a communication tool for the children or not. However, at home each individual parent can decide if their child can use iChat or not. It is interesting to see how they started out introducing these laptops with the idea for the students to have access to technology and information and instead the students used the laptops and iChat as an entertainment and socializing devise. It is each household’s responsibility to monitor their own children’s use of the computer. However, I think it is a good idea before you introduce new tools of communication in school to perhaps have some guidelines to follow. The established guidelines that they took into effect are a very good starting point.

Question #1
Should iChat be used as a means for communication and socialization in replacement for personal face to face relationships with peers?

It seems kind of odd to me that a parent would think iChat and the use of a lap top is a great way for a child to socialize; if there is no time left during the day to otherwise socialize with friends and peers. If a child is so busy in other activities that they don’t have time to meet with other children except for on the go while moving from one activity to the next, perhaps it is time for a time out and revisit what is important. I still believe the regular face to face contact children have with peers is very important. You need to make time to meet with each other and not only talk over the net. It seems many children today are in their homes just communicating online with each other rather than meeting and talking face to face. Face to face communication is very important. Online communication becomes very distant…all though it is a great way to communicate when we can’t meet the people we hold dear.

Question #2
Was the question of whether to use the iChat a question of freedom of speech or freedom of expression?

I think the question was not so much a question of freedom of speech. Freedom of expression is more close to the issue the administration of this particular school was facing. “The freedom to seminate, information and ideas, but three further distinct aspects: the right to seek information and ideas; the right to receive information and ideas; the right to impart information and ideas.” By giving the students the laptops to use for communication and the iChat that came with it they gave them an opportunity to exercise their own distinct ways to seek information and to develop ideas. Ones the administration felt they no longer used the tools correctly then, they put a stop to it. I don’t believe the school took away the freedom of expression by limiting and changing the rules for how this medium was to be used. When we have been given the opportunity to use a medium we also need to learn how to use it respectfully and when it no longer serves its purpose, such as in the school setting, then I believe the school can change the rules for how to use it. If you provide the tool then you have the right to guide the way for how to use it too.

Thursday, February 25, 2010

Newsletter using Scribd Nets 1, 2, 3

By creating a newsletter, my goal is to engage the students, parents and peers in upcoming class room activities, exploring real-time world issues, and authentic problems. The newsletter allows me as a teacher to communicate relevant information and ideas effectively using digital age work and learning. In this assignment I learned about word and the many different options one has when designing this newsletter. Using Scribd allowed me to learn about a new technology that would format the newsletter so I could transfer it to the blog.


Social Bookmarking Nets 1, 2, 3, 5

1)National Archive - American Women Exhibit!

I read about American Women, a celebration of our century. This is a very educational exhibit for anyone who would like to learn more about influential American women that have helped shape and change American society. The use of primary sources is important because you know the information is correct. The information has not been altered or changed in any way. Anyone that reads it can interpret the core of the information themselves and come up with their own conclusions. Today, anybody can publish information which is great, but one need to remember where the information comes from. If you use the internet for research or information gathering, you might end up with faulty information. It is very important to know the source of the information you use and whether or not it is correct. Oftentimes it is biased as well. The secondary source has their own objective and opinions that might alter your own perception. Primary sources are important because it is the raw original material you are reading. When working with primary sources we are able to draw basic conclusions that might help us understand the present event we are dealing with. It gives us a glimpse back in history that is helpful when analyzing and understanding today's events.

2)National Education Association

Student Groups Experiencing Achievement Gaps:
Racial and ethnic minorities: American Indians and Alaska Natives; Asian Americans and Pacific Islanders; Blacks; Hispanics; Gay, Lesbian, Bisexual and Transgender People (GLBT); English language learners; Students with disabilities ; Boys/girls; Students from low-income families

A) Conduct a comprehensive cultural competence school self-assessment. Use the self-assessment results to develop a long-term plan, with measurable goals and objectives. Incorporate culturally competent principles, policies, structures, and practices into all aspects of the school. This may include, but is not limited to, changes in the following: mission statement, policies, procedures, administration, staffing, instructional delivery, outreach, communications and information dissemination, and professional development activities.

Every school needs a comprehensive plan for how their cultural principals work. If there are no measurable goals and objectives then how would you know if what your school is doing works? It is important to take a close look at the staff at your school to make sure they meet the requirements and that they actually fill the need for what the school needs. As an example, I remember when we moved back to San Diego after having lived in Sweden for a few years. My youngest son was 5 going on six and he started Kindergarten in January. The children in his class had already gone through one semester of Kindergarten and were up to speed when it came to writing their letters and reading site words and writing sentences etc. His Kindergarten teacher was supposed to be the second language learner teacher, working with bilingual children. You might figure that a teacher that claims they know languages and how to teach bilingual children will also know how to speak another language. My assumption was very wrong. When I asked her what language she spoke, she said only English. I found that odd. She told me I had to go home and teach my son the sounds. I looked at her and told her “I am not an English teacher. I don’t know how to teach the sounds to the Kindergarteners.” That same week she gave my 5 year old son a list of 20 words that he had to know by Friday, to read and write, she gave him four days. We did not do it because she was very unrealistic in her expectations. This is just an example of why I think it is crucial to look over the long term goals in a school and why you need to see about the people you have on staff so you can meet the needs of linguistically and culturally challenged students. Our experience was definitely interesting.

B) Gather and organize resource materials related to culturally diverse groups for use by school staff.

I don’t believe there are enough resource materials in the schools for children today. It is important to incorporate multicultural material in the class room that the children can associate with. Not only that the student can associate with because it is related to their own culture specifically, but multicultural material crossing borders and boundaries bringing up issues and subjects that every culture, society, and people have to deal with on an everyday basis. Teaching material that uses ideas that all people can relate to regardless of background will also bring cultures closer and people will have a greater understanding for each other.

C) Determine the diverse groups served by your school. Consider cultural, linguistic, racial, and ethnic diversity. Find out the degree to which families and students in these groups are accessing available school services.

Whether it would be for my whole school or my own class room, I would start with this idea. I would have an overall assessment of my class or if I was a principal/leadership role, I would take a close look at the whole school. I believe starting out with this will benefit the students in need over the long course. They need immediate assistance from day one in order to be successful in their classes. Since many of the children from different diverse backgrounds might lack language fluency and their parents are unable to assist them at home it is important they receive support from school. If there are not enough services that the school can provide then it is important the school can help them find these services outside of school.


“Experts who understand schoolyard bullying often misunderstand cyberbullying, thinking it is just another method of bullying. But the motives and the nature of cybercommunications, as well as the demographic and profile of a cyberbully differ from their offline counterpart.”
Not till I read this article did I understand how serious Cyberbullying really is. Also, I got a better idea of how different Cyberbullying is from regular schoolyard bullying. I never had any reason to pay too much attention to it and I believe my children have not been target for it and I would hope to believe they are not Cyberbullying anybody else. As a matter of fact, this will be a topic for discussion in my home now. I need to find out more and perhaps they can teach me something I am not aware of.
I think it is very difficult to stop bullying especially outside campus. The idea to make a contractual agreement between student and the school so that the students have to use cyberetiquett when texting or being on the interent might help. When it is written on paper students might take it very serious. I think the most important issue is that the students are not educated enough on the complications of using the internet and the responsibility that comes with it. Cyberbullying should be part of education, perhaps, together with health education since it has to do with mental health. I do think it is hard to stop students from bullying in general though. If you swear on campus you can get caught for it. But if you swear off campus, who is going to stop you? If you swear at another student off campus, who will stop you? And if you swear using the same swear words while texting that same person, can the school stop you?
If you are going after someone personally over the internet, then it becomes another issue. Perhaps the school can have rules just like they have with High School sports. If you don't maintain a good grade point average or you are using drugs you will be kicked off the team till you fix the problem. If you are caught off campus bullying another student in cyberspace...perhaps you will get suspended.

The quiz is a good first step for students. The quiz should be done in class as a prevention. I think young people act out of impulse and don't think much of what they do. It is hard for them to think about the future and to see the consequences of what they have done. The quiz and discussions related to the quiz might assist the students to better understand what cyberbullying is.

4) Kathy Schrock’s Guide for Educators

Kathy Sprocket’s subject access contains some great information that can be used for a lesson plan. I choose the lesson plan for K-5 US history and Early American Leaders. In this lesson plan, Kathy provides the teacher with a lesson that makes it easier for the students to connect with the subject matter by making connections between today’s leaders and the leaders of the past. The students are to ask themselves questions about their own community leaders or our country’s leaders and look at things like trait, characteristics and qualities of a leader. They are supposed to compare and contrast information in their modern day community to key leaders in American History such as Jefferson, Washington and Revere. By observing their community and its leaders, the lesson becomes more concrete. Whereas if one was to only read about our old American key leaders from a book the subject matter would have been very abstract. This particular lesson plan can be explored while covering content standard 5.5 and 5.6 for 5th grade in US History and Geography: Making of a New Nation. While studying the causes and consequences of the American Revolution, the 5th graders will learn about the people and events that played a great role or who had a great impact on the American people, key individuals like King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin and John Adams. Kathy’s lesson plan allows the students to discuss and to analyze their different responses. Finally, this plan is very interactive and should keep students motivated to learn about the past while incorporating modern day ideas and thoughts.

In the teacher helper section, I would use the Collaboration Rubric for this particular assignment. Since the assignment has to deal with many different parts such as gathering information, computing the information, being a good listener while presenting and discussing the subject matter as well as being in groups while working on the project this rubric seems to be very useful. The rubric is divided up in 3 areas: contribution, responsibility and value others viewpoints. You can receive a score from 1 to 4, 4 being the highest score. It seems to me that if I was to read this and go over it with my student, they would very easily understand the difference between receiving a 1 as supposed to receiving a 4. We could also use the information skills rating scale for this project. This scale could be given to the students in the beginning of the project so they can see what they need to focus on in order to receive the maximum points for their project. It outlines and highlights important questions that need to be answered while gathering information.

5)Multiple Intelligences

After taking the test, my test scores are: Naturalistic 79%; Intrapersonal 69%; Interpersonal 56%.
Multiple intelligences is a very interesting subject that we should really explore in every school. It is very refreshing to see that there are some schools that have really adopted the idea of teaching children based on their intelligence. It makes only sense that not everyone is the same and that we all have different interests. Why then is it that one might think we should all learn the same way. By teaching the way they do in Smartsville, the children are allowed to learn through different senses and teachers are allowed to teach the standards in a very creative way. Teachers are also allowed to design courses based on their own strengths and interests. One great idea brought up in one of the videos is that the test taking that is taking place today is overwhelming. There are too many tests and when you test all the time you lose time teaching. Also, you only train to take a test to produce a good score. However, one might want to think about what is left to creativity. If you want creative minds that will be able to think “outside the box” then perhaps the type of test taking we do today is not very good. Do they really show us the true results of learning? Memorization is something we can all do but it usually doesn’t stay with us. Once the test is over we forget. Whereas when we do work hands on, relate and discuss the subject matter, we actually remember. Based on the fact that people have different intelligences and learn differently, test taking is unfair. Also, I believe that if we started to look into all the cases of children with ADHD or ADD, and if we changed their schedule in school and the way they have to learn, this number would dramatically decrease. They probably would no longer have a disorder. (I don’t disregard with the fact that there are many with this disorder but I don’t think it is as many as we see. I think medication is an easy way out instead of having to deal with change).

6) Teaching Tolerance

A Historical Primer On Economic (In)Equality
• Level:
• Grades 6 to 8
• Grades 9 to 12
• Subject:
• Reading and Language Arts
• Social Studies

This lesson is research based and it deals with the American economy. It takes a close look at different groups in America: workers and businessmen and the role of the union. WWII and its effects on the American economy as well as globalization and the well fair system. Immigration, feminist povertry and social policies for people with disabilities.

I would use a combination between social studies and language arts to explore this subject. If I had the opportunity to work together with the social studies teacher and I was the English teacher then I would make a project out if. It would be a research project. Cause and effect paper. The paper would be presented together with supportive pictures and timelines.

This lesson would be for 9 and 10. It would cover Content standards for English Languge and Arts:
1.0 Writing Strategies Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose. Students progress through the stages of the writing process as needed. Organization and Focus 1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus throughout the piece of writing. 1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. Research and Technology 1.3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. 1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions). 1.5 Synthesize information from multiple sources and identify complexities and discrepan-cies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents). 1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas. 1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style). 1.8 Design and publish documents by using advanced publishing software and graphic programs. Evaluation and Revision 1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. 59
Grammar and Mechanics of Writing 1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens). 1.2 Understand sentence construction (e.g., parallel structure, subordination, proper place-ment of modifiers) and proper English usage (e.g., consistency of verb tenses). 1.3 Demonstrate an understanding of proper English usage and control of grammar, para-graph and sentence structure, diction, and syntax. Manuscript Form 1.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. 1.5 Reflect appropriate manuscript requirements, including title page presentation, pagina-tion, spacing and margins, and integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations.
Social Studies Content Standard:
Historical Interpretation 1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments. 2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect. 3. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values. 4. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.

7) Multicultural Education and Equity Awareness Quiz

Question #2. Compared with White women, how likely are African American women in the U.S. to die during childbirth due to a lack of access to prenatal care. Answe: 4 times as many

It is important to take a closer look at the age group we are talking about to make a better analyzis of the situation. Are we looking at adult women that have gradutated from high school or are we looking at high school drop outs. What age groups are we comparing? Having said that these statistics are frightening. But much of it stems from our health system and the way it is structured. I also believe it stems from education and how affluent the children are. Clearly we see that the white women are at an advantage in comparison to the African American women. A white woman might have more options than the average African American woman. To generalize, white woman might have more education and more money and support from her family to receive prenatal care whereas the African American woman doesn’t. Due to lack in education and support from the home environment the African American woman might feel more intimidated to get help and assistance. Many African American families might also not have health insurance which leaves the African American woman to less options. She might wait to go to the hospital till last minute which is at time of giving birth.

Question #4. In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest countries in the world based on 40 indicators of child well-being. Which two countries received the lowest ratings?
The categories that were used for this study are:
Material well-being; Health and safety; Educational well-being; Family and peer relationships; Behaviours and risks; Subjective well-being.

It is very sad and disappointing to see that the statistics show the USA as one of the countries at the bottom. Especially since the USA is the “greatest” economy in the world. What is the USA lacking? I believe, the overall belief system politically and socially. How you value people from the day you are born. Is a child’s ideas and points of view worth while listening to? When I grew up I always felt equal to my parents and other adults. I was never intimidated or felt threatened. I feel the US society is more authoritative. I don't think I have ever heard as much about punishment as I have in this country. Children are people and what they have to say and what they are thinking is very interesting, good or bad. And it can be very uncomfortable sometimes to listen to your children. Oftentime they are very truthful. Valuing children's opinions from a very young age is very important. Letting them join into coversations and debates. Looking then at the family relationship. How are you supposed to develop a good family relationship when you don’t have much time on your hands to spend with your children? Hard working Americans need more time to spend with their families. They need more vacation time to spend quality time with their children. Vacationing and spending time together as a family is extremely important. People are not more productive just because they work more on paper. I also believe that in this country the gap between poor and rich is extreme. I would never in a million years have thought I would see houses as big as I have seen here. Well, perhaps if I visit one of our castles in Europe. Children that grow up in poor and under previlaged neighborhoods are going to suffer the consequences.
The educational well being stems from the way societies are built and structured. In many of the European countries, you can almost be guaranteed to have a good school that will provide a child with a good and competitive education and you don’t have to pay for it People also have access to a health system that is safe and that will take care of them. A parent doesn’t have to worry about their children being sick and not being cared for. "Nutrition affects a child's cognitive, social and emotional developement. Children who do not get the nutritious food their bodies need are more likely to have problems learning and interacting with their teachers and peers." The San Diego Food Bank has a program called The Food 4 Kids BackPack Program. To me, it is amazing that we have to do this in the USA. But it is yet another sign of the desparaties between rich and poor and how this society value its children.

8)Netiquette Guidelines.
While I had no experience about netiquette before taking this test,
I believe netiquette has to do with a lot of common sense.
Test scores: 1b,2d,3b,4c,5c,6b,7a,8b,9d,10d

It is important to know how to manage your emails and the way you correspond over the internet. In ordinary conversations/communcation, we use bodylanguage. We look at people's facial expressions, their eyes or how they move their hands and arms while talking. We can also listen to their voices and hear from their tone of voice if they are very angry
:-II, happy :-), or shouting at us :-V. Since we don't have these little nuances when we write emails, text or use the internet, it is very important to choose our words and the way we compose our messages online carefully. The emoticons are useful for the receiver in order to interpret the meaning of the message just like if you were to speak directly to someone. When I see a smiley :-) face after a sentence I can picture that person speaking to me and I know they are in a good mood when talking to me.
I think it is important to teach students a good practice for cyber communication. The younger they are, the less likely they are to understand how their email or text can really hurt or offend someone. It is probably good to avoid sarcasm and jargon when using texting or emailing. I think having an established history with the receiver of the message is very important too. If we don't know someone that well, then I think it might be a good idea to perhaps pick up the phone instead and have a voice conversation. These are little things that students should know. We don't deliver negative news online. They should be delivered in person or by voice conversation. Today, students have been given the opportunity to use texting and email. They are online using facebook and my space. They were never taught how to use it with respect. We all have to go to school to learn how to be good writers and how to hold a speech, but we are not taught how to use communication in cyberspace. Since this is part of all children's reality today, this should be part of education.

Sunday, February 21, 2010

Journal 2 Using Podcasts to Develop a Global Perspective Nets 1, 3, 4, 5

Maguth, B.M., & Elliott, J. (2009-2010). Using Podcasts to develop a global perspective . ISTE, 37(February No. 5), Retrieved from Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25244&DirectListComboInd=D


In this article, Brad M. Maguth and Jeff Elliott, integrates many different subject matters under one “umbrella.” The students learn about global issues, different cultures and their different point of views on these issues. They also learn about different forms of communication. For the purpose of this project, the students use the debate as a format for discussion and teaching. While researching the different subject matters for the debate, the students learn about diverse cultures and their different points of view regarding these global issues. The choice of technology to record the debate is the podcast. By finally posting the results of the debate on the internet, these students are able to reach an audience that reaches much further than the class room and their own parents. It also teaches them a sense of responsibility when it comes to showcasing accurate information.


This way of teaching showed a lot of creativity and it really took the meaning of education to a different level. When you role play and put yourself in somebody else’s “shoes,” you all of a sudden open up the door to a greater sense of understanding and possibly a greater willingness to understand. The use of the podcast and the internet forces you to think about the information you put on the internet. These students really crossed the boarders at all levels. Not only did they explore different cultures and their points of views on these serious global issues but they also tried to share their findings and conclusions of the result globally using the internet. I think it was great how the teachers used many different communication channels for this project. Research, debate, creating a script, journal taking, technology etc. I know I would have enjoyed being in this class.

Question #1

Can this format be used to engage in discussions regarding global issues with students in the same grade level from different countries?

I believe there are no boundaries today. The internet has opened up a great opportunity to bridge cultures. What better way than to start in the class room. It would be great if my 10th grader, while studying AP European History, could engage in discussions live with 10th graders from different European countries. What if you had cooperating schools, one from France, one from Italy and one from England, you would have some chosen topics picked by the teacher representative from each school. Then you would have a chosen format for the discussion etc. I believe the students would learn so much more because it all becomes real. When reading about France in a history book, it could easily become very boring for many students that do not necessarily like reading very much. But if they can be engaged in a live discussion so they can find a greater purpose for reading, they will be more motivated.

Question #2

Should every high school have as a requirement to take a class teaching the use of the internet?

As much as we use the internet today, I am surprised that there are no classes teaching students the responsibility that comes along with the use of the internet as well as teaching students the endless possibilities on how to use the internet. Being in this class, I have already learned a lot. Most things I learn are things I did not even know was available. It has opened up a new window to technology and its advantages. Internet use should be part of the curriculum today. Every student should know how to use a search engine and how to look up information. The way these teachers used the internet as part of teaching was to these students’advantage.

Friday, February 12, 2010

Journal 1 Computing in the Clouds Nets 5

Johnson, D. (2009). Computing in the clouds. Learning and Leading with Technology, 37(4), Retrieved from

In this article, Doug Johnson, argues that computing in the clouds is the direction we are heading toward.  Throughout the article, Johnson, shows us how information will become more and more accessible for students and staff.  It will also be cheaper to use information. We are no longer dependent on purchasing expensive computers with great hard drives to store our information on, neither do we have to purchase software programs so we can write up essays for school or create a nice power point presentation.  As long as we can access the internet, we can also access our own “work.”  He continues to talk about the Netbook and how this device can help lower the cost for schools that can’t afford to purchase computers.  He also brings up the security of working in the clouds. He responds to questions such as how safe is it to store your information anywhere else than on your own computer and who owns the information.  Finally, he touches on adequate knowledge for educators to transmit the technological advantages that seem to know no boundaries to their students.  
To work in the cloud takes on a whole new meaning to me after reading this article. First I would like to say that I feel very humbled when I read this article and realize just how little I know about the technological advantages you can utilize to your own benefit.  I had also never heard the term “to work in the cloud” till I read this article. But when I think about it, I do it all the time. When I want to make a pdf, I don’t go and purchase a software program to do it.  I rather go on the internet and search for free pdf converters.  It is absolutely fabulous.  I can also find many free trial programs and editing programs that I use for pictures, I just never thought about it as working in the cloud. Having the possibility to compute in the clouds opens the possibility to be completely virtual. I never have to be in one place to do my work.  Working “in the clouds” opens up the possibility to students to bring their school work anywhere as long as there is internet access. I can also work in any setting without worrying about my “information.” Everything just seems easier. Where is the catch? It just seems too good to be true.
Queston #1
Will the academic divide between the students in affluent areas and poorer neighborhoods increase even more if we start using Netbooks in the class room or is it possible to bridge some of the gap?
I have never used a Netbook, but from reading about it, it seems very useful and inexpensive. I believe the Netbook will serve as an inexpensive option for schools that can’t afford to purchase computers for their students.  But then again, there are many schools that probably will not be able to purchase the Netbooks either.  If schools move away from computers and expect their students to have Netbooks when they come to class, then I believe the gap will grow further.  There are many inexpensive computers on the market today, and still many people that don’t have a computer at home.  I do see how information is much more affordable to come by if using the Netbook and I believe that there are many schools that might be able to take advantage of this fact. Companies might also be more likely to donate Netbooks to a school than to give away an expensive computer. Overall, I believe that access to technology and information will always be a barrier between the students that have and the ones that don’t have and I don’t think the Netbook will help bridge the gap.
Question #2
What will the expectations be from the teachers in the class room and their knowledge about this technology?
It seems like if we use the Netbooks in the class rooms, the teachers are going to have to be much more technologically advanced in their knowledge. “Computing in the clouds” opens up the door to basically anywhere. Right now we have some sort of check and balance because we have the software on our computers in schools and the teachers for the most part know what the students are doing. Or at least should do. Once students” leave” their stationary class room computer, they will be able to access all and any type of information. They have to enter the internet to access their own files.  I don’t see how you can work securely if you are out in cyberspace where anybody can enter your data and you can enter others data. I thing this questions needs to be explored further.

Sunday, January 24, 2010

Welcome to Charlotte's Web :-)

Hi Everyone!
My name is Charlotte and I was born and raised in Sweden. I grew up in Jarfalla. A suburb approximately 20 minutes north of Stockholm. Stockholm is the capital of Sweden. Stockholm is a very metropolitan city full of life and culture to be explored. It especially comes to life during the summer. Growing up I did not move around at all. Swedish people actually tend to stay pretty much in the same city without moving around too much. Unless you move abroad for a
job opportunity or you find somebody interesting to settle down with, which is my case (found myself a beach boy from Huntington Beach). Otherwise we are pretty much like boomerangs..."we always come back." We do not have Kindergarten in Sweden. We start school the year we turn 7 years old. That is our 1st grade. From the time I was in first grade till I was 15 years old, I attended the same class. Elementary school was between 1st-6th grade. Grades 7-9 are similar to middle school and freshman in high school. When you turn 16 you start upper secondary school or the gymnasium as we call it. You have an opportunity to select different fields of interests ones you enter this stage. There are public schools offering traditional schooling which would prepare you for the field of science or business etc. There are also charter schools and trade schools that you can choose from as well. The options have dramatically changed since I was in school.
Something we still all have in common though and that we all still need to do is to have our basic course work done in language, math, science and social studies. We are all introduced to English in school at the age of 9. When we are in 7th grade we select one more language. This could be any language offered by the school. For example, Spanish, Italian, French, German, Japanese, Chinese etc. Once we start upper secondary school/gymnasium we can select a third language. Most do select a third language. My field of interest was economics. In my course work my electives were economics, business law, administration and language. I started when I was 16 years old and was done when I was 19 years old. Once we graduated, some of us decided to go to the university, travel abroad or just go straight into the work force. I choose to work and travel. I worked for a major bank in Sweden and also for an appraisal firm. I traveled to England to work as an au pair and to Spain to study Spanish. During this time I got accepted to law school twice but turned it down both times. I don't think I was ready to stay focused. I eventually ended up in San Diego. At this time I decided to attend school. I started out at Mesa College (still not sure of what I wanted to do) and continued on to UCSD. I graduated with a B.A. in Media and Communication.
I remember vividly when we had to start taking computer classes in school. I was terrified and hated anything and everything that had to do with technology. It is actually funny to think back about this time, because today I love how we can use technology and I can't live without it. Or I should say I can't live without my PC. I do have the latest version office 07. Transitions are always first I did not like it cause I was so used to the older version, but now it is the greatest. It gives you very good options to work with that you did not have before. I would love to purchase a MAC. It is actually on my list. I am very curious to learn how to work with the MAC. It is a great opportunity to be able to do so in EDU 422. I have never been much of a phone person. I think I started to really dislike the phone when I worked as a marketing communications manager for Ericsson Telecom and was on my cell phone all the time. I used to get headaches. Now, texting is something that I just started to really enjoy. I was very hesitant at first but soon realized...this is really cool and useful to me. I text my children and my husband when he is in meetings and we can't talk on the phone. In total, I don't know what I would do without my computer.
After having been shuffled around at SDSU I decided to explore CSUSM. I had heard only good things about this university. Once I met with the staff at the Special Education Department I was convinced I wanted to continue school at CSUSM. Knowing that they also offer a great Master of Education program in conjunction with UCSD was a decisive factor. I think it is crucial to be in an institution that not only focuses on the academic part of the education but also integrates the professional aspect as well. Once you have your education you need to know how to utilize it. I believe San Marcos offers that experience. Diversity is also a key factor. We need to be multi faceted and be able to show sensitivity and understanding towards people from different walks of life. I am an eager learner and I love to listen to people and what they have done in life or what they currently do. I am always intrigued and find that if I take the time to ask questions and listen there is so much to learn. I did not know what the mission statement for CSUSM was before I decided to pursue my degree here but after reading it I think it is in line with what I believe in and what I want from a university.