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 http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25237&DirectListComboInd=D

Summary
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.

Reflection
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.

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.

NewsletterCLC

Social Bookmarking Delicious.com 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.


3)CYBERBULLYING

“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.

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 http://www.iste.org/AM/Template.cfm Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25244&DirectListComboInd=D

Summary

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.

Reflection

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.

Journal 1 Computing in the Clouds Nets 5

Johnson, D. (2009). Computing in the clouds. Learning and Leading with Technology, 37(4), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/DecemberJanuaryNo4/Computing_in_the_Clouds.htm

Summary

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.  

Reflection

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.

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 hard...at 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.