Thursday, April 29, 2010
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 http://jccsinternetsafety.
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 http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25441&DirectListComboInd=D
Summary
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.
Reflection
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.
Summary
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.
Reflection
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 http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25508&DirectListComboInd
Summary
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.
Reflection
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.
Summary
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.
Reflection
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 http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
Summary
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.
Reflection
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.
Summary
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.
Reflection
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 http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
Summary
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.
Reflection
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.
Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=4516&ContentID=25443&DirectListComboInd=D
Summary
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.
Reflection
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 http://4teachers.org. 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.
http://www.oncoursesystems.com 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
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 http://4teachers.org. 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.
http://www.oncoursesystems.com 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
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