“Are Schools Inhibiting 21st Century Learning?”
The Journal
By Dave Nagel
This article focuses on the use of technology in schools. When recently polled, 40% of students said teachers limit their use of technology in schools while 45% said that school security measures on technology were limiting their ability to take advantage of technology to aid in their learning experiences. However, students and teachers did agree that technology use in education had overall improved students learning experiences. Specifically, students and teachers have seen the value technology games have had on students’ interest in schooling. Difficult subjects like math and science are more fun when students can use technology games to assist in their learning experiences. Ironically, even though both students and teachers have admitted to the benefit of technology games in the classroom, only about 11% of teachers use technology games in the classroom. Also, teachers have noted the importance of using mobile technology in the classroom to help their students learn. Mobile technology includes devices such as “laptop computers, cell phones, and digital media players (pg. 3).” When asked what equipment they would implement in their 21st century classroom, most teachers said they would implement laptop computers.
Questions:
1) Which technological device would I want to implement most in my classroom?
I would want to implement laptop computers into my classroom. Laptop computers are more versatile than desktop computers. Also, if the school allows it students can check them out and take them to finish their homework.
2) Is limiting web browsing security measures really limiting students’ ability to take advantage of technology in the classroom?
I do not believe that web browsing security measures are limiting students from taking advantage of technology in the classroom. Students have a huge amount of access to technology rich resources on the Internet regardless of web browsing security measures.
Friday, April 18, 2008
Friday, March 21, 2008
Journal #8
Making Field Trips Podtastic!
By Aliece M. Weller, John C. Bickar, and Paul McGuinness
March 2008
Students traveled to the Boston Museum of Science to visit an exhibit that was designed to engage students in learning. This article focuses on the importance of technology in engaging students to learn more when they travel on field trips.
Using podcasting, a form of digital media that is distributed over the Internet, students can access information in the museum that adds to their learning experience. For young students especially, podcasting is an excellent way to grab students’ attention and help them get involved in an exhibit. According to the article students could, “take digital photos and videos; record audio interviews of other museum staff and visitors, as well as ambient audio; record notes in a variety of text and audio formats; and access additional information via the Internet on topics of their choosing,” during their podcasting visit to the museum (p.19).
Podcasting allows students to have a more personalized visit to the museum while also walking away with valuable information. Using podcasting teachers can even add information to enhance their students’ experiences in the form of quizzes and additional lessons.
1) Is podcasting at a museum a good idea for all students?
Yes! Podcasting is a great idea for all students because it taps into each individual student’s learning styles. Whether a student is a kinetic learner, an auditory learner, or a visual learner, podcasting has a way of engaging each type of student.
2) What are some of the pitfalls of using podcasting on a field trip?
One pitfall of using podcasting on a field trip or in any classroom is having the funds to implement such a technology. Unfortunately, podcasting is not inexpensive. It involves computers (desktop or laptop), Internet access, and in some cases microphones, and additional computer software like iTunes and Final Cut Pro. For most schools this kind of technology is too expensive and therefore not conducive for many schools.
By Aliece M. Weller, John C. Bickar, and Paul McGuinness
March 2008
Students traveled to the Boston Museum of Science to visit an exhibit that was designed to engage students in learning. This article focuses on the importance of technology in engaging students to learn more when they travel on field trips.
Using podcasting, a form of digital media that is distributed over the Internet, students can access information in the museum that adds to their learning experience. For young students especially, podcasting is an excellent way to grab students’ attention and help them get involved in an exhibit. According to the article students could, “take digital photos and videos; record audio interviews of other museum staff and visitors, as well as ambient audio; record notes in a variety of text and audio formats; and access additional information via the Internet on topics of their choosing,” during their podcasting visit to the museum (p.19).
Podcasting allows students to have a more personalized visit to the museum while also walking away with valuable information. Using podcasting teachers can even add information to enhance their students’ experiences in the form of quizzes and additional lessons.
1) Is podcasting at a museum a good idea for all students?
Yes! Podcasting is a great idea for all students because it taps into each individual student’s learning styles. Whether a student is a kinetic learner, an auditory learner, or a visual learner, podcasting has a way of engaging each type of student.
2) What are some of the pitfalls of using podcasting on a field trip?
One pitfall of using podcasting on a field trip or in any classroom is having the funds to implement such a technology. Unfortunately, podcasting is not inexpensive. It involves computers (desktop or laptop), Internet access, and in some cases microphones, and additional computer software like iTunes and Final Cut Pro. For most schools this kind of technology is too expensive and therefore not conducive for many schools.
Journal #7
Envisioning the Future of Education
By Mark Van ‘T Hooft
March 2008
This article looks at the importance of technology in education and its role in changing the way students learn on a daily basis. According to the author, Mark Van ‘T Hooft, “… learning and formal education are increasingly at odds, as more and different types of learning are happening outside of the classroom than in it. (p.13)” Hooft also points to the importance of learning while mobile.
Learning while mobile, according to Hooft, allows for the learner to be more connected with the teacher and involve conversation and more interactions than would otherwise happen in the classroom. Learning while mobile also allows the learner, or student in most cases, to be connected with environments they would otherwise not have access to without technology. For example, the Internet allows students to access websites with valuable new information on current events as well as historic events. They can learn about developing sciences and emerging art forms all with the click of a button. How else could students learn about all of this without the Internet, a mobile technology?
Although the concept of learning while mobile sounds great, it does have a few bumps that need smoothing over. Hooft points to the fact that several factors hinder the concept of learning while mobile from being truly exceptional. These factors include the “participation gap”, “transparency problem”, “ethics challenge”, and “fear factor” (p.16). Hooft claims that the way to combat these negative aspects of learning while mobile is for schools to teach, “creative thinking and problem solving” skills to their students (p.16).
1) How do you see the future of technology changing education?
I see the future of technology drastically changing education. In a few more years I believe that more and more students will be opting for online education classes verses traditional in-school classes. Already many universities are offering online classes to their students and in the future I see high schools and possibly middle schools offering the same type of classes online. Students respond well to technology and could benefit hugely from online classes. Only time will tell if my predication will come true.
2) Do you believe that there is really more learning happening outside the classroom than in it as Hooft claims?
I believe there is more learning happening outside of the classroom for some students but not all students. I think that some students who have no respect for their teachers may learn more from technology and the Internet than they do in a classroom. However, I still believe that many students benefit from the learning that occurs in a classroom.
By Mark Van ‘T Hooft
March 2008
This article looks at the importance of technology in education and its role in changing the way students learn on a daily basis. According to the author, Mark Van ‘T Hooft, “… learning and formal education are increasingly at odds, as more and different types of learning are happening outside of the classroom than in it. (p.13)” Hooft also points to the importance of learning while mobile.
Learning while mobile, according to Hooft, allows for the learner to be more connected with the teacher and involve conversation and more interactions than would otherwise happen in the classroom. Learning while mobile also allows the learner, or student in most cases, to be connected with environments they would otherwise not have access to without technology. For example, the Internet allows students to access websites with valuable new information on current events as well as historic events. They can learn about developing sciences and emerging art forms all with the click of a button. How else could students learn about all of this without the Internet, a mobile technology?
Although the concept of learning while mobile sounds great, it does have a few bumps that need smoothing over. Hooft points to the fact that several factors hinder the concept of learning while mobile from being truly exceptional. These factors include the “participation gap”, “transparency problem”, “ethics challenge”, and “fear factor” (p.16). Hooft claims that the way to combat these negative aspects of learning while mobile is for schools to teach, “creative thinking and problem solving” skills to their students (p.16).
1) How do you see the future of technology changing education?
I see the future of technology drastically changing education. In a few more years I believe that more and more students will be opting for online education classes verses traditional in-school classes. Already many universities are offering online classes to their students and in the future I see high schools and possibly middle schools offering the same type of classes online. Students respond well to technology and could benefit hugely from online classes. Only time will tell if my predication will come true.
2) Do you believe that there is really more learning happening outside the classroom than in it as Hooft claims?
I believe there is more learning happening outside of the classroom for some students but not all students. I think that some students who have no respect for their teachers may learn more from technology and the Internet than they do in a classroom. However, I still believe that many students benefit from the learning that occurs in a classroom.
Tuesday, March 11, 2008
Journal #6
Journal #6 Photo Sharing
Photography sharing is literally sharing photographs with others via the Internet. You can share photographs by uploading them and putting them on your blog page, web page, sending them with an e-mail attachment, and posting them as your picture for an online dating service.
Using a website like Flickr (you can sign up for free) you can upload your pictures and organize them in a variety of ways. You can organize your photos into sets with common themes (usually a few photos) or you can organize them into collections (usually several photos). Once you have organized them you can then share them with others.
There are three options for sharing your photos with others. You can share them publicly, publicly by invitation only, and privately. Within these three options you can create a discussion board where you can discuss problems or concerns you have with other people who are also photosharing.
A recent addition to Flickr is the ability to add photos to maps. If you took a trip and wanted to show everyone exactly where you took a certain photo, Flickr now lets you accomplish this task. Flickr also lets you create a variety of ways to display your photos. You can create blurb photo books (tells a story), image kind prints, moo cards (aka business cards), photo books (random collection of photos) and calendars, postage stamps, and photo cubes.
In the discussion boards I followed people mostly asked questions about how to solve problems they were having with the technology. One person asked how to include hotspots, a source of information that appears when you drag your mouse over a photo, on some of her photos. Another person wanted to get others involved in taking a photo on a certain day at a certain time different places in the country and then posting them in a collection.
There are so many ways to share photos with other people that the possibilities seem endless. You can use photo sharing to enhance anything you create online.
Photography sharing is literally sharing photographs with others via the Internet. You can share photographs by uploading them and putting them on your blog page, web page, sending them with an e-mail attachment, and posting them as your picture for an online dating service.
Using a website like Flickr (you can sign up for free) you can upload your pictures and organize them in a variety of ways. You can organize your photos into sets with common themes (usually a few photos) or you can organize them into collections (usually several photos). Once you have organized them you can then share them with others.
There are three options for sharing your photos with others. You can share them publicly, publicly by invitation only, and privately. Within these three options you can create a discussion board where you can discuss problems or concerns you have with other people who are also photosharing.
A recent addition to Flickr is the ability to add photos to maps. If you took a trip and wanted to show everyone exactly where you took a certain photo, Flickr now lets you accomplish this task. Flickr also lets you create a variety of ways to display your photos. You can create blurb photo books (tells a story), image kind prints, moo cards (aka business cards), photo books (random collection of photos) and calendars, postage stamps, and photo cubes.
In the discussion boards I followed people mostly asked questions about how to solve problems they were having with the technology. One person asked how to include hotspots, a source of information that appears when you drag your mouse over a photo, on some of her photos. Another person wanted to get others involved in taking a photo on a certain day at a certain time different places in the country and then posting them in a collection.
There are so many ways to share photos with other people that the possibilities seem endless. You can use photo sharing to enhance anything you create online.
Journal #4
NEA Today March 2008
Mind the Gap: It’s a high-speed, high-def, WI-Fi world. But not for everybody.
Written by Cindy Long
Children without computers and access to the Internet in 2008?!? This cannot be true but sadly it is. This article mentions how there are approximately 30 million American households without computers and thus those families have no access to the Internet at home. In order for these Americans to get access to computers they are forced to travel either to the local library or a school library. For students, not having access to computers at any given moment is detrimental to their academic career. More and more students are required to use computers to type reports and conduct important research online on a daily basis. Computers are therefore essential to students’ success. For those students who do not have daily easy access to computers they are in jeopardy of falling into the “digital divide” otherwise known as the participation gap. According to the article, 39 percent of Hispanic children, 45 percent of Black children, 11 percent of Asian and Pacific Islanders children, and 15 percent of White children only have access to computers at school or the local library (Long, 1). The article seeks to encourage people to press for Internet access for all through contacting the local and federal governments.
Questions:
1) How can we implement a universal Internet program realistically?
I do not think it is possible to implement a universal Internet program realistically, that’s the problem. In order for everyone to have access to the Internet they would first have to have a computer at home. As the article mentions, 30 million American households do not have computers. If 30 million American households do not have computers how can we possibly hope to give Internet access to every American? I think this is a noble idea but not a practical one.
2) How could the “digital divide” affect me as a future teacher?
The “digital divide” could severely affect me as a future teacher. As a teacher I will definitely expect that all my students will have access to computer daily. Unfortunately, I know that this is unrealistic. However, as an educator I will be required to uphold the state teaching standards and thus will have to expect my students to use computers and the Internet daily. I will try to allow some leeway on assignments dealing with computers.
Mind the Gap: It’s a high-speed, high-def, WI-Fi world. But not for everybody.
Written by Cindy Long
Children without computers and access to the Internet in 2008?!? This cannot be true but sadly it is. This article mentions how there are approximately 30 million American households without computers and thus those families have no access to the Internet at home. In order for these Americans to get access to computers they are forced to travel either to the local library or a school library. For students, not having access to computers at any given moment is detrimental to their academic career. More and more students are required to use computers to type reports and conduct important research online on a daily basis. Computers are therefore essential to students’ success. For those students who do not have daily easy access to computers they are in jeopardy of falling into the “digital divide” otherwise known as the participation gap. According to the article, 39 percent of Hispanic children, 45 percent of Black children, 11 percent of Asian and Pacific Islanders children, and 15 percent of White children only have access to computers at school or the local library (Long, 1). The article seeks to encourage people to press for Internet access for all through contacting the local and federal governments.
Questions:
1) How can we implement a universal Internet program realistically?
I do not think it is possible to implement a universal Internet program realistically, that’s the problem. In order for everyone to have access to the Internet they would first have to have a computer at home. As the article mentions, 30 million American households do not have computers. If 30 million American households do not have computers how can we possibly hope to give Internet access to every American? I think this is a noble idea but not a practical one.
2) How could the “digital divide” affect me as a future teacher?
The “digital divide” could severely affect me as a future teacher. As a teacher I will definitely expect that all my students will have access to computer daily. Unfortunately, I know that this is unrealistic. However, as an educator I will be required to uphold the state teaching standards and thus will have to expect my students to use computers and the Internet daily. I will try to allow some leeway on assignments dealing with computers.
Thursday, February 28, 2008
Journal #3
The Five Don’ts of Classroom Blogging
By Julie Sturgeon
The Journal
February 2008 Issue
Summary
This article discusses the benefits and downfalls of classroom blogging. According to Brock Dubbels, a high school teacher in Minnesota, blogging in the classroom is beneficial for his students. He says that students perform better when they know their peers will be reviewing their work instead of just the teacher. However, Dubbles notes that blogging is not all fun and games. Teachers need to be aware that without strict guidelines students will push the envelope on what is appropriate and what is not. In some cases students’ inappropriate remarks have gotten their teachers in trouble. Some teachers avoid using blogging in the classroom for this very reason. The article goes on to suggest some don’ts for teachers when using blogging in their classroom. “Don’t just dive in,” “don’t confuse blogging with social networking,” “don’t leap at the freebies,” “don’t force a sequential style,” and lastly “don’t leave the blogging to the students.” All these are valuable suggestions for any teacher considering implementing blogging in their classroom.
Questions:
1) Would you consider implementing blogging in your classroom?
Yes. I would consider implementing blogging in my classroom. I feel students would respond well to the implementation of a technology they are familiar with and find fun. I am aware that some students would try and take advantage of the situation and get away with writing inappropriate material. In order to curb these tendencies I would work hand and hand with the technology staff on campus to implement strict security procedures so that I could track down students who violate my guidelines.
2) Are there any other don’ts you would add to the five mentioned above?
No. The five don’ts of classroom blogging seem to be all encompassing. I cannot think of any more don’ts to add to the list. However, when I start teaching and implement this idea in my classroom I might be able to come up with more don’ts. I always find that once you start actually doing something rather than just talking about it you learn more and discover better techniques and work out the little quarks along the way.
By Julie Sturgeon
The Journal
February 2008 Issue
Summary
This article discusses the benefits and downfalls of classroom blogging. According to Brock Dubbels, a high school teacher in Minnesota, blogging in the classroom is beneficial for his students. He says that students perform better when they know their peers will be reviewing their work instead of just the teacher. However, Dubbles notes that blogging is not all fun and games. Teachers need to be aware that without strict guidelines students will push the envelope on what is appropriate and what is not. In some cases students’ inappropriate remarks have gotten their teachers in trouble. Some teachers avoid using blogging in the classroom for this very reason. The article goes on to suggest some don’ts for teachers when using blogging in their classroom. “Don’t just dive in,” “don’t confuse blogging with social networking,” “don’t leap at the freebies,” “don’t force a sequential style,” and lastly “don’t leave the blogging to the students.” All these are valuable suggestions for any teacher considering implementing blogging in their classroom.
Questions:
1) Would you consider implementing blogging in your classroom?
Yes. I would consider implementing blogging in my classroom. I feel students would respond well to the implementation of a technology they are familiar with and find fun. I am aware that some students would try and take advantage of the situation and get away with writing inappropriate material. In order to curb these tendencies I would work hand and hand with the technology staff on campus to implement strict security procedures so that I could track down students who violate my guidelines.
2) Are there any other don’ts you would add to the five mentioned above?
No. The five don’ts of classroom blogging seem to be all encompassing. I cannot think of any more don’ts to add to the list. However, when I start teaching and implement this idea in my classroom I might be able to come up with more don’ts. I always find that once you start actually doing something rather than just talking about it you learn more and discover better techniques and work out the little quarks along the way.
Journal #2
Speaking Math Using Chat in the Multicultural Math Classroom
By Janet Graham and Ted Hodgson
Learning and Leading with Technology
February 2008 Issue
Summary
This article focuses on how math classes can use chat rooms and forums to help students learn math. A chat room is an online ongoing talk between two or more people. It is like e-mail but you don’t have to wait so long for a response it is instantaneous. Children use chat rooms all the time at home to stay in contact with their friends. Students can now use this same technology to help them in the classroom.
There is a bit more structure involved in a classroom based chat room verses a common online chat room such as AIM. Teachers have control over what their students write for the most part. Teachers help to guide students learning by giving them assignments to complete in the chat room. For example, students would respond to a teacher’s question such as, “Are a factor and a zero the same thing? If you said yes, define factor. If you said no, tell the difference. Use the words: expression and factor.” A question like this gives students the opportunity to discuss among themselves to discover the answer in a fun, creative way.
Questions:
1) Can this idea be used in non-math classrooms to benefit students?
Yes, I believe that this is a great idea that could be used in any classroom. As a future teacher I would like to implement this idea in my lesson plans. Students respond well to other students’ feedback and have the ability to bounce ideas off each other. I would use this idea in my U.S. History class to help students review for exams. I would ask each student to explain one important battle that occurred during the Civil War. Students would be required to explain where the battle occurred, when it occurred, who were the important generals involved and lastly who won. I believe that this would be a good exercise for students to not only help them review important information but also they could help fellow classmates who are struggling.
2) How might this be a negative influence in the classroom?
This could be a negative influence in the classroom because students who do not have access to a computer at home would find this assignment to be very difficult. As a teacher I have to remember that not all my students come from family’s that can afford to own a computer. If a student had to go to the school or public library to complete this assignment it might make this assignment less enjoyable for that student to complete.
By Janet Graham and Ted Hodgson
Learning and Leading with Technology
February 2008 Issue
Summary
This article focuses on how math classes can use chat rooms and forums to help students learn math. A chat room is an online ongoing talk between two or more people. It is like e-mail but you don’t have to wait so long for a response it is instantaneous. Children use chat rooms all the time at home to stay in contact with their friends. Students can now use this same technology to help them in the classroom.
There is a bit more structure involved in a classroom based chat room verses a common online chat room such as AIM. Teachers have control over what their students write for the most part. Teachers help to guide students learning by giving them assignments to complete in the chat room. For example, students would respond to a teacher’s question such as, “Are a factor and a zero the same thing? If you said yes, define factor. If you said no, tell the difference. Use the words: expression and factor.” A question like this gives students the opportunity to discuss among themselves to discover the answer in a fun, creative way.
Questions:
1) Can this idea be used in non-math classrooms to benefit students?
Yes, I believe that this is a great idea that could be used in any classroom. As a future teacher I would like to implement this idea in my lesson plans. Students respond well to other students’ feedback and have the ability to bounce ideas off each other. I would use this idea in my U.S. History class to help students review for exams. I would ask each student to explain one important battle that occurred during the Civil War. Students would be required to explain where the battle occurred, when it occurred, who were the important generals involved and lastly who won. I believe that this would be a good exercise for students to not only help them review important information but also they could help fellow classmates who are struggling.
2) How might this be a negative influence in the classroom?
This could be a negative influence in the classroom because students who do not have access to a computer at home would find this assignment to be very difficult. As a teacher I have to remember that not all my students come from family’s that can afford to own a computer. If a student had to go to the school or public library to complete this assignment it might make this assignment less enjoyable for that student to complete.
Journal #1
Social Networking for the K-12 Set
By Jim Klein
This article featured in Learning and Leading with Technology Magazine in the February 2008 issue focused on integrating helpful, easy-to-use, technology aids to assist students and teachers in the classroom. Teachers need a way to communicate between one another, share teaching strategies, and get in touch with their students. At the same time, students need visual aids to help them learn new ideas and the ability to communicate with teachers at the push of a button. Both of the challenges teachers and students face is connecting with each other and learning new ways to find information. By implementing social networking in the classroom both teachers and students will have the tools they need to succeed. According to the article, “SUSD Teacher and Student Community sites, dubbed ‘learning landscapes,’ we [education technology leaders] aimed to provide the tools and resources our educators and students needed to better communicate, collaborate, learn, share, and grow not only among themselves, but with the community at large.” The SUSD Teacher and Student Community sites allowed both teachers and students to access a web site in which they could post comments and read comments by other students and teachers.
Questions:
1. What information could I post on this type of website to help my students learn U.S History?
I could post links to websites, which give both summaries and detailed information about topics covered in class. These links would help students to learn the basic information they need to know for tests and also they could explore topics more deeply if they are particularly interested in them. Also, if I receive many e-mails from students with the same particular question about an assignment, I could post the question and answer on the website so every student who had not yet e-mailed me would know the answer as well.
2. How could my colleagues benefit from this type of website?
My colleagues could benefit from this type of website because we, as teachers, could share information and teaching ideas with one another. Teachers could post links to good websites for other teachers to use at their leisure. By sharing good website links each teacher could potentially improve their knowledge about certain subjects.
By Jim Klein
This article featured in Learning and Leading with Technology Magazine in the February 2008 issue focused on integrating helpful, easy-to-use, technology aids to assist students and teachers in the classroom. Teachers need a way to communicate between one another, share teaching strategies, and get in touch with their students. At the same time, students need visual aids to help them learn new ideas and the ability to communicate with teachers at the push of a button. Both of the challenges teachers and students face is connecting with each other and learning new ways to find information. By implementing social networking in the classroom both teachers and students will have the tools they need to succeed. According to the article, “SUSD Teacher and Student Community sites, dubbed ‘learning landscapes,’ we [education technology leaders] aimed to provide the tools and resources our educators and students needed to better communicate, collaborate, learn, share, and grow not only among themselves, but with the community at large.” The SUSD Teacher and Student Community sites allowed both teachers and students to access a web site in which they could post comments and read comments by other students and teachers.
Questions:
1. What information could I post on this type of website to help my students learn U.S History?
I could post links to websites, which give both summaries and detailed information about topics covered in class. These links would help students to learn the basic information they need to know for tests and also they could explore topics more deeply if they are particularly interested in them. Also, if I receive many e-mails from students with the same particular question about an assignment, I could post the question and answer on the website so every student who had not yet e-mailed me would know the answer as well.
2. How could my colleagues benefit from this type of website?
My colleagues could benefit from this type of website because we, as teachers, could share information and teaching ideas with one another. Teachers could post links to good websites for other teachers to use at their leisure. By sharing good website links each teacher could potentially improve their knowledge about certain subjects.
Friday, January 25, 2008
Introduction to Heather
Hello everyone! My name is Heather Thompson. Just in case you have not already figured it out, I LOVE MOVIES!!!!! Whenever I get a spare moment between school and work I watch movies. My favorite movie is Pirates of the Caribbean: The Curse of the Black Pearl. I watch mostly mainstream movies but I also enjoy the occasional independent film. I was born and raised in San Diego. I have lived here my entire life. I attended elementary school in Rancho Bernardo at Westwood Elementary. My middle school years were spent at Bernardo Heights Middle School in Carmel Mountain Ranch. I did not move far for high school (my high school was literally right next door to my middle school). I attended Rancho Bernardo High School and graduated in 2003.
My experience with technology is somewhat limited. I say my experience with technology is somewhat limited because I do not feel that I am technology savvy. Of course I use my computer everyday, but I really do not know how computers work or how to fix problems I encounter while using them. I own a PC and go on it everyday to browse the Internet, listen to iTunes, and play games (I love Roller Coaster Tycoon 2!). During high school I took a Digital Media class in which I used Mac computers to produce short student films. However, I have forgotten most of what I learned because I took that class so long ago.
After reading the CSUSM/COE Mission Statement I learned a great deal about the expectations the College of Education has in regards to its program. Although the Mission Statement had no effect on my decision to attend CSUSM, I am excited to attend a university that promotes diversity in education and life long learning. It is important for future educators to have an understanding of different cultures and others backgrounds. I hope to make a difference in the lives of children through education and I believe CSUSM and the College of Education will help me to achieve that goal.
My experience with technology is somewhat limited. I say my experience with technology is somewhat limited because I do not feel that I am technology savvy. Of course I use my computer everyday, but I really do not know how computers work or how to fix problems I encounter while using them. I own a PC and go on it everyday to browse the Internet, listen to iTunes, and play games (I love Roller Coaster Tycoon 2!). During high school I took a Digital Media class in which I used Mac computers to produce short student films. However, I have forgotten most of what I learned because I took that class so long ago.
After reading the CSUSM/COE Mission Statement I learned a great deal about the expectations the College of Education has in regards to its program. Although the Mission Statement had no effect on my decision to attend CSUSM, I am excited to attend a university that promotes diversity in education and life long learning. It is important for future educators to have an understanding of different cultures and others backgrounds. I hope to make a difference in the lives of children through education and I believe CSUSM and the College of Education will help me to achieve that goal.
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