Blog #8 - Reflection on Blogging

• Looking at the various aspects of using Web 2.0 tools, I find that there are various positives as well as negatives. For use in the classroom it is a wonderful idea to work in lessons where students can do activities such as collaborate on a document online or create a website together. Some disadvantages can include not every student having access to a computer and the Internet to take advantage of such modern lessons. Another setback is that many schools do not have sufficient computers in order for every student to use a computer. If there are sufficient computers, such as at my school, they might lack the speed necessary to work productively in the given time of a class period. All and all, if computers are available for student use, making the effort will assist students in the long run by appealing to their technology-driven life styles.
• There are certain features of Web 2.0 that I think I would be more likely to use in my classroom. Creating simple websites and having students collaborate online are the easiest and most practical ways I can incorporate Web 2.0 into my Spanish classes. Since their Spanish capabilities are not yet fully developed in Spanish I and II, I would mainly use these tools to have students show their research of Spanish culture. Features of Web 2.0 that I do not have much interest in using in my classroom include blogging and Second Life/virtual worlds. Blogging in Spanish is something students would be ready to do in upper levels of Spanish, not levels I and II. For virtual worlds, such as Second Life, I feel that there would be many hurdles I would have to overcome before beginning lessons in Second Life where students could also participate in the virtual world while at school. Permission forms, justifying the lesson to parents and administration and much more would have to be done in order to accomplish this task. The does not even include the possibility of students viewing inappropriate content while at school using Second Life. It just seems like there are too many chances for something bad to happen, which I am not willing to take a chance on happening.
• One source presented disadvantages of using Web 2.0 that differ from my own. My 1st reference source asked, “Who owns the data?” I am sure this was a question that came directly from using tools such as YouTube and remixing.
• One new tool, my 2nd reference source, is a new tool I found. The amazing thing I find about Web 2.0 is that most of the tools that are involved are free tools. This tool falls into that category. It is a website that allows individuals to create newspapers, brochures, flyers and booklets. This site takes the need of a word processing application in order to create these forms of publishing. The only challenging part about this website is that there is not place to save your work online. Once an item is started it must be finished in one sitting. I would suggest this online tool for students who are fully done with the planning process of creating a newspaper, flyer, booklet or brochure.

Reference Source #1 - http://wik.ed.uiuc.edu/index.php/Web_2.0_and_Education_%28B%29_Su08#Educational_Challenges

Reference Source #2 - http://interactives.mped.org/view_interactive.aspx?id=110&title=

Blog #7 - Second Life

• In the Spanish classroom Second Life can be used to take students to place, virtually, that they may never have a capability of visiting in real life, such as a Spanish-speaking country or to view a traditional celebration in Spanish culture. These locations can sometimes be very expensive to visit in real life; such as a trip to Puerto Rico my school is planning for this coming summer. (For one student, the cost is $1,700 and for a teacher the cost is close to $2,000.) Comparing prices to travel and Second Life being free to use, and I am sure Second Life seems more cost-realistic and logically the better choice is funding is an issue, which I know in my life can be an area of concern as well as in the live of others in my school district.
• Having the capabilities of showing my student authentic creations of individuals fully immersed in the Spanish culture brings substance to their learning. In some cases I can explain, to the best of my ability, a ritual or holiday, but if there can a real-life experience for the student, they can come to appreciate Spanish culture more easily.
• Once a user has registered to use Second Life it is pretty easy to locate places to gain knowledge about various cultures.
• Here are some locations in Second Life and what individuals may learn and experience while visiting these locations:
o El Fuego Pottery: Your Mexican Connections: Handicrafts imported from Mexico. Ceramic vases, pots, fireplaces and fountains available in hand painted tile designs. Mexican indoor/outdoor fireplaces, chimeneas.
o Napoleon 's Empire - Spanish Court: Individuals can view a Spanish ship, a castle that mimics El Castillo de Leon and more.
o The Sphinx Center: (Salsa Tango Romantic Dance Garden) View active dancers of Salsa and the Tango. You can also become a participant and dance these authentic dances!

I even found a mailing list sign up page online (reference source #2) where educators can send and receive news about Second Life and education. With Second Life the possibilities seem endless when it comes to education.


Reference Source #1 - www.secondlife.com

Reference Source #2 - https://lists.secondlife.com/cgi-bin/mailman/listinfo/educators

Blog #6 - Social Networking

• Social Networking can be summed up by the people you know, who they know, and who they know. It is a never-ending group of people that can use each other for personal gain or gains for the entire group. Pooling their ideas, resources and connections are great ways this can be accomplished.
• Thinking of this from a personal level…How can these sites, or others, assist me in teaching? My first reference source is a FREE website that is dedicated to assisting the teaching community. It seems like a wonderful social networking site to join if you are educator. Their site state, “The Schools United website is the first networking site dedicated solely to the education community worldwide. It provides schools and staff with the free facility to share educational resources and experiences. Share anything from teaching aids to multimedia files (video, audio and photos). Or download new sheet music for the school band, get school trips ideas, or share artistic works…the list is endless!!! Schools United will open to its users the wide world of education – from the four corners of the globe. The Schools United is truly a global experience.”
• If this site can truly created a global experience for its members, possibilities seem endless when it comes to the learning participants can experience. Until I use this site fully it is hard to say if the goal can be fully met.
• What does the research say? Can it work better for students? Does it work? How does it matter? My second reference source is a study that was conducted to access how much “social networking” students participated in. The study surveyed 1,277 students aged from 9 to 17 years old. The study concluded that 41% of the surveyed students participated in posting messages to social sites, 32% downloaded music, 30% downloaded videos, 25% updated profiles, and much more. This survey, for me, validated that social networking is a part of many students’ live and using it classroom, under the appropriate circumstances, can be benefit the learner.


Reference Source #1 - http://www.theschoolsunited.com/community/about.php

Reference Source #2 - www.nsba.org/SecondaryMenu/TLN/CreatingandConnecting.aspx

Blog #5 - Social Media

• Using the Internet and networks in order to make connections, advance intelligence and support various causes is astounding to think about. The Internet first came out when I was in high school. At that time it was structured much like what has been described by previous individuals - information that was accessible but unchangeable. To think about the advances that have been made, such as user-generated content is remarkable. This opens limitless knowledge because every person using it can be an author, make their voice heard or even be a critic.
• How does this pertain to my life? I can compose lesson plans, post them to the Internet for review by various other educators, then have the revisions needed to construct a better lesson than my first. I could also be the critic by using websites that boast to assist students in learning Spanish. I would then post reviews on my twitter site or personal website that rate the websites. I could also begin to work with programmers to create my own site, with games and all, in order to teach students Spanish in a virtual environment. The circle can be never-ending, because then some would review my site, rate it, post their findings on their site, etc. It is a fun circle to think about and it makes me want to pursue this goal all the more.
• What steps can I take now, being new to the idea? My first reference source is one that inspired me think outside of the box when it came to the Spanish Club at my high school. Every year, the same cycle occurs. I post signs around the school, promote the club in Spanish classes, and push the idea even more in my classroom. Very few students show up the meetings and by mid-year the Spanish Club no longer exists. My first reference resource tells how the San Diego Chargers use social media to get closer to the fans to create what they call a, “virtual tailgate party.” It would be fun try out their idea with the Spanish Club because the club would be more modern. News and update would be sent automatically via the Internet as well.
• So where can a teacher start this process in the classroom? My second reference source contains a very helpful slideshow that breaks down the concept of Social Media, its importance to individuals and society and how to create media that has a social foundation for use on the Internet.


Reference Source #1 - http://teachingsocialmedia.blogspot.com/

Reference Source #2 - http://www.slideshare.net/corinnew/social-media-in-the-classroom-presentation?type=powerpoint

Blog #4 - 21st Century Skills & Lifelong Learning

• Having previously read works by Mark Prensky, I agree that students do learn differently. They are more self-leading in educating themselves over topics that interest them. As they are transitioned into learning the required material of our course, we can incorporate technologies they are familiar with in order to tap into their natural ability to a be a lifelong learner. In some instances, the teacher can feel uneasy at accomplishing this task, but through planning and practice on the teacher’s part, they teacher themselves can be a lifelong learner.
• Being participant in the 21st century it only make sense that we should use 21st century skills in the classroom in order to prepare student for success. According to the Partnership for 21st Skills (2009) there are various identified areas educators can focus on in order to introduce and teach 21st century skills:
1. Core Subjects and Themes - Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy, Health Literacy.
2. Learning and Innovation Skills - Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration.
3. Information, Media and Technology Skills - Information Literacy, Media Literacy, ICT (Information, Communications and Technology) Literacy.
4. Life and Career Skills - Flexibility and Adaptability, Initiative and Self-Direction, Social and Cross-Cultural Skills, Productivity and Accountability, Leadership and Responsibility.
Each of the aforementioned categories are ones that can be used in the classroom vary easily if the teacher has access to the necessary tools, such as computers for student use. The teacher would have to become equally comfortable with the chose media to deliver these lessons, but I know that this is a task I am very comfortable doing. My challenge would be facing administrators and being sure that I am not sacrificing content time for technology time.
• According to Wikipedia (2009) lifelong learning, also known as LLL, “is the "lifelong, lifewide, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. As such, it not only enhances social inclusion, active citizenship and personal development, but also competitiveness and employability” (n.p.) This is a very robust definition of what I have come to know as a characteristic of good teachers. I try my best to make time for lifelong learning, and I do sometimes succeed. However, I believe it is my job to instill this characteristic in my students.
• I located a slideshow entitled, “7½ Habits of Lifelong Learners.” This is a great introduction tool in order to help introduce this concept to students and show them that they are already lifelong learners in some areas of their life. This is the 2nd reference source below.

“Lifelong Learning.” (2009). Retrieved August 16, 2009, from
http://en.wikipedia.org/wiki/Lifelong_Learning

Reference Source #1 - http://21stcenturyskills.org/index.php?option=com
_content&task=view&id=254&Itemid=120

Reference Source #2 - http://www.slideshare.net/LoriReed/7-12-habits-of-
lifelong-learners

Blog #3 - Media Literacy

• Media literacy is a rather difficult topic for me to cover because my mind wants to automatically jump to the “media” we have all been brought up seeing, such as the TV, news, radio etc. Upon researching I found a vast collection of various definitions that suit today’s category of media, which for distinction purposes, I would like to call, “new media” so that it can include not only the afore mentioned forms of media but the newer technology-associated forms of media from which we can acquire skills.
• Play, performance, simulation, appropriation, multitasking, distributed cognition, collective intelligence, judgment, transmedia navigation, networking, and negotiation were all media skills mentioned by Henry Jerkens (2008).
• In my opinion each of these has its place in society, as we go about our individual daily regimens. Some of these components of media literacy would be in use more often than in others and sometimes just in differing forms, such as a teacher not really creating networks for Internet use for example, but creating connections between students’ home lives, via parent communications, can be considered “networking.” Taking this action one step further in order to students how they can also network their resources in order to accomplishes goals they may have. According to Tallim (2009), “media education isn't about having the right answers—it's about asking the right questions. The result is lifelong empowerment of the learner and citizen.”
• According to the Henry J. Kaiser Family Foundation (2003), “Several studies have indicated that media literacy lessons incorporated into standard curriculum can help reduce potentially harmful effects of TV violence on young viewers. In one study, 3rd and 4thgraders given a course in media literacy decreased their time spent watching TV and playing video games and reduced their use of verbal and physical aggression as judged by their peers” (p.3). I find this to be staggering information. Violence in young individuals is something I see often in the high school setting. To know that incorporating media literacy techniques can decrease violence.
• Standards of media literacy for the state of Montana, from 1999, were very interesting to read through in that Montana begins incorporating media literacy lesson by the 4th grade. After reading their benchmarks and standards I have an understanding of where I can begin to use media literacy lesson in my classroom with a clear set to goals that can be shared with my students, colleagues and administrators.

Jenkins, H., (2008) Confronting the Challenges of Participatory Culture: Media
Education for the 21st Century.
http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89

Tallim, J. (2009). What is media literacy? Retrieved August 16, 2009, from
http://www.media-awareness.ca/english/teachers/media_literacy/ what_is_media_literacy.cfm

Reference Source #1 - http://www.kff.org/entmedia/Media-Literacy.cfm
(by clicking the hyperlink leading to the PDF file - Key Facts: Media Literacy)

Reference Source #2 - www.opi.state.mt.us/pdf/standards/ContStds-Media Lit.pdf

Blog #2 - Learning Web 2.0

• To begin incorporating Web 2.0 tools such as Wikipedia and podcasts into the classroom it is only logical that teachers master the new forms of media before their incorporation into the classroom. For teachers this can be a challenge but also a learning experience. Using tools, such as Utube and blogs over about Web 2.0, can be an introduction to the learning experience. Comparing the types of information portrayed in Web 2.0 tools, interactive vs. just informative, teachers can take an active role in using Web 2.0 tools quickly. An example would include altering/improving content on Wikipedia.
• It would a be a challenge attaining full “buy in” from administration and action across a school district so efforts in learning on the part of the teacher will be rather lonely starting off. Just the idea of using cell phones in my classroom sends chills down my spine so I know I would incorporate other forms of Web 2.0 tools first, such as podcasts and videos from Utube. Our school has unblocked Utube for teacher use because value has been seen in its content. There is a level of trust that teachers will fully screen the videos planned for use in the classroom.
• Transitioning students into the learning phase of using Web 2.0 tools would begin very slowly in class and become more advanced as students realized the connection between the chosen media and the content covered in the classroom. However, I see a few setbacks in beginning the endeavor:
1. Lack of computer labs for use.
2. Limited access to the Internet at home by students of low socioeconomic status (Low SES).
3. Cell phones, IPods, MP3 players, and all other electronic devices are banned in the classroom (Only can be used in the cafeteria during lunch period).
• Keeping the challenges in mind I would only be able to use Web 2.0 available on the Internet, while students are in the classroom only. My first reference source describes various activities that can be completed online and without the use of the banned electronic devices at my school. Blogging, social bookmarking and online surveys are just a few of the activities students can easily participate in during class time while using Spanish. A final activity is depicted in the second reference source. It describes how I can use Wikis, which are software-created web pages that can be edited by various individuals. This could be a wonderful activity that uses Web 2.0 tools.

Reference Source #1 - http://cybersmartcurriculum.org/tools/
Reference Source #2 - http://teachingtechnology.suite101.com/article.cfm/teaching_with_wikis