Week Ten Relection

Creating a website was the most confusing activity I have undertaken in this class. I never could quite understand the instructions, and of course, I was trying to personalize the site as much as possible. I had this plan of what I wanted to do, but no clue how to get there. This resulted in one brick wall after another. But it also gave me an opportunity to play around with the exercise and get a much better understanding of how the system works. All you get to see is the finished product, fortunately for me, you don't get to see the six drafts I was able to delete. I spent many more hours than were necessary working on this exercise because I believe that a website will be the best communications tool I have with the parents, and that is a necessity.

The name of my website is Mr. Meadows' Class

Week Eight Reflection

Trackstar
Web Evaluation
Test
Rubric
Puzzle

This was a fun exercise. The testmaker was my first adventure into the wilds of producing a test in something besides Microsoft Word (MW). I liked the way it worked, but I think it was a little difficult to get the formatting correct for my taste. I have more flexibility in MW, but it is more time consuming. I am not sure whether I will use it or just go MW once I get a job. I did like the way it spit out an answer key to go with the test. I really liked the puzzle maker. These are the types of things that can make learning fun. I only wish that the puzzle could be made bigger. I have worked with rubistar once before in adifferent class. I like how easy it is to produce a rubric. However, I look at everything from a math perspective, and as such, I still question what value it has on a math test. I could certainly understand it's use on say a project or something along those lines, but on a test, the question is either right or wrong. The only inbetween is a calculation error. So while I understand the need for the exercise, I will wait and see what my fellow math teachers say. Ther is not much to say about the web evaluation - it was pretty much straight forward. I picked a web site that I found during an exercise in my very first graduate class. I still think this is one of the best math help sites available. No to trackstar. I previously took a class for special needs children, where we did an assignment similar to this in that the object was to develop a reference list. I will say that the use of trackstar make accessing the sites much easier than using a sheet of paper that has been filed away.
I was able to get all of the assignments to open in the post, although my web evaluation takes forever to open - I keep thinking it has locked up, and then poof - it opens. It took me a number of attempts to get trackstar to work - i assume it was because I was trying to save it as a complete webpage. Once I tried a .mnt file, it worked right away. Now if I can just get them through blackboard.

Week Seven Reflection Question

Question #3 How can a classroom web site improve communications with students, parents, and community? What is an acceptable use policy? What impact does it have on the use of the Web in the classroom?


Many teachers utilize classroom web sites to improve communications with the students, parents and the community. To increase communications with the students, the web site can contain class assignments with instructions for completion, as well as homework assignments. This can be updated daily or weekly. The web site could also contain a frequently asked question (FAQ) section anticipating commonly asked questions. It could contain information concerning the grading system. It could provide links to other relevant sites, such as the school’s computer use policy. In addition, it can provide multimedia learning experiences utilizing voice, animation, and movie video.

It also provides a means for students to communicate with the teacher, especially those students that are too shy to ask questions in class. The web site can allow for email or electronic chat services, allowing for synchronous, recorded text pages. Finally the site could contain a forum and/or blog section to increase student interaction.

A class web site can build bridges to parents and community. The web site allows parents to share in classroom events and keeps them involved with their children’s activities. Posting of assignments and homework allows parents to monitor the preparation of their child for class. By using a secure service to post grades and attendance, parents can immediately access their child’s progress. Using the electronic chat and email provisions of the web site allows parents to communicate directly with the teacher, whether public or private, without having to play phone tag.

The inclusion of a community page, along with the posting of current and upcoming events, allows the teacher to build community partnerships. The web site could be used to solicit volunteers. There are many people in the community that have valuable experience that could be beneficial to the students.

The purpose of an Acceptable Use Policy (AUP) is to avoid abuse of the internet. It is usually established by the district or the school. It articulates the ways in which the internet can be used by the students. It typically requires parental confirmation of understanding as well as consequences for violations.

The AUP impacts the use of the internet in the classroom because the school, and therefore the teacher, is responsible for limiting access to websites that contain inappropriate information for children. The teacher must be ever vigilant to abuse of the policy.

Week Six Reflection

I had some previous knowledge of graphic design and spreadsheet use, so the flyer and the progress chart were not to difficult. I would like to point out that there are a number of programs available that are a hundred times better than microsoft word for creating flyers. I would never consider using microsoft word for doing this exercise. In addition, much detail is lost when converting to pdf. But since somwhere along the line, my .docx (and .doc) file went awry, and could not be viewed, I had no choice. The same with my excel file. After finishing the file, I asked myself the question "Would I show parents the status of every child in my class?" Maybe it is just me, but I do not think so. As far as the quiz goes, I have only a basic knowledge, so I decided to use "mylabschool" to expand my knowledge base. What an effort in futility. The website "sucks". I never could find the information that is supposed to be available. So my quiz is very basic, but good enough for a lesson presentation. All in all, I question the utility of this assignment.

flyer.pdf
quiz.pptx
chart.xlsx

Week Five Reflection Question

Question #2. Define database management software and describe how you might use it to help you in teaching responsibilities. How might you construct a learning a learning assignment for your students that used this productivity tool?

Database management software is a computer program, such as Microsoft Access, that allows for the organization and manipulation of stored data. There are three main components of a database. The first is called a field. A field is a single unit of stored data. Examples include a last name, a zip code, or a movie title. The second component is called a record. A record is a collection of all related fields. And finally, number three is a file, which is a collection of all related records. Mailing lists are a common form of database management software usage. However, the most used form of database usage is the search of internet information.

Once data has been entered into the database, it can be manipulated. Some of the most common methods of manipulation are sorting, queries, and report preparation. Sorting can be accomplished easily, with the touch of a key. It can be alphabetical, numerical, ascending, or descending. It can be done using any of the entered fields or using multiple fields. A query is the request for a single defined bit of information. The most impressive aspect of a database, queries allows for the retrieval of specific targeted information. Database management software also allows for the output of customized reports containing any or all data requested.

As a teacher, I will need to keep records on every student. The data might include name, student ID number, address, phone number, and parental information. It could also include any personal preference data I might have collected during introductory classes, such as favorite music, favorite movie, and hobbies. Although teachers use a grading spreadsheet software package, I might also use database software to record all student grades for greater retrieval flexability. The software can also be used to maintain an inventory of classroom equipment. Database management software will allow me to access and target needed data quickly.

As the textbook states, the most common usage of a database in the school is in the library, using the electronic card catalog. While it would be easy to develop a lesson centered on the library, I would leave this to another teacher. As a mathematics teacher, I would have the students develop their own database of helpful mathematics sites on the internet. If every student was responsible for only 4 or 5 different sites, very quickly the class would have a database of one hundred sites. The assignment would require logical thinking in order to determine the fields, and data to collect. It would require critical thinking to insure that accurate queries could be performed. But most of all it would enable the students to seek help on their own, without having to spend numerous hours of research. They could target a site based on help needed.

Week Four Reflection Question

Question 1. What is a computer virus and how is it transmitted? What can you do to protect your computer?

The textbook defines a computer virus as “a program written specifically to disrupt computer operations and/or destroy data”. While easy to understand, it is not technically correct. A better definition comes from answers.com which says that a computer virus is “a program that is designed to replicate itself by copying itself into the other programs stored in a computer. “ It is the replicating part that makes it a true computer virus. Malicious software, commonly called malware, is actually what most people think of as a virus. Malware includes true viruses, adware, spyware, trojans, worms, rootkits, and any other malicious or unwanted software. Viruses can be benign, another term for harmless, or they can be malicious, a term meaning to have a negative effect. An example of a harmless virus is the “Stoned” virus, which put the words “Your PC is now Stoned” on the screen upon boot-up. More harmful programs can cause a program to operate improperly, can destroy data, or corrupt a computer’s memory.

Viruses are created by lowlife, despicable, reprehensible, repugnant scum-suckers who have nothing better to do than create mischief and damage people’s lives. I believe that once caught, they should have their limbs torn from their bodies, and be beaten with them. Then the real pain should be inflicted. You can probably tell that my former business was struck by the work of one of these perverted individuals. It shut us down for three days and cost the business over 20,000 dollars. Well enough about my personal beliefs, back to the questions.

Computer viruses can be transmitted in a number of ways. The most common way today is through e-mail attachments. Someone, see above description, who wants to send out a virus, sends out an e-mail with an infected attachment. The subject line sounds innocent enough, so you open the message, and your computer is infected. They can also be transmitted by visiting infected sites on the internet. This is called “drive-by” infecting. Upon visiting the site, a download is automatically performed without your knowledge, and the virus enters your computer. Instant messaging attachments are also prominent virus distributors. Finally, they can be transmitted by using infected floppy disks, CDs and USBs.

The best and most prominent way to protect your computer is to install anti-virus software on your computer. There are many different brands, and some are better than others. Research and determine which brand of anti-virus software is best for you. Once installed, update frequently. It is also advisable to have anti-spyware, and anti-adware installed if it is not part of the anti-virus software. Installing a firewall is also adviseable. While a firewall does not identify or eliminate a virus, it will notify the user if an unknown program tries to access your computer. The final method is called user intelligence. Do not open attachments on unknown e-mail or IM messages. Be smart when web surfing. Avoid sites that are known for virus infections. Do not click on advertisement banners. And finally, scan EVERY downloaded file, and every disk/USB before opening.

Week Three Reflection Question

Question 3. what role do education technologies play in teaching and learning?

Early in the chapter, the authors of the textbook make the statement "Effective instruction is instruction that has been thoroughly thought out and articulated by a skillful and creative educator." It is interesting that nowhere in the statement does the word or idea of technology exist. It seems that in today's environment, people think that technology is the key to improving our failing educational system. In truth, teachers can be effective with or without technology.

The keys to being an effective teacher are knowing your students, creating a positive learning environment, mastering teaching strategies, and planning, planning, and more planning. Chapter one dealt in depth about knowing your students, so I will skip any further discussion. A positive learning environment is where the students feel safe, and exhibit confident attitudes about the classroom. Teaching strategies include both methods and media. Methods are the means a teacher uses to present information. Would a lecture be more effective, or would cooperative learning groups explain the material more effectively? Should a presentation be utilized, or should a class discussion be used? The method or combination of methods, used is vital in effective communication. This is where technology comes in. Technologies are designed to facilitate the method of instruction. For example, if a presentation is to be given, PowerPoint slides could be used. Technology is simply a tool that the teacher can utilize. Technology can be used to support instruction, and it can be used to enhance instruction; however, technology can never be seen as having a starring role in the instruction.

The fourth key is planning. The textbook emphasized this over and over again. When it comes to the use of technology, planning is critical. Using technology just for the sake of using it would probably detract from the instruction. On the other hand, failing to use technology that would have been effective is cheating students of the possibility of knowledge. The textbook says the rule is that technology “should make it possible for something that was done before to be done better or make it possible for something that couldn’t have been done before to happen.” To illustrate this, I would like to use an example from my educational experiences. In college, I took a history course on Tudor England. The professor started the semester by showing a movie on the subject. Then every lecture, presentation or discussion revolved around the differences between fact and fiction in the movie. I still remember this as one of the most interesting, thought provoking classes I ever took. On the other hand, there is a movie titled “Stand and Deliver”. It concerns the exploits of a math teacher as he attempts to teach calculus to high school students. While it is an excellent movie, the value of showing in a mathematics class would be negligible.