Journal 1: Introductory Letter about Me

Hello! My name is Casey Belsly and I am born and raised a San Diego girl. I am 22 years old and a recent graduate of Chapman University in Orange, California. I got my degree in molecular biology, with intentions to become a doctor, until I re-prioritized my life and realized that my focus is around children and family. I am eager to become a teacher to impact the lives of the little ones I cherish so much! My most favorite jobs have been as a Sunday School Teacher, a Nanny, and a Surf Camp Instructor for the YMCA. I hope to teach young elementary school children, especially kindergarten, and would love to teach in San Diego County one day ☺ I went to Park Dale Lane Elementary School, Olivenhain Pioneer Elementary School, Diegueno Middle School, and La Costa Canyon High School.

Some of the wonderful children who have influenced my decision to become a teacher!

Technology has always been a passion of mine. Digital Cameras have completely changed the way I live my life. I have always documented the events in my life, but this emerging technology has allowed to me capture events, moments, and perfect skills that are invaluable to me. I love to make movies as well. Final Cut Pro and I have a love hate relationship, but I love the memories I have created with them! The most meaningful creation was an interview of my grandparents about their childhood, married life, and family. I merged their footage together and made a family history heirloom that can be passed from generation to generation with their images, audios, and stories. As a result of these loves, I am most definitely a MAC girl, however I enjoy PCs just fine ☺ I love to keep connected with friends and family, so I am proficient in email, Myspace, and Facebook. I created a Myspace page for our family to keep in touch, even with our relatives in France! I use word, the internet, and internet resources daily. As Mary Stefanki Davis put it, I never use paper: everything is electronic for me! Technology is a huge positive component of my life.

One of my favorite pictures I took at St. John in the Caribbean ☺

I am very supportive of the College of Education’s Mission Statement. I think that diversity, equity, and social justice are not only important components of education, but of shaping individuals. As educators we will be shaping young minds to become independent, responsible, capable adults, and it is important to teach students how to function and relate to others in the outside world. I think that reflective teaching is essential to become better educators to be more influential in our classrooms. I think that collaboration, professionalism, and shared governance are equally important to be the most effective we can be, and be outstanding members of the classroom, school system, and community. Most importantly, Cal State San Marcos’ College of Education values a student-centered education, which I believe is the reason we are here. We are all becoming educators to help prepare students with intellect and for the future. I cannot wait to put this mission statement into practice!

Journal 2: Software Evaluation (iMovie & Kidspiration)

I really enjoyed using Kidspiration. I thought that it was easy to use, self-explanatory, and helpful. I think students will enjoy using this tool, because it is interactive, visual, colorful, fun, and it speaks commands to you as well. This would also be an excellent tool for English Learners, so they can learn pictorially and hear the correct pronunciations of words. Among the many functions of Kidspiration, kids can learn how to brain storm, organize, and associate words and objects.

I would like to incorporate Kidspiration into my future kindergarten classroom. I liked the grouping tool, where students can group items together according to similarities. I liked the examples given in class, like having students determine monetary values by placing appropriate amounts on top of the items according to price, or putting certain food groups into a shopping basket. I made an example where students have to sort fruits and veggies out of an assortment of food, and place them into a shopping cart. This teaches students what fruits and veggies are, how to identify them in a group, and how to group items. I also think it's great to associate items in an organized chart. I made an organizational chart of a dog's day. This will help students organize similarities and relationships.

This was the first time that I have learned with Atomic learning, or via tutorials. I usually just utilize help manuals and use keywords for the issues I am trying to solve, but I am visual learned. Therefore, this method was effective for me. Additionally, I learned more than I would have if I had just skimmed a large quantity for information for the one sentence needed. It also helps to see where and how functions are performed, so that you do not have to spend your time figuring out what the manual is talking about. I can't wait to use Kidspiration in my kindergarten classroom!

I really liked using iMovie. I thought it was very easy to use, even for those who have not worked with editing before! The great thing about iMovie is that it also comes with a great help tool, so if there are any questions, they can be addressed easily and promptly. I think students will also like to use iMovie. It is very awesome to see your own clips put to use! It allows for creativity as well, with the varying transitions and effects. IMovie teaches dedication and persistence, as editing can be long and tedious, depending on the length and complexity of the project. There is also a sense of pride for all when finished. I think I will use iMovie in my classroom!

Students could use this program in many ways in the classroom! Students who struggle with public speaking can give a perfect presentation via video. For example, my personality gets dulled down into a monotone and mundane personality when I am nervous, but when I am in front of the camera I let my true colors shine, and I can deliver a much better message. Students can also create projects using movie clips, sound clips, and tutorials. Utilizing iMovie really expands the boundaries of the classroom to include all learning styles and teaching styles!

I personally have had a lot of experience with video editing. My favorite program is Final Cut Pro. I also like iMovie, however, and started out on it when I was just beginning. Therefore, I cannot truly address how I liked learning via tutorials, but I thought Jeff did a great job explaining things and it’s always great to have tutorials to reference!!!

See my video:

http://webct6.csusm.edu/webct/RelativeResourceManager/sfsid/158078871001

Journal 3: Social Justice - Choice or Necessity?

Swain, Colleen and Edyburn, David. “Social Justice: Choice or Necessity?” Learning & Leading with Technology. March 2007.

Since we live in a global, technological, and information-based society, it is no longer acceptable for students to merely have access to instructional technology; students must be technologically fluent and be able to use technology to solve problems. Without these abilities, students are at a disadvantage for future educational and employment opportunities. In 1992, it was estimated that at least 80% of all jobs in the next two decades would require technological fluency. We are almost at the end of that prediction, indicating that people without technological skills are forced to take low-paying jobs with limited potential for advancement.

Social justice is not always equitable among students. Some students are allowed more computer time than others, some students are not given the opportunity to use technological applications for problem solving and simulation while others are, some students are only given assignments to work on “vocational” skills such as keyboarding while others use the computers for more advanced problem solving. By setting up unequal technological opportunities and environments, not all students are educated to become technologically fluent.

1. When is technology equitably implemented?

Technology is equally implemented when it is available; used in ways that reflect real-world application of interest, complexity, and power; used routinely; used to enhance learning opportunities for all students; and is used to monitor teacher/students progress over time.

2. What are good resources for using technology effectively?

To search for digital resources, it is recommended to search through The Digital Equity Portal and Toolkit. As new technology becomes available, it is important for instructors to evaluate how the resource will allow students to learn the concept deeply, enhance higher-order thinking opportunities, present knowledge in ways that mesh with strengths, and further educational and future workplace opportunities. Assistive technologies should be used to help students with learning disabilities or students with special needs.

Journal 4: The Threat of Security Hindering Technology Integration in the Classroom

ISTE. Robinson, LeAnne K; Brown, Abbie; Green, Tim. “The Threat of Security Hindering Technology Integration in the Classroom.” Learning & Leading with Technology. September/October 2007.

The processes and increased permissions needed to use available technological resources have become so extensive that many teachers are no longer integrating technology into the classroom, or they are not allowed to be functional within their restrictions. This is not advantageous because teachers should integrate technology into the classrooms and curriculums. While security and safety is important for a number of reasons, the goal of improving student learning through the integration of technology is becoming harder to achieve. Access is one of the necessary conditions for full integration. It is important to correct this hindrance, because the presence of technology in PK-12 classrooms is a contributing factor in the development of more authentic and opportunistic learning environments.

1. What are the threats demanding the security?

Emails and inappropriate/untrustworthy sites may contain viruses. These viruses can over-take the computer and stop productivity and classroom lessons. In computer labs, students may forget to log off the computer, leaving their information and resources vulnerable to outside use.

2. What are examples of security hindering technological integration?

Some schools do not allow teachers to burn CDs via the CD-RW drives because teachers could violate copyright laws if they are allowed to freely burn CDs. This feature would be useful to teachers who would like to burn their PowerPoint presentations or send home documents with selected students. Some teachers no longer integrate technology into their curriculums because of the conflicts and hassle of increased permissions needed to use the available technological resources. With email being monitored, teachers are afraid to check email at school for fear that people (even parents and other teachers) may send something that is offensive to the person monitoring the email. This limits the communication link between teachers with parents, students, and coworkers, yet teachers are expected to communicate with these people. Automatic log-off screens in computer labs log students off during small group or lecture time, erasing their current projects and open windows. Constant concern about loosing work distracts students from learning and creates a negative attitude towards computers. Additionally, teachers are often required to have webpages for students and parent accessibility, but districts filter web resources that teachers cannot access. Teachers are then monitored on what can be posted on their pages, and are limited to the templates of the districts.

Journal 5: Sowing the Seeds for a More Creative Society

ISTE. Resnick, Mitchel. "Sowing the Seeds of a More Creative Society." Learning & Leading with Technology. Dec/Jan 2007/2008. <http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_December_January_2007_2008.htm>

In our rapidly changing world, success is not based solely on what we know, but rather on our ability to think and act creatively. People must continually come up with creative solutions to unexpected problems. The challenge is to form a classroom that will focus on helping students develop as creative thinkers, to help them succeed in real life problems outside of graduation. New technologies have the potential to help people develop as creative thinkers, if they are properly designed and used.

Resnick uses two technologies called Crickets and Scratch to support the thinking spiral. In this spiral, people imagine what they want to do, create a project based on these ideas, play with their creations, share their ideas and creations with others, and reflect on their experiences, causing them to imagine new ideas and projects. This process allows children to better understand the interactive objects in the world around them, learn important science and engineering concepts, and to create and control things in the physical and online world. Students will be better prepared for learning and creating in our Creative 21st Society!

1. How do Crickets aid in developing creative thinking?

Crickets are designed to link children between the concept of technological applications (ie: automatic doors, automatic lights, stuffed animals that talk when you squeeze them, etc) and creating them. Cricket is a technological tool that allows children to connect lights, motors, and sensors to it, and then program their creations to spin, light up, and play music. Children can then get creative with their inventions and create things such as musical sculptures, interactive jewelry, and dancing creatures. One child created an alarm clock that, when prompted by sunlight coming through his window, would play music and twirl a feather onto his face. Children can be inventors and create functional products with Crickets.

2. How does Scratch aid in developing creative thinking?

Scratch gives students the abilities to create and control things in the online world. Students can create interactive stories, games, and animations, and then share them on the web. They can create reports and presentations unique to the typical PowerPoint presentation. Students must set design goals for their projects, problem-solve to fix program bugs, collaborate, cooperate, and co-teach to produce a product. Children can be the initiators of their own learning and creations!

Journal 6: Should Cell Phones be Banned from Classrooms?

ISTE. Allen, Josh & Kolb, Liz. “Should Cell Phones be Banned from Classrooms?” Learning & Leading with Technology. Dec/Jan 2007/2008.

Cell phones are often used in classrooms for non-educational purposes. There are plenty of negatives that are associated with cell phone use in classrooms. For instance, paying for cell phone plans are expensive, cell phone use would cut into the already limited class time, not all students have them, and cell phones generally serve as distractions for the students. However, there are also positives associated with cell phone use that often go overlooked. Students can use the information and tools learned via their cell phones and integrate them into their professional lives. It is also another way for schools to connect to the real world. Cell phones can be used for knowledge construction, data collection, and collaborative communication. Students can then become more competitive in the 21st-century world. Cell phones can be audio recorders, digital video camcorders, still cameras, note-taking devices, calculation devices, scheduling and management tools, phone conferencing devices, Internet researching tools, faxing and scanning devices, blog and Web page editors, or even audio assessment recorders. Web-based software can also be accessed from cell phones and used to a child’s benefit (ie: Jott allows a hearing impaired students to record audio on a cell phone to create text-written emails). Another unique feature of cell phones can be to take pictures during a field trip and create a slideshow for future reflection.

1. Why would schools allow the use of cell phones when the same features can be accomplished with computers?

Many schools struggle to finance the newest hardware and software for teaching. To keep updated technologically is a very expensive and complex process, as technology is always changing. Cell phones are technological tools that most students already own, are familiar with, and are tools that the school does not have to fund. Additionally, more families have access to cell phones than they do computers.

2. How can using cell phones in the classroom affect students’ everyday lives?

Students can apply their knowledge of cell phone functions to their everyday lives, even their professional careers one day. Some jobs are completely mobile, and some job interviews are done via phone. Students can redirect their evaluation of cell phones as social toys to cell phones as tools for knowledge construction, allowing them to be competitive in the future. This opportunity will also allow students an opportunity to learn proper phone etiquette.

Journal 7: Collaborative Documentation

Collaborative documents are online applications that allow for the creation and revising of documents, spreadsheets, and presentationware. These documents can be used for individual use (to edit, save, store, and compare document versions), or group use (to edit, contribute, share, or publish documents). I learned from the threaded discussions the various collaborative document applications, their uses, and their pros and cons. Teachers use document sharing to build and refine curriculums, prepare lessons via collaborative document sharing, and have virtual meetings. Students can use document sharing to do both group and individual work. Students can write research papers together, prepare for student presentations, track their document versions, collaborate on work, store their work safely, and share their work with the people they choose (ie: teachers, other students, etc).


1. What are the applications available for collaborative documents?

There are 5 main collaborative document applications mentioned on the Classroom 2.0 website. The applications are:

GoogleDocs (http://docs.google.com)
GoogleDocs allows you to create documents from scratch, such as bulleted lists, sorting by columns, adding tables, images, comments, formulas, changing fonts, and more. You can create documents, spreadsheets, and presentations online. You can also upload your existing files in more popular file formats. You can then edit, collaborate, and share these projects. It’s free!

YourDraft (http://yourdraft.com)
Your Draft is a WYSWYG online editor, which allows you to save and share and publish as documents as HTML. Others can either read or edit your page, adding replies. You can use it to manage content on your webpages, and there is 100% clientside encryption so only you can read your documents without permission granted. There is no registration required, and you can share without passwords.

WriteWirth (http://writewith.com)
With WriteWirth you can upload documents, share with other people, chat, assign tasks, and track everyone’s actions with a comprehensive history. You can get feedback and blog.

Zoho Writer (http://writer.zoho.com/)
Spreadsheets, presentationware, and word processing are among the applications accessible with Zoho. These applications can be added to your windows office toolbars, and enable quick uploads. Zoho docs come with a set of templates, and can be added as pages to a Zoho Notebook. Zoho also has a virtual meeting function.

WriteBoard (http://writeboard.com/)
Writeboard allows you to create sharable, web-based text documents that let you save every edit, roll back to any version, and easily compare changes. This can be done solo or in collaboration with others. Writeboard is perfect for students, professors, and groups collaborating on a paper, as well as authors, editors, publishers, bloggers, songwriters, poets, comedians, and creatives.


2. What are the pros and cons of collaborative document sharing?

PROS: Collaborative document sharing helps teams of teachers build and refine the curriculum online and at home, instead of spending extra hours in school. They can also prepare presentations and lectures. Some document sharing sites even allow for online meetings. Using the word processing applications, you can write without fear of losing or overwriting a good idea, compare different document versions, collaborate with others, and keep your writings organized. Students can work of assignments together without physically being present.

CONS: However, it is possible to edit over each other’s work. You may have your work accidentally deleted or edited over, loosing your content. Additionally, collaboration will not allow for real-time questions and answers, prolonging the completion of a project. For instance, you may have finished your section, but you are waiting on your partners to include their sections, and you have to just keep checking for their updates.

Overall, however, collaborative documenting can be a wonderful educational tool!