Monday, July 25, 2011
Journal 6 (NETS: 1, 2, 3, 4): Student Voices for Change
Student Voices for Change
Miller, S. (2010). Student voices for change. learning and leading with technology,
Retrieved from
http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2011.asp
The focus of this article is how students in a school in Iowa shared how technology has impacted, inspired and transformed their education. Students in grades 5-12 demonstrated their use of advanced technology programs such as virtue reality, Prezi presentations, tutorial videos and social networking to Iowa's House and Senate Education Appropriations Committee. As a result of their presentations and shared examples of advanced technology, Van Meter Community School now share their extraordinary technology programs virtually through social networks to other school districts around the world.
How realistic is this in the state of California given the budget, increased class sizes, and the over all negativity about public schools?
After reading this article, I felt that many schools, especially here in California, are far from accomplishing what the school in Iowa has done. Realistically, I don't see this happening any time in the near future. The author, Shannon Miller, is the district's librarian and technology specialist. In many school sites we have eliminated librarians with parent volunteers and many schools don't have qualified technology specialist. Notwithstanding, many schools have computer labs but no one qualified to teach our students.
What can my students and I do to voice our needs regarding technology?
Hopefully, I will take what I am learning in this class; ED42, to begin to introduce such things as a class blog to share creative works such as pictures, writings, stories or just share what we are learning in class. Find other teachers who have the same optimistic attitude about transforming education through the use of technology.
The focus of this article is how students in a school in Iowa shared how technology has impacted, inspired and transformed their education. Students in grades 5-12 demonstrated their use of advanced technology programs such as virtue reality, Prezi presentations, tutorial videos and social networking to Iowa's House and Senate Education Appropriations Committee. As a result of their presentations and shared examples of advanced technology, Van Meter Community School now share their extraordinary technology programs virtually through social networks to other school districts around the world.
How realistic is this in the state of California given the budget, increased class sizes, and the over all negativity about public schools?
After reading this article, I felt that many schools, especially here in California, are far from accomplishing what the school in Iowa has done. Realistically, I don't see this happening any time in the near future. The author, Shannon Miller, is the district's librarian and technology specialist. In many school sites we have eliminated librarians with parent volunteers and many schools don't have qualified technology specialist. Notwithstanding, many schools have computer labs but no one qualified to teach our students.
Hopefully, I will take what I am learning in this class; ED42, to begin to introduce such things as a class blog to share creative works such as pictures, writings, stories or just share what we are learning in class. Find other teachers who have the same optimistic attitude about transforming education through the use of technology.
Sunday, July 24, 2011
Journal 5 (NETS: 3 & 5 ): Harness the Power of Technology
Harness the Power of Technology
Duncan, A. (2010). Harness the power of technology. learning and leading with technology, 38 (8). Retrieved from http://www.learningandleading-digital.com/learning_leading/digital-edition-june-july-2011.aspx
This article focuses on the National Education Technology Standards. According to Secretary of Education, A. Duncan, teachers must be ready and able to teach their students the technology needed to keep up with this ever changing world of technology. Educational professionals must change and evolve with advanced technologies. As a result, 5 technological standards have been developed for teachers and students. These NETS include learning, assessment, teaching, infrastructure, and productivity. The goal of these standards is to have technology accessible to all students in all schools and to have teachers ready and eager to support the use of technology in the classroom. According to the Secretary of Education, the Obama administration is very supportive to improving accessibility to technology in all classrooms.
I especially appreciated Duncan's reference to the point that "teachers are still the most essential part of the learning process".
How will I implement all five standards in my classroom?
Because I am an immigrant when is comes to advanced technology, I think I will focus on one or two standards at a time and "take risks" when it comes to trying new technologies such as those I am learning in this class (ED422).
Living and working in a rural community where many of our families do not have computers, internet, or very limited access to any form of technology, is the Obama's administration willing and ready to provide monies to provide technology in ALL classrooms?
In these times of budget cuts, limited resources, and increase class sizes, I feel that teachers will be very frustrated and discouraged when it comes to meet the challenges of a digital classroom. And we can't forget that "teachers are still the most essential part of the learning process".
Duncan, A. (2010). Harness the power of technology. learning and leading with technology, 38 (8). Retrieved from http://www.learningandleading-digital.com/learning_leading/digital-edition-june-july-2011.aspx
This article focuses on the National Education Technology Standards. According to Secretary of Education, A. Duncan, teachers must be ready and able to teach their students the technology needed to keep up with this ever changing world of technology. Educational professionals must change and evolve with advanced technologies. As a result, 5 technological standards have been developed for teachers and students. These NETS include learning, assessment, teaching, infrastructure, and productivity. The goal of these standards is to have technology accessible to all students in all schools and to have teachers ready and eager to support the use of technology in the classroom. According to the Secretary of Education, the Obama administration is very supportive to improving accessibility to technology in all classrooms.
I especially appreciated Duncan's reference to the point that "teachers are still the most essential part of the learning process".
How will I implement all five standards in my classroom?
Because I am an immigrant when is comes to advanced technology, I think I will focus on one or two standards at a time and "take risks" when it comes to trying new technologies such as those I am learning in this class (ED422).
Living and working in a rural community where many of our families do not have computers, internet, or very limited access to any form of technology, is the Obama's administration willing and ready to provide monies to provide technology in ALL classrooms?
In these times of budget cuts, limited resources, and increase class sizes, I feel that teachers will be very frustrated and discouraged when it comes to meet the challenges of a digital classroom. And we can't forget that "teachers are still the most essential part of the learning process".
Tuesday, July 19, 2011
Journal: 4 (Nets I): One Size Never Fits All
One Size Never Fits All
Courduff, J. (2011). One size never fits all. learning and leading with technology,38(8),
Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-June-July-2011.aspx
The focus of this article is how to integrate technology in the specialized academic instruction (SAI) program. And another familiar theme in the journal articles read so far, is how are we preparing our students for the future in the culture of technology. A school in California has been involved in providing professional development to their special education educators to improve student progress on their
IEP goals. The data shared states that students are reaching their goals sooner and are performing better on district benchmarks assessments. This program of integrating technology in the special education arena, is divided up into three tiers. Tier one gives educators the opportunity to learn about a variety of assisstive technologies. Tier two allows teacher to use AT in their classroom with their students. Tier three focuses more on social networking and online collaboration.
What impacts a successful integrated technology program in the SAI setting?
I appreciate the author adding this very important detail about how difficult it is to implement a successful program. She states that it takes more than three years to integrate the program. The realization of time restraints such as time to collaborate with general education teachers and administrators, writing and implementing IEP goals and making sure that teachers are supported and well trained.
Courduff, J. (2011). One size never fits all. learning and leading with technology,38(8),
Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-June-July-2011.aspx
The focus of this article is how to integrate technology in the specialized academic instruction (SAI) program. And another familiar theme in the journal articles read so far, is how are we preparing our students for the future in the culture of technology. A school in California has been involved in providing professional development to their special education educators to improve student progress on their
IEP goals. The data shared states that students are reaching their goals sooner and are performing better on district benchmarks assessments. This program of integrating technology in the special education arena, is divided up into three tiers. Tier one gives educators the opportunity to learn about a variety of assisstive technologies. Tier two allows teacher to use AT in their classroom with their students. Tier three focuses more on social networking and online collaboration.
What is the goal of integrating technology in the special education classroom?
According to Courduff, the goal is to engage and inspire educators in the SAI classroom. She also includes the development of curriculum aligned with IEP goals, increase student progress and performance via integrated technology. I appreciate the author adding this very important detail about how difficult it is to implement a successful program. She states that it takes more than three years to integrate the program. The realization of time restraints such as time to collaborate with general education teachers and administrators, writing and implementing IEP goals and making sure that teachers are supported and well trained.
Monday, July 18, 2011
Journal 3: Abracadabra-It's Augmented Reality
NETS-T 1 & 2
Abracadabra-It's Augmented Reality
Abracadabra-It's Augmented Reality
Raphael, R. (June/July 2011). Abracadabra-It's Augmented Reality.
Learning and Leading with Technology,
38 (8). Retrieved from
http://www.iste.org/learn/publications/learning-and-leading/digital-edition-June-July-2011.aspx
This article begins with what we already know about augmented reality. According to the author, we experience AR when we watch a game on the NFL, go on a ride at Disneyland, or watch the evening news live from the perspective of a soldier. This not-so-new technology is very profitable and allows for businesses to sell their products to a wider group of consumers. Raphael continues to discuss how AR can be integrated with education and technology in the classroom setting. An excellent example is "Zooburst". Students are able to create their own "pop-up" books as well as share their stories with other students. Augmented reality allows for more active participation in both the business world and in the learning environment.
How would I use "Zooburst" in my classroom?
My students do lots and lots of writing in my class. The idea of them writing stories and publishing them as "pop-up" stories sounds wonderful. I also like the idea of sharing and discussing their stories. A well written augmented reality lesson can include writing, technology, oral language and social skills.
What does the future look like for AR?
According to the author, AR is already in use and there are new creative innovations. Some of these include new mobile apps, games, virtual desktops and virtual training. I particularly like the idea of the virtual training. This involves a device that trains airplane mechanics. Great for our high school students learning a new trade!! Sunday, July 17, 2011
Tecnology Self Assessment Tool: School 2.0
NETS-T 1, and 4
Teachers use their knowledge and improve their profession by facilitating and promoting technology in the classroom.
Reflection result for NETS-T Module:
T1.a Creativity and Schools-Sir Ken Robinson
As an educator for more than 20 years I have seen the pendulum change from left to right and back to the left again. And in all those years we have done exactly what Mr. Robinson shared in his talk and that is that the educational system has focused on "academic abilities" rather than promote creativity. At this time of budget cuts, standardized testing, state standards, and accountability, the first subjects eliminated from our schools are the arts. Music, art, dance, drama are the creative subjects that address the needs of those students who excel in these areas. When they first enter school, our children make mistakes, they use their imaginations, they are "free thinker". Today our students are no longer "risk takers" and are afraid to make mistakes.
According to Robinson, "schools kill creativity". I believe those of us in education totally agree, but what can we do? Robinson suggests we change the structure of our educational system and promote the arts, acknowledge students talents, enhance their creativity and imaginations by educating the whole child.
Journal: 2: Join The Flock
Journal 2: Join the Flock Nets: V
Questions #1: Since I already participate in professional learning communities (PLC) at my school site and at the district level, why should I add another element such as professional learning network?
Yes, just as Hadley Ferguson mentions in her article, we do talk, discuss, share, collaborate in the staff lounge during lunch. In our site PLC meetings I collaborate with general education teachers and in our district PLC meetings I collaborate with other special education educators. The idea of PLN is very appealing and I'm sure a great learning and sharing tool for all educators but, at this time, I think I would like to be a "Lurk".
Questions #2: Who would I follow professionally?
If I was to tweet and develop a professional stream they would include educators in the field of special education such as those who work with children with disabilities, speech and language pathologist, educational psychologist, occupational children with disabilities, speech and language pathologist, educational psychologist, occupational therapist, adaptive physical education specialist and those working with autistic children.
Ferguson, Hadley (2010). Join the flock. Learning and leading with technology, 30(8), Retrieved from
http://www.iste.org/learn/publications/learning-and-leading/digital-edition-june-july-2011.aspxhttp:
Another acronym to learn. Professional learning network or PLN. Hadley Ferguson's PLN article reminds me very much of what many districts are advocating and that is PLC or professional learning communities. PLCs collaborate, share ideas, have followers specific to their teaching specialty, develop lesson plans and discuss their success with students. According to the journal article, professional learning networks do about the same thing but via the Internet. I appreciate the idea of tweeting with "followers" that relate to you professionally. The idea of being of "Lurk" is helpful for those of us who are just beginning to build a PLN. Just reading and following others on the PLN as they relate to my specific educational needs, allows me to chose when and what to retweet. For those beginners, Hadley Ferguson also suggests that we retweet a simple but positive comment such as "Gr8 idea" or just respond with "I like your comment".Questions #1: Since I already participate in professional learning communities (PLC) at my school site and at the district level, why should I add another element such as professional learning network?
Yes, just as Hadley Ferguson mentions in her article, we do talk, discuss, share, collaborate in the staff lounge during lunch. In our site PLC meetings I collaborate with general education teachers and in our district PLC meetings I collaborate with other special education educators. The idea of PLN is very appealing and I'm sure a great learning and sharing tool for all educators but, at this time, I think I would like to be a "Lurk".
Questions #2: Who would I follow professionally?
If I was to tweet and develop a professional stream they would include educators in the field of special education such as those who work with children with disabilities, speech and language pathologist, educational psychologist, occupational children with disabilities, speech and language pathologist, educational psychologist, occupational therapist, adaptive physical education specialist and those working with autistic children.
Friday, July 15, 2011
Journal 1: 100 Things that make me Happy
1. Grandchildren
2. My 3 sons
4. My husband
5. My home
6. Our dog
7. Our cats
8. My 5 Sisters
9. My 3 Brothers
10. My mom
11. My dad (rest his soul)
12. My back yard
13. Hiking
14. Swimming
15. Biking
16. Playing tennis
17. Walking
18. Backpacking
19. Traveling
20. Sightseeing
21. Reading
22. My students
23. Being in my classroom
24. Teaching
25. Positive collaboration with teachers
26. Professionals I work with
27. Knowing I did a good job
28. My afternoon summer nap
29. Relaxing
30. Eating
31. Cooking for friends
32. Flowers
33. A clean house
34. Watching the sunset
35. A compliment
36. Gardening
37. Entertaining
38. Seeing my family and friends having a good time
39. Laughing
40. Dancing
41. Watching a good comedy
42. Playing game boards
43. The outdoors
44. The Grand Canyon
45. Yosemite
46. The Tetons in Winter
47. Boating on the Colorado
50. Water Skiing
51. Weddings
52. Birthday parties
53. Any party
54. When one of my students tells me the they understand
55. Smiles on my students faces
56. My students drawings
57. My students writings
58. When my students reach their IEP goals
59. When my students make progress on their goals
60. A good evaluation
61. A successful lesson
62. Exiting a student from special ed.
63. Listening to music
64. Singing with my sisters
65. Knowing I am in good health
66. Finishing my 4th marathon
67. Raising money for Leukemia
68. Hawaii in the summer
69. A successful vegetable garden
70. Enough money in the bank
71. Having paid off our mortgage
72. Buying myself a new truck
73. Finishing a 40 mile bike ride
74. Climbing "Half Dome"
75. Traveling in our motor home
76. The desert
77. 4-wheeling in our jeep
78. Playing soccer with my grandson
79. Playing dress-up with my granddaughter
80. Watching my grandson score a touchdown
81. Watching my grandson score a 3 pointer
82. Watching my granddaughter beat her time in the free style
83. Watching my son finish 3rd in the Baja 500 off-road race
84. Watching my son indoctrinated as a deacon in his church
85. Mountain biking in Mammoth
86. Sharing memories about my dad
87. Reconnecting with old friends
88. My 3 foster children: Bobby, Peter, and Greg (no kidding)
89. Knowing our foster kids are successful and have a good life
90. Knowing I am almost done with my Level II credential
91. Finding just the right outfit for a special occasion
92. Happy hours (anywhere)
93. Don Julio
94. Making tamales with my sisters
95. Christmastime with the family
96. Thanksgiving with family and friends
97 Sleepovers with girlfriends
98. Looking forward to retirement
99. Full filling my dreams
100. Waking up in the morning and saying "Thank You".
2. My 3 sons
4. My husband
5. My home
6. Our dog
7. Our cats
8. My 5 Sisters
9. My 3 Brothers
10. My mom
11. My dad (rest his soul)
12. My back yard
13. Hiking
14. Swimming
15. Biking
16. Playing tennis
17. Walking
18. Backpacking
19. Traveling
20. Sightseeing
21. Reading
22. My students
23. Being in my classroom
24. Teaching
25. Positive collaboration with teachers
26. Professionals I work with
27. Knowing I did a good job
28. My afternoon summer nap
29. Relaxing
30. Eating
31. Cooking for friends
32. Flowers
33. A clean house
34. Watching the sunset
35. A compliment
36. Gardening
37. Entertaining
38. Seeing my family and friends having a good time
39. Laughing
40. Dancing
41. Watching a good comedy
42. Playing game boards
43. The outdoors
44. The Grand Canyon
45. Yosemite
46. The Tetons in Winter
47. Boating on the Colorado
50. Water Skiing
51. Weddings
52. Birthday parties
53. Any party
54. When one of my students tells me the they understand
55. Smiles on my students faces
56. My students drawings
57. My students writings
58. When my students reach their IEP goals
59. When my students make progress on their goals
60. A good evaluation
61. A successful lesson
62. Exiting a student from special ed.
63. Listening to music
64. Singing with my sisters
65. Knowing I am in good health
66. Finishing my 4th marathon
67. Raising money for Leukemia
68. Hawaii in the summer
69. A successful vegetable garden
70. Enough money in the bank
71. Having paid off our mortgage
72. Buying myself a new truck
73. Finishing a 40 mile bike ride
74. Climbing "Half Dome"
75. Traveling in our motor home
76. The desert
77. 4-wheeling in our jeep
78. Playing soccer with my grandson
79. Playing dress-up with my granddaughter
80. Watching my grandson score a touchdown
81. Watching my grandson score a 3 pointer
82. Watching my granddaughter beat her time in the free style
83. Watching my son finish 3rd in the Baja 500 off-road race
84. Watching my son indoctrinated as a deacon in his church
85. Mountain biking in Mammoth
86. Sharing memories about my dad
87. Reconnecting with old friends
88. My 3 foster children: Bobby, Peter, and Greg (no kidding)
89. Knowing our foster kids are successful and have a good life
90. Knowing I am almost done with my Level II credential
91. Finding just the right outfit for a special occasion
92. Happy hours (anywhere)
93. Don Julio
94. Making tamales with my sisters
95. Christmastime with the family
96. Thanksgiving with family and friends
97 Sleepovers with girlfriends
98. Looking forward to retirement
99. Full filling my dreams
100. Waking up in the morning and saying "Thank You".
Wednesday, July 13, 2011
Tuesday, July 12, 2011
About Me: Gloria Gustine
About me: Gloria Gustine
San Marcos has been a place that has nurtured me, provided me with lifetime friends, and a lifetime husband as well as educated me and continues to do so after 56 years. My family and I moved from Escondido, where I was born, to San Marcos when I was 5 years old. I attend San Marcos schools from K to high school and 2 years at Palomar College. Now I can add CSUSM to my biography. I was a stay at home mom until my children were in high school, when I decided to return to school and fulfill my dream of being a teacher. I graduated from SDSU in 1987 and got my very first job as a Bilingual teacher in the Fallbrook School District. For the last 16 years I have been working in my hometown of Valley Center as a Bilingual teacher and now as a special education teacher. In my spare time I enjoy hiking. bicycling, swimming, playing tennis, traveling in our RV and reading mysteries. My passion is volunteering for the lymphoma/leukemia society as a fundraiser and participant in their annual marathons.
At the age of 63, I continue to follow my dream and continue my education. I am an immigrant when it comes to technology. Learning a new language, a new culture and living in a technological environment is a real challenge for "baby boomers". Patience is what I am asking of myself and of this course.
The university's mission statement is the format for my own philosophy of teaching. And that is to teach the whole child. I focus on each individual student and his/her educational potential through effective teaching strategies, development of positive self- esteem, and parental involvement. The most important concept that I try to recognize is the uniqueness of each student and their unique educational needs. I try to become aware of their strengths and areas of needs through continuous assessments, observations, one-to-one communication and on-going communication with parents and collaboration with all those I work with, including administrators, general education and special education professionals, paraprofessionals. Once their strengths are identified, my teaching will challenge them as well as nurture and support their areas of need. To meet these challenges, I must be creative, assertive and not be afraid to tell myself that something is not working and I will re-evaluate my teaching. I need to motivate and have a sense of understanding of the difficult challenges faced daily by my students with special needs. I have to accept the challenges of being not only a teacher but also a counselor, a friend and a confidant to my students with whom I share their educational and developmental experiences. The most rewarding aspect of teaching are the satisfaction and fulfillment I get from seeing my students grow, learn, become more self assured both academically and socially, and when they come back years later and tell me how much I helped them in school.
And that is why I am here today completing my level II educational specialist credential . According to Eleanor Roosevelt, "The future belongs to those who believe in the beauty of their dreams." We are never too old to believe and dream.
San Marcos has been a place that has nurtured me, provided me with lifetime friends, and a lifetime husband as well as educated me and continues to do so after 56 years. My family and I moved from Escondido, where I was born, to San Marcos when I was 5 years old. I attend San Marcos schools from K to high school and 2 years at Palomar College. Now I can add CSUSM to my biography. I was a stay at home mom until my children were in high school, when I decided to return to school and fulfill my dream of being a teacher. I graduated from SDSU in 1987 and got my very first job as a Bilingual teacher in the Fallbrook School District. For the last 16 years I have been working in my hometown of Valley Center as a Bilingual teacher and now as a special education teacher. In my spare time I enjoy hiking. bicycling, swimming, playing tennis, traveling in our RV and reading mysteries. My passion is volunteering for the lymphoma/leukemia society as a fundraiser and participant in their annual marathons.
At the age of 63, I continue to follow my dream and continue my education. I am an immigrant when it comes to technology. Learning a new language, a new culture and living in a technological environment is a real challenge for "baby boomers". Patience is what I am asking of myself and of this course.
The university's mission statement is the format for my own philosophy of teaching. And that is to teach the whole child. I focus on each individual student and his/her educational potential through effective teaching strategies, development of positive self- esteem, and parental involvement. The most important concept that I try to recognize is the uniqueness of each student and their unique educational needs. I try to become aware of their strengths and areas of needs through continuous assessments, observations, one-to-one communication and on-going communication with parents and collaboration with all those I work with, including administrators, general education and special education professionals, paraprofessionals. Once their strengths are identified, my teaching will challenge them as well as nurture and support their areas of need. To meet these challenges, I must be creative, assertive and not be afraid to tell myself that something is not working and I will re-evaluate my teaching. I need to motivate and have a sense of understanding of the difficult challenges faced daily by my students with special needs. I have to accept the challenges of being not only a teacher but also a counselor, a friend and a confidant to my students with whom I share their educational and developmental experiences. The most rewarding aspect of teaching are the satisfaction and fulfillment I get from seeing my students grow, learn, become more self assured both academically and socially, and when they come back years later and tell me how much I helped them in school.
And that is why I am here today completing my level II educational specialist credential . According to Eleanor Roosevelt, "The future belongs to those who believe in the beauty of their dreams." We are never too old to believe and dream.
Subscribe to:
Posts (Atom)