Joanna+Nieves

Hey Everyone!! My avatar name is: JannaSnow

=Assignment 1: Special Report: 3 Articles (Articles links, Summaries, and citations for Cyberbullying) Due Date: April 2nd, 2012=

Cyberbullying (Group: Joanna, Jenna, and Jennifer)
[] When the Internet was first implemented into schools, schools focused on the 2 P's: predators and pornagraghy. Now, many schools have realized that this was the wrong approach to a computerized nation. The better way to educate children, is through the teaching of good digital citizenship. By showing the students how to positively navigate the internet and how to appropriately report negativity within the internet, will allow studnets to take ownership of their own education and empower them to make good cidital decisions. The article also states that more education is necessary for teachers who must deal with the cyberbullying situations within school districts. For, example, teachers are constantly being educated through professional develpoment classes on various subjects, such as: cyberethics, cybersecurity, and cybersafety. By educating teachers in what to look for in cyberbullying and having regular classroom discussions on this topic, statistics show a lower amount of bullying within school districts, whereas now, almost 50% of teachers surveyed feel they are not capable or adequately trained to currently deal with this issue. []
 * Article 1: Confronting Cyberbullying By: Peter Levy**
 * Citation:** Levy, Peter.(05/02/11).//Confronting Cyberbullying//. The Journal, Digital Citizenship Feature, page 49, Retrieved: April 1st, 2012, from

[] This article dealt mostly with how parents react, deal with, and prevent cyberbullying or bullying in general. It explained several signs to watch for and what a parent should do if they see any of the signs. It also explained how a parent can and should become more involved with their student and their education. Parents should become actively involved with their child's education, and by knowing the environment the reduction of bullying is inevitable. Also, there are 3 separate articles mentioned, which are listed below, that give 10 tips to identify bullying, 10 tips to prevent bullying, and 10 things to do if your child is the bullier at school. I found this article very interesting because it promotes what most teachers have been advocating all along; that parent involvement is key to a successful and beneficial education to the children of America.
 * Article 2: Education.com reveals that 1/3 of parents uncertain how to handle cyberbullying By: PRNewswire, [|www.education.com]**
 * Citation:** PRNewswire.(03/22/2012). //Education.com Reveals that 1/3 of Parents Uncertain how to Handle Cyberbullying//. YahooFinance.com, Press Release, Retrieved 04/01/12, from []

[] [] [] []
 * Other related links**: that are very useful and informative. All of these were created by [|www.education.com]

[] Nick Gillespie takes a different approach to bullying and cyberbullying in this article than in some of the other articles I looked at. I chose to include this article because it sort of bridges the gap between what is expected of a teacher, of a parent and what society has now coined as 'bullying'. Gillespie does a good job of deciphering what is and is not in fact bullying and how to approach actual bullying and so-called bullying. Although, this article does not clearly benefit the teacher or the parent aspect of my information, it did give me a clear view of what is bullying and how America's views on the issue have changed and generalized greatly. What used to be considered a more 'hazing' sort of behavior in the 80's has been simplified to that of name-calling in the 2000's, which is no less terrible but not nearly as hard to deal with. The changes in the definition of bulying are astounding but the idea that the number of reported cases decreasing over the years also shows that schools and parents alike, are starting to get a firm grasp on prevention methods for cyberbullying and bullying.
 * Article 3: Stop Panicking about Bullies By: Nick Gillespie**
 * Citation:** Gillesppie, Nick. (03/30.2012). //Stop Panicking about Bullies//. The Wall Street Journal. Saturday Edition, Section C1. Retrieved 04/01/2012, from []

Powerpoint Presentation: media type="custom" key="13790194"

=Assignment 2: Classroom Gadget: The Kindle=

Gadget: Kindle Touch, by Amazon
I will research the tool itself as well as several of the functions it performs, like highlighting and note taking. I will review this gadget both within my classroom with my students and also on my own time. I will play with the device to learn how it properly functions. I will also use the tutorial that is included within the Kindle and research various websites for more information. I will definitely look at Amazon for more input on the Kindle Touch. I feel that this is a great opportunity for me in the learning field, since my school district recently purchased me a classroom set of these fine machines. I look forward to using them and learning the ins and outs of them. The only downfalls that I have found with them thus far are the following: 1. its not a book, (But I am partial, I am an English teacher) 2. it seems like it takes longer for the students to get through a book, and 3. the book is measured in percentages instead of pages which is harder for the children to grasp. I plan to overcome these 3 obstacles through my research and practice work with the machine.

1. Read the informational tutorial for the Kindle Touch 2. Play with the machine 3. Research Amazon and ask questions 4. Interview IT specialist at school 5. Research Internet for more information
 * Learning plan:**

Students will begin class by writing a journal entry, which is a 25 word abstract explaining what happened in the previous chapter. Students will then pass out Kindles to whole class. Students will open ebook, "The Immortal Life of Henrietta Lacks." Students will do this by using the 'Go To' feature in the menu bar. Students will continue with the reading of Chapter 27 in the text. Students will learn the highlighting and notetaking tools on the Kindle Touch today. Students will finish reading Chapter 27 today. Students will conclude class by reviewing highlighting and notetaking techniques on the Kindle. Students will close ebooks, shut down Kindles, and return to shelf.
 * Lesson Plan:**
 * Presentation for class:**

media type="custom" key="13536740"
 * Photos for presentation:**

=**Assignment 3: Technology Project**=

**1. Google Resource Website**
[]

2. Multimedia: Instructional Video or Video Tutorial
This is my YouTube video on how to use a Kindle Touch. I hope I did this right. media type="youtube" key="HWVg4NO-vTs" height="315" width="560" align="center"

**3. Desktop Publishing: Design of a Newsletter**
media type="custom" key="16095746"

=Assignment 4: Technology Integration Unit with Supporting Web Sites=

1. Website
[] I hope this is what you were looking for. I went a little crazy and created a whole new web page instead of using the one I already created. I will probably use this in my classes next year, so I hope you enjoy it as much as I enjoyed making it.

2. Unit Plan Introduction
Each year, I complete a William Shakepseare unit with my 9th grade students. Previously, I simply copied a dozen or so handouts and passed them out to the students, read them together, highlighted the important information and had the students take a test. Simple, straitforward and to the point. But, with this class and my new access to a world of technology, I thought that I would become ambitious and try something new. So, this unit that I have developed will be for my 9th gradeers next year, when we tackle William Shakespeare once more. I have found various sites, games, and pictures that will enforce the ideals presented to the students during this unit, that will hopefully, improve understanding and interest among the ranks. The technolgoy that I chose varies from a simple clipart slideshow of pictures, to an online scavenger hunt and a virtual tour of the Globe theatre. I hope to spark an interest not necessarily in William Shakespeare, although I would love that, but an interest in the human language and in the wriitten word. There is no better expression or more emphasis in the english language than that of William Shakespeare and to open a studnets' eyes to this world gives me great pleasure. I hope to inspire an appreciation in writing and in language and most importantly in the way language is viewed and used in society today. I do intend to still incorporate the many worksheets that I already use in class, but I plan on implementing these few things as a way to enhance what we already discuss. I hope that these features will further help to understandng and help to inspire an appreciation for the english language. I think that this generation of children is very much dependent on technology and on outside resources. I believe that a student of the 21st century has to have technology included within their world for things to make sense to them. i hope that by including some of these things the dots will connect a little more than with just my simple love for the realm of Shakespeare. If there is anyone who would want to use this unit plan as something useful within his or her classroom, I hope that you understand the passion and joy with which I teahc my high school studnets. As well as the passion I have for the realm of William Shakepseare. This combination have helped me to create a unit that is action packed and filled with both technology and a new outlook at William Shakespeare; the man, the myth, and the legend. Objectives: 1. To incorporate technology into an English language arts classroom. 2. To add a fun aspect to WIlliam Shakepseare. 3. To emphasize the importance of William Shakepseare on the english language. 4. To emphasize the importance of William Shakespeare on the world of writing. 5. The student will be able to find pertinent information on William Shakepseare to be incorporate into classroom discussion via the Internet.

3. Unit plan with Lessons
[|Unit Plan] This is a link to my Google Doc. This is the whole Unit Plan, including: PA English Standars, PA Technology Standards, 10 Lessons with links to websites, final prject assessment with grading rubric.

Checklist: 2 online games or software application 2 tool software 2 multimedia projects created me as instructional materials 1 Assessment Tool
 * 1) Scavenger hunt
 * 2) Power point
 * 1) Web quest
 * 2) Virtual Tour of Globe theatre
 * 1) Project
 * 2) Picasa Album
 * 1) Project Rubric

4. TIP questions and Answers:

 * Phase I: Determining Relative Advantage--Why Use Technology? **
 * Do I have topics, curriculum objectives, or insights I have difficulty teaching?
 * yes, my students struggle with my William Shakespeare unit every year. I hope to improve my students' understanding of the life and times of William Shakepseare.
 * Are any of the above a good match for a technology-based solution?
 * yes, I will incorporate a variety of technologies within this unit to improve student understanding.
 * What is the relative advantage of the technology-based solution?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Students of the 21st century are more technology savvy and are prone to comprehend information given through the use of technology instead of on regular paper.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Is the relative advantage sufficient to justify the effort and expense of using these solutions?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">I believe that if the students will understand and learn more through the use of technology than it is worth the cost to the school. Although most of the activities I have found do not cost anything since it is directly on the Internet.


 * <span style="color: black; font-family: Arial,sans-serif; font-size: 16px;">Phase 2: Deciding on Objectives and Assessments--How Will I Know Students Have Learned? **


 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">What outcomes do I expect of students after the instruction to show me they have learned?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">I expect the students to gain a better understanding of the life and times of William Shakespeare.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">I expect the students to make a correlation from William Shakespeare and Queen Elizabeth.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">And I exect the students to comprehend the Globe theatre and how it directly effected the changes in dramatic world of playwrighting.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">What is the best way for me to assess students' learning (e.g., written tests, products)?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">I believe that it is a mix of both written exam and a technology based assessment. I plan on including technological assessments, such as, a scavenger hunt and discussion boards and a wiki page built by students. I also plan on evaulating the students using an exam on William Shakepseare. I will also try to create a project where students will recreate and construct the Globe theatre or Shakespearean garb with a grading rubric.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Do the assessment instruments (e.g., tests, rubrics) exist or do I have to develop them?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">I already have the Shakespeare Exam and webquest and scavenger hunt made.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">I still need to create the project and rubric for grading.


 * <span style="color: black; font-family: Arial,sans-serif; font-size: 16px;">Phase 3: Designing Integration Strategies--What Teaching Strategies Will Work Best? **


 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Will the instruction be single subject or interdisciplinary?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Can be incorporated into History class if planned accordingly. But, this will most likely be a single subject discipline.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Will students work as individuals, pairs, small or large groups, whole class, a combination?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Students will work as individuals for globe or garment project and on Shakespeare exam.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Students will work in pairs and in small groups for web quest and scavenger hunt.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Students will work in whole class for basic web instruction, handouts, and virtual tour of the Globe.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Should activities be directed, constructivist, or a combination of these?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Activities will be both directed and constructivist. I will give specific directions for project and exam. Students will be allowed to construct wikipage as they wish with certain information expected. But, how constructed is up to students.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">What sequence of activities should I teach?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">I will begin with basic web searches and oral instructions on handouts and highlighting techniques. And will progress to group web quests and scavenger hunt. I will include whole group discussion followed by virtual tour of Globe theatre. I will then have students take exam and finally complete project on Globe or garments.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Will students have enough time to learn the technologies before I begin grading?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">The course of the unit will take roughly 2 to 3 weeks. I will not begin to grade assignments until the middle of the second week of instruction.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Do I have demonstrations of equipment and the software skills student will need?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Students will not need demonstration of Internet and laptop uses. Students will need a demonstration on how to use a wikipage and how to upload information.


 * <span style="color: black; font-family: Arial,sans-serif; font-size: 16px;">Phase 4: Preparing the Instructional Environment--Are the Essential Conditions in Place to Support Technology Integration? **


 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">How many computers and copies of software do I need to carry out the activities?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">I will need 15 computers for paired assignments.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">I will need 30 computers for whole class instruction.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">(This will depend on the day and which assignment we are partaking in. This is based on class of 30 but maybe subject to change year to year.)
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">How many computers and copies of software are available?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">As many as needed.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Over what time period and for how long will technology resources be needed?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Roughly 2 to 3 weeks, students will need computers for all days except for 4 or 5 days.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Do I need to schedule time in a lab or media center?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">I will need to reserve the floating laptop cart in advance.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Do I need to schedule projection devices or large-screen monitors for demos?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">No, I have an Elmo and projector already in my room.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">What other equipment, software, media, and resources will I need?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">A few handouts that I have previously made.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Shakespeare exam which was previously made.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Are the uses I am planning legal according to copyright laws?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Yes, all information found on the Internet is usable within my classroom.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Have I provided for students' privacy and safety?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Yes, the wikipage will only be accessible to my class and my students.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Have I made all necessary access provisions for students with physical disabilities?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Yes, I will allow extra time when needed.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Am I familiar with troubleshooting procedures specific to the hardware or software?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">I am familiar with the troubleshooting of all software and hardware, provided that the Internet does not go down for that day. In that case, I will have to come up with an alternate assignment until the Internet is restored.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Have I built in time to test-run an equipment setup before the students arrive?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">I will doublecheck all software and programs either on my prep period or on the day before we start the unit.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Have I built in time to back up important files? Have I trained students to back up theirs?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">I have built in time for students to back up their files. Students also know that they are to save all items in more than one place, such as personal drives and the shared drive or on the personal drive and a usb.
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">Do I have a backup plan if I cannot use the resources as I had planned?
 * <span style="color: black; font-family: verdana,sans-serif; font-size: 13px; vertical-align: baseline;">If the resources I have planned for fail in some way, I will rely on the handouts and paper versions of the information that I have used in previous years.

=Assignment 5: Second Life Explorations Explorations and Virtual Exhibit=

1. Create Avatar and fix
My avatar name is: JannaSnow

2. Blog entries on in-world experiences (located on the discussion board of wiki page)
March 26 -- I found the building of the trampoline to be rather easy. However, I had a hard time figuring out how to make the jump feature work, that was slightly more complicated. I seriously considered quitting more than once but, instead, I decided to quit for the day and then come back to it once I calmed down. Actually, it was really easy to figure out the second time I looked at it. I was very pleased with myself and my project and the fact that I accomplished the task I had set out to do.

April 23 -- Today, the class went on a field trip and saw a movie. But, it was a different kind of thing because it was an interactive experience. I both liked and disliked the experience. I liked being able to sort of travel through the different time periods and events and actually being able to experience the events for myself. I did not like the fact that I did not have control over my Avatar. Giving over control of something that is supposed to represent myself was strangely uncomfortable. The colors and scenes were very vibrant and bright and very expressive. I felt like I understood the message of helplessness and being out of control, especially since I had lost that with my Avatar. I don't know if that was part of the point but it certainly sent me a strong message.

April 30 -- Overall, up to this point, I found that I enjoyed Second Life and the experiences that we had so far. I like the idea of learning through a different avenue. I will be honest and say that I don't entirely understand the need for an Avatar when you can actually sit in a class or on a computer and see your class. But, I enjoyed this experience. I will probably continue to poke my head through Second Life, although probably not as detailed as we do in class. It is hard to figure out who you can and can not trust and what is a viable setting and what seems a little fishy. I think that it is interesting that I have the opportunity to be someone else for a little while, but also that I have the option to change at any point. I am still not entirely sure how to earn money in Second Life and what all it holds, since our experiences have been only school related. I look forward to some more exploration and venturing outside of the school setting a little.

3. Second Life Reflections
Overall, I highly enjoyed the experiences that I had in Second Life. I not only enjoyed creating my Avatar, but also being able to get away from myself for awhile, which I felt Second Life gave me the ability to do. It was also a very interesting way to approach conductin g and partaking in a class. I think that this would be a good tool for my high school studnets to be able to enjoy. I think I will need to continue to work with and explore this idea some more before I could implememnt it within my classroom. I do feel that this is both an appropriate and inovative tool that could be very beenficial to my classroom if given adequate usage and time to incorporate. I feel that my student will be able to relate very well to this idea because it is a similar ideal used in the xBox, in which you create your own Avatar who plays and interacts with the various games and players. But, I truly enjoyed the experience. I did get a little frustrated at times, not being completely sure in what I was doing, but it was truly interesting. I do hope to continue to use and explore Second Life and hopefully begin to navigate the world on my own.

Assignment 6: Final Class Reflections
I truly enjoyed this class. I learned a ton of things that I did not know beforehand but more importantly, I learned that technology is not something to be afraid of, but something that could and should be implemented within a classroom. I found a ton of useable and informative tools thtroughout this course, some which I was partially aware of but had not used, and some that I had no idea existed before. I had a gmail account in which I used to video chat with my sister who lives in Philadelphia, but I had no idea about all of the other functions that were attached to and could be used with Google. Also, I have made PowerPoints before but I had no idea about Slidshare, and that I could share my powerpoints and borrow other peoples powerpoints, which is a great asset when you are in a hurry.

I also liked the Eluminate feature of the class. Since I am just beginning my Master's program, I had not taken an online class before. This semester I took two, this one with the Eluminate feature and one without. And I must say that I liked the idea of being able to communiate with my instructor and my classmates on a regular basis. This made things easier when I had questions or did not understand something. The constant contact and the ability to hear things explained to me that were expected, made the course a lot easier to handle and much more interesting. I did not have to force myself to sit down and do my work because I knew I needed things done every Monday nite. I had alot less struggles with this feature and greatly appreciated it. I also liked the idea of the Wiki page to turn things in. I liked that I was able to work with other students and could see my and my fellow students' progress. This was very beneficial when I was unsure of what I was to do exactly. I could look at someone else's page and see how they did things, which would help to spark ideas and generate plans for my own assignments. It was easier to upload things onto the Wikipages then into Blackboard as well.

Overall, it was a strong and informative class and I highly enjoyed myself. I hope that more of my classes are like this, with the Eluminate feature and the constant communication. I also enjoyed you, Dr. Ladores, you made the class fun and light and kept my attention, which I admit is sometimes hard to do. I hope to have you again in the future and look forward to continuing my educational journey. I was worried being a returning student, but you made the transition back a lot easier and I truly appreciated it. For that I thank you. =Bonus Assignment:=
 * ISTE SIGTE Webinar: BYOT, Why We Took the Plunge**

I participated in this particular Webinar because the idea of a different approach to technology within the classroom intrigued me. I listened to both speakers closely as they explained their schools approach to technology and I was both in awe and inspired because the ideas presented were so outside of the box that I didn't really know what to think. But, after reflecting on the ideals presented, I have to say that the school district is highly innovative and far beyond the technological abilities of my own school.

The first major difference that I noticed was that the school allows the students to bring in their own forms of technology. It does not matter what the technology is, as long as it is a device that meets the following criteria: 1. is a consumptive device, it can hold information; 2. it is a productive device, in which a student can produce written works; and 3. it is a communicative tool, in which the internet can be used to send and receive information. So, it doesn't matter if the device is an iPad, cell phone, or a laptop. For the less fortunate students that do not have their own form of technology to contribute to the school, these students do have the option of using school provided technology for a small fee, much like renting the device with the option to buy, Rent-aCenter comes to mind. But, with this idea, the students and school now have a 1:1 ratio of technology within the school. Every student has some foem of technology which is a huge deal in terms of usage within the classroom.

No matter what type of technology the student provides, all devices are required to have the school's programs and providers, such as GoogleApps for Education. This is installed in all technologies used within the school and the students then receive a corresponding username and password so that they may access all of the school information, no matter what type of technology is used. This is an amazing idea. This completely blew my mind. My first thought was how do you control which format the students use? Then, I thought how do you control what the studnets are on if they are using their own devices? The truth of the matter is, it doesn't really matter what format the assignment is written in, as long as it is a quality product and completed effectively. Which after considering this truthful statement, I truly wouldn't care if a kid used Notepad or Word as long as the asssingment was completed on time and correctly. The other major focus of the school is to teach appropriate technology use at all times. The teachers use offenses as teachable moments instead of punishable actions. The school is also constantly updating their AUP, to essentially make the students responsible for their uses and to teach students to become their own filter. Which again, is something that my school does not do.

Overall, I highly enjoyed the presentation and I think that the odeals presented were things that I believe will eventually become a regular occurance within school districts. I hope that this is the case anyway, if schools could cut down the cost of technologies by allowing studnets to produce their own form of technology, then schools could inevittably put that money to use elsewhere and save at the same time. I think that this is something that is coming to most schools and I am glad that I had the opportunity to see how it worked and to know that this option is not only manageable but workable all at once.