How am I going to deal with limited access in my classroom? I understand and fully realize that, while most students are overly technologically savvy, some students do not have continuous and limitless access to the Internet. I understand this is a realistic hurdle, and will become a problem more in some schools than in others. This is something I need to understand and deal with.
I think I will deal with the lack of access to technology progressively. I will gauge which students have outside access and which students do not and I will adjust accordingly. As far as I am concerned, I will be teaching Language Arts and access to technology and the Internet is critical. I will expect my students to find means of working on their writing projects outside of class.
I feel using in the classroom where outside access is a problem, but an easily surmountable one. Work outside of the classroom is vital for success, and if I am going to prepare my students for college and life after high school, outside work will be necessary for success. I will do whatever I can in my power to provide students with access after school and suggest opportunities. The computer labs on campus are often open and I will provide students with access during class.
I feel if I abandon the use of technology in the classroom because of access issues I will be doing all of my students a disservice. We are living in a technologically advanced world and we are advancing daily. I believe abandoning the use of technology will handicap my students. Although some students might not have outside access, I can't dissuade my students from using technology. What I can do is create new and different opportunities for students who do not have outside access to technology, and I will provide students with in-class work time to afford them ample and additional time with technology.
Monday, August 9, 2010
The ups and downs of powerpoint
I, for one, love Microsoft's Power Point. Not only is the software easy to use, it is a widely universal and beneficial tool for the classroom. As my fellow MAT students and I demonstrated in our final week of MAT 533 at Concordia University, Power Point can be utilized as an educational tool, and as a personal one.
I thought a prime example of this how I used sound and video in my Power Point presentation. Throughout this entire program we have been asked to create lesson plans, unit plans, projects, assessments and what not detailing specific assignments we anticipate teaching in the future. It was nice to work through an assignment that demonstrated a little but of who we were.
I loved my Power Point on "Jaws." The music to start the Power Point was beneficial because if caught the audience's attention, and I was able to implement my favorite scene from the movie to fulfill my video requirement. Additionally, I thought Jeromy's videos were awesome. Jeromy's Power Point detailed his trip to Laos, and it really gave me a sense of what the country is actually like. At one point he said something regarding the fact that if you thought you knew what the middle of nowhere looked like, you were wrong. And then he showed pictures detailing it.
While these are examples of why I think Power Point is a beneficial educational tool in the classroom, it needs to be used sparingly. It needs to be used minimally and with some restraint. When I was in high school, my classmates and I would create a Power Point presentation and use every bell and whistle we could find to try and enhance our Power Point. We only managed to make the slides as confusing and ridiculous as possible.
I thought a prime example of this how I used sound and video in my Power Point presentation. Throughout this entire program we have been asked to create lesson plans, unit plans, projects, assessments and what not detailing specific assignments we anticipate teaching in the future. It was nice to work through an assignment that demonstrated a little but of who we were.
I loved my Power Point on "Jaws." The music to start the Power Point was beneficial because if caught the audience's attention, and I was able to implement my favorite scene from the movie to fulfill my video requirement. Additionally, I thought Jeromy's videos were awesome. Jeromy's Power Point detailed his trip to Laos, and it really gave me a sense of what the country is actually like. At one point he said something regarding the fact that if you thought you knew what the middle of nowhere looked like, you were wrong. And then he showed pictures detailing it.
While these are examples of why I think Power Point is a beneficial educational tool in the classroom, it needs to be used sparingly. It needs to be used minimally and with some restraint. When I was in high school, my classmates and I would create a Power Point presentation and use every bell and whistle we could find to try and enhance our Power Point. We only managed to make the slides as confusing and ridiculous as possible.
Saturday, July 31, 2010
Is texting ruining English?
In a word? Yes. Chatspeak is ruining English. As a prospective high school language arts teacher, I realistically can't defend chatspeak. In reality, I can't stand it. I can't begin to voice my frustrations when I see a text from one of my friends, and it reads: "Wut r u doin?" I can't help but ignore the sender. As Linda Howard states in the article "Is Chatspeak Destroying English?", Chatspeak is ruining the Text Generations' comprehension of the English language. In the article Howard writes, "At some point it is time to realize that the English language must be used effectively to understand and to be understood."
Howard is right. The next generation of students have a below average comprehension of English and their test scores are reflecting this.
Essentially, Chatspeak is linguistic lethargy. How difficult is it to search the computer's keyboard for a few extra consonants? While Chatspeak may be beneficial in small-scale, interpersonal communication, where space is limited, such as a text. But in a large scale environment, Chatspeak is detrimental to modern English. As Howard writes, "The shortcuts of Chatspeak are a welcome convenience when keying data into the cell phone or online chat rooms, but they have no place in the larger society, where effective writing skills are a must." If students fall into the practice of using Chatspeak at every opportunity, their understanding of grammatically correct English with fall by the wayside.
I find this doubly concerning because I am beginning to see this same slick, paltry obsession with lazy English. As I stated previously, I can't stand it when my friends send me e-mails, or text messages, and the messages are littered with Chatspeak. I have even been ridiculed by my peers because I not only prefer to, but I habitually use proper grammar when I write. I try to employ proper English in every aspect of my life. As a prospective language arts teacher, I feel I owe it to myself, and to my future students. In short, Chatspeak is ruining our conception of English. Chatspeak is lazy and far from literary.
Howard is right. The next generation of students have a below average comprehension of English and their test scores are reflecting this.
Essentially, Chatspeak is linguistic lethargy. How difficult is it to search the computer's keyboard for a few extra consonants? While Chatspeak may be beneficial in small-scale, interpersonal communication, where space is limited, such as a text. But in a large scale environment, Chatspeak is detrimental to modern English. As Howard writes, "The shortcuts of Chatspeak are a welcome convenience when keying data into the cell phone or online chat rooms, but they have no place in the larger society, where effective writing skills are a must." If students fall into the practice of using Chatspeak at every opportunity, their understanding of grammatically correct English with fall by the wayside.
I find this doubly concerning because I am beginning to see this same slick, paltry obsession with lazy English. As I stated previously, I can't stand it when my friends send me e-mails, or text messages, and the messages are littered with Chatspeak. I have even been ridiculed by my peers because I not only prefer to, but I habitually use proper grammar when I write. I try to employ proper English in every aspect of my life. As a prospective language arts teacher, I feel I owe it to myself, and to my future students. In short, Chatspeak is ruining our conception of English. Chatspeak is lazy and far from literary.
Sunday, July 25, 2010
Cyberbullying prevention?
While Technology seems to make our lives easier, there are some aspects of Technology which can be detrimental to a comforting educational environment. In Kelley Taylor's article, "Cyberbullying: Is there anything schools can do?" Cyberbullying is defined as, "the use of Internet technology to inflict emotional harm through repeated and deliberate harassment, threats, and intimidation” (2008).
Cyberbullying is rapidly becoming an epidemic as instant communication becomes readily available and increasingly easier. We live in an era where cell phones, computers, iPads, and what not have made communication easier. While communication has become easier with the help of technology, our emotions are becoming increasingly difficult to protect. The Internet has brought bullying to a new level. Students, and in some cases parents, have utilized the Internet to bash, bully, and mistreat people. In one case, the other of a "rival" student used the Internet and a social networking Web site to bully a female student. The female student became increasingly depressed and eventually committed suicide. This is an extreme example of cyberbullying. Cyberbullying exists and can run rampant through the halls of a school. Students have taken a useful resource like the Internet and transformed it into a weapon of punishment.
As educators, how do we protect our students from this technological harm? While students are within the confines of a school, the administration can work to protect students from bullying. Countless school districts across the country have adopted and implemented Zero-Tolerance Anti-Discrimination policies. In short, bullying of any kind will not be tolerated. However, when students leave the confines of the school, how are administrators expected to protect their students? How long does the arm of the school and its administrators extend? I believe administrators should have the right to punish and control cyberbullying whether it occurs inside the school or outside the school. Administrators should have the right to exercise preventative action once students walk through the front door of a school.
While the majority of cyberbullying takes place off campus with private technological tools, administrators should protect the school environment. When the cyberbully and the victim step foot on campus, appropriate action should be used. Although the act of bullying took place off campus, the ramifications of bullying last. They don't end once the message is read. The victims often feel the effects of bullying for days, weeks, and in some cases years after it happened. Cyberbullying needs to be addressed in and out of schools.
Cyberbullying is rapidly becoming an epidemic as instant communication becomes readily available and increasingly easier. We live in an era where cell phones, computers, iPads, and what not have made communication easier. While communication has become easier with the help of technology, our emotions are becoming increasingly difficult to protect. The Internet has brought bullying to a new level. Students, and in some cases parents, have utilized the Internet to bash, bully, and mistreat people. In one case, the other of a "rival" student used the Internet and a social networking Web site to bully a female student. The female student became increasingly depressed and eventually committed suicide. This is an extreme example of cyberbullying. Cyberbullying exists and can run rampant through the halls of a school. Students have taken a useful resource like the Internet and transformed it into a weapon of punishment.
As educators, how do we protect our students from this technological harm? While students are within the confines of a school, the administration can work to protect students from bullying. Countless school districts across the country have adopted and implemented Zero-Tolerance Anti-Discrimination policies. In short, bullying of any kind will not be tolerated. However, when students leave the confines of the school, how are administrators expected to protect their students? How long does the arm of the school and its administrators extend? I believe administrators should have the right to punish and control cyberbullying whether it occurs inside the school or outside the school. Administrators should have the right to exercise preventative action once students walk through the front door of a school.
While the majority of cyberbullying takes place off campus with private technological tools, administrators should protect the school environment. When the cyberbully and the victim step foot on campus, appropriate action should be used. Although the act of bullying took place off campus, the ramifications of bullying last. They don't end once the message is read. The victims often feel the effects of bullying for days, weeks, and in some cases years after it happened. Cyberbullying needs to be addressed in and out of schools.
Monday, July 19, 2010
Have you Googled yourself lately?
Googling yourself can be scary. As educators we constantly have to be on the prowl to protect ourselves, our livelihoods, and our families. The Internet can be a scary place, especially when you aren’t sure whether or not a photo, possibly taken out of context, can be detrimental to your future. With that said, I was relieved to see see the search results when I typed “Derrick Pacheco” into Google, pipl.com and other personal search engines. I didn’t find anything that would lead me to question the possibility of teaching in the future, although I did find quite a few links to experiences in my professional life. Before I ventured into graduate school and the prospect of teaching, I was the sports editor at the Columbia Basin Herald in Moses Lake for 18 months. When I searched for my name on the aforementioned Web sites, I was pleased to see a plethora of links to the Columbia Basin Herald pop up. Additionally, when I searched through Google Images for my name, numerous photos I took while I worked at the Columbia Basin Herald popped up. I was both surprised and relieved to be so lame.
While I noticed my personal life was rather vacant from the realm of the Internet, I did notice I still had a current Myspace.com page. I was surprised I had a Myspace page because I distinctly recall deleting the account the moment I realized I didn't want a social networking site. I changed my stance on them when I was introduced to Facebook. When Facebook debuted, it was geared solely to college students. In fact, I remember distinctly that you needed an e-mail address that ended in "edu" to activate the account. However, after I noticed my Myspace account was still active, I quickly went to Myspace to permanently delete my account. This process was a huge ordeal. As I tried to navigate to the stale and outrageously outdated page, I quickly learned I no longer remembered the e-mail address linked to the account, I couldn't remember my user name, and I couldn't remember the password. Actually deleting my Myspace account was more work than creating it. However, I am satisfied with the end result.
With social networking at an all-time high and sites such as Facebook everyday, teachers need to be increasingly guarded with what they say, do, and post on the Internet, let alone how they act in real life. Teachers live their lives with different standards than anyone else. We are expected to live, act, and respond in a professional and respectful way under all circumstances. While I believe teachers should live up to a higher professional standard than most people, I don't believe their personal lives should be held up to these standards. I believe a teacher should be able to do and say what they want when they find themselves off of school grounds.
The most interesting part of the required readings, was reading that some teachers have social networking sites, allow their students to be their friends, and then post frustrations they have with the school, faculty, classes, or students. I couldn't believe this. This part of the article was ridiculous and reprehensible. I understand there will be days when I, as a teacher, will become infuriated by what happened on a particular day, but I would never stoop to posting it for all so see. This is ridiculous and incomprehensible. Even now, I have a facebook page and coach track at a local high school. I will not accept a "friend invite" from a student until they have graduated, or unless I have known them for an extended period of time outside of the school environment and before I started coaching them. This is a rule I have set forth for them and this is non-negotiable.
In the future, I am going to refrain from posting anything on Facebook, my blog, my Web site, or any other electronic site for that matter, that I wouldn't readily show my principal or superintendent. Why take that risk if it could cost me my lively hood? I understand we are living in an increasingly technological society and we need to take the necessary precautions to protect ourselves from possible sanctions. I am going to think twice before I hit the post button on my post. I am also going to reserve a period of time before posting anything. I think if I think clearly about what I am going to post and give it some time to settle in, I can protect myself from posting anything I could possibly regret in the future.
While I noticed my personal life was rather vacant from the realm of the Internet, I did notice I still had a current Myspace.com page. I was surprised I had a Myspace page because I distinctly recall deleting the account the moment I realized I didn't want a social networking site. I changed my stance on them when I was introduced to Facebook. When Facebook debuted, it was geared solely to college students. In fact, I remember distinctly that you needed an e-mail address that ended in "edu" to activate the account. However, after I noticed my Myspace account was still active, I quickly went to Myspace to permanently delete my account. This process was a huge ordeal. As I tried to navigate to the stale and outrageously outdated page, I quickly learned I no longer remembered the e-mail address linked to the account, I couldn't remember my user name, and I couldn't remember the password. Actually deleting my Myspace account was more work than creating it. However, I am satisfied with the end result.
With social networking at an all-time high and sites such as Facebook everyday, teachers need to be increasingly guarded with what they say, do, and post on the Internet, let alone how they act in real life. Teachers live their lives with different standards than anyone else. We are expected to live, act, and respond in a professional and respectful way under all circumstances. While I believe teachers should live up to a higher professional standard than most people, I don't believe their personal lives should be held up to these standards. I believe a teacher should be able to do and say what they want when they find themselves off of school grounds.
The most interesting part of the required readings, was reading that some teachers have social networking sites, allow their students to be their friends, and then post frustrations they have with the school, faculty, classes, or students. I couldn't believe this. This part of the article was ridiculous and reprehensible. I understand there will be days when I, as a teacher, will become infuriated by what happened on a particular day, but I would never stoop to posting it for all so see. This is ridiculous and incomprehensible. Even now, I have a facebook page and coach track at a local high school. I will not accept a "friend invite" from a student until they have graduated, or unless I have known them for an extended period of time outside of the school environment and before I started coaching them. This is a rule I have set forth for them and this is non-negotiable.
In the future, I am going to refrain from posting anything on Facebook, my blog, my Web site, or any other electronic site for that matter, that I wouldn't readily show my principal or superintendent. Why take that risk if it could cost me my lively hood? I understand we are living in an increasingly technological society and we need to take the necessary precautions to protect ourselves from possible sanctions. I am going to think twice before I hit the post button on my post. I am also going to reserve a period of time before posting anything. I think if I think clearly about what I am going to post and give it some time to settle in, I can protect myself from posting anything I could possibly regret in the future.
Sunday, July 18, 2010
Mr. Pacheco's reflection and the Marc Prensky readings
Marc Prensky presents a unique and explorative look into the future of education and I can’t help but agree with his claim that we, the teachers, must find ways to evolve and accommodate to the students, rather than expect them to accommodate for us. With each passing year, an increasing number Digital Natives are entering our school systems and we need to find ways to engage them. Prensky’s term “Digital Native” brings forth another question to comprehend: Am I a “Digital Native” or a “Digital Immigrant”?
After reading and reflecting, I would classify myself as a Digital Immigrant. As I grow older and become more susceptible to the influence of technology, I inch closer and closer to becoming a Digital Native. When it comes to technology, I am often behind the curve. For example, I was the last one of my friends to get a cell phone. Heck, I was the last one in my family to get one. I completely understand the usefulness and need for a cell phone, but I am not attached to it. I was also the last of my friends to buy a computer and the last to get a laptop. And when it comes to editing my research papers and whatnot, I struggle to edit without holding a physical copy of it.
But I understand Prensky’s stance on Digital Natives and why we, as educators, must cater to them to provide a beneficial and supportive educational experience. The world is changing so rapidly, technologically speaking, and humanity is struggling so hard to keep up. We need to cater to their needs. Tomorrow’s students no longer find solace in lecture, reading and independent projects and assignments. As Prensky writes, “It is now clear that as a result of this ubiquitous environment and the sheer volume of their interaction with it, today’s students think and process information fundamentally differently from their predecessors.” The way people think and process information is constantly evolving and the evolutionary process is sped up with technology and we need to find a way to capitalize on this.
While I agree with Prensky’s notion of catering to students and developing curriculum for tomorrow’s technologically savvy students, I don’t agree with Prensky’s claim that Digital Immigrants believe certain technology don’t cater to student learning. Prenksy claims, “Digital Immigrants don’t believe their students can learn successfully while watching TV or listening to music, because they (the Immigrants) can’t.” This is a ridiculous claim, because this is precisely how everyone learns. Television and music play a beneficial role in education and they should be embraced in the classroom. Granted a student might not learn a great deal from MTV’s programming, they will inherently learn something from watching. Additionally, the anti-war music of the Vietnam War Era played a significant role in educating hundreds of thousands of people as to what was going on in Vietnam.
While I might fail to comprehend the Prensky’s claim that TV and Music are not beneficial to the educational experience, I agree with his notion that we need to change to benefit the students. “So if Digital Immigrant educators really want to reach Digital Natives – i.e. all their students – they will have to change. It’s high time for them to stop their grousing, and as the Nike motto of the Digital Native generation says, ‘Just do it!’ They will succeed in the long run – and their successes will come that much sooner if their administrators support them.”
As a Digital Immigrant, I need to cater my classroom to benefit the increasing number of Digital Natives. I need to find creative ways to stimulate student learning and increase productivity in an ever-changing educational environment. I need to work diligently toward technological bliss. I need to become a Digital Native.
After reading and reflecting, I would classify myself as a Digital Immigrant. As I grow older and become more susceptible to the influence of technology, I inch closer and closer to becoming a Digital Native. When it comes to technology, I am often behind the curve. For example, I was the last one of my friends to get a cell phone. Heck, I was the last one in my family to get one. I completely understand the usefulness and need for a cell phone, but I am not attached to it. I was also the last of my friends to buy a computer and the last to get a laptop. And when it comes to editing my research papers and whatnot, I struggle to edit without holding a physical copy of it.
But I understand Prensky’s stance on Digital Natives and why we, as educators, must cater to them to provide a beneficial and supportive educational experience. The world is changing so rapidly, technologically speaking, and humanity is struggling so hard to keep up. We need to cater to their needs. Tomorrow’s students no longer find solace in lecture, reading and independent projects and assignments. As Prensky writes, “It is now clear that as a result of this ubiquitous environment and the sheer volume of their interaction with it, today’s students think and process information fundamentally differently from their predecessors.” The way people think and process information is constantly evolving and the evolutionary process is sped up with technology and we need to find a way to capitalize on this.
While I agree with Prensky’s notion of catering to students and developing curriculum for tomorrow’s technologically savvy students, I don’t agree with Prensky’s claim that Digital Immigrants believe certain technology don’t cater to student learning. Prenksy claims, “Digital Immigrants don’t believe their students can learn successfully while watching TV or listening to music, because they (the Immigrants) can’t.” This is a ridiculous claim, because this is precisely how everyone learns. Television and music play a beneficial role in education and they should be embraced in the classroom. Granted a student might not learn a great deal from MTV’s programming, they will inherently learn something from watching. Additionally, the anti-war music of the Vietnam War Era played a significant role in educating hundreds of thousands of people as to what was going on in Vietnam.
While I might fail to comprehend the Prensky’s claim that TV and Music are not beneficial to the educational experience, I agree with his notion that we need to change to benefit the students. “So if Digital Immigrant educators really want to reach Digital Natives – i.e. all their students – they will have to change. It’s high time for them to stop their grousing, and as the Nike motto of the Digital Native generation says, ‘Just do it!’ They will succeed in the long run – and their successes will come that much sooner if their administrators support them.”
As a Digital Immigrant, I need to cater my classroom to benefit the increasing number of Digital Natives. I need to find creative ways to stimulate student learning and increase productivity in an ever-changing educational environment. I need to work diligently toward technological bliss. I need to become a Digital Native.
Monday, July 12, 2010
Introduction
Hello everyone in cyberspace!
My name is Derrick Pacheco and I am enrolled in the MAT program at Concordia University so I can teach high school English and social studies. I am primarily looking at language arts positions, and then social studies.
My favorite animal is a killer whale, or orca. I love orcas because they are brilliant marine mammals. They are social animals and live in a close-knit, tight community. Orcas are top marine predators and they eat sharks, whales and anything else they want. Their color patterns also look really cool and they are awesome.
My name is Derrick Pacheco and I am enrolled in the MAT program at Concordia University so I can teach high school English and social studies. I am primarily looking at language arts positions, and then social studies.
My favorite animal is a killer whale, or orca. I love orcas because they are brilliant marine mammals. They are social animals and live in a close-knit, tight community. Orcas are top marine predators and they eat sharks, whales and anything else they want. Their color patterns also look really cool and they are awesome.
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