Week+07+Reflection

Week 7

__Reading #1__: Acceptable Use Policies for Internet -[|AUPs] are used to ensure that students are using the Internet safely and appropriately. -"AUP acts as a written contract between administrators, teachers, parents and students. It outlines the terms and conditions for Internet use by defining access privileges, rules of online behaviour, and the consequences for violating those rules". -AUPs focus on the responsible use of Internet as well as the Intranet (library catalogs, classroom networks...) -AUPs outline the code on conduct for students as well as the consequences for violation of the contract. -They can be used to inform parents about their child's use of Internet at school. -I don't agree with the article that the AUPs should be unique to each school since all children should be protected equally - at least across the same board, but I admit that they should be available for modification. -I remember signing similar contracts when I was in high school and did not find them overly restricting. They do however help to instill fear in the students because they may not understand all the ways in which they can violate the contract.

__Reading # 2__: OCDSB AUP -Seems to include parents and community members more than the previous reading. -"[|The Board] has the right to monitor the individual uses of its technology". This struck me a little intense since it did not explain under which circumstances it would do so. I admit that this could be a good tool for solving crime or and reducing misuse of the Internet, but this also seems like a violation of privacy.media type="youtube" key="P1wew3t3SVs" height="201" width="248" align="right" -I think it is interesting that I never saw this information during my practicum at this board and never was asked to sign a contract, even though I had no intention of violating these codes.

This video discuss important issues related to the use of Internet. It provides information on safe and acceptable use of the Internet for both employees and students of the board. Students should already be aware of some of the information, but I like the way that it was presented.

__In-Class Discussion__:

E-Learning -Taking courses online (many available at high school and college/university level) -Same requirements as in-class courses (hours, work level...) -Learn anywhere, whenever is convenient for you -Learning Management Systems (LMS) - program for delivering the curriculum (e.g., Desire2Learn) I have actually tried WebCT, Moodle and Blackboard. Moodle was my least favorite even though it is the only one that I have experience making. I enjoyed the experience of inventing a course for the Moodle project, but I found that it is very simple. In most LMS, you can build calenders for the students, allow them to sumbit their work, provide the students with the necessary information, give instructions for activities, etc. -There is also hybrid/**blended learning** (some in-class and some online learning activities) -What I don't like about online learning is the //forced self introduction to create an online community//. I don't feel as though I can connect to strangers as well online as I can in person. I do like the highly organized format of most LMS. //Calenders// are particularly helpful, especially when they send reminder emails for assignments and tests. -I do not think that I would pay for an LMS if they offer similar alternatives for free (Google sites, Wikispaces...). Moodle and WebCT do have some special features that are not available with the free alternatives, but often teachers can find other ways to include similar features (such as free add-ins) -**Synchronous** - you are online at the same time as the instructor -**Asynchronous** - you can go online at any point and time (becoming the most popular - flexibility of schedule) -Province of Ontario uses Desire2Learn for this courses -More and more opportunities to teach in this field. However, not the same as being in class.

-Instant messaging service, like a phone service -you have to pay when connect to a land line -ideal connection: video -Problems with video: needs a lot of bandwidth (not in sync) -You can talk to another class somewhere else in the world -Helps building relationships with pen pals -You can teach in one room with an additional class in another room watching the teacher on skype (as long as a teacher is present in the other room).
 * Skype**

-As far as instant messaging systems, I personally do not use them but I recognize how useful they can be. They certainly have impacted the way we think about communication, and the global community. In a French as a second language classroom, students would have fun learning the jargon used in French chats, and could create a chat simulation in order to use the new vocabulary, or could become pen pals with French students and skype to each other.

__Presentations__:

__Sejal & Alex__ (Geography) -immigration, Canadian context (grade 9) -choose three profiles, familiarize yourself with the push and pull factors -http://download.elearningontario.ca/repository/1280230000/LO9007%20-%20Human%20Migration.html -You can read about a person's experience in another country and identify factors that might push or pull a student to immigrate. -Students are given "passports" to see if you would get into Canada. Different times in immigration periods (modern versus 19th century) -Assignment to create a podcast about feelings & thoughts regarding immigration period (fair?) -[|Gcast] You sign up and phone to create a podcast. (Underprivileged students)

__Alex & Brad__ (History) -Webquests/ Web-race involving Google Book Search and [|Worldcat.org] -Videos on how to navigate these databases -Quizzes to verify that you can use these databases -Learn to ask fellow students before asking the teacher (This may encourage a lot of unnecessary talking) -Complete a google form - results show up in real time for students (helps them evaluate learning) -Should have encouraged students to use headphones when watching the videos (everyone's where at different times - distracting). -These databases help you locate the books/articles/materials in libraries near you, provide information about the resource (abstracts, reviews...), and mention related subjects. -Worldcat also can help you build a bibliography (very helpful for students doing extensive research projects)

__Dane & Helen__ (Chemistry) -http://ped3119-dp-hg-chemistrylesson.wikispaces.com/ -periodic table (grade 9) -elements identified by letters - each student was given a different element -technology difficulties with lesson - set up speakers first -students are able to find instructions online, also useful weblinks are available -class builds wiki together to build periodic table of elements (helpful for studying later) -encourage well documented research and referencing (good website: http://www.webelements.com/) -class comes together at the end to share findings -Students fell that they are important and contributing to a class project

__Karen & Steve__ (English) -Comic Life with [|Midsummer Night's Dream] -Thematic elements illustrated in different ways -Comic Books - help explore the story -Comic Life - tool to explore the medium of comic books -What can a play do that a graphic novel cannot? What can a graphic novel do that a play cannot? -How to choose specific elements. Differences between mediums.[|Comic Life] -Conflict in play -Portrait certain emotions with images, selecting font (emphasizing certain words), gestures -> still frame, connectors... -Explained how to find appropriate images -Students make a lot of decisions -How's story are you telling -SO MUCH OPTION for interpretation

This is a quick Comic Life project, it doesn't tell a story, but I can imagine the possibilities for story telling.

__Natasha, Kristin & Taylor__ (English) -Poetry (Diamonte Poem) -Begin with youtube clip for explanation of new concept -http://www.readwritethink.org/files/resources/interactives/diamante/ -Create your own diamonte poem (fill in a form) -Provides information regarding what is a synonym, -ing word... -Use poem in Audacity to create a podcast, then use Windows Movie Maker to finalize project. -Students then would present their own poem to the class -Could have students write a poem on a specific theme, character studied in novel...

__Laura & Andrea__ (P.E. - nutrition) -Start by giving students chocolate -DPA - do jumping-jacks (energy balance) -Food Diary (nutrition assignment) -http://www.dietitians.ca/index.asp -My score: Eating - 5 Stars, Activity: 2 Stars -The advice wasn't very useful... I don't plan to become more physically active, it was not encouraging... -The website provides eating and activity diary (calender seems very useful)

__Daljit & Steven__ (Math) -work in teams to find volume and surface area of rectangular prism, then other shapes -using "real life" problems to engage students -videos helped create these problems - make it more relevant, increase urgency

__Stephanie & Jenn__ (French) -Use Photo Story to create a documentary (in partners) on La Nouvelle France -Work in teams, narrate the photos selected (pros and cons of life in La Nouvelle France) -Everyone will have a different perspective or approach to creating the documentary, and may want to focus on different aspects.