Sept. 15

Explicit knowledge (hard data: facts, details, such as students birth date written down)
Tacit knowledge (figure out who follows directions, situation of students)

Formal planning causes restrictive, creative ability. Doesn't allow the learner to use tacit knowledge.

The *'d section on page 16 of Change Forces: The Sequel is important. Managers can mediate (play the interpreter), translate from supervisors down and totem to the top. In a school setting, the 'manager' is usually the team leader or the principal who moves from district to teachers, or teachers to district.

Page 18 has the 8 Lessons:

Lesson 4: don't micro-manage. allow others to do their job. Guide them, but allow them to work; it's the edge of chaos. Sometimes people will screw up but it will happen and it's not the end of the world.
Instinct is to try to solve the problem, but sometimes people just want to be heard. Knowing the difference is important for a manager.

9.8.08-History of Technology

Sheingold Article:

There are three simultaneous agendas of technology, school reform and teaching; they are interdependent. While we have these simultaneous agendas going on, the outside stuff is the pragmatic stuff: the greatest professional development planned, but something on the outside occurs, it can take away your focus.

Hunter Article:
-The internet, in our schools today, do we see the pattern continuing (the individualized vs. standardized)

LEADERSHIP DEFINED:
Kouzes, J.M. and Posner, B. (2003)

Leadership goes two ways:
A- "Leadership is in the eye of the follower"

Characteristics people mentioned about good leaders:
1. Honesty:
a. truthful, ethical, principled, high integrity, do what say going to do
b. Single most important is leader's display of trust in others.

2. Competence:
a. depends on rank-those at top we expect strategic planning and policy making
b. technical competence expected of middle management leaders

3. Inspiration:
a. enthusiastic, energetic, positive - have a dream and communicate that dream
b. If a leader displays no passion for a cause, why should others?

4. Credibility:
a. foundation upon which inspiring leadership is built
b. people feel more secure around credible leaders
c. years to earn it, seconds to lose it.

Five fundamental practices of good leaders:
-Challenge the process
a. willing to change the status quo
-Inspire a shared vision
b. commitment through the common purpose
-Enable others to act
c. involve others with planning and discretion to make their own decisions
-Model the way
d. clear, consistent plan and able to break down projects
-Encourage the heart

Five Steps to good leadership:
- Know your followers
-Stand up for your beliefs
-Speak with passion
-Lead by example
-Conquer yourself

Online Case Studies: read powerpoint, answer one of Laura's questions and then wait a couple days and respond to someone else's comments.

Start thinking of who I will interview and get a list of questions I would ask the individual.
-Make sure I have commented on those comments!!!!!!!!

August 25th First Day of Class

1. Activities will be done to review key leadership values.
2. Review syllabus; this class will have A LOT of reading!!!! Is mainly taught in an online learning environment.
Make sure to stay on top of online reading, reading documents and assignments.

Six Types of Assignments:
****Everything is submitted through Web CT!!!!!!!!*****

1. Reading Responses (site article by using APA on citationmachine.net)
-Note taking strategy; follow the handout to do the correct Reading Response Format. Do an Initial Response and a Reflective Response.
a. Initial Response (I.R.) is what I see. Can do a character map, informal notes (numbered notes). It's like a camera, just capturing the facts.
b. Reflective Response (R.R.) - goes through the brain/makes connections to the reading (what do I tie the reading to, such as current events, events in my life). MAKE SURE TO INCLUDE PAGE #'S AND ANY OTHER HELPFUL REFERENCES FOR WHEN REFERRING BACK TO NOTES.
1. Don't paraphrase as it will be returned; share what I think about it!
2. Keep notes brief; don't have notes as long as article.
3. Need to do the reading response for six of the articles in class.
4. When I bring my article/responses need to bring six copies to share with group.
Refer to syllabus for exact details!

ex: side by side journal entry, Venn Diagram, narrative with my comments about the I.R.

2. Online Discussions

ONLINE DISCUSSIONS DUE BY MIDNIGHT EACH WEDNESDAY!!!!!

Post one original answer to Laura's question and then respond to a colleague's comment.
**Make sure doing a little bit every night as if it's done the last night, it's not going to work grade wise.
**Check the ephemera link weekly!!!!

3. Popular Leadership Book Comparison - Read a book about leadership (sports, politics, religious, etc). How does the novel compare to educational leadership principles we've been learning?
***Annotate while reading, no written book report.

4. Leader Interviews - Written (3-5 pages). Interview and write about an educational tech leader in Utah.

5. Leadership Activities - class interaction/participation.

6. Personal Leadership Plan -
Identify something in my life that requires Ed Tech leadership that I can improve. Product could be a written proposal, a power point, a budget, a staff analysis, etc.
It needs to be tied to what we've learned in class.

Integrating Technology

All post previous to this one are in regards to the Integrating Tech class taken in Spring of '08.

3.17 gifts

Google Languages

xx-bork
xx-elmer
xx-piglatin
xx-hacker
xx-klingon
search -click I'm feeling lucky

Microchip Easter Eggs
http://smithsonianchips.si.edu/chipfun/graff.htm

www.google.com
google easter egg and then click I'm feeling lucky

other google hoaxes at Wikipedia
en.wikipedia.org/wiki/Google's_hoaxes

Tracks where Google has easter eggs hidden
googlesightseeing.com
www.gearthblog.com

www.eggheaven.com
Wikipedia Easter egg (virtual)

3.17.08

UCET PAPER GOES IN SELF ASSESSMENT PAPER FILE IN WEBCT

Photography:
-photography is about telling a story
-good photographers use an image to make a point without words
-people remember pictures of events long after they remember actual event of the words that were spoken

When on assignment:
-distance from subject
-amount of light
-type of activity

Tip 1: Use the rule of thirds
-view your pictures as a grid and make sure that the subject of your picture is at one or more of the interesecting lines.
-the most creative and interesting pictures are when the subject isn't smack in the middle

Tip2: Look your subject in the eye
-take a photograph of a person, animal or object from their level

Tip 3: Simplify your background
-keep it simple and clear
-focus on something up close and have the background blurred; very effective

Tip 4: Be a picture director
-avoid taking snapshots
-move subjects around
-sometimes you have the chance to take a photo so always ahve your camera ready

Tip 5: Alter your angle
-by altering a camera angle from horizontal to vertical a photo can be a lot more effective
-use nature to fram a shot
-sporting events take pictures of the crowd, the participants and the bench warmers

Tip6: play with the flash
don't use flash indoors to avoid red eye
macro photography is always appealing to the eye
close up photos are a lot more effective

-be spontaneous
-be creative
-take pictures of the unusual
-think before you shoot
-hold camera steady
-digital is easier and faster
-4-6 megapixels is all you really need
-have a good file management system
-point and shoot vs. slr
-avoid cropping as much as possible

**Ann Howeden UEN teacher has great multimedia classes***

II. Virtues of Video: Research Based Practices
Myth: TV viewing is passive
*Video uses both the neocortex (where words are processed) and the limbic system (where pictures are handled) of the brain so it's not a passive experience.

Fact: TV viewing IS active
*When children view TV it is an active process. Kids watch TV that is teaching squares and the kids start looking around for squares.

*using video reinforces language skills and is most effective when combined with other class activities.

Video supports diverse learners
-role models they can identify with
-closed captioning or on screen cues
pace can be changed, replay is an option

Effective Teaching with Video - Prepare
-preview the video
-select the sections and length to use
-set clear expectations-tell what you want them to gain from teh program and what follow up activities will take place
-get materials and equipment ready

Effective Teaching with Video- Participate
-don't turn off lights
-preface the viewing with questions or objectives
-use pause button
-turn ON closed captioning
-consider a second viewing
-encourage discussions

Leadership Opportunities
-go online to www.utahitv.org
-build local library with parent volunteers
-bone up on research, copyright and fair use, technology advances
-support good professional development
-provide TIME for team planning and collaboration

Program Availability
-UIMC borrow this program from the district or obtain a DVD from USOE by emailing joylyn.gunnell@schools.utah.gov
-KUED can be purchased at a discount to Utah teachers; order through 5851.3064
-UEN-TV visit utahitv.org for broadcast times and dates
EMEDIA-download programs by logging into eMedia at www.uen.org/emedia

Fair Use:
Commercial TV: have 45 days to use for educational use
Public TV: one year (when recording at home and showing in class)

Students can get access to UEN eMedia by putting in Pioneer and then 'look' as the password

Music:
Soundzabound able to add music to your video. Found on eMedia. click on audio and there are numerous sound bytes.

Assignment for UCET: a one page description of what I did and what I thought about it. Turn it in on the WebCT track under 'final paper' section and this will count for my final paper. Need to hand it in within the next two weeks to keep on top of my assignments.

**We will have no class on March 3rd. I need to do March 3rd's Module 6 online on my own time. I will have until March 17h to do it.

The purpose for Module 6 is to be introduced to what is out there. I read either of the Harris articles for the Module. Peruse the links to her resources found under her picture, especially the webquests.
b. Choose the question that responds to the article I chose to respond. Is that an awkward sentence? I think so!

Final Project Description: Look at single sheet passed out in class. Basic concept is learning centers, which can occur anywhere. (doesn't matter what the grade level is).
-I'll be in a group of four and create the learning center (TEAM) activity.
-I can either decide on a theme or a topic for my group.
**A theme is bigger and very broad; something like liberty, love, justice. It is a big universal idea.
**A topic is something subject oriented, such as rain forests, teddy bears, etc.
-Doesn't matter which I use in my group, but we need to be sure to be consistent and be aware of what we're doing (either themes or topics).


Themepark link helps with those who do theme topics. Applies to all students. The link at the top, insects, is not a them, it's a topic.

-Be sure to state the age level for out end of the semester project.
WHAT WILL BE HANDED IN:
-only four cells will have detail shown or described in the online unit plan about the supplies, information, task card, etc. The detail isn't for the whole unit, or every center/box on the sheet. So, only choose FOUR stations to write in detail. Laura wants a mix of different centers and different subjects. Write one or tow sentences in each box about what will occur at each center, but only give detail for four centers. Whole Group center doesn't count as something that will be demonstrated for hte simulation in class at the end of the semester.

-only correlate the unit to the core curriculum, not each activity needs to be tied to the core.
-The end of the whole thing will be posted online. The final things to be handed in are: one is an activities hot list, one is a rubric for one of the stations, etc. Check out module 10 for the exact specifics to turn it in.

-To see examples of the final assignment: my.uen.org/210.
-Then click on 'my activities'
-click on Integrated Unit Plans.
Example for how to submit the activity is:
uen.org,
k-12 educatiors
lesson plan tool
log in
look at my sample lesson plan

Tonight's Gift: Playlists for Teachers: Audio: using music in your teaching.
Lyrics.com is great site to edit lyrics, or determine they are okay for class.
iTunes7 is the best way to find music and playlists from other people
finetune.com is lists of playlists; if you click on one artist you can get related artists and related genres. There are also stations that can be played.

Web 2.0 Assignment

There are so many sites to explore and join these days, but the real test is what is the effectiveness or purpose of them! These were three I quite enjoyed :)

43 Things
http://www.43things.com/person/nikita26

It was interesting coming up with 43 things, so I don't have 43 things. I may have around 23. It's a fun site to see what else people want to do and to possibly connect with other people. I could see this as adding creativity to one's life, as they may be introduced to new things they had never thought of doing before. I'm not sure about the entire purpose, other than wasting time to create a list. It was all pretty tame, the list of those who had my same items on their list, until I entered 'have sex' and a few scary images came up. I should have expected as much, due to the content of my entry, but I was surprised about the lack of monitoring of the visuals (photos). Overall, I think it could be fun for my students to use, however this site isn't accessible within my district, so it's not currently an option.

Writeboard site: views and ideas are written on my entry on the site.



Real Travel Website: This was my favorite by far, for my own personal use. What a great idea to have a place to keep track of your travels and to share those travels with others. I'm also excited to see what other people think of places they have visited as that will help determine where I go whenever I can afford to travel again.
As I was filling out my first entry, I started thinking of the possibilities for the classroom. The students could create a fantasy trip they had to write about, full of hotel stays and budgeting, and task lists. It could fulfill part of the core requirements of students being able to list things in sequential order. They'd have to have a starting point and then make sure their travel from place to place was economical and geographically related. I'm still trying to figure out the kinks, but really want to somehow use this fourth term.

Feb. 11 Web 2.0

Agenda:
Preview Module 10, which is next. No need to post discussions this week. Read the TEAM format for Reiser as class will be about the final project. Must read the article as if I don't, I will be lost in class.

Gifts
Blog feedback
Web 2.0 and Assignment
Podcasting
GPS-Geocaching

Geocaching:

The next step in the internet/web is Web 2.0. Some words to think about is: Web 2.0 is social, organic, not static. Anyone can create something and share it. Some say Web 2.0 is specific software, but the professor thinks it is a cultural phenomnen and is networking in the human and technical sense. New views about what it means to teach, to be an expert about something, to share things.

Web 2.0:
*social
*collaboration
*marketing
*new economics (new way to pay for it)
*open source (new ways of creating something; everyone contributes and then as a collective create something new)
*Dynamif

Podcasting: Grammar Girls, NPR. Find Podcasts through iTunes.

UEN Podcasting Page

Sites to illustrate web 2.0:
Zillow.com: enter in an address and find out tax and real estate data.
Threadless.com: anyone in the world can design a shirt, and then people vote on which one is print worthy, and then threadless will make the shirts that have the most consensus.
43 Things.com: very organic; idea is what are 43 things you want to do in your life. When I click on various key words I will be organic or linked to anyone else who wants to do those things.
wefeelfine.org: when I get to the site, click on open we feel fine and wait.

Web2.0 assignment: need to check out 3 different types of web2.0.
2. Send Laura aparagraph about what I did and what I liked/disliked, what I use it in an educational setting?
3. Should be a new idea, not my own blog, but something new.

Check out pbs.org/newshour/extra and post on the discussion any suggestions that I have about how to improve the blog part of the site. First thing would be how to find the blog, can't find it. needs to be a bigger, more noticeable tab to get to the link.

Edutopia.com order to get the magazine sent to me as it's very valuable (George Lucas' educational magazine).

A del.icio.us page is web based that holds your bookmarked websites. It's social boookmarking; able to view what others bookmark. Can give them special key words that are significant to me and others who I associate with.

The Dumpster: website of breakups

Feb. 4

Questioning Strategies

UEN.org, click on activities on the right, then click on activities, then choose any core area, and then you'll have a list on the left hand side in blue.

I'm going to create a learning activity that has a title, and one image.
Then there will be some sort of introduction (this is an activity about......)
Cite the core area citation , ussing the grade level, objective, etc. (same as on the ppt, and should look like the UEN activities layout)

*Link 1
Title
URL
Description/Directions
1 At least two questions per site
2
Link 2
Title
URL
Description/Direcitons
1
2
Link 3
Title
URL
Description/Directions
1
2

The other part is the assignment is does it match what Kalchek said, in regards to various levels of questions from Bloom's Taxonomy (need differently levels of questions).

The tool is once you enter things, that is the order they are in. Cannot move around things once they have been entered. Questions can be edited, but nothing else can be moved.

Look at Module 4 for directions.
**For this lab assignment you will have a student audience. You will create a hot list of Internet links and related questions on one curriculum topic from the Utah Core Curriculum.
-Use questioning strategies that represent a range of Bloom's Taxonomy levels and reflect your understanding of important questioning strategies as outlined by Kauchak (1998).
-In the description/introduction be sure to cite the curriculum subject area, grade level, standard, and objective. Follow the directions on the UEN Activities tool.
-You much include a title, description, and one relevant image. Include at least three appropriate web sites tied to the curriculum area you select.
-Add the title of the site, the URL, and questions to guide the students' work at the site. Each site should have at least two questions.
-Examples from a previous class are at this link http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=11334. WHEN YOU ARE FINISHED, PASTE THE URL OF YOUR ACTIVITY IN THE ASSIGNMENT SUBMISSION BOX.


***3 sites that are good resources for teachers to use:

pbs.org/teachers
thinkfinity.org
UEN Student Interactives

Gifts for us:
uen.org/wethepeople
uen.org/7-12interactives

Jan 14 '08

myUEN
Core Search Tool
Reserves
File Mgmt.saving
Discussion
Module 2 Content
Assignment
Next Class
Gift

1. When listing from the core listing it should be:
Course Grade
Standard
Objective
Intended Learning Outcomes Paraphrased

2. Posted on the online discussions. For the future: need to comment to professor's original comment and then respond to a peer's comment.

For next week: Check out Module 3; look at the PowerPoint links and the Madeline Hunter model. Don't do anything with assignment yet, just peruse as we don't have class on the 21st, so it will wait until we return.

Two virtual gifts:
software.ut.edu: this site gives me software at a discounted price under the U of U's license. Click on the Student Store, then click on A-Z listing by vendors to check out products.

penultimate - means second to the last

Wikipidia search: Martin Luther King Day; Utah didn't recognize Martin Luther King Day until 2000 when Gov. Leavitt signed the bill to recognize it. Prior to that it was Human Rights Day. Just adds fodder to people's hate for the state.

also, American Rhetoric is the site that has speeches, movies, acceptance speeches for kids to view. :)

1.7.08

Intro to class:
Professor: Laura Hunter
581.5852

UCET.org sign up for the conference and it counts for class. It's $20 and ask John if I can go and have him pay for the sub and the registration fee. :)