Technology Ideas

I liked the idea of using the projector to use Google Earth. I think it's fun for students to get to see their own house or other areas. It is more interactive and a great way to teach geography.
I also thought it was great for teachers to use the projector to play games. I think this can be particularly effective in getting students excited for some subjects they may typically dread.

Practicum Project

El Ed Practicum Project

View more presentations from sspeirs.

Internet Safety "Doing"

I decided to share some of the information I learned with my mom. She is LDS and uses the internet quite frequently for different things. It was very easy to remember all of the things I had learned and I was able to easily share them with her. I shared with him mostly some of the tips I read in articles. I liked hearing things from an LDS perspective so it was good to share those talks. I also recapped some of the video clips I watched. As she raised us she always did many of the things that I shared with her but it was a good reminder. She agreed with all of the things that I shared about avoiding dangers on the internet. She thought that it was very important for children to learn how to stay safe because they are often victims online and the internet is such a big part of their lives now a days. I enjoyed the opportunity of getting to teach someone else the valuable things that I have learned. I think it is important to share internet safety to everyone so that we can keep as many people safe as possible.

Internet Safety "Reading"

1. What article did you choose to read for your fourth article?

I chose to read an article by Mario Hipol called "Fighting Internet Filth."

1. What were the most important things you learned from the readings?

One of the main messages I got was that the internet can be very good or bad. We need to make sure that we are only using the internet and media as a whole, for good purposes. We are seeking after things of "good report."

1. How will what you have read influence your actions as a parent and/or teacher of children and youth?

I will try to make sure I educate my children. They will be aware of the dangers of the internet and taught how to avoid these pitfalls. I will be sure to take the precautions that the articles taught to avoid these potential dangers as much as possible.

1. How can you use what you have learned from the reading to have a positive influence on family and friends?

I can teach others how to use the internet properly. I can make them aware of how to put up a strong defense and offense when online. I can tell them of all of the dangers that there are and what they can do to avoid becoming a victim of these dangers.

Personal Learning Theory

I really enjoyed the opportunity I had to get to learn a new skill. After much thought and consideration, I finally decided to learn how to watercolor paint. I have always enjoyed art ever since I was a little girl. I have learned how to use many different kinds of mediums and have worked a little with watercolor but not to a great extent. I first gathered all of the materials. This included watercolor paints, watercolor paper and paint brushes. I then looked online for different techniques and examples of watercolor paintings. I looked at a few different sites and just read through the material. I then practiced some of the techniques. After I got comfortable with the techniques I just dove right into painting a picture. I tried to select those that would be fairly simple for me to paint.

I chose to paint things that would, for the most part, use bright colors. It was interesting to see how I would naturally put my own style into the painting. I would look at examples online and try to recreate some of the pieces and they would never look like the ones online. Although a lot of this has to do with my skill level however, I still chose different brushstrokes and different techniques.

Throughout the whole process I felt like a lot of my learning involved practice and exploration. I grew more and more comfortable painting and exploring different color usage and style as time went on. I really enjoyed all of the time I spent working on this assignment. This experience also reminded me just how much I love art. I usually get caught up with schoolwork and other aspects of life and I never take the time to really do different activities that I truly love. This assignment makes me want to set aside some time to work on art.









Through this assignment I was able to pinpoint my specific learning style and the ways that I learn. In the first part of my learning process I did have a more knowledgeable other to help teach me. In my case it was not specifically one person. It was the number of contributors to the websites I worked with. This was the source of the majority of my knowledge however. The computer was in essence my cultural tool.
I started as somewhat of a novice to the idea of watercolor. I tried to use retrieval to draw on some of the things I had learned about watercolor in the past but this resulted in no success. After using the website sources I did learn a lot. I discovered how important autonomy is to me when I learn. I know a number of people who are very talented artists. I could have gone to them for help but I enjoy it more when I get to learn on my own. I feel like this autonomy adds to my initiative. I like to try new things and to learn to go about tasks in different ways. Although I did follow some modeling by getting familiar with different artists’ work, I feel that I tried to go learn much on my own. I think I like the idea of discovery learning. I thought that much of my learning occurred in the process of actually painting pictures. There is only so much that a person can learn through reading or seeing. A person needs to really gain firsthand experience to gain a true knowledge of a concept or idea.
I found that this autonomy also prevented me from wanting to research too much. I had a high desire for industry which made me want to dive right into making paintings. As I began the process of actually creating paintings I saw the need for problem solving while trying to create artwork. There were often times when I would put too much of one color or would have too much water. I needed to think right then and then what I should do to try to save the painting from being ruined. Artists really have to think on their feet.
Throughout the process I experienced some positive reinforcement. As I painted, some of my roommates or friends would see some of my paintings. As they would comment on them and say that they liked my paintings it was the social persuasion I needed to increase my self-efficacy. This meant that my interval schedule was most like that of a fixed-ratio. It would take me some time to complete a piece but after I completed it I would share it with some and get a response.
I felt like my self-efficacy and the source of my self-efficacy shifted through my experience. I felt like my mastery experiences allowed me to feel more confident in my work and ultimately to take more risks in my artwork and feel like I was capable of painting watercolor. I felt that my locus of causality shifted in the process from the extrinsic motivation that I needed to complete an assignment to make a certain grade, to a source of intrinsic motivation. I truly rediscovered my love for art and for the freedom that it allows. I think that the majority of my painting was done in massed practice. This was not done necessarily out a need to be completed by a deadline. I initially began the task and then as I mentioned before, realized how much I enjoyed it. I would work on painting for hours at a time. I did not work on a painting for like a half hour a day until it was completed. Once I began a piece it was hard for me to stop before it was completed.
I now have made it my goal to try to incorporate art, particularly watercolor painting, into my daily routine. Now that I also have a deeper understanding of how I learn best I can continue to learn new skills in watercolor. I think that this continued practice of this art will increase my ability to create even better pieces. I look forward to the opportunity to get to continue this learning process and discovery even after the class ends.

Technology Lesson

I really enjoyed teaching my technology enhanced lesson. I feel like it was a very rewarding experience for both the students and myself. I was asked to teach the students' math time which was about the difference between pounds and ounces. We learned the material and then tested the students knowledge on a Jeopardy game. I used PowerPoint to create an interactive Jeopardy game about pounds and ounces. I plugged my laptop into a cable that connected it to the television in the classroom. I was able to click along as the students played.

It went very well. The students had a lot of fun and learned a lot from being quizzed in a different way like that. I also was able to increase my confidence level of using technology. It was fairly easy to set up and carry out and I thought it was a good experience.

Technology-Enhanced Lesson Idea

My teacher has asked me to teach multiple phonics lessons. Most of these lessons require me to have an interactive learning where the students will come up with examples and share them aloud to the class. I think that instead of just using the whiteboard that I will try to create a fun and exciting PowerPoint presentation that will show examples in a whole new way. I will use the laptop and projector that are shared throughout the school and display it for the students.

Classroom Technology Inventory

I have been trying to see how the teacher and students use technology in their daily routines. There is a not a great deal of sophisticated technology used. The teacher does make use of her television and DVD player which is in the room. However, this is about the extent of it that occurs in the classroom.
The students go to the Computer Lab two times a week. They are there for about a half hour and get the chance to play around with the computers. There are two reasonably sized labs in the school and all of the students get the opportunity to use them. Other than this, there is not a great deal of technology that I have observed over the week.

Indigenous People Virtual Tour

Link to American Indigenous People Virtual Tour: 

sites.google.com/site/sarahsstuffsite/my-files 

Virtual Tour TPAK

The technology in this project will deal with Google Earth.
The pedagogy will involve the teacher to use hands on activities with images from Google Earth to create a learning opportunity for students.
The knowledge students will be gaining is that of ancient, indigenous people. They will look about the history of the Americas and where to find some ancient ruins of different tribes.

Social Constructivism

Stand-Alone Thinking:



This lesson can be taught using stand-alone thinking. This is because although there is a bit of new information regarding the Sun that is given to students, the bulk of the lesson involves reading thermometers and is focused on temperature. Students already have this background knowledgea and it will not be difficult for them to master this task. Students will listen to “Here Comes the Sun” by the Beatles and a class discussion will be led discussing their current knowledge about the Sun. We will discuss the planets' rotations around the Sun. Students will physically stand up and act out the parts of the planets orbiting. The students will be able to understand the Sun as they use these actions.



Many students have preconceived notions about the Sun or ideas they have heard which may or may not be accurate. These thoughts the students will share will allow a dialectical relationship to be exhibited. The teacher will be able to provide the accurate facts on the subject and students will begin to change some of their ideas. The teacher, or the more knowlegeable other, will teach some basic facts about the Sun:



The sun is a star that produces heat and light. The sun has rays that provide the heat and light that is essential for life on Earth. It supports life through photosynthesis in plants, and provides warmth and light. In addition to supporting life on Earth, sunlight is critical to human physical and psychological well-being. The benefits of the sun include keeping Earth’s temperatures warm enough to sustain life, providing light, and helping plants grow by providing food.The Sun provides heat and light energy (amongst other forms of energy) that are vital for life on Earth. This occurs because heat travels to cooler places. The interior of the sun reaches temperatures of almost 16 million degrees C, (28.8 million F).



Students will then begin their learning activity which focuses on temperature from the Sun. The cultural tool of thermometers will be used, as students monitor and record temperatures throughout the day.




Divide the students into groups.
Pass out construction paper, scissors, glue, and rulers to make temperature pockets.
Instruct students to measure two 6” x 6” inch squares of each color. Glue three sides together to form a pocket.
Review how to read a thermometer.
Students place strip thermometers inside the pockets and place all four pockets outside in the sun for the first part of the experiment.
Students predict what they think the temperatures will be for each color of pocket.
Check the pockets periodically for morning temperatures and for afternoon temperatures.
Record temperatures. *Variations may include placing the pockets in a shaded area and check for temperatures during the following day.
Journal the results and compare. Have students journal the steps used to experiment with the pockets and thermometers. (Draw pictures) Did the color of the paper make a difference in the heat recorded? Where was the pocket placed directly in the sun, in a shaded area? Consider questions such as: Which color of paper do you think will heat up the most? And why the students think there is a difference in the temperature.

The students will continue to leave the thermometers outside and check the temperatures periodically as the seasons change.

As students work closely with classmates and receive slight guidance from the more knowledgeable other, they will be working in their zone of proximal development. They will be able to stretch themselves just enough that learning and mastery will take place.

The set up of this lesson provides the students with much needed scaffolding. As the lesson begins there is a small amount of teacher instruction and review of material about the Sun. The students are then given instructions for the hands on activity. This activity allows the students to primarily work independently with a small amount of teacher assistance if needed. As the students continue to check the thermometers periodically they will do so indpendently and record the information without any teacher aid.

Virtual Tour Plan

Location	Activity	Google Earth Content
1. Palenque, Mexico	Students will research a symbol of the Mayan culture and its meaning.	Panoramorio Palenque Mayan Temple
2. Aztec, New Mexico	Students make temples out of popsicle sticks.	Panoramorio Aztec National Museum
3. Tiwanaku, Bolivia	Students will create Sun masks	Gate of the Sun
4. Holbrook, Arizona	Students reflect on what it would be like to have millions of new people move onto their native land.	Wigwam Motel
Details of image overlay / path / polygon:	Image overlay: Wigwam Village #6 over Holbrook, AZ

3rd Grade Social Studies: Standard 2: Objective 2: a.

Constructivism Lesson

This lesson will begin by having students draw on their “Sun” scheme. They will listen to “Here Comes the Sun” by the Beatles and a class discussion will be lead discussing their current knowledge about the Sun. Students will exercise assimilation as we build on this initial scheme throughout the course of the lesson. Students will exercise their behavioral schema in our first activity. We will discuss the planets' rotations around the Sun. Students will physically stand up and act out the parts of the planets orbiting. The students will be able to understand the Sun as they use these actions.

Students will then exercise their operational schema in a fun activity. Students will be given the distance of the Earth from the Sun in kilometers (149 million km). Using their mathematical and operational knowledge they will convert this number into miles (9,258 million miles). Students will enjoy seeing these large numbers! This also makes a connection from their own world to the Sun.

Students will then receive instruction:

The sun is a star that produces heat and light. The sun has rays that provide the heat and light that is essential for life on Earth. It supports life through photosynthesis in plants, and provides warmth and light. In addition to supporting life on Earth, sunlight is critical to human physical and psychological well-being. The benefits of the sun include keeping Earth’s temperatures warm enough to sustain life, providing light, and helping plants grow by providing food.

The sun’s energy comes from nuclear reactions in its core. This reaction, called fusion (joining), is produced by the joining of the nuclei of hydrogen atoms forming helium. The byproducts of this reaction are energy (heat and light). The Sun provides heat and light energy (amongst other forms of energy) that are vital for life on Earth. This occurs because heat travels to cooler places.

Our sun (109 times wider than Earth) is an average-sized star and it has been burning for about 4.5 billion years. The sun is a nuclear furnace that is a source of energy that does not pollute. Due to its enormous mass, pressure in the interior of the sun reaches temperatures of almost 16 million degrees C, (28.8 million F). About four million tons of the sun’s matter turns into energy every second and only one-billionth of the sun’s light ever strikes Earth.



Students will then begin their discovery activity. They will work on their own with little instruction from the teacher to understand more fully the temperature of the Sun. This will cause a disequilibrium; most students do not think anything is capable of being the temperature the Sun is. This may be difficult for students to understand but as they use the experiments to get more comfortable and familiar with temperature, this idea will stick. This will cause students to exercise accommodation, as they use these new experiences to adapt their current thinking and processing.


Divide the students into groups.
Pass out construction paper, scissors, glue, and rulers to make temperature pockets.
Instruct students to measure two 6” x 6” inch squares of each color. Glue three sides together to form a pocket.
Review how to read a thermometer.
Students place strip thermometers inside the pockets and place all four pockets outside in the sun for the first part of the experiment.
Students predict what they think the temperatures will be for each color of pocket.
Check the pockets periodically for morning temperatures and for afternoon temperatures.
Record temperatures. *Variations may include placing the pockets in a shaded area and check for temperatures during the following day.
Journal the results and compare. Have students journal the steps used to experiment with the pockets and thermometers. (Draw pictures) Did the color of the paper make a difference in the heat recorded? Where was the pocket placed directly in the sun, in a shaded area? Consider questions such as: Which color of paper do you think will heat up the most? And why the students think there is a difference in the temperature.



As an assessment, students will each receive nine different objects. They will measure their temperatures and record the data. They will have three labels in front of them, “Sun,” “Earth,” and “Pluto.” Students will then practice classification and arrange these objects under the corresponding labels. (Sun being the hottest 3 objects, Earth being the middle 3 objects and Pluto being the coldest 3 objects.)

Digital Storytelling

Freddy the Fish: A Counting Story

Behaviorism Lesson Plan

Here Comes the Sun
Behaviorism Lesson Plan

Purpose: With a collection of antecedents, such as learning background facts about the stars, as well as experimenting with thermometers, students will consequently learn about the Sun.

Lesson: Teacher will share some fun facts about the Sun.
The sun is a star that produces heat and light. The sun has rays that provide the heat and light that is essential for life on Earth. It supports life through photosynthesis in plants, and provides warmth and light. In addition to supporting life on Earth, sunlight is critical to human physical and psychological well-being. The benefits of the sun include keeping Earth’s temperatures warm enough to sustain life, providing light, and helping plants grow by providing food.

Students will begin the hands on part of the lesson by using observational learning. The teacher will model the project they are going to do.

1. Divide the students into groups.
2. Pass out construction paper, scissors, glue, and rulers to make temperature pockets.
3. Instruct students to measure two 6” x 6” inch squares of each color. Glue three sides together to form a pocket.
4. Review how to read a thermometer.
5. Students place strip thermometers inside the pockets and place all four pockets outside in the sun for the first part of the experiment.
6. Students predict what they think the temperatures will be for each color of pocket.
7. Check the pockets periodically for morning temperatures and for afternoon temperatures.
8. Record temperatures. *Variations may include placing the pockets in a shaded area and check for temperatures during the following day.
9. Journal the results and compare. Have students journal the steps used to experiment with the pockets and thermometers. (Draw pictures) Did the color of the paper make a difference in the heat recorded? Where was the pocket placed directly in the sun, in a shaded area? Consider questions such as: Which color of paper do you think will heat up the most? And why the students think there is a difference in the temperature.

Utilize shaping as students are working on the project. When you notice a student doing a part of the assignment properly encourage them and use positive reinforcement; give students a fun Sun crossword puzzle to work on after they complete the assignment if they are following directions. This may be a representation of the Premack principle in that some students may not like crossword puzzles, but it will be a fun way to practice and test the students’ knowledge.

At the end of the project use continuous reinforcement schedule. As students answer the quiz questions asked, reward them with parts of an ice cream “sun”dae after each question.

Cognitive Lesson Plan

http://www.uen.org/Lessonplan/preview.cgi?LPid=16281


Here Comes the Sun
Cognitive Lesson Plan

Grab the students’ attention by playing the Beatles “Here Comes the Sun.” By drawing on the students’ explicit memory and spreading activation, introduce the unit by having the students brainstorm as many words or phrases that have the word sun in them. (e.g., sunbeam, Sunday, sundae, suntan, sunburn, sunscreen, Sun Chips, sunlight, sunstroke, Sun Bear, etc.)


Have three paper suns cut out of yellow paper. The three suns will be the KWL chart. This will draw on their declarative knowledge as well as their explicit memory. In the first sun write down all of the things the students know about the sun. In the second sun write down what the students want to learn. At the end of the unit write down what the students learned in the third sun. Hang the suns in the room and add to them as needed.
Now that their attention is focused on the stimuli they can prepare to transfer the information from their sensory memory to their working memory. Divide the students into groups.
1. Pass out construction paper, scissors, glue, and rulers to make temperature pockets.
2. Instruct students to measure two 6” x 6” inch squares of each color. Glue three sides together to form a pocket.
3. Review how to read a thermometer.
4. Students place strip thermometers inside the pockets and place all four pockets outside in the sun for the first part of the experiment.
5. Students predict what they think the temperatures will be for each color of pocket.
6. Check the pockets periodically for morning temperatures and for afternoon temperatures.
7. Record temperatures. *Variations may include placing the pockets in a shaded area and check for temperatures during the following day.
8. Journal the results and compare. Have students journal the steps used to experiment with the pockets and thermometers. (Draw pictures) Did the color of the paper make a difference in the heat recorded? Where was the pocket placed directly in the sun, in a shaded area? Consider questions such as: Which color of paper do you think will heat up the most? And why the students think there is a difference in the temperature.
As students participate in this hands-on activity they will experience elaboration as their existing knowledge about the Sun is deepened with these facts they are learning.
Since the material is taught by using chunking, it will enable students to retain the information better as they are deepening their knowledge slowly. This lesson will also be an example of massed practice, because students are learning about this topic in one lesson not a whole unit. Students will also build on their procedural knowledge as they experience and learn “why” the Sun is so hot.
These memorable activities will prevent decay because students will have experienced these lessons in an interactive way. This lesson and these facts will then make their way to the students’ long-term memory.

Day 5

The content I will be using in my Digital Storytelling lesson is Mathematics. It will be targeted toward the younger grades and help them to learn how to count and use numbers 1-10. The pedagogy I will be using is incorporating Language Arts into the Mathematics world. I will try to capture the students' attention by using technology, in this case a video, which will make the learning process more memorable. The students will be able to see and hear and interact with the video which will appeal to more senses.

Storyboard

Scene	Script
Picture of a fish with an empty bucket	Freddy the Fish loves to go on treasure hunts! Today he is going to see how many gold coins he can find.
Picture of a fish with bucket with one coin	1 gold coin
Picture of a fish with bucket with two coins	2 gold coins
Picture of a fish with bucket with three coins	3 gold coins
Picture of a fish with bucket with four coins	4 gold coins
Picture of a fish with bucket with five coins	5 gold coins
Picture of a fish with bucket with six coins	6 gold coins
Picture of a fish with bucket with seven coins	7 gold coins
Picture of a fish with bucket with eight coins	8 gold coins
Picture of a fish with bucket with nine coins	9 gold coins
Picture of a fish with bucket with ten coins	10 gold coins
Picture of a fish with bucket and a big smile	Freddy is so excited about all of the treasure he found today! He can’t wait to go hunting again tomorrow.

Day 4

As we worked on creating a Science lesson using technology, we tried to focus our content on Astronomy, particularly the Moon's phases. We did so by using the technology of the computer program Stellarium. This technology provides some kids with an opportunity to look at the moon in a whole new way. From a pedagogical standpoint, the teacher will be playing the role of a supervisor. The students are in charge of their learning experience because they will be working independently on the assignment and researching on their own. The teacher is there to help with any questions and to encourage the class as a whole.

Tech Savvy Teacher

Dear fellow administrators and teachers, welcome to Tech Savy teacher! Recently in my classroom, I planned an activity for my 6th grade class that was convenient and easy for both the students and myself. My class explored the phases of the moon using a program called Stellarium. The learning objective for this activity can be found on the Utah Core Curriculum website under the category of Science. It is found in standard 1, objective 2.

For those of you who are unfamiliar with Stellarium, I will explain what this program is and how to utilize it in your classroom. Stellarium is a scientific program used to explore the various parts of the solar system. For this particular assignment, the students observed the phases of the moon, which take place over the course of a month. However, depending on your particular solar system course objective, you could use this program to explore the planets, constellations and their corresponding zodiac signs.

The posted pictures provide clear illustrations as to the steps I will explain. To locate an object, in this case the moon, you click on the small bottom box entitled, "Search for Object." A display box will pop up as shown. Once the object is located, by pressing "Shift" and "Page up" on the keyboard the program will zoom in on the object. At this point you must click on the "Configuration" display box. After clicking the Date & Time tab the date can be adjusted to a desired time. This allows for students to easily see the moon over the course of the month. (Examples are displayed) If students desire they can change the location in the "Configuration" display box and study the moon from other views.

This program is beneficial to teachers and students alike. One advantage of this program is that it is time efficient. Rather than assigning your students to go out every night, draw the moon and record their observations, this program enables them to perform the same task in a fraction of the time. The students are able to scroll through each day of the month and have the ability to see all of the phases of the moon in a matter of minutes. Not only is this program time efficient, but it also helps students to get more excited about the content they learn. Observing the moon every single night could prove to be a mundane task for the students, thus, this program keeps their attention, helps them to focus. It also provides an opportunity to for all to see the moon regardless of weather or community. An additional benefit that this program provides is helping students to view the phases of the moon in different locations around the world. A final advantage is that it makes the process of moon exploration more personal to the student.

Psychology Observational Learning

Last Sunday was my ward’s Ward Conference. We had the opportunity to hear from our Stake and Ward Leaders in Relief Society, Sunday School and Sacrament. I took this opportunity to pay close attention to how they taught. I paid particularly close attention to the Stake President as he taught during Relief Society.

I noticed how he incorporated many different styles of teaching into his lesson to keep the attention of the class and try to reach everyone on some level. He shared personal stories which captured everyone’s attention and also had a few different people prepare a few thoughts to share. This was a smart tool that prevented the class from getting bored just listening to him speak the whole time.

Another great, unique tool he used in his lesson was music. From time to time in church lessons people will play a CD or recite lyrics, but our Stake President actually sang a song for us. To have him teach us in both spoken word and song was a great tool to allow us to all get something out of his lesson. Particularly in the gospel, there is a unique quality that music has to convey messages that spoken words sometimes cannot.

He also did a great job of showing a genuine love for the class. Even though he did not know each of us by name or on a personal level, he still asked us our names when we commented and made it a point to respond respectfully to each comment shared. This class involvement is always a great tool for teachers to use as well. It allows others to share their insights and share a thought that perhaps the teacher had not even thought of. It includes the students in the learning process which is what every teacher should strive for. I hope that when I am in charge of my own classroom I am able to use these multiple methods of teaching to create a meaningful lesson for my students. I enjoyed this experience. It provided me the opportunity to look at my teachers more closely and pick out different techniques that may be helpful to me in my future teaching.

Day 3

Today we learned about the concept of TPACK. I had never heard of it before, but essentially it is a culmination of different types of knowledge we gain in different areas. TPACK is the all encompassing group which stands for Technological Pedagogical And Content Knowledge. This means that a person is well rounded in knowledge in all of these fields. Technological Knowledge is understanding how to use various types of technologies. Pedagogical Knowledge is general knowledge and skills as they relate to teaching. Content Knowledge is an understanding in a particular set of skills or concepts. As a future teacher I am glad I understand this concept. Knowing this will help me become a more well-rounded teacher because I will try to incorporate all of these different groups into my teaching.

We also had the opportunity to explore different science/math technologies that can be used in the classroom. I thought the cooolest one was the thermometers that plugged right into the computer. It can be a great tool to use in the classroom when a project requires readings for different temperatures. It was even fun for us adults to use, so I'm sure that kids would have a blast.

Day 2

This last class was great because I was able to learn all sorts of new technological things! I had never heard of Web 1.0 let alone Web 2.0 before this class but now I actually know what it is. But I have found that all of the tools we talked about will be great resources when we begin teaching. Another techno term I learned was RSS. I had heard it before but now I actually know how it works. It is great to have a couple of RSS feeds in my own blog and I have even gotten some information from them. We will have to see what Week 3 has in store.

Day 1

Today we made a blog. This is my first blog ever. I am going to try to keep the number of people who know about this blog to a minimum. But maybe after I get really good at blogging I will make it public. Today in class we learned a lot of crazy statistics. I learned how much technology changes over time and how many Chinese people there are. It will be great to learn how to do all of these technological things. I am not too great at technology but I can do pretty basic tasks. Hopefully by the end of the class I will know how to do all kinds of technology.