Richard's Blog: 2013

Saturday, December 14, 2013

A Wordle that I made at www.wordle.net regarding Child Safety on the internet.

Final Reflection of a Great Course

When I first began “Learning Through Technology EDU-533”, I honestly did not know what to expect. My knowledge of how children learned from the Internet was Wikipedia, YouTube and Facebook. Those are the websites that are the most prevalent, in my mind with today’s youth. I was pleased to find out that the educational society that is responsible for guiding todays youth is using the Internet as well.

When we started the semester by making Gmail accounts, I thought, what was the big deal? But, as a class we were introduced to a myriad of Internet programs of which I knew nothing about. Tagxedo, Wordle are websites that make for interactive activities and learning. Using these I can surly make learning fun and interesting for the child learner. I also didn’t know about web-quests and digital stories. I think they are great for engaging young minds and teaching youth in a way that is meaningful.

We also used a digital bookmarking cite called Diigo. This tool will be excellent to use when assigning digital homework. I could instruct the class to go to my Diigo account and click on a website to get to the proper web page.

My prior experience in law enforcement introduced me to certain protections that are afforded to children by law, and I was glad to see that in the lawlessness world of the internet, there are laws in place to safe guard children as well, Coppa- Children’s’ Online Privacy Protection Act.

The state standards of education, was new to me, but I am rapidly become more used to accessing them and letting them guide me. I am glad there are standards in place because they provide guidance to me though out my teaching career. After taking the praxis exams, I hope to be teaching science, these would be the standards set fourth for me: NH Standards.

It is important for teachers to implement technology into the lives of the students they are teaching because it is so prevalent in todays society. The world is becoming more and more digital, not less. Education is the vehicle that drives technology and with out it, surely today’s youth will be left behind, that is the main obstacle that I feel todays youth must suffer. Though encouraging a passion for digital learning, in a fun meaningful way by using links like the ones listed above; todays educators will give the best opportunity for tomorrows youth to make a positive impact on society.

Here would be the standards of the potential subject that I would teach.

Ed 612.22 Middle Level Science For Grades 5-9.

(a) A middle level science program for grades 5-9 shall meet the science program general requirements of Ed 612.23.

(b) In compliance with RSA 193-C:3, IV(f) and consistent with RSA 193-C:3, III, the teacher preparation program in middle level science for grades 5-9 shall require candidate competency in the teaching of middle level science, including techniques for enhancing student learning in this area and the use of assessment results to improve instruction.

(c) The middle level science program for grades 5-9 shall provide the teaching candidate with the skills, competencies and knowledge gained through a combination of academic and supervised practical experience in the following areas:

(1) In the area of fundamental content knowledge, the candidate shall have the ability to:

a. Comprehend, apply, evaluate, analyze, and synthesize knowledge of:

1. Earth space science in the following areas:

(i) Land, atmosphere, and ocean systems including gradual and catastrophic changes on Earth;

(ii) Properties, measurements, and classification of Earth materials;

(iii) Changes in the earth including land formation, erosion, evolution, and distribution of living things;

(iv) Energy flow and transformation in Earth systems due to oxygen, carbon, and nitrogen;

(v) Hydrological features of Earth including distribution and use of water;

(vi) Atmosphere, weather, and climate;

(vii) Origin, evolution, and planetary behaviors of Earth;

(viii) Origin, evolution, properties, and behaviors of the universe;

(ix) Fundamentals of investigating and interrelating Earth space science as a system including geology, oceanography, meteorology, and astronomy;

(x) Sources and limits of natural resources;

(xi) Applications of Earth space science to environmental quality and to personal and community health and welfare;

(xii) Applications of Earth space science to society, business, industry, and health fields;

(xiii) Dating of Earth and other objects in the universe;

(xiv) Structures of objects and systems in space; and

(xv) Interactions among populations, resources, and environments;

2. Life sciences in the following areas:

(i) Cycles of matter and flow of energy, through living and nonliving pathways;

(ii) Multiple systems of classification of organisms including animals, plants, fungi, microorganisms, and viruses;

(iii) Natural selection, adaptation, diversity, and speciation;

(iv) Ecological systems, including population dynamics and environmental quality;

(v) General concepts of reproduction, genetics, and heredity;

(vi) Basic structure, function, and reproduction of cells;

(vii) Human anatomy and physiology, including development, allergies, and personal and community health issues;

(viii) Behavior of living systems and the role of feedback in their regulation;

(ix) Applications of biology and biotechnology in society, business, industry, and health fields;

(x) Factors governing the structures, functions, and behaviors of living systems; and

(xi) Levels of organization from cells to biomes;

3. Physical science in the following areas:

(i) Properties and applications of sound, light, magnetism, and electricity;

(ii) Types of energy, energy sources, and simple transformations of energy;

(iii) Energy flow, both kinetic and potential, in physical and chemical systems, including simple machines;

(iv) States of matter, including chemical and physical changes, and bonding in relation to molecular behavior and energy;

(v) Classification of matter, elements, compounds, and energy;

(vi) Properties of matter, including mass, solubility, and density;

(vii) Chemical nature of the earth and its living organisms;

(viii) Nature of radioactive substances;

(ix) Chemical, electrical, and radiation hazards; and

(x) Conservation of matter and energy, including energy transfer and flow in physical and chemical systems; and

b. Explain concepts, solve problems through full and partial inquiries, guide field experiences, and perform laboratory techniques in the life, Earth space, and physical sciences;

c. Design and conduct scientific research in Earth space, life, or physical science;

d. Apply mathematical and statistical concepts, at least through the level of college algebra and statistics;

e. Explain and solve problems in the fundamentals of life, Earth space, and physical sciences equivalent to those taught in an introductory college course, including basic concepts and laboratory techniques; and

f. Explain historical development and perspectives in life, physical, and Earth space sciences, including contributions of significant figures and underrepresented groups; and

(2) In the area of instructional performance, the candidate shall have the ability to:

a. Design and teach laboratory activities which incorporate scientific processes, promote scientific habits of mind, and meet needs of diverse learners;

b. Design activities and investigations which teach literacy through integrating:

1. The knowledge of the methods of teaching reading, writing, communication, and study skills essential to the effective mastery of middle school science content;

2. The use of scientific drawings, diagrams, bulleted lists, and graphing essential to science investigations and expression of ideas; and

3. Appropriate quantitative literacy skills and concepts into a science lesson;

c. Relate middle school science to natural and technological issues that influence society and the ethical and moral consequences of decisions related to those issues;

d. Model and teach safe laboratory and field practices, including:

1. Personal safety;

2. Equipment storage and upkeep;

3. Safe and ethical handling of animals and other organisms; and

4. Chemistry and waste inventory, handling, and disposal;

e. Integrate the common themes exhibited in all of the sciences into teaching and course design including:

1. Systems and energy;

2. Models and scale;

3. Patterns of change, including constancy or stability;

4. Form and function;

5. Evolution; and

6. Nature of science and inquiry;

f. Integrate knowledge from the history and philosophy of science into Earth space science instruction;

g. Design learning activities which foster questioning, open-ended investigations, the development of cooperative group skills, and promote practice in decision making and problem solving;

h. Select, adapt, evaluate, and use age-appropriate strategies and materials for the learning of middle school science, including the recommendations of national curriculum projects and scientific groups; and

i. Organize, present, and evaluate Earth space science ideas in a manner which emphasizes conceptual understanding and in ways which provide for optimal learning experiences for middle school students of all ability levels and learning styles.

Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84, EXPIRED 5-16-90

New. #4851, eff 6-25-90; EXPIRED 6-25-96

New. #6366, eff 10-30-96; ss by #7275, eff 7-1-00; (See Revision Note at part heading for Ed 612) (renumbered from Ed 612.16), EXPIRED: 7-1-08

New. #9566, eff 10-16-09