Final

I have completed requirements 2-4.

Internet Safety

1. I read the New Era article "Mixed Signals" under Internet. It had specific ideas for evaluating worthy media and for being safe on the internet.
2. The videos I watched had a variety of topics and themes. There was a cartoon for kids that had the message of not sharing any information with people over the internet and not agreeing to meet up with people. There was a video describing technology use in a school and how it influences teens' social lives. And then there were a few chilling videos about the dangers of the internet--cyber bullying and sexual predators. Overall it was a very sobering experience. My own internet use has been sheltered--first by my parents' internet filter and then by BYU's--so I have always felt safe on the internet and have not given much thought to these issues. It makes me concerned about how much we are a digital nation and how much of an influence the virtual is in our lives.
3. The most important take-away I have received through what I read and watched would be prevention. One of the prominent ideas from the articles I read was to have your computer in a well-trafficked part of the house, and I agree fully. Establishing guidelines and talking about things before they become an issue also seems key. I think for my own children I will have a rule that they do not enter chatrooms and that they only message people that they know personally, in addition to other rules. However, I know that most children are not taught such things at home, and I will need to go over this as a teacher.
4. I talked to my older sister and she mentioned things like having a filter or a cyber patrol type thing and talking to kids about not sharing info or pictures. I mentioned having the computer in a high traffic part of the house, which jogged her memory and she added that the screen should face the door so that anyone walking by can see the content you're currently viewing. We talked about cyber bullying and sex predators. She seemed to think that it's a larger problem than one of the videos I watched proclaimed. She added that she heard that sex predators will network together and talk about what they were able to achieve. Scary. I also told her that I learned that you should talk to your kids about what to do if bad content accidentally comes up (turn off the computer) and that you should teach them to tell you about it afterward. She said that she hadn't thought of that and it was a good idea. I think when her kids get older she will teach them to tell her if they see something questionable on the internet.

TPACK Report

links to my technology lesson plans

http://sites.google.com/site/sabrinatech/sabrina-huyett-science-lesson

http://sites.google.com/site/sabrinatech/sabrina-huyett-literacy-lesson

http://sites.google.com/site/sabrinatech/sabrina-h --math lesson plan (I don't know why the URL is different)

Enjoy!

Videos

I really like the idea of using a class website from the first video. I think it's really cool that she collaborated with a teacher in another state to contribute information about the subject matter to the website.

I also really like the second video. I never thought of creating a multi-media book before. I think it's a great idea to incorporate so many skills and core curriculum into one project. I really like that the students are being taught how to use technology at an early age and that they are teaching one another when someone doesn't understand how to draw on the computer.

I like how the second video incorporates so many different kinds of technology. The students learn how to use software, how to use the internet, and not to infringe on copyright rules. I also like that the technology is used to teach a core concept--they aren't simply learning how to use technology for technology's sake, it's to learn about habitats. I also enjoyed that the parents came to watch all of the multimedia presentations that the student groups put together. I think it is important to connect the students' families to what they're learning in school as much as possible.

I would say that the most important thing I learned about using technology with children is that they can do it. I underestimated the children's abilities to operate computers; these videos prove that they can do it. I also learned that technology can be an effective means of teaching other core subject material.

Technology at my school

There is a decent amount of technology available at the school, however, most of the teachers don't really know how to use it and thus don't take complete advantage of it. There is a projector shared between my classroom and the one next door, but neither teacher has used it before. Most of the technology is shared and available for scheduling, like the t.v. and digital camera. There are two computer labs that can be scheduled as well. There wasn't any technology specific to math and science that I saw. There is an overhead projector (which does get used!) individual to our classroom. So for my technology lesson plan at this school I would probably use the computer projector or the computer lab.

Yes, I did do parts 1-3 of this week's assignment.

My science lesson on voicethread

Planning My Science Lesson

I've decided to focus on force and motion in the 3rd grade science core.

Standard 3
Students will understand the relationship between the force applied to an object and resulting motion of the object.

Objective 2
Demonstrate that the greater the force applied to an object, the greater the change in speed or direction of the object.

d. Conduct a simple investigation to show what happens when objects of various weights collide with one another (e.g., marbles, balls).

I will be using the technology the University of Oregon Department of Physics Virtual Lab.
Specifically I will be having them conduct various experiments in simple collisions with cannon balls and box cars, playing with momentum, mass, and velocity to change the result of the collision. I will direct them in the first amounts they should enter into the experiment (to guide them to discover certain physical laws) and then they will be free to continue playing with it as desired and continue to note observations. Their results should be charted using the National Library of Virtual Manipulatives.

TPACK:
1. The technology I will be using allows students to simulate virtual collisions. Using technology is an easy way to adjust the experiment (change mass, force, etc.) to see how that affects the result. It is a quick and interactive way to illustrate physics principles. It also is more enjoyable than other methods of teaching this material. Then the children graph their data using technology in order to visualize their results and see relationships.
2. I will teach this lesson using guided discovery learning, which is one of the best ways to teach math and science. The students will discover principles on their own, but I will make sure they discover them correctly (and not make incorrect assumptions) by giving guidance.
3. The content of this lesson has to do with comparing the effect of mass and other factors in collisions between two objects. They are discovering the principles and laws of motion. In the process they see higher

Other people's tours

It was great to see the google tours that my classmates did. Their future students are lucky! :)

Ashley --I love her fun interactive paths, and her 3D overlay of ancient Rome.
Stephanie --her use of 3D buildings and street view was cool to see the cities
Malorie--she had really cool activities for the students to do at each location
Whitney--had the students explore their own city, which is great for making connections

My Google Earth Field Trip

In this field trip, we study:
1) how volcanoes affect Earth's surface in HAWAII
2) how water erosion affects Earth's surface at the GRAND CANYON
3) how uplift affects Earth's surface in INDIA (Himalaya Mountain Range)
4) how wind erosion affects Earth's surface in the SAHARA DESERT

It can also be accessed at: http://sites.google.com/site/sabrinatech/
Enjoy!

Google earth tour

Location	Activity Description	Google Earth Content
1. Hawaii	Find the Loihi volcano and read the description by the Smithsonian. What does it tell us is going to happen in 10,000-100,000 years? What does this tell us about how volcanoes affect Earth's surface?	placemark Gallery layer
2. The Grand Canyon	View the youtube video X-Country: Grand Canyon Bar Ten, AZ. Note the layers in the canyon wall. What could have caused there to be layers? Look at the bottom of the canyon. What kind of erosion took place to carve out this canyon?	Gallery layer polygon tool placemark
3. Himalayan Mountains	Look at the mountain range on the northern edge of India. The Himalayas were formed when the country of India was smashed into Asia by colliding continental plates. When they crashed into each other, uplift occurred, forming these mountains. Use the ruler to measure from the west end of the Himalayas to the east end (don't worry that the ruler goes straight while the mountains are curved.) How many miles long is it? Now zoom in closer on the mountains and view the 360 degree city image entitled: Mountain Pass. How does life here in the Himalayan Mountains differ from life in our city?	Gallery layer ruler polygon tool
4. Sahara Desert	This is the Sahara Desert, one of the largest deserts in the world. Follow the path to look at all the specified panoramio images. Which of the following erosional forces do you think formed these sand dunes? (waves, wind, water, gravity, or glaciers). Why?	image overlay no layers needed

5^th grade

Standard 2
Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface.

Objective 1
Describe how weathering and erosion change Earth’s surface.

Describe how geological features (e.g., valleys, canyons, buttes, arches) are changed through erosion (e.g., waves, wind, glaciers, gravity, running water).

Objective 2
Explain how volcanoes, earthquakes, and uplift affect Earth’s surface.

a. Identify specific geological features created by volcanoes, earthquakes, and uplift.

b. Give examples of different landforms that are formed by volcanoes, earthquakes, and uplift (e.g., mountains, valleys, new lakes, canyons).

I decided to address this content in a Google earth tour because these are all geologically rich places that I cannot visit in person with my students. With the exception of the Grand Canyon, these locations are all quite far away. By visiting these locations on Google earth, the students will be able to become acquainted with more of the world and understand how geological processes affect Earth's surface in many different locations.

In this tour I combine direct instruction with guided discovery learning. Since my students will not have all the background knowledge necessary to fully understand the tour, I provide them with information. The students can then build upon that knowledge by discovering information about each location (using my prompts) and making educated inferences about information they don't know.

Google earth is perfect technology for this content and pedagogy. Google earth makes the world our classroom by enabling students to see and experience the geology in various parts of the world. Pedagogically, Google earth enables me to scaffold by providing my students with needed information, while also allowing me to guide them through the discoveries I want them to make.