Journal # 4

Ethics using technology--with blogging being no exception--become especially important if we proport to use technology in the classroom. All sorts of considerations about appropriate use and content come into play and are to be weighed heavily by the educator and students. I would certainly consider utilizing a class blog with students in upper elementary through adult ed. Blogging, I am learning, is a useful communication tool and a very efficient way in which people can share information, opinions and ideas. In the classroom, I feel it is the teacher's role and responsibility to regulate and monitor student class blogs for appropriate content.

Question # 1: Would I erase content on a student blog I found to be objectionable? It depends entirely. If I would use blogging with my students--which I certainly would consider doing--I would want to create a prompt for my students to stick to and guidelines by which they must answer. If students in social science or history were writing their response to a question posed about the Vietnam War and I or others were likely to have an opposing viewpoint, I might let the post stand. If someone said something off topic and not suitable for class, I might very well be ethically obligated to delete that content.

Question # 2: What are some ways in which a blog can be useful? I'd like to see students blogging to keep up with current events & news stories, turn in some homework, communicate with one another--i.e. reply to 1 or 2 classmates' blog posts, etc.

Journal # 3

Social Justice, Choice or Necessity by Colleen Swain and David Edyburn is a great article in that it explores inequities in technologies available to students. Interestingly enough, the inequities often seemingly lie not in socio-economic standards, but simply in that teachers have total choice and control in regards to if they are going to implement technology (and if so, to what degree) in their classroom. I respect and agree with this finding, as I recently worked in a school with a "gray" staff that was largely uneducated about technology. This is a school that is actually in a higher-income suburban area that competes with very "techie" schools nearby. I couldn't help but recognize and have concern for the fact that these students were not being exposed to and working with various computer applications regularly.

As an Assistive Technology Practitioner, I really respect and am very pleased about how Assistive Technology can be a tremendous help and support to students (and all people) with disabilites. The authors gave the example of how literacy software can help to "erase" social inequitiy for a student with a reading disability. I agree completely (eventhough I don't fully love the "erase" phrase) as I have witnessed very intelligent children, who, despite significant intervention, cannot read participate in high-level, grade level curriculum by utilizing screen reading. As a teacher I will always strive for social justice, in any situation I may be working in. Technology is one more very important arena, in which educators need to strive to consider students' needs when we are teaching.

Question 1: How can I help colleagues "buy into" the fact that technology really must be incorporated into the curriculum? This article is a great place to start! By demonstrating statistics to fellow educators such as 80% percent of skilled workers will need to be technology-literate is of great significance, and certainly should be considered by all educators. Very often, I think people do not become more computer savvy because of fear--of the unknown, of feeling foolish, etc. It isn't really about our insecurities, though, as it is about doing the right thing by the students we are working with.

Question 2: What are "real world" applications of technologies that I would teach students to use? I would teach, and would want to help students become proficient in various Microsoft applications such as Word, Publisher, Power Point, Excel, Outlook; become comfortable using the Internet to search for information, goods and services; use varoius educational materials and software and more. Helping students have access to technology as early as possible, and keeping technology a regular, steady facet of their education is as important as applications they actually work with.

Journal # 2

Multi-User Virtual Environments (MUVE) are fascinating in that they provide unique educational and social opportunities that were previously unavailable (despite the article saying the concept of MUVEs dates back to the '70's). How we are using technology, personally and professionally, is truly changing and the classroom is no exception. I really like the examples listed in the article Real Life Migrants on the MUVE by Ross A. Perkins and Cathy Arreguin such as how to do more modern--even interactive--science and social science lessons with students. Students are reporting feeling like they have participated in more worthwhile assignments and projects, while teachers feel validated in having students learn in new and different ways.

Question 1: How can I use MUVEs with special needs students? MUVEs are useful for students with many different needs and abilities. For example: students that are too ill to attend school or may have school phobias can still participate in meaningful education outside of the classroom, socializing and networking with others. Students that are physically/orthopedically impaired can usually access technology very well with certain accomodations made to equipment. Finally, very often people with Autism are very succeessful using technology, since it is concrete and static.

Question 2: How can I assure equal access to technology and MUVEs regardless of where I teach? As an educator, I am aware that even schools in higher-income areas often lack modern/appropriate technology. I would research grant opportunities if technology and equipment are not readily available in my classroom(s) for students.

Journal # 1

Google is a wonderful tool that allows billions of people to access wealths of information, all over the globe, all the time. It is truly difficult for me to go a length of time--say more than a day or two without googling something to access the information I need. A quick search of my google bar reveals such a true cross-section of information--searching for restaurants, vacation information, directions, reviews, education-related items and more.

The Your Google Guide offers the suggestion of putting your search in the form of a question--something I have rarely done and will consider utilizing in the future when searching the net. I agree with the author's findings, in that I feel the genius of Google is that it ranks the search results by hierarchy. Given the information in this article, I realize I have some concerns about the "sponsored links" on Google--the fact that those links are from business paying to be there. I don't necessarly feel that is a conflict of interest, but I do think the fact warrants consideration, but I also respect that Google offers a great many services, free of charge, and have to earn money somehow to support that service.

One question I have is: How has Google changed the way people obtain information? I would be inclined to answer, how hasn't it changed the way we access information? Just last night, for example, I moved into a condo downtown for the summer. When I moved in, I realized I couldn't immediately access the Internet, what to do? Well, I simply thought I'd Google Cox Communications to find out how to get service support. Good grief! I can't do that if I don't have Internet access. I am totally dependent on the Internet, and Google is a significant reason why.

Secondly, I want to learn (and am!) how to use more of what Google has to offer. iGoogle is clearly a wonderful tool, so is Froogle for finding the most cost effective ways of obtaining goods and GooglEarth, which is really fun, but somewhat creepy! By playing around with Google in my spare time, I think I can learn even more ways to support any questions or needs I may have searching the Internet.

Intro

Hello Fellow EDUC 422 Students:

My name is Melissa Pattullo, I am from South Orange County, CA. Currently I am employed by Capistrano Unfied School District in the Special Education-Assistive Techology Department. Last summer, I earned my Assistive Technology Certificate through CSUN at the Georgia Institute of Technology. Working in AT and assisting students with disabilities is my passion-I really enjoy seeing students become empowered through education, technology and their own tenacity. I grew up in the city of Irvine, attending Irvine public schools.

My own experiences with technology are facinating in that I don't truly think I'll ever consider myself a 'tech' person-there are far too many people out there that are so much 'tech-ier' and better versed than I will ever be. I am comfortable with daily operations of computers and technology, but particularly Educational/Assistive Technology where I feel I can make a difference with the students I work with. Traditionally, I have totally been a PC person, but our professor is getting me to appreciate the Mac some more-a difficult task! I feel very dependent on the Internet for all sorts of daily, useful information and check both personal and work email frequently. That said, sometimes I like to "check out" for a day or more and not feel so tethered to the email.....

I truly respect, admire and abide by the CSUSM Mission Statement. I have to confess, I wasn't familiar with it when I first applied to CSUSM, but have become well versed in it since. Social justice, equity and dignity and respect for all people are cornerstones of my educational philosophies, and I am pleased to attend a university that supports them.