MMN

The Maine Memory Network is a really cool database that has been designed as a digital museum. After looking around the website there are some really interesting links and pages that tell a story about the history of Maine. There was a good use of different kinds of technology on the website as well. Although the lesson plans on the website were all mostly social studies and geography based, there was a lot of really neat background information and resources that could be used. These pages might not necessarily be the main topic for a lesson in a science classroom but the website could be used as background information for a project.

Copyright and Fair Use

1. I was not aware that teachers could make copies of anything. So the answer that yes a teacher can make digital backups of material was a surprise.
4. I am kind of surprised that school budgets are not accommodated specifically to meet the technology requirements of students. Especially when children are growing up in such a technology dependent world.
5. This question I knew the answer to before reading the answer. Instead of coping the program or having students wait for others to be finished using it, the teacher should set up stations with a different activity at each to keep students engaged.
9. I did not realize that there were sites that do pay for their authorization, I guess I should pay more attention or do more research before jumping to the conclusion that all online music sites are illegal.
13. I thought this was an interesting question. This shows the reverse side of technology copyright use.
17. This was an interesting fact to learn. Previously I thought that one was allowed to post or use anything that they took/created them selves. I did not realize that some things (i.e. Disneyland) had their own copyright.

How to help someone use a computer

"If it's not obvious to them, it's not obvious."

This has relevance to me because when asking for help and then receiving an answer I always think 'that was so obvious,' or 'why didn't I think of that.' I'm glad that people do not actually say these things to me though. I think that it is important not to try to belittle people or make them feel dumb or that they didn't try hard enough.

"When they do something wrong, don't say "no" or "that's wrong". They'll often respond by doing something else that's wrong. Instead, just tell them what to do and why."

It is important never to tell a learner that thery are wrong. This will discourage them from taking risks in the future. This rule could even be applied in other areas of learning. There are ways to say the same thing but without having the same effect.

Web 2.0 Educator

I read the Cool Cat's blog and at first it was kind of hard to follow. After scrolling through a couple of her later blog entries it was easier to follow her thoughts and entries. Cool Cat definately likes technology and uses it proficently in the classroom. In her blog she gives examples of how technology was used in her teachings and the different kinds of technology were even used on her blog. Incorporating technology into the classroom worked of the Cool Cat and her blog is only one of the ways to show this.

Type I and Type II Technology

Type I allows educators to continue to teach in the same fashion but add a computer screen. The results are pretty much the same but this allows teachers to say they use technology in their classrooms. Type II usage of computers allows students to think out side the box and enhance their learning and understanding.

Type I examples: 1) online multiple choice 2)the use of word programs 3) online copies of rubrics and study guides
Type II examples: 1) blogging instead of written work 2) saving trees by not printing :) 3) online communication for group projects

My MEL Experiences

• Student/teacher relationship: I had a high school teacher who I had a relaxed relationship with. I could talk to them about things inside and outside of the classroom. They had a fun personality and made the subject fun to learn.
• Hands-On: One of my science teachers had origionaly planned out a bunch of lab activites to complete during the year but skipped several as we were short on time. This really hindered my learning as I can relate what was learned in lectures to these hands-on projects for a complete understanding.
• Learning Styles: I now realize why I did well in the classes I liked. Because I am a bodily/kinesthetic learner I did well and enjoyed classes that had hands-on activities such as science classes. And now I am a science major...
• Interest: I feel that the subjects that held my interest were classes that involved hands-on learning and activites. This also helped that certain teachers catered more towards different learning styles versus the typical learning style.
• Connections: For me, I would learn better and remember things better when I can associate and action or activity with it. Thus when building upon previous knowledge, activites help me learn best.

Chapter 2: Respect, Liking, Trust, and Fairness

What jumped out -> There was a brief mentioning of how young/new teachers find trust and respect and maintain a balance.

Why it jumped out -> I feel that this is something that I am worried about. I am a social person and I am worried that I would be more concerned about how social I am being with my students. I think this would be a good goal for me: to find a balance between being an educator and friend. I think that finding that balance will allow me to conduct a classroom well.

Chapter 1: Knowing Students Well

What jumped out -> The fact that students want teachers to know about their life, their interests, their likes and dislikes, their strengths and weaknesses. Different students want teachers to know certain things but not others, which is completely fine.

Why it jumped out -> I feel that so many people react so differently when a teacher or a professor or a tutor or a mentor tries to understand what its like outside of the classroom. When an educator approaches me I gladly let them in on my interests, but some students/peers almost go into shut down mode when asked. I think this is the challenge; to have particularly shy students share a little about themselves without prying the information out of them. Like the book suggested, fungroup activities or questionaires are great icebreakers and ways to learn more about your students.

Learning Style Inventory Results