Pre-Caffeinated Pedagogue

hey

2010-12-12T18:32:00.001-08:00

Influences on Your Teenager to Be Handout

Web Awareness Concept Map

2009-10-28T21:15:00.000-07:00

Assignment 4: Integrated Activity

2009-09-29T23:17:00.000-07:00

Title of Activity: Getting the Dirt on Globalization

References:

Delcour, S.(2009) Globalization Intro. Retrieved Sept. 28^th, 2009, from http://www.teachertube.com/viewVideo.php?video_id=117557

Fitzpatrick, J. (2007) Did You Know – by Karl Fisch. Retrieved Sept. 28^th, 2009, from http://www.teachertube.com/viewVideo.php?video_id=118

Rizwam. (2007). Nike sweatshops - Try not to cry. Retrieved Sept. 28, 2009, from http://www.youtube.com/watch?v=xVuScVCF1Ws&feature=related

Grade Level: 10

Subject: Social Studies

Brief Description of Activity:

In groups, students will be assigned one of three links to short on-line videos (Nike sweatshops - Try not to cry; globalization intro; Did You Know – by Karl Fisch). They will take notes on the key facts presented and will seek to verify the information presented with other sources using common search engines, wikis and news sites. They will then make a group decision/judgment about how reputable the videos are and present their findings to the class. The groups will then prepare a short report on their findings including which sources they used to verify the data they were investigating. Discussion on various types of verification sites and media can follow.

General Learner Outcome:

Students will understand economic, environmental and other impacts of globalization.

Specific Learner Outcomes:

· Generate understandings of issues by using some form of technology to facilitate the process

ICT Outcomes:

C.1.4.1 plan and perform complex searches, using more than one electronic source

C.7.4.2 analyze and synthesize information to determine patterns and links among ideas

F.4.4.1 discriminate between style and content in a presentation

F.4.4.2 evaluate the influence and results of digital manipulation on our perceptions

F.4.4.3 identify and analyze a variety of factors that affect the authenticity of information derived from mass media and electronic communication

P.5.1.2 access hyper linked sites on an intranet or the Internet

Rationale for Computer Integration:

Computers have been integrated into this activity primarily to facilitate the main objectives of allowing students to evaluate online content for accuracy and reliability. Having them use information presented in persuasive formats allows them to being to make distinctions between perceptions and verifiable data. Allowing them to access the search engines and references of their choice allows for further discussion about the reliability of these sites (ie.Wikipedia) in providing accurate information. The activity will also serve to enhance their familiarity with credible news sources and refine their researching skills.

Presentation Final Version

2009-09-18T10:58:00.001-07:00

Here it is the final version of my presentation with credits found on the final slide...

Crowsnest Fire final version

View more presentations from mdaele.

Here's an example...

2009-09-16T20:56:00.001-07:00

Of my sons' school website showing how technological integration can be useful and extend the reach of the school to the home.
Since I have 4 boys keeping track of their homework assignments is valuable - the website give a class by class breakdown of the assignments and when they are due. Here is a link to RI Baker Middle School (Coaldale).

The Technological Future in Education: Dread and Opportunity

2009-09-15T21:39:00.000-07:00

It is not uncommon to listen to the hand-wringing complaints of so many regarding the perils of technological advances. Educators it seems are not often exempt from this plaintive motif as well. Cell phones, texting, Facebook and other internet developments are often bemoaned as the bane of solid educational techniques. As Dave Moursund points out in chapter 2 his article (here) history has clearly shown us that technological advances are not likely to be curbed in the near future. That fact alone forces society to come to terms with how technology will change the social fabric of the world we live in. As educators we do well to see technological advances as opportunity rather than with dread.
There is no question that with these advances come significant shifts in how language, culture and learning are accessed. What educators can do is provide significant shape to these dynamics by integrating technology into their pedagogical methods. In doing so educators can and will have the opportunity to affect positive outcomes in the shaping cultural and intellectual dynamics of the future.
There are fears that language itself will change due to things like texting. There are fears that social interaction will change due to the way computers can isolate individuals from personal interaction. These are legitimate concerns but they are hardly ones that are more overwhelming than concerns over nuclear warfare or environmental change that educators have dealt with in the past. The task is for educators to proactively seek ways to incorporate technology into their teaching so that the concerns that are visible now can be addressed. Ultimately technology serves humanity and it is essential to remember that fact when rapid development is occurring. Here are some ideas and questions that might stimulate thought and open discussion for implementation:
1. Realizing the need to protect personal privacy, is it possible to use the social networking sites that students are connected to already to influence educational learning and transparency. Can they be used for instance as tools to address character issues or proper social etiquette?
2. Is it possible to see new language forms as language expansion and not language loss. Could you ever imagine doing a spelling test on text language? Or have a text translation assignment? Could you use twitter to have students write a cooperative story?

Editing the Crowsnest Fires PowerPoint Slide

2009-09-15T20:58:00.000-07:00

Here are the ways I edited and altered the existing presentation:
1. Slide Master Configuration: I began by editing the slide master focusing on several layouts that I wanted to use including: the basic content layout, the comparison layout and the title layout. I changed backgrounds and fonts to give the slides the ‘feel’ I wanted and so that there was consistent formatting through out the presentation.
2. Slide insertion and formatting: I inserted a title slide to the presentation with the title and date of the fires.
I inserted new slides to break up the cluttered slides that existed already, chunking the information for clarity and concise presentation. I ended up with a total of 8 slides from the original three slides. Inserting new slides allowed me to reformat the slides more easily to the new master I created.
3. Chunking: I subtitled and bulleted the original first slide to give a point form version of the origin of the fire.
Next I split the second slide into 3 slides and subtitled those three slides with “An Eyewitness Account”. Since personal quotations were included I changed the font style of these quotations to make them stand out a little more. The last quotation, I placed on a slide by itself and added a stock photo of a forest fire.
The third original slide I split into 3 slides. These slides I subtitled with “The Fallout”.
4. Layout, Formatting and Proofing: The last slide of this section I used the comparison layout to set up a positive and negative comparison of the effects of a forest fire. This required me to edit some of the actual content to reflect the comparison I wanted to do with this format. Next I went through the presentation and corrected spelling and grammar issues.
5. Animation: I then added the same format of animation to all content of the slides to allow for easy and consistent click through during the presentation. I had to adjust the order of animation on the very last slide so that it sequenced according to the comparison desired.
I checked the slide over to see if it seemed to click through as I wanted it to.
I saved it.

Crowsnest Fire

View more presentations from mdaele.

After an initial evaluation by the professor I made the following additional changes
1. I deleted several more lengthy passages and reworded the bullets to reflect more concise prompts for the presentation content. In order to do this it made sense to add one more slide to the presentation. This allowed me to use comparison throughout the rest of the presentation even though I did not use that particular layout.
2. I added graphics to a couple of slides to make them stand out a little more.

Peda-blogy

2009-09-14T20:51:00.000-07:00

As a long time blogger, I have had the ‘privilege’ experiencing the thrills and spills that this medium can offer the individual. I have had my postings used against me as evidence of particular ideological views and I have had lavish praise from readers who appreciated the words I posted. All along I have seen blogging as a personal act of public archive building. I believe transparency is one of the attributes of human character is all too often compromised in our desperate attempt to protect privacy. So blogging for me has been a public journal where anyone who cares to look in on my thoughts and ideas and reflections can do so and feel free to comment. Here are the basic premises that I begin with when approaching this specific medium:
Blogging is a collaborative medium. It thrives on interaction from other people. It is great place for testing, refining and developing ideas.
Blogging is a personal reflection in a public space. It can access the unique style and content that is important and interesting to one individual.
In approaching blogging as a teaching tool it is essential to keep these concepts in mind. As evidenced by sites like: this one, this one, this one, and especially this one—it is obvious that blogs can and do represent a powerful potential as tools for collaborative learning, information dissemination and community/classroom building. It is important to consider the ramifications of tools like these especially when it comes to the public nature intrinsic to them. The TECH & LEARNING website offers some helpful guidelines that can help provide the needed safety net for online activity like blogging.
The ICT program of study makes clear that technology should be integrated into the entire learning experience and should enhance the productivity of the student. Blogging can certainly be this type of tool. It is worth noting that a blog can certainly also become a the sort of addictive behaviour that can run counter to effective studying habits.
Last semester I used by own personal blog as the journal assignment for one of my Anthropology courses. (It is found at this link here). It proved to be a valuable exercise for me.
I look forward to developing this blog and digging in deeper into this course…

Who Am I

2009-09-10T10:34:00.000-07:00

My name is B. Dale Friesen and I am a PS1 Student currently enrolled in the Education faculty of the University of Lethbridge. I am really excited to begin this journey on my way to becoming a full fledged teacher. Just ask any of my four boys – when I found out that I was accepted into the faculty of education I jumped and danced around the house for almost an hour. I am relatively old to begin this (I am 40) but I am no less excited to get into the classroom and get this all started.
I am married to the wonderful girl next door. Charlene and I have been married for almost 20 years. She’s a nurse.
I have a penchant for culinary exploration but I love coffee and Latin American food. I am a pretty fair cook in a pinch. I sell pies every Saturday and love meeting all the wild and wonderful people who need the smile a pie can make.
I have worked with adolescents for almost as long as I have been married. I have been a church youth worker and campus minister.
I am a diehard 80’s music fanatic and would love to regale you with my knowledge and collection of hits of the era.
Welcome to this blog and last but not least…

Here is the required reminder to have all assignments completed and handed in by the last day of classes.