1. News Headlines One – Meta Search Engines
Standard 3 – Mode l Digital Age Work and Learning
This task allowed students to demonstrate fluency in technology systems, in particular through the use of the blog, which made it possible to transfer current knowledge gained primarily through a digital internet research method, to an online resource (Student Blog), rather than traditional methods, such as a submitting a writing assignment. This assignment did support communicative efforts shared amongst other students, parents and peers, or just about anyone with access to the blog.
2. New Headline Two – Apple/Macbook Air
Standard 3 – Mode l Digital Age Work and Learning
This task allowed students to demonstrate fluency in technology systems, where the specifications of common technological products were described, such as the Blue-Ray and the thinnest laptop. Another common technological system presented was GPS navigation services available on Google Earth. Collaboration occurred among students when researching answers for the questions presented. Digital tools (the internet) were used to research and support the learning gained through this assignment.
3. Chapter 3 Summary
Standard 1 – Facilitate and Inspire Student Learning and Creativity
This assignment promoted, and modeled creativity by describing various software programs used to develop educational materials. It described common productivity software, such as applications available in the Microsoft office suite. It discussed software used for concept mapping, which relays the instructor’s creative expression, and is used to clarify conceptual understanding, thinking and planning to other students, colleagues and peers.
4. Introductory Video
Standard 3 – Mode l Digital Age Work and Learning
This assignment demonstrated fluency in technology systems, for one had to understand how to use the video recorder to store the personal recording, and transfer the file to the desktop for blog uploading. The video was placed on the blog which supported communicative efforts shared with other students, parents and peers, or just about anyone with access to the blog. This format is a more effective digital approach than trying to share a video of this size through email services.
5. Concept Map
Standard 1 – Facilitate and Inspire Student Learning and Creativity
This assignment promoted, and modeled creative expression through the use of the Inspiron software application which was used to express creative ideas and concepts in an educational format designed to impact students, colleagues and peers. The map was placed in a virtual environment once placed online.
6. Technology for Small Children
Standard 5 – Engage in Professional Growth and Leadership
This standard proved applicable for technology is in so many ways designed to improve upon creative applications tailored for small children. Promoting professional growth and leadership strategies used to educate small children, through the use of current and emerging is a responsible duty of educators today who realize that technology will become even more effective, and a vital part of the teaching profession, school and community.
7. Teacher’s Web Site, 8. The IPhone, 9. Second Life,
Standard 3 – Model Digital Age Work and Learning
Each of the above assignments was applicable to this standard for common knowledge systems such as student information and campus systems were incorporated in the Iphone. Secondlife is a collaborative tool designed to promote sharing among students, peers, and the community (although I was unsuccessful in getting my account to work, I understood its intended usage). The teacher’s web site was very productive in communicating effective ideas and collaborative content. This site listed information ordinarily found in a class syllabus available on a web site.
10. Go Green and Video
Standard 5 – Engage in Professional Growth and Leadership
This assignment allowed the student to take a lead in promoting responsible behavior in a campus environment that would have a positive and lasting impact on the profession, school, community, and environment. Project ideas and decisions were intended to be persuasive tools that would promote community building.
11 Cramberry
Standard 2 – Design and Develop Digital-Age Learning Experiences and Assessments
This standard is applicable for this is an online evaluative tool designed to help students prepare for examinations, by creative flash cards. The student would be able to set their own goals, and manage their own learning experience, and educational progress.
12. Children’s Stories and Video
Standard 1 – Facilitate and Inspire Student Learning and Creativity
This assignment promoted, and modeled creative expression through short story telling and the video served as additional visual support, for often static content on a site doesn’t sustain the interest of the visitor as animated content. Students used digital tools such as the video recorder and internet to create short stories for young students with moral content.
13. Google Group Sites
Standard 4 – Promote and Model Digital Citizenship and Responsibility
This was an applicable standard for students worked as teams and responsible behavior was necessary to promote good teamwork. The site enabled student to manage access to the group, based on membership criteria and assess to those outside the group was restricted. This assignment had social emphasis that encouraged dialogue and sharing among members.
14. Multiple Intelligences/Sexting/PBS Videos
Standard 4 – Promote and Model Digital Citizenship and Responsibility
The multiple intelligences applications provided tools for students to assess their personalities and understand their individual learning styles. This assignment also addresses social issues such as the sexting, and allowed students to consider the importance of safe, legal and ethical behavior in the digital environment.
15. The USM Football Game & Paper
Standard 5 – Engage in Professional Growth and Leadership
This standard was applicable for students could participate in the local community to explore creative applications of technology as used in the video recordings during a game, audio feeds, and common cellular technology.
16. Adaptive Technologies
Standard 2 – Design and Develop Digital-Age Learning Experiences and Assessments
This standard was applicable for it considered developing instructional material and learning activities for address varying learning styles, in particular for those with special needs. Adaptive technologies incorporate digital tools, for instance, the Webquests and Imovie, which are designed to promote creativity and stimulate curiosity for diverse student populations.
17. NETS for Teachers and Standards
Standard 2 – Design and Develop Digital-Age Learning Experiences and Assessments
This standard was applicable for it allowed student to assess the technological assignments of the class based upon applicable standards. It allowed the student to see why the various assignment approaches were given during the class, thus utilizing formative and summative assessments.
18. Exit Questions
Standard 3 – Model Digital Age Work and Learning
The exit questions allowed students to demonstrate fluency in technology systems by reflecting on activities introduced in the class. Students could then communicate relevant ideas effectively to students, parents, and peers using digital-age formats.
Tuesday, May 5, 2009
Wednesday, April 29, 2009
IT365 Exit Questions - So Much in Such Little Time!
1) How would you explain ‘technology integration’ to a future student’s parents?
I would do everything possible to help that parent understand that technology will impact just about every part of our lives, and students who are comfortable and familiar with technology will have an advantage in school settings. Technology integration in education will continue to expand, in particular as observed in the growth of distance learning programs. Parents need to realize that exposing their students to technology in the home will help that student in achieving in the classroom. Not having a computer in the home can really hinder the learning experience of students today, for many schools are moving away from traditional lecture formats, and secondary programs almost always require that students type papers at some point, and have good online research skills. Students need to comfortable online and possess good typing skills, and not just texting.
2) Give an example of how you would integrate the subject matter from a class or classes taken this semester with technology. I for one, could see converting the requirements of this class to an online program for many of the assignments were accomplised via the web, and its resources. Even the group assignments could be accomplished in chat room like settings. The only challenge I would foresee is with the videos that included more than one person, but if the content was modified where each student contributed a small video that one member could merge into a single movie, even this wouldn't be much of a challenge. This would be a challenge of course to a student unfamiliar with advanced ripping, or burning software applications.
3) A. Give an example of hardware and software. Hardware is computer monitors, printers, and hard drives.
B. Give an example of a browser. A browser is internet explorer.
C. Give an example of a search engine. This would be google.
D. Give an example of a spread sheet program and database program. Excel is a spreasheet program and microsoft access is a database program.
4) Out of the legal issues we discussed in class, what do you believe is the most important for the future classes you will teach? Plagiarism will always be a hot issue today for many students don't understand legal boundaries when it comes to intellectual property such as stories and movies creations, and a lot of the content available via the web. Mixing and sampling is so commonplace today that a lot of young people don't realize how long a lot of information has been around, such as when listening to some of the latest songs where many in the older generation already know that there are earlier versions. Knowledge of original authors can get muddled when watching new adaptations of film also.
5) If the partners were randomly chosen, do you believe working with partners in a computer lab is worthwhile? Why or why not? I think partners are essential for computer labs, for students have varying backgrounds with technology, and those more exposed can assist those less familiar, or who may be a little bit more intimidated by technology or the requirements expected in the course. I think random selection is good, for it forces the students to get out of their comfort zones when working on projects, and it aids in saving time turning assignments in. The disadvantage of course, is when your paired when those who may be just as challenged as yourself, yet this could be overcome, by reaching out to those in different groups, or seeking assistance from the instructor.
6) Several of you have mentioned adding class assignments that are outside of the computer lab (ie. Football game, recycling). Name one technology-based activity that would work outside of class. I would recommend a movie experience, in particular some of the new animated flicks, and I would have students compare animation as it was presented for instance in the 70's with the big budget animations produced today. An action movie such as Iron Man would be a good resource for discussing the benefits of technology.
7) If Twitter is to be used in future IT 365 classes, what recommendations would you make so that we have a more user-friendly experience?
I really liked the twitter as the course went on, and found it was an awesome tool for checking on class assignments and just saying hello to fellow classmates. I would specify some criteria that did not make it necessary to continuously be on the site, for instance posting assignments during a particular time period, for many of us have no desire to be glued to a website. I thought regulating the twittering time was a good idea, but reinforce the time restrictions early on so students will embrace it as a instructional tool rather than a social outlet.
8) What technology-related activity, etc. did you learn from this class, that you didn’t know before enrolling and that you feel confident enough to do or use on your own without any help?
Again, I believe I will use the Rubistar again as I grow in instructional developmental duties, and I would probably rely on TurnItIn if connected to the proper educational system. Most of what was done in the class, I can accomplish on my own without assistance.
9) What technology-related subject/area/program, etc. did we not cover that you feel should be covered in this class in the future? I really love networking so even if introduced on a basic level, networking is so fundamental in my opinion to technological usage, for computers are really paperweights, and not very resourceful if not connected to external networks today. I would at least discuss it, even if not allowing the students to set up a system in some way. I remember someone kicking the power interface on the switch in the classroom which left one row of computers unavailable for classroom usage. With networking I understood that there was a central component that linked all of those systems and was able to restore the power to the device, which alleviated the bundling together that we were beginning to do at the few systems on the side of the room that didn't lose power. Yet again, this was a networking device.
10) What technology-based activity in this class do you feel was most beneficial to your future as an educator? TurnItIn, Rubistar, the Big Bus, the Instructor's Blog and Teacher's website would benefit an instructor for here lies measurement tools that can either guide the evaluation processes, or aid new teachers in knowing what to expect as when measurement performance. Of course the blog would benefit in introducing the instructor and reminding students of assignments. I don't think I would recommend Twitter for assignment reminders although it was very helpful in this course.
I would do everything possible to help that parent understand that technology will impact just about every part of our lives, and students who are comfortable and familiar with technology will have an advantage in school settings. Technology integration in education will continue to expand, in particular as observed in the growth of distance learning programs. Parents need to realize that exposing their students to technology in the home will help that student in achieving in the classroom. Not having a computer in the home can really hinder the learning experience of students today, for many schools are moving away from traditional lecture formats, and secondary programs almost always require that students type papers at some point, and have good online research skills. Students need to comfortable online and possess good typing skills, and not just texting.
2) Give an example of how you would integrate the subject matter from a class or classes taken this semester with technology. I for one, could see converting the requirements of this class to an online program for many of the assignments were accomplised via the web, and its resources. Even the group assignments could be accomplished in chat room like settings. The only challenge I would foresee is with the videos that included more than one person, but if the content was modified where each student contributed a small video that one member could merge into a single movie, even this wouldn't be much of a challenge. This would be a challenge of course to a student unfamiliar with advanced ripping, or burning software applications.
3) A. Give an example of hardware and software. Hardware is computer monitors, printers, and hard drives.
B. Give an example of a browser. A browser is internet explorer.
C. Give an example of a search engine. This would be google.
D. Give an example of a spread sheet program and database program. Excel is a spreasheet program and microsoft access is a database program.
4) Out of the legal issues we discussed in class, what do you believe is the most important for the future classes you will teach? Plagiarism will always be a hot issue today for many students don't understand legal boundaries when it comes to intellectual property such as stories and movies creations, and a lot of the content available via the web. Mixing and sampling is so commonplace today that a lot of young people don't realize how long a lot of information has been around, such as when listening to some of the latest songs where many in the older generation already know that there are earlier versions. Knowledge of original authors can get muddled when watching new adaptations of film also.
5) If the partners were randomly chosen, do you believe working with partners in a computer lab is worthwhile? Why or why not? I think partners are essential for computer labs, for students have varying backgrounds with technology, and those more exposed can assist those less familiar, or who may be a little bit more intimidated by technology or the requirements expected in the course. I think random selection is good, for it forces the students to get out of their comfort zones when working on projects, and it aids in saving time turning assignments in. The disadvantage of course, is when your paired when those who may be just as challenged as yourself, yet this could be overcome, by reaching out to those in different groups, or seeking assistance from the instructor.
6) Several of you have mentioned adding class assignments that are outside of the computer lab (ie. Football game, recycling). Name one technology-based activity that would work outside of class. I would recommend a movie experience, in particular some of the new animated flicks, and I would have students compare animation as it was presented for instance in the 70's with the big budget animations produced today. An action movie such as Iron Man would be a good resource for discussing the benefits of technology.
7) If Twitter is to be used in future IT 365 classes, what recommendations would you make so that we have a more user-friendly experience?
I really liked the twitter as the course went on, and found it was an awesome tool for checking on class assignments and just saying hello to fellow classmates. I would specify some criteria that did not make it necessary to continuously be on the site, for instance posting assignments during a particular time period, for many of us have no desire to be glued to a website. I thought regulating the twittering time was a good idea, but reinforce the time restrictions early on so students will embrace it as a instructional tool rather than a social outlet.
8) What technology-related activity, etc. did you learn from this class, that you didn’t know before enrolling and that you feel confident enough to do or use on your own without any help?
Again, I believe I will use the Rubistar again as I grow in instructional developmental duties, and I would probably rely on TurnItIn if connected to the proper educational system. Most of what was done in the class, I can accomplish on my own without assistance.
9) What technology-related subject/area/program, etc. did we not cover that you feel should be covered in this class in the future? I really love networking so even if introduced on a basic level, networking is so fundamental in my opinion to technological usage, for computers are really paperweights, and not very resourceful if not connected to external networks today. I would at least discuss it, even if not allowing the students to set up a system in some way. I remember someone kicking the power interface on the switch in the classroom which left one row of computers unavailable for classroom usage. With networking I understood that there was a central component that linked all of those systems and was able to restore the power to the device, which alleviated the bundling together that we were beginning to do at the few systems on the side of the room that didn't lose power. Yet again, this was a networking device.
10) What technology-based activity in this class do you feel was most beneficial to your future as an educator? TurnItIn, Rubistar, the Big Bus, the Instructor's Blog and Teacher's website would benefit an instructor for here lies measurement tools that can either guide the evaluation processes, or aid new teachers in knowing what to expect as when measurement performance. Of course the blog would benefit in introducing the instructor and reminding students of assignments. I don't think I would recommend Twitter for assignment reminders although it was very helpful in this course.
Wednesday, April 22, 2009
Adaptive Technologies
This project dealt with addressing the unique learning styles of students, with an emphasis on those with special needs that could challenge their learning experiences.
SCENE1
I recall four broad learning styles , such as for those who are highly active, theoretical learners, practical learners, and those desiring more personal and private learning approaches. For active learners, I would ensure that I had plenty of performance activities designed to hold their interest. For theoretical learners I would try to generate a lot of question and answers to encourage them to think through situations, and with practical learners I would seek everyday situations that the students can identify with to reinforce the learning material.
SCENE2
Consultation is good to have throughout the development process to provide ongoing oversight and ensure that the individual learning style appropriate meets the needs of the student. The teacher should solicit expert opinions to ensure time is managed appropriately, and to the extent possible to ensure resources are invested efficiently. The outside advice is helpful for providing objective criticism as needed, with providing clarity when expounding on the goals identified, and observing the congruency of the development and learning processes. The external support when introduced early can assist with brainstorming efforts also, and it serves as a plausible resource for follow-up evaluation when the final instructional initiative has been completed, especially when introduced early in the creative process.
SCENE3
The graphic organizer allows the student to create their own story, and reading an example ahead of time assist them in knowing what to expect. The organizer allows the students to utilize skills that they’ve already learned such as sentence writing skills, drawing, and natural hand-eye coordination writing projects. The organizer gives the students the opportunity to create their own characters which makes a writing project more interesting on overage to this age group, and leads to confidence and pride as they look back on a project they can call their own. A project such as this is also good for slower or inclusion students, who can provide input for character development for many of the students share collective experiences, and have similar background exposures to animated content, and popular stories. The organizer really benefits Oscar, especially for the characters are imaginary and can be just about anything the student's create, and not necessarily correct or realistic.
SCENE4
The Webquest helped in consolidating content, or grouping sites of similar interests. This can be accomplished usually through typical search engines but the Webquest is more tailored and more likely to prevent the user from linking to sites that may have commercial interest or be of no relation to the focus of the teacher. This is the biggest infraction of web searching in my opinion, the tendency to get lost on the World Wide Web in all of the different web pages available on subjects. Another issue inherent to the web, is ensuring that the content retrieved is authentic and credible, and using Webquests, licensed content can be utilized that eliminates the chance of obtaining material that hasn't been screened properly for the educational process.
SCENE5
Benefits gained for the students were a sense of ownership over the entire process, and the group learning promotes teamwork and bonding among the students. Isolation is not good for it can create a sense of being different from others and feeling different is not always easy for children to embrace as a good thing. If it is perceived negatively, it can impact their self-confidence and motivation towards learning. It is just as necessary for children with special needs to connect with peers, as it is for the average child. Peer learning can provide support for children in that they may not feel the one-down as with a teacher or counselor. The adult or administrator is in a position of power and authority and some children may finding bonding with them more of a challenge.
SCENE6
The technology and Webquest made the video quality readily available to the students. They could observe the makings of a collage as demonstrated by the author. Creating a movie of their own again empowers the students during their own learning experiences. Using this tool during the group setting would ease in its usage for it wasn't the entire class involved in the project, therefor resulting in more for each student to personally contribute to the project, and inhibiting misunderstandings among students. The small groups would also benefit with time management, for it is sometimes easier to get a project accomplished among a few members than a larger group, for it often boils down to figuring out who to single out to get the work done. The small group equalized input a little more.
SCENE1
I recall four broad learning styles , such as for those who are highly active, theoretical learners, practical learners, and those desiring more personal and private learning approaches. For active learners, I would ensure that I had plenty of performance activities designed to hold their interest. For theoretical learners I would try to generate a lot of question and answers to encourage them to think through situations, and with practical learners I would seek everyday situations that the students can identify with to reinforce the learning material.
SCENE2
Consultation is good to have throughout the development process to provide ongoing oversight and ensure that the individual learning style appropriate meets the needs of the student. The teacher should solicit expert opinions to ensure time is managed appropriately, and to the extent possible to ensure resources are invested efficiently. The outside advice is helpful for providing objective criticism as needed, with providing clarity when expounding on the goals identified, and observing the congruency of the development and learning processes. The external support when introduced early can assist with brainstorming efforts also, and it serves as a plausible resource for follow-up evaluation when the final instructional initiative has been completed, especially when introduced early in the creative process.
SCENE3
The graphic organizer allows the student to create their own story, and reading an example ahead of time assist them in knowing what to expect. The organizer allows the students to utilize skills that they’ve already learned such as sentence writing skills, drawing, and natural hand-eye coordination writing projects. The organizer gives the students the opportunity to create their own characters which makes a writing project more interesting on overage to this age group, and leads to confidence and pride as they look back on a project they can call their own. A project such as this is also good for slower or inclusion students, who can provide input for character development for many of the students share collective experiences, and have similar background exposures to animated content, and popular stories. The organizer really benefits Oscar, especially for the characters are imaginary and can be just about anything the student's create, and not necessarily correct or realistic.
SCENE4
The Webquest helped in consolidating content, or grouping sites of similar interests. This can be accomplished usually through typical search engines but the Webquest is more tailored and more likely to prevent the user from linking to sites that may have commercial interest or be of no relation to the focus of the teacher. This is the biggest infraction of web searching in my opinion, the tendency to get lost on the World Wide Web in all of the different web pages available on subjects. Another issue inherent to the web, is ensuring that the content retrieved is authentic and credible, and using Webquests, licensed content can be utilized that eliminates the chance of obtaining material that hasn't been screened properly for the educational process.
SCENE5
Benefits gained for the students were a sense of ownership over the entire process, and the group learning promotes teamwork and bonding among the students. Isolation is not good for it can create a sense of being different from others and feeling different is not always easy for children to embrace as a good thing. If it is perceived negatively, it can impact their self-confidence and motivation towards learning. It is just as necessary for children with special needs to connect with peers, as it is for the average child. Peer learning can provide support for children in that they may not feel the one-down as with a teacher or counselor. The adult or administrator is in a position of power and authority and some children may finding bonding with them more of a challenge.
SCENE6
The technology and Webquest made the video quality readily available to the students. They could observe the makings of a collage as demonstrated by the author. Creating a movie of their own again empowers the students during their own learning experiences. Using this tool during the group setting would ease in its usage for it wasn't the entire class involved in the project, therefor resulting in more for each student to personally contribute to the project, and inhibiting misunderstandings among students. The small groups would also benefit with time management, for it is sometimes easier to get a project accomplished among a few members than a larger group, for it often boils down to figuring out who to single out to get the work done. The small group equalized input a little more.
USM Scrimmage
I was fortunate to attend the USM scrimmage, and first of all what a gorgeous day and I appreciated this time to hang out with classmates. I just wished I knew someone playing. As far as the technology observed, I noticed the score board which wasn't be used of course since it was a scrimmage. Other forms of technolgy included the many cellular phones people were using to take photos, and although I don't know personally, I'm pretty sure the game was being video recorded, so the team members could assess their performance afterwards. There was also an audio system being used to call plays, or moves, but unfamiliar to many calls made during football games, I was left totally oblivious as to what they were talking aobut. These were forms of technology that really stood out for me while observing the scrimmage.
Rubistar, Trackstar, Big Bus
I found each of these very interesting as technological grading tools.
RUBISTAR
I found the Rubistar helpful for it gave the student clarity on how the grading process was accomplished. For instance I chose a newspaper for a couse subject and there were several categories such as Layout, Columns, Articles, etc. There were total points assessed against each of these given the turned in content matched the description under the column for those points. I would really find this site helpful when developing measurement material, especially for higher education content requiring more analytical assessment. I got exposed to a measurement tool such as this for the first time when recently taking a college class. After reading each subject description closer, it helped a lot with improving my grades for I began to realize that there was less subjectivity with grading than I initially thought, and as long as I focused on satisfying the criteria, I knew exactly I would receive as a grade.
TRACKSTAR
I liked the trackstar but really wasn't that impressed with it. It would prove helpful as guiding students in their research efforts, yet I asked in what conditions would this really be necessary. Many students are very familiar with using internet search engines and if it's just a matter of telling students specific sites to use, that could be accomplished in a word document format. So I really didn't get a lot of gee whiz from this one.
BIG BUS
I did really enjoy this one, especially when giving students practice tests to be used ahead during their own time or with the aid of the teacher. I put together a little quiz about fruit, designed more for 2nd and 3rd graders but this tool would be great for just about any grade, or secondary education.
Each of these are helpful during a course evaluation process, while during the lesson or when summarizing at the end of a course, but I found the Rubistar especially worthwhile.
RUBISTAR
I found the Rubistar helpful for it gave the student clarity on how the grading process was accomplished. For instance I chose a newspaper for a couse subject and there were several categories such as Layout, Columns, Articles, etc. There were total points assessed against each of these given the turned in content matched the description under the column for those points. I would really find this site helpful when developing measurement material, especially for higher education content requiring more analytical assessment. I got exposed to a measurement tool such as this for the first time when recently taking a college class. After reading each subject description closer, it helped a lot with improving my grades for I began to realize that there was less subjectivity with grading than I initially thought, and as long as I focused on satisfying the criteria, I knew exactly I would receive as a grade.
TRACKSTAR
I liked the trackstar but really wasn't that impressed with it. It would prove helpful as guiding students in their research efforts, yet I asked in what conditions would this really be necessary. Many students are very familiar with using internet search engines and if it's just a matter of telling students specific sites to use, that could be accomplished in a word document format. So I really didn't get a lot of gee whiz from this one.
BIG BUS
I did really enjoy this one, especially when giving students practice tests to be used ahead during their own time or with the aid of the teacher. I put together a little quiz about fruit, designed more for 2nd and 3rd graders but this tool would be great for just about any grade, or secondary education.
Each of these are helpful during a course evaluation process, while during the lesson or when summarizing at the end of a course, but I found the Rubistar especially worthwhile.
Tuesday, April 7, 2009
Multiple Intelligences/Learning Style Tests
BGFL
According to this test, I score higher in the Linguisitic, Logical and Intrapersonal areas. I am very low in the Naturalistic characteristic. The results were not very surprising for I have taken personality tests in the past, and results have been similar. I am very comfortable with analysis of just about anything, and seeking multiple perspectives on topics. I find these tests to be validating and informative, and they can be real helpful with career choices also. They show naturally strong characteristics, but also pinpoint areas where strength and discipline is needed.
Multiple Intelligence for Adult Literacy
I really like this test and loved the suggestions given at the end, so I my keep this noted somewhere. My top three intelligences were self, musical and language. I scored around average in the remaining intelligences, with the lowest in the nature area. Again I wasn't surprised with this finding for I don't like being dirty, or around intense biological odors such as those given off by animals in their natural habitat. I don't mind checking out a zoo every now and then though. I really like these tests and where I score lower, I task myself to participate in some endeavor that may be uncomfortable at first, but it builds my confidence in the long run, for I am facing fears and growing personally.
According to this test, I score higher in the Linguisitic, Logical and Intrapersonal areas. I am very low in the Naturalistic characteristic. The results were not very surprising for I have taken personality tests in the past, and results have been similar. I am very comfortable with analysis of just about anything, and seeking multiple perspectives on topics. I find these tests to be validating and informative, and they can be real helpful with career choices also. They show naturally strong characteristics, but also pinpoint areas where strength and discipline is needed.
Multiple Intelligence for Adult Literacy
I really like this test and loved the suggestions given at the end, so I my keep this noted somewhere. My top three intelligences were self, musical and language. I scored around average in the remaining intelligences, with the lowest in the nature area. Again I wasn't surprised with this finding for I don't like being dirty, or around intense biological odors such as those given off by animals in their natural habitat. I don't mind checking out a zoo every now and then though. I really like these tests and where I score lower, I task myself to participate in some endeavor that may be uncomfortable at first, but it builds my confidence in the long run, for I am facing fears and growing personally.
Teenage Sexting
Teenage 'Sexting' has Authorities, Parents seeing Red
(Nude self-images sent via cellphones by teenagers have authorities seeing red.)
By MARTHA IRVINE
Associated Press
http://www.miamiherald.com/509/story/888676.html
The article above was included in the Miami Herald with a storyline very similiar to the girl in NJ. I think that education is the key in stopping sexting. A major adult problem with sexting is trying to figure out if the children deserve to have pornography charges placed against them when many are ignorant to the reality of breaking the law, and sincerely see no problem with what they're doing. As a parent, I find it imperative to constantly speak with my teenager about the dangers that can result from participating in sexting, for even if it begins as pranks, or flirting, the legal ramifications can be lasting.
I believe that much of this behavior is rooted in either low self-esteem or a poor self-image because I don't think kids with high self-esteem would exploit themselves in this way. So as adults we must do more to educate kids on why certain images are inappropriate for public display when it comes to children, and find out why some children see no problem with sexting. In the school systems, we must be knowledgeable of social interacting technology available to children, and also make children aware of when privacy become public, not just on the internet but when using cell phones. When necessary, invite lawyers or law enforcement into schools to speak about the consequences of being caught engaging in sexting. And finally, I believe that those managing the cellular industry must do a better job of finding ways to prevent technology from becoming a weapon of mass destruction for our children.
(Nude self-images sent via cellphones by teenagers have authorities seeing red.)
By MARTHA IRVINE
Associated Press
http://www.miamiherald.com/509/story/888676.html
The article above was included in the Miami Herald with a storyline very similiar to the girl in NJ. I think that education is the key in stopping sexting. A major adult problem with sexting is trying to figure out if the children deserve to have pornography charges placed against them when many are ignorant to the reality of breaking the law, and sincerely see no problem with what they're doing. As a parent, I find it imperative to constantly speak with my teenager about the dangers that can result from participating in sexting, for even if it begins as pranks, or flirting, the legal ramifications can be lasting.
I believe that much of this behavior is rooted in either low self-esteem or a poor self-image because I don't think kids with high self-esteem would exploit themselves in this way. So as adults we must do more to educate kids on why certain images are inappropriate for public display when it comes to children, and find out why some children see no problem with sexting. In the school systems, we must be knowledgeable of social interacting technology available to children, and also make children aware of when privacy become public, not just on the internet but when using cell phones. When necessary, invite lawyers or law enforcement into schools to speak about the consequences of being caught engaging in sexting. And finally, I believe that those managing the cellular industry must do a better job of finding ways to prevent technology from becoming a weapon of mass destruction for our children.
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