<![CDATA[Ms. Alvarado's Digital Portfolio - A New Culture of Learning]]>Wed, 27 Jan 2016 11:29:34 -0800Weebly<![CDATA[A New Culture of Learning, Chapter 7-9]]>Wed, 29 Oct 2014 05:13:37 GMThttp://rvlearns.weebly.com/a-new-culture-of-learning/a-new-culture-of-learning-chapter-7-9Picture
Knowing, Making and Playing, Chapter 7

Quote: "We make a distinction between knowledge and belief." The chapter states the various viral distribution of information and questions to ask while seeking content specific information. 

Question: How can we teach students to ask questions based on higher level of thinking based on Bloom's taxonomy? 

Connection: Based on the Diigo tool, learners can gather searched information and ensure information is organized and clear to track. This tool requires Diigolet, which allows citation of content with links to the website. 

Epiphany: Students in my class were recently taught about testable questions and opinion questions. These skills of differentiating questions must be presented to students at an early age, so they can utilize technology correctly. 

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Hanging Out, Messing Around, and Geeking Out, Chapter 8

Quote: "...learning how to be with others in spaces that are mediated by digital technology. Thus, it is building a foundation for learning and that transcends the bounds of the virtual." With social media, we are able to develop and expand our PLN by creating a relationship based on common interests. 

Question: As teachers, how can we ask our students to reflect this questions, "What is my relationship to others?" Is there an expected response as educators that we should anticipate from elementary students, middle school students, and high school students? 

Connection: By knowing and making contact with others on Twitter, we are able to expand our PLN. I was able to  develop a larger and, meaningful PLN by sharing resources and participating in educational chats. As a result, 'hanging out, messing around, and geeking out" are all the same actions that I took in order to develop my personal identity and a international PLN. 

Epiphany: As I continue to play and explore on Twitter, I am able to not only create a relationship with others, but create a meaningful relationship in the digital environment were opinions are equally accepted and facilitated educational chats. 

The New Culture of Learning for a World of Constant Change, Chapter 9

Quote: "Games can aide and enhance learning."  With new games students are engaged to learn, collaborate, enhance their creativity and problem solving skills. 

Question: Why have educators not been exposed to gamification as a form of professional development since many students enjoy Minecraft and World of Warcraft and based on effective facts that embeds creativity and problem solving? 

Connection: Based on my experience in EDL 621, I experienced gamification and realized that as a learner I was intrinsically motivated from the XPs and progression bar. In addition, based on the findings from Jane McGonigal, game designer, states that students can easily save the real world in real life, as it is to save the world in online games. Many people spend many hours playing online games and tapping into solving problem skills that some games like World of Warcraft nurture. 

Epiphany: The new culture of learning has allowed students to become critical thinkers. Many of these skills are organically embed within human, so let's allow our students to tap into their essential skills needed to learn in the 21st century. 
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<![CDATA[A New Culture of Learning, by Douglas Thomas and John Seely Brown]]>Wed, 29 Oct 2014 04:34:52 GMThttp://rvlearns.weebly.com/a-new-culture-of-learning/a-new-culture-of-learning-by-douglas-thomas-and-john-seely-brown]]><![CDATA[A New Culture of Learning, Chapter  4-6]]>Wed, 29 Oct 2014 04:27:45 GMThttp://rvlearns.weebly.com/a-new-culture-of-learning/a-new-culture-of-learning-chapter-4-6Picture
Learning in the Collective, Chapter 4

Quote: "In the new culture of leaning, people learn through the participation and interaction with one another in fluid relationships, which are a result of shared interest and opportunity." Student and teachers continue to intuitively participate in relationships with shared interest, so it will be an easy way to integrate a collective learning environment in the classroom. 

Question:  If a teacher does not have a class blog like KidBlog, how can he/she implement an experience of collective learning community in the classroom and/or add digital support on Schooogy or Edmodo? 

Connection: "Blogs are not a media for learning, but do not teach, rather they generate the space for a collective to immerse." This idea of collective learning was evident during the San Diego EdCamp, in which individuals were allowed to share their experience or ideas of a given topic, In addition, this form of interaction leads to various resources and learning from other educators. 

Epiphany: As an educator and leader in my school site, I am a part of various collective comities in which, we share the same goals and responsibilities. For example, in the Lighthouse team, we are responsible to share information about "7 Habits of Highly Effective People" to parents, students, and teachers. As a result, we are a collective group because we are a community of learning and sharing "7 Habits" at Riverview Elementary School. Therefore, I want to continue to add this natural relationships in the classroom, but creating structured topics for Genius Hour, especially since students are able to share their skills and active engagement of learning. 


The Personal with the Collective, Chapter 5

Quote: "Social media is rendering our lives too transparent." "Digital media [...] has exasperated the division [of private versus the public.] 

Question: How can we teach students the personal identity and the Collective, and meshing both to allow students to create a meaningful digital fingerprint? What other media can I use to align my educational and professional personal identity? 

Connection:  My PLN has evolved based on the various social media used thus far. I can only imagine with time the growth of my own PLN in the educational realm. This access of social media will allow educators to collaborate with international educators and has become a form of professional development on Twitter, Pinterest, and Google Plus accounts. 

Epiphany: Blogs are personal and I have created a balance in my personal and professional blog on Weebly site. Twitter Chats and Goggle Plus is collective of digital media and infinite source of resources, which allows individuals to create their own personal identity. I have created a solid educational identity on Twitter, Google Plus, Pinterest, Instagram and blogs. These public domains continue to link to other social media, which makes it easy to continue to add and modify their personal identity. 

We Know More Than We Can Say, Chapter 6

Quote: "What if [...] questions were more important than answers? [...] What if the learning, not the application of techniques, but their inventions? What if students were asking questions about what really mattered to them, would that shift in thinking, [ and ] learning?"

Question: How can we teach students to ask meaningful and insightful questions on their own without using Genius Hour or 20% project? Or are these activities vital for intrinsic motivation to ask questions? 

Connection: 20% Project and Genius Hour allows students to follow their own passion to explore and learn further on a topic. I was able to implement this form of learning and students were more engaged in eager to learn in class. 

Epiphany: My students have made a deeper connection to Genius Hour, but I have not been able to show progress on my own 20% project. Assuming, that allocating time for students is needed in order for progress to be evident in their own learning. As a result, as a learner in the Master's program, I need to allocate time for asking questions to enter the process of inquiry in the Panini 20% project. 

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<![CDATA[A New Culture of Learning, Chapter  1-3]]>Wed, 29 Oct 2014 04:27:31 GMThttp://rvlearns.weebly.com/a-new-culture-of-learning/a-new-culture-of-learning-chapter-1-3Picture
Chapter 1

Quote: "The New Culture of learning allows us to recognize, harness and institutionalize the ideas and requires a shift of our learning in education [...] We believe that this new culture of learning can augment learning in nearly every fasted of education and every state of life." The quote refers to the paradigm shift in education based on the 21st century skills and manifesting, which allows educators to cultivate critical thinkers and life long learners. 

Question: 
How can educators cultivate minds and ideas in the classroom by using technology to allow students to create questions about their own learning and ensure students use each other as resources? 

Connection: 
Based on Tony Wagners' seven survival skills of creativity and imagination are essential skills to create passion and play. In addition, students in the Masters' program have been allowed to develop their passion throughout the 20% project. This form of play can ignite further development of questioning and critical thinking by sharing information in Youtube or blogs. Therefore, play, questioning and imagination are spar of life learning. 

Epiphany: The 'aha' moment was when it allowed students to be resources for each other. Once students become experts in a content area, then educators should allow student o further his deeper understanding of a topic by sharing it with his/her peers. The ability of play is being a form of freedom to act passionately in order to have a deeper understanding. 


A Tale of Two Cultures- Chapter 2

Quote: "Boundaries are catalyst of innovations." As educators provides structural conditions conducive to individuals supporting, facilitating and promoting student innovativeness. The boundaries allows students become critical thinkers and organize their information in a process in order to solve real world problems. 

Question: Teachers can create innovation through Project Based Learning and Genius hour, how can innovation become apart of the PLC process for adults in an Elementary school site?  

Connection: Genius Hour and Project Based Learning are forms were students are surrounded by digital information to support, facilitate and promote individual innovativeness. Students are provided with a guiding questions and have various rules and expectations for the process and final presentation of the newly gained information. In addition, I have implemented Genius Hour in my class to harness and promote innovation, since it is a skill that is difficult to teach; I have allowed my students answer and share their findings with their peers others. 

Epiphany:
As an educator, the implementation of Genius hour has provided a community of learners that are eager and wiling to be innovators. At first, the implementation of Genius Hour was a not planned thoroughly and spontaneously implemented to see if students would  be open to the idea. The effects were positively accepted by all the students in the class. As a continued to add more structure and boundaries to the expectations, students on their own began to work collaboratively and effectively communicate with their peers, therefore, the 'aha moment' appeared as I reflected to the initial implementation of Genius Hour. And currently, continue to ignite the power of sharing knowledge in the class by adding time limitation, digital resources on Symbaloo and factual information applied to current learning in the classroom setting. 

Embracing Change, Chapter 3

Quote: "No man steps in the same river twice, for it is not the same river and he is not the same man." Education and technology has evolved within the last ten years. The educational paradigm has changed from teacher carrying the cognitive load to providing students' with accountability in their own learning. In addition, technology has transformed from decade to decade and the recent knowledge of technology continues to evolve with the various advanced in Wikipipedia and iPhones. 

Question: Technology continues to evolve in the past ten years, how can legislation ensure that school districts support and provide professional developments for educators  to ensure they have relevant knowledge to the changes occurring in the 21st century? 

Connection: 
The chapter provided an acknowledgement of my hard work for the past two years. Embracing change allows educators to grown as an professional in education, therefore, I have embraced the "world of motion" by attending various technology conferences, gathering resources from educational Twitter chats and attending professional developments at the district level.  Fortunately, Lakeside School District continues to provide various professional developments aligned to technology to support educators. The teachers on special assignment (TOSAs) continue to share their wealth of knowledge with tenure and novice teachers within the district. 

Epiphany: Based on my practice and leader in my school site, I have created various Youtube tutorial for my colleagues at Riverview Elementary. I have been proactive and shared my knowledge of technology because in the end all students benefit from resources of technology. 

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