PC Maintenance and Security Lab

     The first tutorial on Atomic Learning that I chose was "Setting up search preferences in Google."  One thing I learned was that pictures and language can be filtered through the preferences in Google.  It will filter "explicit text and images."  There were three different settings that range from no filtering, moderate filtering (default), and strict filtering.  I did not realize that Google had a search preference that would filter potentially objectionable images and language.  It makes using Google in an academic environment an even better choice to avoid inappropriate situations.
     The second tutorial I chose was "Comparing and contrasting hardware and software firewalls."  I learned that there are two types of firewalls.  I did not know that routers have a firewall installed in them to help protect my computer.  I knew about installing a firewall as part of a security suite, but I did not realize that the hardware version was part of the router.  I was surprised by what the hardware firewall does because I didn't know it was even present.
     The final tutorial I chose was "Managing your web passwords with RoboForm."  I learned how RoboForm works by creating a "passcard."  Once I have visited a site, RoboForm can store my information and access it when I return so I only have to sign in once, thus saving me time in remembering and typing in my password each time.  I was surprised to learn that this program has a feature that will generate a password for me.  Lately, having signed into so many new sites, I have difficulty thinking of new, unique passwords.  With a program that would generate passwords for me, it would save me the time I spend simply thinking of one.

Evaluation of Learning Material in MERLOT

            For this assignment, I found the lesson “Connecting Concepts: Animal Physiology/Homeostasis 3: Does Ben Have Diabetes?” by Jan Cheetham from the University of Wisconsin – Madison.  I was drawn to it because it is about Diabetes.  I was hoping for information regarding Type 1, but still found the lesson interesting, accurate, and informative.  Its target audience is older students in high school and college level.  Therefore, I found the concepts, models, and skills to be pertinent.  However, since more and more people are being diagnosed with Type 2 Diabetes at earlier ages, with some alterations, this lesson could be used with younger (upper elementary or middle school) students.  Some of the content is rather advanced, so preparing students with basic definitions of diabetes, warning signs, and understanding of human physiology will benefit understanding.

            The interactive nature of the lesson will enable students to better understand the causes of Type 2 Diabetes.  Using a young man (“Ben”) as an example in the lesson also gives learners a personal connection because he is someone in their own age group.  The questions posed by Ben may give students experiencing similar issues a starting point to open a line of dialogue with a parent or health care professional.  This lesson could be readily integrated into a human physiology unit with the proper background information.  However, as previously stated, it may be necessary to “tweak” the content to make it more accessible to learners of different ages.  It could be easily be used to achieve teaching and learning goals, which are to identify causes, symptoms, treatment, and prevention of Type 2 Diabetes.  Additionally, learning assignments, such as other auto-immune disorders, could branch out from this exercise to give students more information for further study.

            The lesson is very easy to use.  As I navigated through it my first time, I was able to locate buttons easily and find other controls.  It presented the information comprehensively without overwhelming and bogging down the text with technical jargon or too much information.  The module also provided a quiz.  If a question was answered incorrectly, another chance to answer correctly was provided.  Further explanations were also given regarding a correct answer to help learners draw concrete connections.  The module ran flawlessly on my Mac.  I did not need to download an alternate program to use it.  It was presented in a familiar PowerPoint type presentation in which many students are already accustomed.

            If I chose to use this lesson with my students and needed to modify or alter it for age appropriateness, I could do so under the “Creative Commons” license.  Overall, I found the information pertinent and usable in a classroom setting.

Getting Things Done!

     Organization is essential to my wellbeing.  Clutter and chaos are my enemies.  I tend to stay organized through my computer whether it is through using my calendar program with popup reminders or spreadsheets, this is a system that works for me.
     I like the tactile sensation of a pen against paper, so I organized my process by writing things down and making a list.  Normally, I do not use lists.  By nature, I am organized to the point of obsession, and many people with whom I work know this.  Often they “delegate” things to me because they know I will organize it in a meaningful and logical manner.  I usually use a spreadsheet or word processing program, but for this exercise, I chose to do something different.  I would say that this worked because I am a very visual person, so seeing a list of tasks I need/want to accomplish and putting a due date to them helped me.  Also, I have lived with Type I Diabetes for almost eight years, so schedules are extremely important to me and sometimes my body simply “tells” me what needs to be done, and I need to do it now!
     Going through the process for the first time and actually processing the tasks ahead was daunting.  I tend to keep my latest projects by my computer, but having them compiled into one list gave me some perspective.  It also enabled me to see how I could better utilize my time by assigning dates I would like to accomplish certain tasks by and sticking to them.
     To a certain degree, I already do many of the objectives listed with the GTD process.  It certainly will not hinder me, but I will adapt strategies into how I already operate and work.  Since I already have a system for organization that works for me, I will simply incorporate what I have learned into what I already do.
     I will use the process described in the lecture and readings, but tailor it to fit my needs and learning style.  As previously stated, I am organized, but the five steps of collect, process, organize, review, and do will guide me in utilizing my time even more efficiently.

Personal Learning Network Visualization

Personal Learning Network on Prezi

RSS Lab Information

This is a reply I made in the blog Beth's Thoughts on Technology in the Classroom regarding how advanced students often fall to the side in education because teachers need to focus on students needing their immediate assistance.  

Updated screen shot of my Google Reader page.

Here is a blog I am following from NPR and their topic on Education.

RSS Page Reflection           

            As I began learning more about tracking my RSS feeds, I was initially overwhelmed.  In the past, I have used my mail application for downloading feeds.  It was convenient and present upon opening my mail.  I was reluctant to try Google Reader because it was new and foreign.  However, I spent some time working with the application in an attempt to understand it because I would like to be able to access my feeds from virtually any computer with an Internet connection.  After getting the hang of Google Reader, I am pleased that I gave it a chance.  Indeed, it is easy to subscribe to feeds and see, at a glance, what new information has appeared since I last checked.  The accessibility alone makes learning how to use it worth the effort.

            Aside from the recommended feeds, I have other areas of interest that I subscribed to in order to stay informed.  Each day, I am amazed at the amount of new, posted information.  If I were to look at these sites on a daily basis and try to find what was new, it would take more time than I am willing to sacrifice.  I have noticed that some feeds update more than once a day while others may post something new once a week.  Unfortunately, I have also come across a few feeds that have promising information, but nothing has been updated in months.  Still, as I scan the older headlines and skim for information that may help me in my teaching (and education), I find useful nuggets that are pertinent, thus demonstrating that old information is not necessarily out-of-date information.

            From the news feeds that I have been tracking, I have learned about is “the filter bubble.”  Basically, the article from cnn.com said that online hubs of social activity on the Internet track what you “like” and view to customize what you see and filter your search results.  This is more than intrusive, it is taking away our right to explore the world and seek out new directions because a program is “telling” our computer what is really important to us.  I also learned that PBS is launching PBS LearningMedia for the upcoming school year.  It will focus on high-quality media that will be available to teachers and students.  As it is PBS, it is free, but there will also be a premium service that “will enhance the free content.”  I like this idea, but there were not many details about the media offered.  I anticipate hearing more about this service as fall 2011 draws closer.

            In my classroom, I can envision using an RSS reader page to point my students toward information regarding a particular unit or lesson we may be studying.  Planning ahead and creating a list of suitable feeds will enable students to open the reader and start locating the necessary information without having to wade through endless searches that often result in frustration and little or no results.  Having everything set up ahead of time will allow students to spend more time learning rather than searching because what we want to know has been delivered to our reader.  As students become more adept at filtering information, they will be able to search for feeds to add to their own reader to further enhance their interests and learning.

Social Networks

     How do social networks fit into my professional and personal work flow?  I admit it.  I am a social network snob.  I was reluctant to initially join Facebook.  It seemed trivial and unappealing.  I openly criticized many people within my work environment using it saying that I didn't want to have an account like every college student out there.  It just wasn't my thing.  But after some persuasion, I joined.  It was fun to reconnect with people I haven't seen or heard from in years, but after the shine wore off, I drifted away from the network.  It's interesting, but I don't usually have anything that I want (or need) to share with anyone at that exact moment.  I could say that I called them, but to be honest, I don't like using the phone.  Not my thing.  
     Which leads me to my next point.  I am here to officially admit it to anyone who reads this blog.  I do not own a cell phone, smart phone, or any kind of gadget where I could talk to someone on a whim.  I am not the person whose phone starts chirping at an inopportune time to some quirky ringtone that I find endearing but others find annoying.  I work primarily with 3rd and 4th grade students who have phones and can't understand why I don't.  My reply is that I don't want to talk with anyone when I'm not at home.  Most of the time, I am near a phone, so what's the point?  I live in a relatively small community, so I can walk someplace and call for help if I'm in need.  I'm not a technophobe by any stretch of the imagination.  I like working with computers and understanding new programs, but I become so absorbed with the inner workings, that I don't accomplish what I would like to in a timely fashion.  
     That being said, social networking does not really fit into my professional and personal work flow.  Yes, many of my Facebook friends are co-workers or former students.  I'll log on once a month or so and see what's happening, but I rarely post anything.  I guess I'm a lurker by nature.
     On the flip side, social networking, even with my third and fourth grade students, is a big deal.  They are excited when they learn that I have a Facebook page.  They want to be "friends," but I tell them that I rarely check it, so the subjects drifts on to other areas.  Since they are under the "legal" age of 13 as required by Facebook's Terms, I don't encourage them.  Besides, I think they should be doing things that are more age appropriate.  They are already more dependent upon connected to gadgets than I want to be.  

Personal Growth Plan - CEP 810

 Duane B. Karlin

Carolyn McCarthy, Dr. Sandra Plair

CEP 810

May 8, 2011

Personal Growth Plan

            I want to grow as an educator as the result of this class.  I consider myself relatively tech savvy regarding operating systems, computer maintenance and troubleshooting, but I have not used many of the “newer” Web 2.0 applications that have forever changed the Internet.  The Internet has moved beyond a series of networked computers maintained by a select few.  It is now a constantly shifting and evolving amalgamation where anyone who views it can change it.  Any and all users now control the content on the Internet.

            In developing my Personal Growth Plan, I want to actively develop a better understanding of Web 2.0 technologies.  The primary areas I need to advance in are the usage and practicality of a blog, using RSS feeds to compile new and relevant data faster and centrally, understanding web-based applications, particularly Google Docs, and the importance of utilizing “cloud computing.”

            As a result of this class, by learning about the aforementioned Web 2.0 technologies to the point of proficiency and the possession of confidence to teach the ideas, I will be able to introduce students to this emerging side of the Internet.  This will make a difference in education because all learners would no longer be intrinsically linked to one computer.  Projects, interests, and even calendar schedules would now be instantly available on any computer with an Internet connection.  By moving toward a cloud system, ideas can be instantaneously shared and commented upon; advice given and results implemented.  Students could easily receive feedback from virtually every member in a class, not just an instructor or chosen peers, but everyone.

            To accomplish this feat, my goal is to seek out new resources on the Internet, particularly blogs and RSS feeds, and to solicit the advice of mentors.  By playing with these new tools in order to learn about them, it will assist me in learning, but finding mentors may be more of a challenge.  Traditionally, I am a solitary person.  I like working alone and often rely on myself for answers.  Finding mentors and asking for help is my weak area, but it is one that I need to bridge to in order to experience success.  Through my learning, I will perhaps be able to pass on information to my mentor sources; something I would have not considered if I had not sought information in the first place.  I have a wide array of colleagues within my district, and now within my CEP classes, so I simply need to ask for guidance.

            To increase these skills, I need to set aside a certain amount of time on a daily basis where I can work toward learning (and eventually mastering) a new skill.  If I run into a problem, I can either ask one of my mentors for guidance to insure my understanding or search for an answer on the Internet.  With either solution, I can report back (or refer to) the other for further verification.