The New American Dream Web site is one of many resources for ecological data and action groups. New American Dream has partnered with an organzation called 41pounds.org, which promises to completely remove you from up to 95% of the junk mail list by contacting each organization from which you receive mail or catalog. One hundred million trees are used each year to provide paper for bulk mailings. Four hundred and fifty garbage trucks parked bumper to bumper are used to haul off this paper.
In order to begin and complete this process, there are some steps to follow. Individuals should fill out the online sign-up form or call toll-free (866.417.4141) and provide your address, the catalogs you want to stop receiving and any other names of people receiving junk mail at your address. The whole sign-up process takes less than four minutes. Improvement should be noticed witin 2 months. All persons in a single household is covered for 5 years at a charge of 41 dollars.
Monday, March 31, 2008
Integrating Educational Technology into the Curriculum (Chapter 1)
Inevitably, computers have changed the way we communicate information in education dramatically. However, technology use varies from campus to campus, school to school, and district to district.
While the use of digital media is common my home campus and Ridedale High School (school described in text-Chapter1), the extent to which it is used is extremely different and limited on my campus.
The administrators on both campuses communicate effectively to staff members through email. Ridgedale's principal has a more active role in this communication process. The principal at Ridgedale High School , starts his day by sending various emails to teachers and staff. He does research on integrating some digital projects into the curriculum. On my campus, usually the curriculum coordinator has these types of assignments.
The school secretary on both campuses starts their day very similiar, checking emails and voice mail messages to determine if teachers are going to be late .
There is alot of technology equipment on Ridgedales campus, that teachers and students on my campus don't have access to. The is in part because Ridgedale is a high school campus and my campus is an elementary campus. The use of digital media varies from class to class. Some teachers like myself incorporate technology into the curriculum daily and some may not use technology in a single week.
Students at the Ridgedale High School form a production team, from camera operator to reporters. Crew members rotate on a weekly basis through each of the broadcast production jobs. Students present a live brodcast show every morning. The only thing remotely similiar to this on my campus is students rotating a schedule to say the pledge over the loud speaker.
The community isn't interactively involved to my knowledge with students or teachers on campus. However, Ridgedale has a Seniors Online program. Which allows seniors to serve as mentors to special needs children.
It is evident that the use of computers and digital media varies from school to school. However, I am hopeful that the campuses in my district will eventually be compatible with other districts which incorporate technology far beyond the basics.
While the use of digital media is common my home campus and Ridedale High School (school described in text-Chapter1), the extent to which it is used is extremely different and limited on my campus.
The administrators on both campuses communicate effectively to staff members through email. Ridgedale's principal has a more active role in this communication process. The principal at Ridgedale High School , starts his day by sending various emails to teachers and staff. He does research on integrating some digital projects into the curriculum. On my campus, usually the curriculum coordinator has these types of assignments.
The school secretary on both campuses starts their day very similiar, checking emails and voice mail messages to determine if teachers are going to be late .
There is alot of technology equipment on Ridgedales campus, that teachers and students on my campus don't have access to. The is in part because Ridgedale is a high school campus and my campus is an elementary campus. The use of digital media varies from class to class. Some teachers like myself incorporate technology into the curriculum daily and some may not use technology in a single week.
Students at the Ridgedale High School form a production team, from camera operator to reporters. Crew members rotate on a weekly basis through each of the broadcast production jobs. Students present a live brodcast show every morning. The only thing remotely similiar to this on my campus is students rotating a schedule to say the pledge over the loud speaker.
The community isn't interactively involved to my knowledge with students or teachers on campus. However, Ridgedale has a Seniors Online program. Which allows seniors to serve as mentors to special needs children.
It is evident that the use of computers and digital media varies from school to school. However, I am hopeful that the campuses in my district will eventually be compatible with other districts which incorporate technology far beyond the basics.
Technology Application in Communication for Students at levels 3-5
Puzzlemaker.discoveryeducation
Technology Application
Objectives covered in this lesson: Students are expected to format digital information using font attributes, color, white spacing, data bases to ensure that products are adequate for communicating, and uses spread sheets, and data bases to develop charts and graphs.
This interactive way of greating a graph makes learning new skills engaging and exciting for students as well as elimnate using paper and pencil. This site clearly states the purpose of the website. It is apparent that this site was created by a reputable institution. An author is listed with appropriate credentials, contact information, and provides for questions or comments. The goals are clear and meet all the ojectives expressed in this application standard. The content is valid and is constantly updated. The website loads immediately. The links within this site adds value to the objectives of this site. Although it may be challenging, it would be
very helpful in the students’ learning. Anyone interested in these type of graphics as well as many other content areas would be very pleased with what this site has to offer. I would strongly recommend this site. Out of 36 possible points, this webiste receives all 36.
Technology Applications for Problem Solving at the 3-5 Grade Level
Teachrkids.com
Technology Applications
Learning Ojectives for this site: Students use a variety of data software to enhance learning experiences, solve problems and express ideas.
This website is useful for students needing additional help in solving math problems. Students enjoy the interactive activities, while learning skills ranging from multiplication, rounding, fractions, to dividing, telling time, etc. This is a great math tool.
However, there is no way to tell when the site was created or if it has been updated. It is also unclear as to which grade levels the programs are geared toward. Those visiting this site can tell only by the contnt, which is geared toward students at the elementary level.
The information is very relevant to the objectives which include students using a variety of data software to enhance learning experiences and solving problems. Students are always engaged in learning as well as guiding their own learning. The information on this site leads individuals to links on other subject matter, such as reading and phonics.
Eventhough the website was found to be resourceful, there are still several inadequacies with the site. This website receives 18 out of 36 possible points.
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