Blog # 12 Databases

Databases
Creating databases is vital to be able to keep track or data and records of your students. Earlier in the course I leaned how to take data, plug it in to excel, to create pseudo databases of grades integrating formulas with data. Database software is more simple however, as it allows one to create a survey and plug data in automatically. After the data is collected the user can analyze data by looking at it in a variety of visual formats. The way in which we used databases in class is not necessary the medium people use to look at data. In the Repp article he details how people are using the world wide web to input as well as store databases. These forums can also be used like WebCt is used a California State University San Marcos to have classwork done online as well as tuned in electronically. As a teacher it is vital to be familiar with database technology especially when it comes to assessment and quality control. Furthermore, it becomes especially helpful when analyzing what the strengths and weakness of your students in order for you or any other teacher to be able to apply the appropriate teaching methods to the classroom.
One of the other readings dealt with the practical application of databases and gave specific examples of how their use in the classroom can foster thinking about possible research methods. The given example was a database of the U.S. presidents. The article pointed out that students could use such a database that they would create as a first step to working on more in depth analysis and then research of a more specific one. This article encourages teachers to gives students a opportunity to learn as well as to teach, hence breaking away from more traditional styles of lecture. In the example of Marion Diamond’s classroom she found that “when they know they are responsible for adding to the classroom collection of information, [they] are more diligent in doing detailed research and in ensuring that the information is accurate” (6). If one followed this method the students could essentially do much of the principle work, leaving the teacher to stand as a mediator and a person who ensured that the information is correct. In implementing teaching methods such as these it is vital to ensure that your students are aware of copyright laws and the issue of plagiarism in order to ensure that they are doing research in a correct way. Once initial data is collected and some research done to ensure the integrity of the data a teacher may be able to have fun with the students having them use the database to answer a questionnaire. One could even integrate other programs like power point and do a review game like Jeopardy. In the case of the presidents, one could make up a presidential trivia game.
The Kahn article dealt with specific tasks databases can do for students. Kahn suggests that the importance of databases is two fold. One: to do any kind of research electronically, and Two: to use higher thinking skills by having students create and define categories. The article references some aging Mac software that can be found on early versions on Macintosh computers, however still present in current database software. Like the previous article it spoke of various ways to implement and use databases in the classroom. Highlighted were the pop up menus and value lists. These were highlighted because it gives students an alternative way of conceptualizing units of information. The pop up menu gives student a choice of values to choose from; a multiple choice of answers if you will. Whereas, the value lists give students the opportunity to fill in the blank and add information that might not be applicable to the field discussed.
Over all I see the importance of implementing databases in the classroom. The perfection of this practice is vital in order to promote and foster the critical thinking of students. This is especially a good tool to use with students in middle school provided that their computer literacy is up to par. Initially I thought that databases were just a fun way to analyze grades or subjects in the classroom. However, after reading the article sit is very clear that they can be used all across the spectrum whether it be individually by the teacher or collectively by the classroom.

Blog # 10 Mid term

Blog #10 The Midterm
The midterm was split in to two parts one on Monday and one on Wednesday. In my own personal opinion the test was relatively simple. I feel I scored very well losing points on minor mistakes. At no point in the exam did I feel like there was something that was not explained to me or clear. The same occurred in the Wednesday midterm, we were told to create a pie chart as well as an inspiration mind map. The last thing that we did was to explain what were the key ways to create an affective power point. Again, the task was relatively simple. And I found that because is practiced with these programs it became easier for me during the tests.
I look forward for learning more programs and working with i-movie for our final. I have worked with other video editing programs such as final cut pro with success. I understand however, why we are told those programs like i-movie, because they are readily available on most apple computers.

Blog # 9 Fire

Blog #9 Fire
This week class was canceled due to the various wild fires that plagued Southern California during the last week of October of 2007. There was little guidance regarding what to blog about so I am going to reflect on my experience with the fires.

Sunday: Arriving from Northern California.
I took an aircraft late in the day taking off from Arcata, California to Los Angeles. Before I boarded, I was informed by my significant other that the sky was very smoky. My family and several friends told me that there were fires all over Southern California. I previously knew about the huge fires raging in Malibu, however did not hear any thing about San Diego. When I arrived to L.A., I immediately called my relatives to see how they were doing. I was informed that everything was fine, and that the fires were located directly towards the east and that our houses were safe. Flying into San Diego, black smoke covered the landscape. My house as well as most of North County was not in view. Arriving home, the air was filled with smoke and it was difficult to breath. However, due to the assurance of the news media and my parents I decided to stay at home.

Sunday night: Strong winds
That night it was very difficult to sleep. I knew that the fire was east of where I lived. The strong Santa Ana winds frightened me as well as my animals. I ended up watching any piece of news media I could, in order to reassure my self that I was fine. By three am, I was frantically calling my friends in San Marcos and in Escondido trying to warn them of the small fire that was moving towards the school. Finally at five am, word had spread that the big fire, the “witch creek” fire, was spreading in to Rancho Bernardo.

Monday morning: Evacuate
My mother came bursting into my room ordering me to pack up my things and evacuate. I quickly grabbed my schoolbooks and materials as well as articles of clothing, although I was already packed from my business trip. Promptly at six-thirty we were in a mad dash to escape from Rancho Bernardo. After about an hour of navigating though a huge traffic jam, we arrived safely to my mom’s friend’s house in UTC. We unpacked our backpacks and plated ourselves in front of the television.

RBurning!!!
We spent most of Monday glued to the television hoping for good luck with our house. In the process, we watched many of our friend’s houses burn down. Finally after about 8 hours of television, I went to sleep not wanting to know more.

Return to find our house
On Wednesday we were given the all clear. Our family was very fortunate to find our house 100 percent intact. All we had to do was to clean up from all the ash that seeped in through the cracks in our doors and windows. Some of our neighbors were not so fortunate. I like to take this time to express my condolences for any hardship any one in our class might have experienced though this time. For me this was the closest a fire has ever come to my house and it has reminded me that as we are not all immune from the incredible forces of nature. I expect to be taking the mid term next week along with the rest of the class. See you all next week

Blog #8 Web Quests

Web Quest: A portal for learning
After reviewing the articles on web quests as well as writing one my self, I see the incredible benefit that this brings to teachers and students. It is more than just an Internet search for data to be reported. As a matter of fact it is a great way to have students work collaboratively on the web to accomplish a common goal. I was especially impressed at the historical web quests where the students were required to create a story about a historical figure using various research done on the web and out side of class.
There are actually many different web quests available. One can search San Diego State University, filamentality, or simply Google web quests to discover that there are a plethora of resources available for teachers to work off of. One just has to be careful in using these materials as some may be copyrighted and require prior permission. Through out the last few weeks of class we were delegated the task of creating a web quest on a free site entitled filamentality. There we were there was a template to create a treasure hunt and formulate our own questions for our students.
Like I discussed a few blogs ago, when issuing questions it becomes critical to apply Bloom’s taxonomy in writing the questions in order to instill a greater meaning. If one does not apply a meaning to such questions, the desired objective may not be so easily achieved by your students. Admittedly I was not too thrilled about the prospect of doing web quests as students too many times get distracted when surfing the web. I still have doubts especially when it comes to children who don’t have access to the internet or computers in general. Nevertheless, if one teaches in a school that has access to such a technology, Web Quests are a great way to use the Internet to achieve a classroom objective.