810 PC Maintenance and Security Lab

The first tutorial I viewed was "Installing RoboForm" because it was categorized under "Organizing your Computer," a topic I find especially helpful not just in teaching, but also in managing my personal life. The whole concept of RoboForm is something I will definitely share with others because more often than not, passwords slip people's minds. I hate to admit it, but I used to be "that person" who utilized the same (or a few of the same) passwords for the very purpose of being able to easily recall them. My mom had the same issue of remembering passwords (however, she attributed it to old age and not a hectic work schedule), but chose instead to write down all her passwords in a hidden notebook. Using a program like RoboForm can help address the issue of safely managing one's passwords online. 

Additionally, because this topic piqued my interest, I also watched the tutorial "Managing your Web passwords with RoboForm" for additional information on the program. Overall, I guess something that surprised me (although the lab is labeled PC Maintenance, not Mac Maintenance) is that I would have to use Mozilla Firefox to run this program. Though I typically use Safari on my Mac, I do occasionally use Firefox, especially when using ANGEL.

The second tutorial I viewed under a different topic was "Using Sandboxie for browsing safely." What I found especially helpful was that this program helps web surfers feel confident as they search for information on the Internet. Though the Internet is a vast digital universe with seemingly endless amounts of information, it's important for all web users (especially our students) to be aware that not all information out there is reliable and that viruses and other destructive softwares can be attached (typically without any indication) to many files downloaded from the Internet. Teaching students to use a program like Sandboxie will help them research while surfing the net. When using Sandboxie, temporary files are NOT saved to the hard drive, but are stored in a "digital sandbox" instead to ensure that the hard drive is protected from possibly harmful files. 

I didn't find any particular information in this tutorial to be surprising; however, I do think that it's important to share the reasoning behind Sandboxie with others. From my perspective, many people don't even realize that temporarily files are saved to the hard drive (which is why viruses are able to spread and wreak havoc). So, with that being said, I think students (or whomever one shares the program with) need to also learn about temp files and "malware" in general, which brings me to my next tutorial.

Though my third tutorial seems less beneficial in terms of becoming more "tech savvy," I do think it's important for anyone using the Internet to understand net "lingo," which is the very reason why I clicked on the tutorials labeled "Defining malware" and "Understanding how malware spreads." Though it seems fairly simplistic, I wasn't positive what malware entailed. Like the tutorial said, most people have heard of viruses or spyware, but there are also many other programs that can "wreak havoc" on a computer. Similar to what I shared above in regards to using Sandboxie, other than sharing Internet/technology terminology with others, I think that it's important that people understand issues related to their computers. I don't think that just defining words for students (or any web user) is enough, rather, understanding different types of malware and the destruction they can cause is more important. I suppose something that did surprise me to some extent was that I didn't realize the various ways in which a PC can be "attacked." For example, many students who use P2P (Peer to Peer) Software such as Limewire, Bear Share, etc. (i.e. illegal music downloading) may not be aware that what they're downloading could essentially destroy their hard drives. 

810 RSS Reflection

Though I'm considered to be a part of the "tech savvy" generation, I'll be the first to admit that I'm not even close to being an all-knowing technological guru. Prior to taking this course, I didn't even know what RSS stood for. I had heard of "feeds" and just assumed they were headlines online. I have to say, I have become more accustomed to tracking news that's relevant to me and see the educational and personal advantages of using a RSS Reader page. Currently I'm tracking several feeds that are relevant to education, but I'm also tracking feeds that cover current news. A professional (and personal) goal of mine is to become more aware of world events. As educators, I think it's imperative that we are knowledgeable about what is happening around the globe so we can help students make connections between classroom knowledge and the real world.


One news feed I'm currently following is NPR Topics. Since I first created my Google Reader page, I have noticed that the number of new items on NPR's feed greatly surpasses any of my education related feeds. Granted, due to the broad scope of NPR's topics, it's only logical that incoming news stories far exceed "new news" regarding technology or education. Additionally, I've noticed that NPR's most current topics focus on politics, most specifically topics related to the war in Iraq, which is not unlike any other news media. I do have to do a bit more searching to find new news on less popular topics. 


Since having a RSS Reader is new to me, I have not yet developed the habit of being consistent in checking my updated feeds (i.e. I have not gotten to the "Facebook" stage of checking, re-checking, and re-re-checking on an hourly basis). Though I have to make a conscious effort to check my feeds, I do enjoy reading the most current information regarding topics I'm most interested in. The focus of my SIG is social media, and as everyone knows, the Internet is constantly evolving. Even now as I type, it's changing. Using a RSS Reader helps me to become more knowledgeable and helps me apply that knowledge in the classroom.


With that being said, I can see how RSS Reader pages can be especially useful in the classroom. For example, teachers could use them to help focus students' attentions to a particular topic. Also, the very concept of an RSS reader is "saying something" to students in regards to the importance of staying aware of current news and navigating through relevant and reliable information on the Internet. For example, if a student subscribes to a particular feed and has already verified its reliability, he/she can feel comfortable relying on the information that "pours" in from that source. In addition, the current content of my own RSS Reader page benefits my students because I am learning more about integrating technology into the classroom, which directly influences my lessons and objectives for students.

810 "Getting Things Done" Lab

Since I can remember, I have always considered myself to be an organized individual. Even as a child, my drawers were categorized, my room was neat and tidy, and my school planner was always filled in (and crossed off) depending on the day's assignments. Organization hasn't been an issue I've necessarily had to address over the years; much of who I am is "naturally" organized. 

The GTD approach was previously introduced to me in my grad courses during my teaching internship at MSU last year, and initially I felt like yea, of course this makes sense, but must one actually go through each and every step? I agree with the GTD process, but feel that I do not understand each individual process well enough to make me feel particularly productive when using it. However, I also realize (through reading others' blogs on the topic) that indeed it does take time to rewire my organizational system so that I naturally process tasks in this manner.

I have always had a planner of some sorts and can recall using it religiously through high school and college. Even today, in my educational career, I still use a pen/paper planner that holds my personal information (i.e. birthdays, parties, etc.) and my work information (i.e. faculty meetings, PD, etc.). I feel more comfortable physically writing things down in a book that I can open and close.

Going through the GTD process for the first time felt a bit awkward, to say the least. I felt that I was following a particular format in order to complete this assignment. I listed the tasks I could recall from the top of my head (my sister's bridal shower being amongst the most immediate, as it is tomorrow!). Afterwards, I assessed each task to consider whether it was actionable or not actionable. This was probably the most awkward stage for me because I feel that when I organize my tasks, I do this naturally. Additionally, I find that there are very few things that I can do in two minutes or less. I do however do my best to be cognizant of that concept in my daily life (i.e. when I first receive an email, if it requires a quick response, I take care of it right then and there). Afterwards, I did organize my tasks based on priority (but again, I feel that I naturally do this when I first consider the tasks; I'm very much driven by "due dates" and a calendar by nature organizes tasks for you). Afterwards, I reviewed the tasks I needed to do (again, I feel that I am constantly reviewing what's on my agenda and take the steps to complete those tasks based on priority). The last process in GTD is "Do." In my opinion, I think that the processes of "reviewing" and "doing" work together simultaneously, as we are often reassessing what needs to be done after we've completed one task. 

I feel that I have a better understanding of the GTD process than when it was first mentioned to me in class last year and do see many benefits from using it in my every day life. For one, the idea of keeping everything in one place is challenging for me. I tend to categorize tasks as personal or work related, thus separating them. All my lesson plans are separate from my personal planner. I think I can benefit from keeping everything in one place. Additionally, I have a "less smart-phone" than many of my friends, and in the near future could see myself using a mobile device to keep track of my daily agenda (however, I do feel most comfortable when I have a "hard copy"). Understanding the basic philosophy of GTD is helpful, but with any process, it's important to personalize it based on one's preferences. Like I mentioned before, I can see myself blending some of these processes together, which may not be what GTD initially intended; however, if it works well for me, I don't really see an issue with that!

I think that this course has already opened my eyes to many technological tools that I either didn't know existed or chose not to delve into. Alongside new resources and softwares, this course has also introduced (or reintroduced) new ways to challenge my teaching (and even myself personally). I enjoy being exposed to new ideas and philosophies and absorb that information for later use. At this point, I don't feel particularly connected to the GTD process but know that it's worth experimenting with. Though I may not continue to use GTD as it's officially defined, I do think I've benefited from considering many of the processes it utilizes. A goal of mine is to start organizing my tasks in one place. I feel that this is an attainable goal and one in which I can build from. Though I can't "define" what my process of organization will be at this point, I do know that the GTD process will be apparent in some way, shape, or form.

810 Social Networking Lab

Since Facebook was launched in February 2004, social networking has exploded within personal and professional circles around the world. Initially, I created a Facebook profile to connect to new classmates in college and stay in contact with friends from high school. Originally, Facebook was created as a college network which highlighted applications such as "courses" (where students could connect to other students who were in a particular course). Since then, Facebook has expanded internationally to include all individuals while also incorporating aspects of both personal and professional life. Over the years, I have used Facebook to stay in contact with friends from elementary and high school (and now college), but more recently I have been interested in the ways in which it could be incorporated into my classroom. 

Clearly Facebook is not the only social networking site out there; websites like Twitter are also very popular, especially amongst my students. I currently teach in a district where most students have not only cellphones, but smartphones with more complex Internet capabilities. Students are often "tweeting" in between classes, at lunch, and even during class. As a younger teacher, I wrestle with "picking the battle" against students on a daily basis to put their phones away because I too was guilty of texting during my classes in college. I know it's cliche, but if you can't beat 'em, join 'em. With that being said, I've become more and more intrigued by the immense capabilities and opportunities social networks hold, but also realize the responsibility educators have to help students successfully navigate through those networks. Though I have yet to utilize social networking in my classes (other than students creating fake Facebook profiles for characters in The Crucible), I do foresee wonderful learning opportunities that will come from social networking and look forward to exploring those possibilities in this course.

810 Google Calendar Lab

Please click on the link below to view the sample Google Calendar I created for my American Lit course. 

American Lit Google Calendar (Sample)

Below is a screenshot of my Google Calendar. One of the "neat" formatting options I like is the use of "flair". Providing a key based on "flair" items could prove beneficial for students (i.e. yellow exclamation point = test/quiz; yellow star = class writing/essay)

810 RSS Lab

Below is the screenshot of my Google Reader RSS page. My current feeds include blogs that focus on educational technology as well as mathematics and English education.

Below, I've also included screenshots of a blog that I've been following and my post (due to the length of the article, my screenshot did not include both in the same frame). The blog focused on the possible consequences of technology on teens today, such as the lack of community and human interaction between individuals. Though I am greatly intrigued by technology, especially in the context of the classroom, I also acknowledge that as educators we need to address both the positive and negative effects of technology on our students and hopefully create solutions that can help students use technology in positive ways.

Below is my post to the article. Please note, I did comment anonymously, as I am very cognizant of how my "web" identity is perceived because nowadays students have the Internet literally at their fingertips. 

810 Blogging Lab

Focus: What are the differences between traditional web pages and blogs?

Traditional web pages are defined as hypertext documents that utilize text, images, and/or sound to share information online. Web pages can also be considered online portfolios in that they share specific information directed toward a specific audience. Blogs, on the other hand, tend to be more reflective and incorporate frequent updates in the form of an online "journal." Additionally, blogs are typically followed by a community of users which also encourages ongoing communication via posts and comments. Blogs also use RSS (Really Simple Syndication) which is used to publish frequently updated works (i.e. blogs) and enables readers to easily interact and access favorite websites.