From this process, I
was surprised that doing a blog is not as scary as I thought. It was
actually fun and I like the idea of sharing ideas with other teachers
are in similar roles as just as me.
I will enjoying showing off my yearly collection of athletic injuries with animoto and creating some posters with Wordle. I have been told the training room "torture chamber" is a bit dull. Hopefully, using the new tools will allow me to draw more students to the sports medicine program.
There is no true application of technology for the 21st century learner in a hands on class. Athletic Training for the students revolves around ankle taping, stretching, hands on rehab. There is no substitute for real life emergency or applications.
Wednesday, April 4, 2012
Friday, March 23, 2012
Tool #10 Underneath it all - Digital citizenship!
The
most important thing is to make sure that the website you are getting
your information from is credible. Another thing….”what goes on the web
stays on the web”, all students need to respond appropriately to things.
Once something is in cyber space you can’t take it back. Lastly, cyber
bullying has become a serious issue with growing technology; I would
like to see a class during the beginning of the year explaining the
dangers of it just as we do with hazing and domestic violence. I also
think that the parents would benefit from a course as well with emphasis
on warning signs to look out for in the event their child is a victim.
tool #9 Incorporating classroom-based devices as tools for learning.
- Why do you think it is important to tie the technology to the objective?
It
wouldn't be teaching if we didn't tie whatever tool we are using to the
objective. If we don't tie the technology to the objective we run the
risk of the students loosing the connection we are trying so hard to
make.
2. Why should we hold students accountable for the stations/centers?
Students being held accountable helps them stay on task. Without guidelines
set it would be had to keep students focused on their particular station.
3. Visit 2 of the applicable links to interactive websites for your content/grade level. Which
sites did you like. How could you use them as stations? How can you hold the students
accountable for their time in these stations?
****I have listed how this would be done the next question
4. List
two to three apps you found for the iPod Touch/iPad that you can use in
your classroom. What do you see that station looking like? How can you
hold the students accountable for their time in these stations?
There are so many that I would love to use right away. But if I had to choose two I would
select Heat
Index and WunderMap. These two apps are perfect for helping athletic
training students actively monitor the weather while making the direct
correlation of how it relates to outdoor sports and heat related
illness. We would perform mock stations using iPad2’s and net books. We
would have four stations (recognizing signs and symptoms of heat
related illness, preventing heat related illness, SBISD HEAT Policy
Guidelines and Weather Monitoring) Each station would have a
accountability list on what has to be performed. Once these skills are
mastered in a mock session we would then take them to an official
outdoor sports practice utilizing the skills they learned in the mock
session. This project would be repeated several times in the fall during
the critical days of heat and repeated in the spring when the cold
policies would likely be implemented.
5. What about other ways to use the iPod Touch/iPad? Share another way you can see your students using the device as a station.
The
possibilities are endless when it comes to using these devices from
instruction. They can be used to track injury trends, prevention,
documenting cases of infectious disease such as MRSA. The iPad2’s also
have camera’s so pictures could be taking of an injury to record
progression or regression.
Tool #8 Taking a look at the tools!
2. How do you plan to manage the device(s) in your classroom? Do you have ideas/suggestions that others may find useful?
The
expectations will be set high from day one. With technology comes high
responsibility so having the students log into the devices with their
id's would be good. I believe having a check list that must be
completed before the end of class will also help the students stay on
task. Finally, just plain old school active monitoring will suffice. The
students are really excited that technology is being added more and
more to lessons. They also love that they are given leadership roles
with this technology .....like allowing them to teach a portion of the
lesson integrating the new technology skills they have just obtained.
Tool #7 Going Global: Online Digital Projects!
I believe that SKYPE could be used for a number of projects that we
currently are doing in the classroom. With Skype on an IPad 2, we
can research athletic training programs, interview supervising athletic
trainers and share ideas.
One of our big research projects covers facility construction and design. Our students will be able to construct a functional training room, for example, drawing inspiration form a number facilities all over the country. We would be able to virtually tour athletic training facilities and simulatiously ask questions to the resident athletic trainer of that particular venue.
One of our big research projects covers facility construction and design. Our students will be able to construct a functional training room, for example, drawing inspiration form a number facilities all over the country. We would be able to virtually tour athletic training facilities and simulatiously ask questions to the resident athletic trainer of that particular venue.
Tool #5 Producing with Web 2.0 tools!
Today I played with wordle, it was fun to create a poster for the sports medicine class since we are trying to improve equipment vocabulary. Check it out!
Animoto is an easy way to showcase my collection of sports medicine injury photos. Here are some of the top 5 of the past year.
Make your own photo slideshow at Animoto.
Animoto is an easy way to showcase my collection of sports medicine injury photos. Here are some of the top 5 of the past year.
Tool #4 - Moving up to the clouds!
Briefly discuss how you can use the tools in Google Apps with your team
or department. How can you incorporate Google Apps as a tool in your
classroom? Which tools are you excited about using with students?
I took this opportunity to use google docs to send a copy of the purchasing requistion to a person in my team. This was so convienent. It is great that I can used this to send forms between the members of my team. I have tried Google docs doing a research assigment and it worked great. I am glad that I can see when the students submit or even edit the information. I like google docs and I like drop box...I am not sure which one I like the most. I really enjoy that I can place important documents in a central location that my students as well as my collegues have access to.
I took this opportunity to use google docs to send a copy of the purchasing requistion to a person in my team. This was so convienent. It is great that I can used this to send forms between the members of my team. I have tried Google docs doing a research assigment and it worked great. I am glad that I can see when the students submit or even edit the information. I like google docs and I like drop box...I am not sure which one I like the most. I really enjoy that I can place important documents in a central location that my students as well as my collegues have access to.
Thursday, January 26, 2012
Tool #2
Tool #2 was building an online community. I ventured to the sites of other SBISD athletic trainers. It was informative to see how each individual person created a page that was unique to them. In the process I also subscribed to www.swata.com to news updates via RSS feed.
Thursday, January 19, 2012
Tool 1, creating a blog
Glad im with Terri and network working today! Finally have Blog up and continuing tool 1.
Voki was beyond words .
woohoo, tool number 2.
Voki was beyond words .
woohoo, tool number 2.
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