What did I learn from presentations?

A little more specific. I learned a bit more about the BIOS, CMOS, and POST. I also learned that there were warring factions on NICs when they first came out. I even shared with my husband about the limit on rewrites on a Jump Drive - which he then looks at me and says, "well that's logical". (Thank you, Mr. Spock. By the way, that means it was something he didn't know!)
Bluetooth technology, harddrives, digital cameras, Firewires, USB, and RAM were things that I already knew something about - sometimes through prior problems with, sometimes through personal research. But it was nice to hear that there are adaptors for firewires so I don't need to buy a 6 pin to go with my 4 pin firewire.
The graphic cards and CPU presentations were slightly more enlightening for me, as in I feel I can look for what I need now instead of going with that one because the salesperson said it is what I need.
Overall, it was an interesting class - although it did take longer that I expected.
When we presented on our malware and security, I found that I learned just as much about Trojan Horses as I did about worms during the research. They seem slightly intertwined - maybe because as Ron said, a Trojan Horse can carry worms. It is scary to see how malevolent people can be - sometimes just to see what they can do.

What did I learn?

Thanks to Ron, I learned that "Bios is dry". (His words not mine.)
I learned the simple logic that a computer follows, via our first simple computer exercise. I re-examined my use of operating systems and found that both OS X and Windows versions 2000 and XP work for me. I found out that the different OS interfaces are all very similar, and most of the time they can be used with a little intuition and a little bit of looking around.
I also found out that I like what I do to prevent disaster on my computers. I feel that I have a solid plan. That insight might change by next class, but for now I feel good about it.
I don't know all of the individual components of what is inside of the computer case, but I know enough to get me into trouble. My husband tried to add a new DVD burner to his computer only to find that he didn't have room for the ribbon cable - there was too much already there. We talked to another techie and Arthur got himself a new connector to clip onto an existing ribbon cable. He warned me that it may take several tries and that he may need to get more ribbon cables and more clips, but it was worth a try. He clipped the ribbon cable, and it worked.
My point is, with him around and continually going into the computers to fix, repair, replace, or just play around, I already knew a lot about what was inside - I just need the actual thing in front of me to follow connections and see how everything connects and works. I do know that after this course, I feel more confident about opening a computer on my own. I'm not sure how much I would DO on my own, but I wouldn't be afraid to open it any more.

My OS Experience

I was told I never answered the Journal part of my OS experience, which is now on my page on the Wiki, but let me make reference to it here, as well. I spoke to the person who introduced my husband to Puppy Linux, to find out what he thinks about it and why he likes it so much. He likes the speed at which it works. He also likes the drivers available for graphics. I never did ask why graphics are so important to him.
I watched Pirates . . , and found Jobs character to be a bit over the edge. Gates seemed to be a scheming puppy dog, but the computer information was interesting. Now the question is: How much of is true and how much was created for the dramatic effect?
I have installed and operated a few different OS types, not the least of which was Windows XP as a parallel OS on my personal Mac Top.
I have also used Puppy Linux on my husband's laptop and Ubuntu on his at home computer. The first time I used Ubuntu was quite by accident. He has the OS choice at the very beginning of the boot up - but if you don't make a choice, Ubuntu is the default (probably because it is password protected). I didn't know this, got confused at the sign in screen but entered a known password that worked, and started using it. Some things are different, but nothing that can't be figured out. The only thing I couldn't figure out is how to quit the program (Little red ball at upper RIGHT of screen). That was how my husband found out I had used his computer. (LOL)

Question #3

3. What are the essential "big picture" hardware pieces a computer must have to be a computer. Explain why each piece is essential.
According to tomshardware.com, every computer needs:
PC case (built in Power supply) = this is to hold all of the component parts and power them
Motherboard = Used to hold and provide links for all of the component parts
Processor = Allows communication between component parts
CPU cooler = prevents overheating of parts and therefore prolongs the life of the CPU
RAM = Random Access Memory - volatile storage of what is being done
Harddrive = permanent storage of what must be done to access component parts
Graphics card = allows visual interface
(CD ROM or DVD Drive and Floppy disk drive) I feel these are optional but most programs come on CD or DVD today
Operating System = Tells what works how
Monitor = allow output
Keyboard = allows input
Mouse = allows input
I also think a Network Interface Card is needed to stay connected, but I don't remember that being mentioned.
Does this answer the question? I sure hope so.
I have to say that understanding how to put parts together on a computer and what each does makes as much sense to me as understanding the putting together of ingredients to a cake. The flour provides the base, the shortening allows it to stay moist, the eggs help coagulate, the baking powder keeps it soft, the baking soda allows it to rise. It still doesn't explain to me why it is a cake. A computer has all of these above named parts - some are needed, some are extra, - but it still doesn't make sense to me that it works together as a unit and what it actually does. Is it because I am a resistant learner? (AM I a resistant learner? - I know I used to be about computers, but am I still?) Or is it still just too imaginary for me? Maybe if I actually had to DO it, physically do it, it might make a difference. I know there have been times when Arthur (my husband) opened the computer case to replace, remove, upgrade, or install and I had no problem understanding what he was doing and why. So why do I feel so confused and overwhelmed now? Maybe it is not yet personally relevant. The good news is that after the series of classes, I know where to find the answers if it ever does become personally relevant.

What??

I miss one class out of the entire 18 months and I suddenly feel like a fish out of water. Journal assignment number 4 is pick two of the following:
1. Describe what actions a computer takes from power-on to Log-in screen.
2. Describe what a computer does when you double-click MSWord's start
icon until you are brought to a blank document.
3. What are the essential "big picture" hardware pieces a computer
must have to be a computer. Explain why each piece is essential.
Did we talk about any of this in class? Does #3 mean that all computers need input, a processor, and output? Does #1 mean that computers basically "wake up" at power-on. This is where they check to see what's there, who's answering properly and that all of the ducks are in a row? And what happened to the last post that I composed but didn't post? Is it out there in the ethernet someplace? What??

Oh, by the way, I found and posted the lost post.

So what's going on . . .

Question #1: What goes on in a computer between turning on the power and seeing a useable screen? I know that all of the components get checked to make sure they are there and that they are operational. I know it runs different checks to ensure proper communication between parts, takes an inventory of what is and isn't there, and gets everything ready to roll. I guess I kind of envision it as a wake-up call. The power supply is the sound that wakes you up, then your senses take over and do an inventory of what is there and what isn't, and then what responds and what doesn't.
If, for instance, you wake up after sleeping on your arm, you may not realize that your hand is still there because you can't feel it, or maybe even move it. So the boot up process would detect this and try again (just like you), until communication is established, or until a fatal error is determined.
Of course, this analogy only works for those who have time to wake up gently. For the rest of us, the alarm jump starts our day.
This is a very non-technical ideal of what a computer does. Do I still need the technical description?

Keeping the distance

Although I try to keep my blogs and my assignments separate, they often seem to blend and merge. This may be in part due to the fact that I am supposed to "reflect" on what I learned or did in class. So I have decided to keep this distance with the blog.
I recently had my left knee arthroscopy, and although my doctor doesn't expect much improvement due to what he saw in the joint, I am happy to report that my pain (like that prior to surgery) is gone. My joint capsule is still a bit sore from being stretched, poked, prodded and cut into, but my level of pain is well within acceptable range for me. For that I am grateful.
I was also asked (for what seems like the 50th time, but is probably only the 5th) if I would consider presenting at a conference. My topic (chosen for me) would be classroom management. My first response to this is, "I have nothing special to offer." My colleague doesn't agree.
She was impressed when she walked into my class at the end of the school day on a Friday and discovered that all of my students were still there - silently waiting for me to dismiss them. (This was a consequence that they had earned.) When I did dismiss them 10 seconds later, many of them still wished me a good weekend.
I did agree to give the presentation on a few conditions, and now I am wondering - What could I possibly say? What would be interesting to other teachers? What would make a difference? What benefit would anyone attending MY presentation get? Could my methods (do I really have any?) help others or do they just work for me because of who I am and beleive myself to be? And still - What do I talk about?
I guess I could just explain how I do what I do, and then open the floor for questions, but is that cheating those who are attending and looking for answers? Do I have any answers to give? I really don't know.

My favorite OS

When I mentioned that I use both Mac OS X and WIndows XP on a daily basis, my husband asked about my favorite OS. My answer was that I didn't have one. It seems whichever OS is up and running is the one I run with. I actually had to stop and actively think about the differences. Then I realized that I like the Mac OS X interface for internet much better. I have found that if my Internet activity is slowing down on the Mac, I can easily clear my history and that tends to speed things up. The Windows machine is much more involved and much less accurate. My husband pointed out that it doesn't clear the history on the WIndows machine, it 'hides' it. You need a special program to actually "wipe" out the information, and what this does is overwrites the information that is still there after 'removing' it. He called it invasive; I called it scary.

Do I need to know how it works to use it?

That was the question my niece asked my sister when she was learning to drive. Of course, the answer was "No, but it can help." I guess the same theory applies to Computer architecture. I really don't care what it looks like inside - or that there are 1024 bytes in a kilobyte (my husband tried to teach me this stuff when I first turned on a computer in 1994). I just care that it runs. And that is funny for me - especially when you consider that I replaced the engine of my car when I graduated college. Ok, my dad and I did it. But that was interesting stuff.
What is inside of a computer to me is just a bunch of gobble-tee gook. I know I can learn it if I have to (and I realize now that I have to), but I really don't care. Does that make me a bad computer operator? I don't think so - just one that will end up spending more money than I would otherwise.

Questions, questions, whose got the questions?

Describe your previous knowledge of the concepts presented in class 1. I have seen the inside of many different computers through out the years, most recently when my power supply went out on the computer that held my grades. I do back up, sort of, but onto my jump drive. The problem was that my husbands computer can't read my stick. (I don't know why - do you?)

What did you learn through the activities (including links and resources) in class 1? Computers are logical, and when you pretend that you are a computer, you better pay attention to details.

What quesions do you have about the material from class 1? Did the new video come in yet? Or will we just break down and watch the old one?

I wonder . . .

I have one follower. I wonder who it is. If I were being followed by the RSS feed to Google reader or such, then I should have a bunch more than just one. So I wonder who it is. How do I find out?
Just wondering.

"The best reason for blogging . . ."

According to the "Web 2.0 in Science: Success or Failure?" post, "The best reason for blogging is self-interest."
I guess I just discovered why I don't like blogging and why I will stop as soon as this requirement for class is over - I am not that interesting, nor am I that interested in myself. I always felt that blogging was an ego trip, and from the way I read that statement from another source, I am not the only one who thinks so. ;>)

Reflections on reflections

I can't count the number of times I thought, "I really need to change this before I use it again." Yet it seems that invariably I get sidetracked and at least half of those things never get updated as my reflection indicates that it should. After hearing about "Don't forget the Milk" in class on Monday, I thought that it might be worth it to me to find a similar program that I can access via my cell phone. I don't text (and I won't!), but a program that I could call at any time and leave the message might be useful; especially if it could convert my verbal notes into written notes. I would then have a "to do" list that I could access when I have the time to do.
I also shared the time-line application idea with another teacher at school, I just wish I could remember the name of that one. I hope Louis (or someone) comments on this and tells me, or that I get an email about it. I really think I would like a list of all of the Web 2.0 programs that our class reviewed. Some seemed very useful, and some seemed fun as well.

My activities this week

I have nearly completed my wiki for class. The link is:
http://chemthewayiseeit.pbwiki.com/FrontPage
but only my instructor is listed as a user so far. (If anyone else from class is interested, please let me know and I will see about adding you.)

According to the rubric, we need to use multimedia in this wiki, but I am confused. I have a Hydrogen Expose iMovie that I would love to include on the site, but I can't seem to do that. So I guess I will have to take a reduction in grade for that. I know that a lot of the links I supplied to the wiki have multimedia aspects - more than one has interactive periodic tables on which students click an element and either get information about that element or, in at least one case, get to watch a video that teaches a lot about the element. Does this count as multimedia in my rubric?

I also tried to add my Lab Ware Photos from Flickr, but the best I could do was insert a link. I don't know what I am doing wrong, but obviously something. And of course my group has already met via web conferencing and I didn't have these problems yet. Oh well.

I recieved links to some other wikis that are being created for class, so I will check them out and see if inspiration strikes through them. Maybe I can get some help doing what is required as well.

My podcast

This may not sound all that interesting, but what you have to image as I teach these students this little 'song' is a 300 pound teacher (with bad knees) dancing to the beat. Let me share with you, they laugh, and some of them talk about nightmares to come. Hmm, Maybe I should video tape it and just play it every year for them - that would save my knees. Anyway, here is the podcast.

Subscribe Free
Add to my Page

Contemplating Crap

I seem to keep spinning my wheels. For every task I accomplish, I find or remember 3 more that need to be done. I don't know that I will ever get ahead, but I do have a suggestion for the future MEIT courses with this class - offer it during the summer when we have more time to play with the toys. Some of this stuff is really cool (I don't know about using it in high school education, but . . .) but I don't have nearly enough time to play with it and learn more about it. Disappointing really. But I figure we will get a vacation sooner or later. LOL

My flickr badge

I am trying to upload my photos from Flickr, but I seem to be having trouble. Maybe someone out there can help me by explaining what to do.

Memories of my loved ones gone . . .

She would have been 46 today, but instead she past away. I still miss her, and sometimes I still cry. I know others do, too. I once wrote a poem for her, but I can't seem to find it now. So instead, I will share part one that will still fill the bill.

Shady Lane

. . .

And on this path I walk alone, with memories at my side,

The memories of my loved ones gone, of how I've laughed and cried. . .

Revisiting a prior post

My brother-in-law finally found the article from the Scientific American Mind about multitasking has how it really doesn't happen. (Thanks, Pete!) Here is the link:

http://csecacademics.info/braintraining/limitsofmultitasking.html

I read this and I think about the topics of our classes lately (podcasting, video streaming). Yes, offering a variety of media from which to capture the information may help this information stick in the minds of our students, but can they really process all of it in the time that we allow? I like the idea of reaching various types of learner (auditory, and visual, and tactile) with a single lesson, but are we allowing enough time? The article mentions that multiple tasks (like audio/video streaming?) can take up to one and half times longer to complete than if you concentrate on one task at a time. So I guess the big question is: is it really that much more efficient?

After careful consideration . . .

After careful consideration and endless daydreaming (and prompting from my professor), I think I have come up with a plan (or two) that will use blog-type assignments. I have to say blog-TYPE because our district blocks blogs and forums, and so I have to be a bit more creative. One thing we do have is a subscription to Blackboard(R), and I will use it to the fullest extent. 

The first blog-type assignment that I would like to do involves finding chemistry in the world - or should I say, "their" world. They will need to search online weekly to find something somewhere that is linked to chemistry. Then, in a blog type entry on the Discussion board on Blackboard(R), they will have to link the articles, and explain where they see the chemistry. 

I fully expect to get more science-related entries than chemistry-related entries in the beginning, but I expect it to go smoothly once everyone gets used to the assignment. Just think, I am giving them an excuse to cruise the web, and they can claim it as an assignment! That and the fact that I can link anything to chemistry makes this a jewel. (I actually had a teacher when I was in high school who did a similar assignment in Biology, so I refuse to take credit for this one.) 

Last weeks insights

I read some more of the "A whole new mind" by Daniel Pink this week and realized that I see myself as a lot of what he describes as "whole minded". I also realized that I see a lot of the "whole mind" mindset in my world. My brother-in-law got his most recent job, he feels, in a large part because he spends time and is interested in music. This seemed to strike a cord with one of the interviewers. After reading about 'symphony' in the book, I began to see how this interest in music may actually have helped his career. (And if he reads this blog, thanks for letting me use you!)

Interesting reading

I got the book required for class (something like Wikis, Blogs, and Podcasts for the classroom) just about the same time that I got the book "A Whole New Mind" by Daniel Pink, and I have been in a quandary as to which book to read first. I need one for class, which starts on the 8th of September, but I am really interested in the other. So I am trying to read them simultaneously, and in a strange way, they fit together. 

When I read the one, it talks about students collaborating to produce a complete, well rounded project. Then I read the other, and it talked about how society is moving more to the "big picture" and a complete, well rounded vision. Interesting.

Still blogging on vacation

This was our by-week and I still decided to blog about something, my leader at school. That is my principal. I thought it was very cool that she followed district orders and gave us a full day of in-service, yet still managed to allow personal time for the last minute room fix-ups that we all had. She also made sure we realized that it was OK to work on our rooms or other necessary agenda items during any free time we found. Pretty smooth. I know that I for one really appreciated it.

A reflection on a problem with a question posed.

I have a hard time answering the question “How does the Beloit "Mindset" list reinforce the changing context discussed in Richardson's "Tune In" article and help focus the different perspectives of today's digital native students and those who are teaching them?” because I think you have to buy into the idea before you can really compare and contrast. I don’t know that I buy into either one. I know for a fact that a lot of the items on the list for the Beloit “Mindset” are not true. For example, I had roll down windows in the last car I bought (before the Smart) in 2002. There are many others. As a matter of fact, I thought (and wrote somewhere) that this list reminded me of a bad email list that gets forwarded in perpetuity.
I have a problem with some of the “Tune In” article, as well. For one thing, I don't believe the statement “Millennials are anxious to be mentored by older, experienced teachers.” because this has not been my experience. The majority of millennials that I have worked with or interacted with will accept the help of an older more experienced worker, but often they bemoan the fact that they were not allowed to explore for a solution on their own. This does coincide perfectly with the sentiment that “Millennials think they’re pretty special.” Unfortunately, they also think that everyone should be in awe of what they do. National Public Radio (NPR) had a very interesting segment on in April or May of 2007 about how these same Millennials expect daily recognition. One older employee who was named “EMPLOYEE OF THE DAY” said she didn’t understand why she got this recognition; she was just doing her job.
The December 2004 issue of Scientific American Mind had an article titled The Limits of Multitasking. I believe the article stated that because the brain processes conscious thoughts sequentially, there really is no multitasking; it is just a continuous series of switching between various tasks in a disjointed manner. Please remember that it has been a while since I saw this article, so I will research it again and post a synopsis of what I find as a reply for all who are interested to read.
I just found this link on the myth of multitasking for any who are interested: http://www.npr.org/templates/story/story.php?storyId=7700581

The tide has turned

I find it interesting how just a little bit of attention can change the whole feel of something. For instance, our class instructor changed from one who did not respond to contact to one that is freely available and shares comments, questions and concerns with us through many various means. I have noticed a much more engaged class where the participants comment and respond to comments, ask questions and share various views. This is what I remember discussion boards being like. This is what I was missing. Now I feel like I am in a class that has some value and is worth the money. Thanks, Louis!

Mixed feelings

I presume that as a leader, you will be expected to do some things that you may find distasteful or unpleasant - like reprimanding someone for poor choice of action, telling people some bad news, or even letting an employee go. This is probably one of the main reasons I don't pine after an administrators job; I don't want to have to do these things. Not that they don't have to be done, but I don't want to be the person to do it.

So it is with mixed feeling that I note the replacement of our prior instructor. I know that I was part of the wave that got him replaced and I am trying to not feel guilty. I KNOW that he didn't perform his job as expected, that he did not offer the leadership required, and that the entire class suffered because of his unavailability. I also know how upset I was when I had questions or concerns with no feedback from any authoritative source to help me get straightened out. I know that he did not fulfill his responsibilities as the instructor to actually instruct. 

Yet I still find myself asking questions like - Could I have been more diligent in trying to contact him? Could I have been more understanding of technical difficulties? Could I have continued to suffer through without his guidance and leadership? Would any of this have made a difference? Was I too intolerant of the situation? 

Even though the answer to these questions reaffirm that the correct decision was made, I still feel partly responsible, and continue to question: was I right?

Continuing blog on leadership class

The wetpaint site for class finally got updated (I had been checking daily all week), and hidden on week one was to continue blogging about class. I find this difficult to do. There have been 2 "on-line" meeting scheduled for Mondays at 4:30 PM. One never happened, and one was to pick a time to have the class. What gives? We were all there for a class and told to pick a day with the time set at 4:30 PM. BUT WE WERE ALL THERE! All except the instructor, that is. 

I guess I am confused as to what I am supposed to be learning here. I have read the book, and I recognize a lot of "tactics" discussed there - either exhibited by me or others with whom I work or have worked. But that is book learning. What about the instruction part? What am I missing there? 

No personal blog listed but . . .

I find it disheartening that not only was there no personal blog listed as required for this week, but instructions for how to go about this "online class meeting" were notably absent as well. I have high protection setting and I am not sure that I will be able to fully participate with class today (the 28th of July), but I won't have the opportunity to try it out because there are still no instructions or indications of how we will meet this week. Hmmm.

My current leadership in my school

I have held many leader roles in my school and actually have enjoyed most of them. During my first 3 years as a teacher, I was the Sophomore Class Advisor. THis was a leader and liaison position where I helped to direct the students to goal oriented discussions and decisions and communicated theses decisions to the appropriate powers and outside sources. I also became the advisor for a Craft Club and an Art Club. Both of these were similar in responsibilities to the class advisor, although there was considerably less liaison work.

During my second year of teaching, our school piloted the Blackboard(R) System for the school district. I quickly became a leader and "go to" person once my IT learned that I had experience with this system. I enjoyed this immensely as I love to share knowledge and help people.

During my 4th year of teaching, my principal chose me to co-lead a Tactic team to help implement our updated mission statement and vision. We lead our section of teachers in discussion of the statement and brainstormed on how to implement this vision in a palpable manner.

For the past 2-3 years, I have volunteered to participate on the textbook adoption and curriculum development committees for my district. I chose to partake in this leadership role because I wanted some say in the future of my discipline. If someone was going to tell me what to teach, then I wanted to be a "someone".

Most of these leadership roles that I have held in tenure as a teacher seem to demonstrate and support the Leadership Qualities Questionnaire Summary that identified me as a Dynamic Supportive type of leader.

Why is web design knowledge critical for instructional technology leaders in the K-12 environment?

Web design knowledge is critical for IT leaders for a variety of reasons:

• You need to understand how it works,
  
• You may need to know why is DOESN'T work,
  
• As an IT leader, you may be asked to help maintain your school's web page,
  
• You may be required to take over the web page during the regular manager's vacation/illness, etc,
  
• I personally think it is a good piece of general knowledge to have and use occasionally. 
• I also happen to think that it is fun, even if it is frustrating at times. One of my goals is to practice with it until I can use the strict format and have it work. I do understand that this may take a while, and a lot of practice, but . . . I have a goal!
  

In a perfect world, what do you think is the best Website solution for your school/district?

Our school website is maintained by one teacher in our school. He does a wonderful job of keeping it updated. He keeps it relative and interesting to the staff and students, sometime even updating it every day to do so. So my only question to the blog prompt is this: Who said it isn't a perfect world? I seems pretty close in that little corner of my world.

If you were to create a website for the classroom, what would you want? What would you do?

I have thought about this question for the past week, and I still don't think I have come up with a great answer. Maybe I could use it to showcase some of the work the students do, like the Treasure Chest, or the Web Quest. But then it would have to be built on as the year goes on.
Our school already has Blackboard, so I wouldn't need it to post assignments or upcoming labs. I wouldn't even need it for tests. Maybe I could post some content, like the Mountain that I have developed that students have named and seem to find useful. My biggest challenge at this point is that I know I will have to create a 5 page website for this class that I am in, and I cannot think of one good thing to do with it! I hope inspiration strikes early so that I have time to get it done.

Why are good district websites necessary?

Busy sites can hurt the understanding of parents, or others, of the resources available at a given school, or in a district as a whole. One who visits frequently may take the time to find what they are looking for, but a "need to find something" visitor could easily get lost, frustrated, and alienated.

Why do I blog?

I blog because someone else thinks it is important. I blog because my grade depends on it. I blog because I have to. Do I WANT to blog? NO. Why not?
Why do I want to post my thoughts for virtual strangers to read and dissect? I may be a people person, but I read faces when I talk to people. I don't like email much, because I still can't see the people with whom I speak. And do you know how easy it is to be misunderstood in writing? (That is a rhetorical question.)