Google Teacher Academy


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Google Teacher Academy

  1. 1. 1. Member of the Thirteen/WNET New York Educational Services Advisory Committee (ESAC) ---- The Celebration of Teaching and Learning WNET and WLIW21 2. The NYC Teacher Network. 3. 4. The New York State Association for Computers and Technologies in Education (NYSCATE) 5. International Society for Technology in Education (ISTE) 6. Podcamp NYC 2.0 7. The Google Teacher Newsletter 8. North Brooklyn Educational Technology—NYC DOE 9. Video in Teaching and Learning for New York State Educators (VITAL) 10. The New York Times Electronic Edition Magazines and Online Journals: 2¢ Worth; Connect Learning; Power to Learn Educator Newsletter; The Journal; weblogg-ed; Technology Learning; Alan November Weblog;; Elluminate, Inc.; eSchool News; Power to Learn Educator Newsletter; Tech and learning
  2. 2. 1.The Teachnet Grant for creating a lesson using Goggle Earth and Community Walk 2.I was rewarded the Time Warner Cable Power for Learning Digital cable and high speed online in the classroom 3.ThinkQuest award for creating a summer Digital Media Academy in 2006 4.College Board acknowledged my work in assisting students integrating mathematics using information, communications and technology. 5.The PTA asks me frequently to do computer work for parents 6.The Principal and the teachers have always congratulated me for my resourcefulness and my expert presentations and educational technology topics.
  3. 3. 1. Flickr 2. Audacity 3. Skydrive
  4. 4. I recognize it is imperative and a mandate that students learn to think and work creatively and collaboratively. I stress develop critical thinking and problem solving skills, communication skills, creativity and innovation skills, collaboration skills, contextual learning skills, and media literacy skills, work across cultures, focus on real-world issues and interdisciplinary project-based methods of learning. I set high expectations for my students, I help them believe they can learn, challenge and motivate them so they want to learn, engage them to grasp challenging subjects, assess whether or not they're learning, provide a variety of instructional strategies, reward success and hold them accountable. Help them think critically and make judgments about the information that comes through the Web and in the media. I hope Goggle Teacher Academy will offer me the opportunity to participant with innovative educators and build an ongoing learning communities with powerful tools to enhance the sharing of ideas, and resources; action research, exchange innovative ideas, and to be highly effective teachers; provide an understanding of emerging technologies and explore the project-based learning continuum.
  5. 5. Teamwork and project learning are the foundations in my classroom. One particular question I asked them is to choose a notable African American who lived during the 1700s and 1800s. Besides a biographical outline, the students must include the events that occurred during that person's lifetime---the meaning of ‘historical context’. We debated about what historical events occurred during their life time. Goggle News and Google Search guided their research. Student groups had to create a collaborative transcript for a podcast session using Google Docs. Student performance in creating interesting and informative podcast was contrived. Questions were posted on the class blog and interviews by Charlie Rose and Tavis Smiley. I were asked in-depth analytical questions that made them return to the research. The students were required to upload the podcast and a write summary on Blogger. They enjoyed posting the sound of their voices and music on their blogs. As the facilitator, I was glad the students had an opportunity to integrate the Web 2.0 tools.
  6. 6. My goal is allow teachers to use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Students still experience information, media and technology literacy in a computer lab. I publicize and distribute information on professional development activities, conduct workshops and coach individual teachers. Teachers less incline to participant, I provided them with examples and direct them to websites to go to. More importantly, I tell them how these practices have changed my life and my approach to teaching. Invitations are given to teachers to observe my classes. Some of the workshops I conducted or demonstrated in my own classes: • Create a Blogs, Wiki projects • Create a Podcast • Publish, share a globally project on the Internet • Use Skype to make a video connection • The Framework for 21st Century Curriculum and Assessment • Google Applications and research • Using Google Docs for Collaborative Planning & Instant Feedback
  7. 7. I always wanted to travel, to live, and to work abroad. As teacher it allowed me to do it all. The American International School of Lisbon offered me an immediate opportunity to use my newfound skills in their school will great anticipation. No red tape or bureaucracy. Albeit in the early 1980s computer integration emphasis was on programming and computer aided instruction. I introduced for the first to most of my students LOGO and Bankstreet Writer. Actively I engaged the teachers, parents, the embassy community, military and companies to realize the importance of personal computers in the classroom. As it turned out, I did not receive the support. My contract was not renewed and I returned stateside. Looking for employment when I returned to New York City particularly in the computer industry was also disconcerting By allowing myself some time and distance to think through what happened, I was be able to gain a better perspective.. As a result, I learned to accept the fact that although I may not have been able to control what happened, I can influence what happens next.