Personal History of Interaction with Technology
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Personal history of interaction with technology and how it affected own lifestyle and teaching style.
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Shawn.trela ppt
Shawn Trela grew up in Hawaii and graduated from Kailua High School in 2006. He went to the University of Hawaii and is studying to become a middle/high school history teacher. Education technology refers to how educators incorporate technology into their classrooms to prepare students for the real world. Throughout his education, Shawn witnessed increasing technology use, from Sesame Street in kindergarten to laptops and clickers in college. His vision for his future classroom involves using diverse technologies to support different learning styles and create an equitable environment.
Laura’s ict
The document describes the author's experience with information and communication technologies from childhood to present day. It details how the author first used computers in school in the early 1990s and got internet access through AOL and email in middle school. In college, the author began using instant messaging, purchasing their own cell phone, and taking online courses. More recently, the author has fully integrated social media like Facebook and smartphones into daily life and now feels lost without constant internet access through various devices and accounts.
Student Should Not bring Mobile phones to school
Students should not bring mobile phones to school for three main reasons:
1) Mobile phones disrupt the learning process as students use them to talk to friends during class, take photos, and play games instead of focusing on learning.
2) Mobile phones enable cheating by allowing students to communicate with others during tests and get answers, which undermines fair learning.
3) While mobile phones may be needed in emergencies, schools should generally ban their use to protect the integrity of the learning environment and students' education. Access could still be provided for true emergencies.
21st centurydistrictday
This document provides examples of how students in the Chittenden East Supervisory Union are using technology in their classrooms. It begins by noting that the class of 2022 entered preschool in 1996, around the same time that DVDs were introduced. It then provides a timeline of various technologies from 1996 to present day, asking readers to identify the year each was introduced. The remainder of the document shares photos and descriptions of students using technologies like Smartboards, Moodle, Skype, Google Docs, and more for learning, collaboration and communication across different grades and subjects. It emphasizes that the district's students are engaged with 21st century technology and skills from kindergarten through high school.
Using the mobile_phone_in_school
The document discusses the use of mobile phones by children and young people. It notes that mobiles have become an everyday part of life for many, serving not just as phones but also as cameras, music players, and tools to access the internet and social media. For children and teens, mobiles are important for communicating with friends and family as well as organizing their daily lives. However, bans on mobile use in schools can sometimes cause conflicts. The document advocates for establishing rules on appropriate mobile use and seeing them as an opportunity for educational activities rather than just prohibiting them.
Using the mobile_phone_in_school
The document discusses guidelines for teachers on using mobile phones in schools in a constructive manner. It notes that mobile phones have become ubiquitous, especially among children and young people, but banning them can cause conflicts. Instead, it suggests establishing rules for appropriate use and incorporating phones into classroom lessons. The document provides tips for teachers, including discussing opportunities and risks of phones, and presenting ideas for learning activities that engage phones in a safe, responsible manner.
Running head SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL PHONES.docx
Running head: SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL PHONES? 1
2
SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL PHONES?
Assignment 3.1: The Persuasive Speech
COM 201 – The Power of Effective Speaking
May 20, 2020
Should Children under the Age of 10 Own Cell Phones?
Always mediate about your legacy, you are the author of it. Today I want to engage in you into the discussion on whether children under the age of ten own cell phones. The use of cell phones has facilitated communication and has other importance due to technological advancement. It is not surprising to find that most children today own cellphones, which is a result of technology which children are aware of, and parents are pressured to provide them with cell phones at an early age (Tyler & Schmitz,2017). With the need to provide a cell phone to them, the question that is left unanswered is whether the children themselves are prepared for the responsibility of owning a phone. The decision on whether children under ten years should own phone is based on weighing the benefits versus risks of cell phones to them
The benefits of owning a cell phone at the age of ten includes:
1) Owning a cell phone at an early age provides children a chance to communicate emergency issues because many families do not have a home phone and also the public telephones are seen as past.
2) Children have the opportunity for social interaction with their age mates. Through texting and talking, there is increased social contact among children.
3) Furthermore, owning a cell phone for children under the age of ten provides them with the opportunity to acquire intermediate knowledge for academic or personal use. For instance, a grade two pupil may use social media to gain academic knowledge to use in their work.
4) Lastly, owning a cell phone to children creates entertainment since children are more interested in funny things, a cell phone can give them the ability to watch funny things through the YouTube app.
There are various risks associated with the ownership of cell phones to children under the age of ten.
Parents are the ones entitled to provide cell phones to children if there is a need. However, it is important to explore the risks of children owning a cell phone while under the age of ten.
When exploring the risks, one should consider the following:
· How the child is responsible for carrying a phone; for instance, children under the age of ten tend not to be responsible for finding their clothes or school homework; how about being accountable to a cell phone considering its costs.
· Another consideration is the impact of the cell phone to their health. Children at this age, like entertainment and spending long hours in screen lights, may be obese.
· Lastly, there is a need to consider the impact of the social impact due to cell phone ownership to children.
Considering the three points when exploring the risk for children under ten.
Open House
This document provides information about Ms. Mekus' first grade class for the fall of 2008. It outlines what subjects will be covered, including math, science, social studies, reading and spelling. It discusses the use of technology in the classroom for projects and the classroom website. It also provides Ms. Mekus' contact information for any parents who have questions.
Recommended
Shawn.trela ppt
Shawn Trela grew up in Hawaii and graduated from Kailua High School in 2006. He went to the University of Hawaii and is studying to become a middle/high school history teacher. Education technology refers to how educators incorporate technology into their classrooms to prepare students for the real world. Throughout his education, Shawn witnessed increasing technology use, from Sesame Street in kindergarten to laptops and clickers in college. His vision for his future classroom involves using diverse technologies to support different learning styles and create an equitable environment.
Laura’s ict
The document describes the author's experience with information and communication technologies from childhood to present day. It details how the author first used computers in school in the early 1990s and got internet access through AOL and email in middle school. In college, the author began using instant messaging, purchasing their own cell phone, and taking online courses. More recently, the author has fully integrated social media like Facebook and smartphones into daily life and now feels lost without constant internet access through various devices and accounts.
Student Should Not bring Mobile phones to school
Students should not bring mobile phones to school for three main reasons:
1) Mobile phones disrupt the learning process as students use them to talk to friends during class, take photos, and play games instead of focusing on learning.
2) Mobile phones enable cheating by allowing students to communicate with others during tests and get answers, which undermines fair learning.
3) While mobile phones may be needed in emergencies, schools should generally ban their use to protect the integrity of the learning environment and students' education. Access could still be provided for true emergencies.
21st centurydistrictday
This document provides examples of how students in the Chittenden East Supervisory Union are using technology in their classrooms. It begins by noting that the class of 2022 entered preschool in 1996, around the same time that DVDs were introduced. It then provides a timeline of various technologies from 1996 to present day, asking readers to identify the year each was introduced. The remainder of the document shares photos and descriptions of students using technologies like Smartboards, Moodle, Skype, Google Docs, and more for learning, collaboration and communication across different grades and subjects. It emphasizes that the district's students are engaged with 21st century technology and skills from kindergarten through high school.
Using the mobile_phone_in_school
The document discusses the use of mobile phones by children and young people. It notes that mobiles have become an everyday part of life for many, serving not just as phones but also as cameras, music players, and tools to access the internet and social media. For children and teens, mobiles are important for communicating with friends and family as well as organizing their daily lives. However, bans on mobile use in schools can sometimes cause conflicts. The document advocates for establishing rules on appropriate mobile use and seeing them as an opportunity for educational activities rather than just prohibiting them.
Using the mobile_phone_in_school
The document discusses guidelines for teachers on using mobile phones in schools in a constructive manner. It notes that mobile phones have become ubiquitous, especially among children and young people, but banning them can cause conflicts. Instead, it suggests establishing rules for appropriate use and incorporating phones into classroom lessons. The document provides tips for teachers, including discussing opportunities and risks of phones, and presenting ideas for learning activities that engage phones in a safe, responsible manner.
Running head SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL PHONES.docx
Running head: SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL PHONES? 1
2
SHOULD CHILDREN UNDER THE AGE OF 10 OWN CELL PHONES?
Assignment 3.1: The Persuasive Speech
COM 201 – The Power of Effective Speaking
May 20, 2020
Should Children under the Age of 10 Own Cell Phones?
Always mediate about your legacy, you are the author of it. Today I want to engage in you into the discussion on whether children under the age of ten own cell phones. The use of cell phones has facilitated communication and has other importance due to technological advancement. It is not surprising to find that most children today own cellphones, which is a result of technology which children are aware of, and parents are pressured to provide them with cell phones at an early age (Tyler & Schmitz,2017). With the need to provide a cell phone to them, the question that is left unanswered is whether the children themselves are prepared for the responsibility of owning a phone. The decision on whether children under ten years should own phone is based on weighing the benefits versus risks of cell phones to them
The benefits of owning a cell phone at the age of ten includes:
1) Owning a cell phone at an early age provides children a chance to communicate emergency issues because many families do not have a home phone and also the public telephones are seen as past.
2) Children have the opportunity for social interaction with their age mates. Through texting and talking, there is increased social contact among children.
3) Furthermore, owning a cell phone for children under the age of ten provides them with the opportunity to acquire intermediate knowledge for academic or personal use. For instance, a grade two pupil may use social media to gain academic knowledge to use in their work.
4) Lastly, owning a cell phone to children creates entertainment since children are more interested in funny things, a cell phone can give them the ability to watch funny things through the YouTube app.
There are various risks associated with the ownership of cell phones to children under the age of ten.
Parents are the ones entitled to provide cell phones to children if there is a need. However, it is important to explore the risks of children owning a cell phone while under the age of ten.
When exploring the risks, one should consider the following:
· How the child is responsible for carrying a phone; for instance, children under the age of ten tend not to be responsible for finding their clothes or school homework; how about being accountable to a cell phone considering its costs.
· Another consideration is the impact of the cell phone to their health. Children at this age, like entertainment and spending long hours in screen lights, may be obese.
· Lastly, there is a need to consider the impact of the social impact due to cell phone ownership to children.
Considering the three points when exploring the risk for children under ten.
Open House
This document provides information about Ms. Mekus' first grade class for the fall of 2008. It outlines what subjects will be covered, including math, science, social studies, reading and spelling. It discusses the use of technology in the classroom for projects and the classroom website. It also provides Ms. Mekus' contact information for any parents who have questions.
Open House
This document provides information about Ms. Mekus' first grade class for the fall of 2008. It outlines what subjects will be covered, including math, science, social studies, and reading. It discusses the use of technology in the classroom for projects and the classroom website. It also provides Ms. Mekus' contact information for any parents who have questions.
Open House
This document provides information about Ms. Mekus' first grade class for the fall of 2008. It outlines what subjects will be covered, including math, science, social studies, reading and spelling. It discusses the use of technology in the classroom for projects and the classroom website. It also provides Ms. Mekus' contact information for any parents who have questions.
Open House
This document provides information about Ms. Mekus' first grade class for the fall of 2008. It outlines what subjects will be covered, including math, science, social studies, reading and spelling. It discusses the use of technology in the classroom for projects and the classroom website. It also provides Ms. Mekus' contact information for any parents who have questions.
Open House
This document provides information about Ms. Mekus' first grade class for the fall of 2008. It outlines what subjects will be covered, including math, science, social studies, reading and spelling. It discusses the use of technology in the classroom for projects and the classroom website. It also provides Ms. Mekus' contact information for any parents who have questions.
Open House
This document provides information about Ms. Mekus' first grade class for the fall of 2008. It outlines what subjects will be covered, including math, science, social studies, reading and spelling. It discusses the use of technology in the classroom for projects and the classroom website. It also provides Ms. Mekus' contact information for any parents who have questions.
mobile bie daalt shutis
This document discusses the debate around allowing cell phone use in schools. While most schools now allow students to have phones, they require them to be turned off during class due to distractions. There are pros and cons to allowing phones. Phones can enable research and use of educational apps, as well as providing tools like calculators and stopwatches. However, phones can also disrupt learning with sounds and notifications. They may enable cheating and cyberbullying. While phones provide value, close supervision is needed to ensure appropriate use.
Using technology in the classroom
The document discusses the benefits of using various technologies in the classroom, including smart boards, cell phones, blogging, and podcasting. Smart boards allow for interactive lessons, accommodate different learning styles, and are easy to use. Cell phones can be used for educational purposes like taking photos, accessing information online, and file sharing. Blogging enables students to write creatively and share assignments. Podcasting and Flickr provide ways for digital learning and sharing media. The author is supportive of incorporating these technologies into lessons to keep students engaged.
Cell byot
This document discusses various ways that mobile phones and cell phones can be used to support learning in K-12 classrooms. It provides examples of how teachers have incorporated cell phones into their lessons, such as using them to take pictures on field trips and create podcasts. The document also addresses some common concerns about cell phone use in schools, such as cheating and sexting, and provides recommendations for developing cell phone policies and ensuring their safe and responsible use.
Using the mobile_phone_in_school
Mobile phones have become ubiquitous in the lives of children and young people. They are used not just for calls and texts, but also for accessing the internet, taking photos and videos, listening to music, and playing games. For many youth, their mobile phone is their most important means of communication, organization, and self-expression. While mobiles provide benefits like constant connectivity to friends and family, their use in schools can also present challenges like disruption of classes or accessing inappropriate content. Educators must consider both the opportunities and risks of mobile phone use as they develop policies for their use in schools.
Techonolgy and Me
Michelle Lam discusses her experiences with educational technology from elementary school through college. She notes that computers were just being introduced when she was in kindergarten in the 1990s. By high school, computers were integrated into most classrooms. In college, laptop use was widespread. Lam hopes to become an elementary teacher and use technology like laptops in her classroom to keep students engaged and up-to-date. However, she acknowledges challenges like outdated systems, lack of funding, and teacher knowledge.
Techonolgy and Me
Michelle Lam discusses her experiences with educational technology from elementary school through college. She notes that computers were just being introduced when she was in kindergarten in the 1990s. By high school, computers were integrated into most classrooms. In college, laptop use was widespread. Lam hopes to become an elementary teacher and use technology like laptops in her classroom to keep students engaged and up-to-date. However, she acknowledges challenges like outdated systems, lack of funding, and teacher knowledge.
Profile
Humphrey W. Ndekerere was born in 1987 in Bungoma County, Kenya. He attended primary school in Bungoma and secondary school in Uganda and Kenya, where he graduated with high marks. Humphrey then studied computer studies at college and worked various IT jobs. He has also interned with government programs to empower youth employment. Currently, Humphrey is the vice chairman of a limited liability company he co-founded with other young entrepreneurs.
Bekah Educational Technology
This document provides an autobiographical summary and the author's perspectives on educational technology. It includes:
1) An introduction with biographical details about the author's education from kindergarten through college.
2) The author's belief that educational technology can improve learning by allowing fast and effective access to information.
3) A list of websites on the history of educational technology.
4) Descriptions of the technologies used at different stages of the author's education, from kindergarten through college.
5) The author's vision for future classrooms with universal student access to technology and less emphasis on traditional textbooks and desks.
My Timeline
I was born on a sunny morning in May 1985 in the Soviet Union. While it was a difficult time, it was my childhood and I was happy. I studied math in school but decided to study social teaching and psychology in university instead of focusing solely on numbers. After getting my degree, I moved to Moscow to pursue new opportunities and worked in HR recruitment before switching to usability specialization. I obtained a master's degree in organizational psychology and worked as a usability specialist for two years with various clients. I then enrolled in a user experience program in the Netherlands to further my education in this field and gain experience working on multicultural teams.
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Open House
This document provides information about Ms. Mekus' first grade class for the fall of 2008. It outlines what subjects will be covered, including math, science, social studies, and reading. It discusses the use of technology in the classroom for projects and the classroom website. It also provides Ms. Mekus' contact information for any parents who have questions.
Open House
This document provides information about Ms. Mekus' first grade class for the fall of 2008. It outlines what subjects will be covered, including math, science, social studies, reading and spelling. It discusses the use of technology in the classroom for projects and the classroom website. It also provides Ms. Mekus' contact information for any parents who have questions.
Open House
This document provides information about Ms. Mekus' first grade class for the fall of 2008. It outlines what subjects will be covered, including math, science, social studies, reading and spelling. It discusses the use of technology in the classroom for projects and the classroom website. It also provides Ms. Mekus' contact information for any parents who have questions.
Open House
This document provides information about Ms. Mekus' first grade class for the fall of 2008. It outlines what subjects will be covered, including math, science, social studies, reading and spelling. It discusses the use of technology in the classroom for projects and the classroom website. It also provides Ms. Mekus' contact information for any parents who have questions.
Open House
This document provides information about Ms. Mekus' first grade class for the fall of 2008. It outlines what subjects will be covered, including math, science, social studies, reading and spelling. It discusses the use of technology in the classroom for projects and the classroom website. It also provides Ms. Mekus' contact information for any parents who have questions.
mobile bie daalt shutis
This document discusses the debate around allowing cell phone use in schools. While most schools now allow students to have phones, they require them to be turned off during class due to distractions. There are pros and cons to allowing phones. Phones can enable research and use of educational apps, as well as providing tools like calculators and stopwatches. However, phones can also disrupt learning with sounds and notifications. They may enable cheating and cyberbullying. While phones provide value, close supervision is needed to ensure appropriate use.
Using technology in the classroom
The document discusses the benefits of using various technologies in the classroom, including smart boards, cell phones, blogging, and podcasting. Smart boards allow for interactive lessons, accommodate different learning styles, and are easy to use. Cell phones can be used for educational purposes like taking photos, accessing information online, and file sharing. Blogging enables students to write creatively and share assignments. Podcasting and Flickr provide ways for digital learning and sharing media. The author is supportive of incorporating these technologies into lessons to keep students engaged.
Cell byot
This document discusses various ways that mobile phones and cell phones can be used to support learning in K-12 classrooms. It provides examples of how teachers have incorporated cell phones into their lessons, such as using them to take pictures on field trips and create podcasts. The document also addresses some common concerns about cell phone use in schools, such as cheating and sexting, and provides recommendations for developing cell phone policies and ensuring their safe and responsible use.
Using the mobile_phone_in_school
Mobile phones have become ubiquitous in the lives of children and young people. They are used not just for calls and texts, but also for accessing the internet, taking photos and videos, listening to music, and playing games. For many youth, their mobile phone is their most important means of communication, organization, and self-expression. While mobiles provide benefits like constant connectivity to friends and family, their use in schools can also present challenges like disruption of classes or accessing inappropriate content. Educators must consider both the opportunities and risks of mobile phone use as they develop policies for their use in schools.
Techonolgy and Me
Michelle Lam discusses her experiences with educational technology from elementary school through college. She notes that computers were just being introduced when she was in kindergarten in the 1990s. By high school, computers were integrated into most classrooms. In college, laptop use was widespread. Lam hopes to become an elementary teacher and use technology like laptops in her classroom to keep students engaged and up-to-date. However, she acknowledges challenges like outdated systems, lack of funding, and teacher knowledge.
Techonolgy and Me
Michelle Lam discusses her experiences with educational technology from elementary school through college. She notes that computers were just being introduced when she was in kindergarten in the 1990s. By high school, computers were integrated into most classrooms. In college, laptop use was widespread. Lam hopes to become an elementary teacher and use technology like laptops in her classroom to keep students engaged and up-to-date. However, she acknowledges challenges like outdated systems, lack of funding, and teacher knowledge.
Profile
Humphrey W. Ndekerere was born in 1987 in Bungoma County, Kenya. He attended primary school in Bungoma and secondary school in Uganda and Kenya, where he graduated with high marks. Humphrey then studied computer studies at college and worked various IT jobs. He has also interned with government programs to empower youth employment. Currently, Humphrey is the vice chairman of a limited liability company he co-founded with other young entrepreneurs.
Bekah Educational Technology
This document provides an autobiographical summary and the author's perspectives on educational technology. It includes:
1) An introduction with biographical details about the author's education from kindergarten through college.
2) The author's belief that educational technology can improve learning by allowing fast and effective access to information.
3) A list of websites on the history of educational technology.
4) Descriptions of the technologies used at different stages of the author's education, from kindergarten through college.
5) The author's vision for future classrooms with universal student access to technology and less emphasis on traditional textbooks and desks.
My Timeline
I was born on a sunny morning in May 1985 in the Soviet Union. While it was a difficult time, it was my childhood and I was happy. I studied math in school but decided to study social teaching and psychology in university instead of focusing solely on numbers. After getting my degree, I moved to Moscow to pursue new opportunities and worked in HR recruitment before switching to usability specialization. I obtained a master's degree in organizational psychology and worked as a usability specialist for two years with various clients. I then enrolled in a user experience program in the Netherlands to further my education in this field and gain experience working on multicultural teams.
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Personal History of Interaction with Technology
- 1. Personal History of Interaction With Technology SHIELA MAE A. AQUINO MAED – EDTECH
- 2. Year 2004 Year 2004, when I was in my 1st year high school, I first experienced using a computer. We were fortunate because we are the first section to utilize a computer on our subject, TLE. It was then a 1:2 ratio for computer and students.
- 3. Year 2006 It was when I am a 3rd year high school when I first got my cellphone.
- 4. Year 2009 This was then I am at my 2nd year in college when I got a new phone from my personal means. The phone was from my financial assistance/ scholarship from the Congressman.
- 5. Year 2010 Unfortunately, my phone was snatched when I was in PUP. But my parents were generous enough to hand me a new phone since I’m about to graduate in college.
- 6. Year 2012 Then I got another new phone when I started teaching in a private school. It was a touch screen phone this time.
- 7. Year 2013 This time I got another new phone since I am now in a public school. A newer version of mobile phone with a nice camera.
- 8. Year 2014 And now my first ever laptop. This was of big help for me in teaching because we got various reports to submit.
- 9. Year 2015 As mobile phones nowadays are rapidly changing and improving, I got a new phone which I love the most. It was Oppo Neo7.
- 10. Year 2017 Improvements have gone so fast and now I have the later version of Oppo phone which is the Oppo F3.