Please read the article, "Domestic Terrorism in the 21st Century" and respond via a blog post to the following questions using complete sentences:
1. According to the article, how does the Patriot Act define "domestic terrorism"?
2. Do you think participants in public protests could ever be accused of "domestic terrorism" under this definition? Why or Why Not?
3. Should information that is a threat to national security be banned from the Internet?
Tuesday, March 16, 2010
Friday, April 3, 2009
First Grade "What's the Matter" Documentary Project
In accordance with CSU San Marcos Teacher Performance Expectation 14, Educational Technology and ISTE NETS*T Standards, I propose to design and implement a technology-based student project that documents a first grade classroom’s learning experiences throughout a Science Content Unit about Matter entitled, What’s the Matter?
Project Description: Students will be assigned “jobs” to document, film and write about their learning experiences during their science unit about matter. Students will be paired and assigned the following responsibilities, which will be rotated until the end of the unit, or approximately 4 weeks:
Videographer and Photographer – will use digital camcorders and digital cameras to record and document student activities, student work products, and film student interviews
Reporters – Will conduct brief scripted student interviews and scripted transitions
Writers – Will be responsible for writing scripts for interviews, transitions, and reports
Editors – Will be responsible for assisting in the decision-making process to determine examples of student work and writing that will be included in the documentary and where
Producers – Will review and choose clips of digital media that should be included in the documentary
Partners will be assigned to ensure mixed-ability grouping and have been made with behavior management considerations to ensure student success and productivity. Student partner assignments are subject to Patti Fox, Cooperating Teacher’s, review and approval. No more than two “jobs” will be occurring during the student activities to ensure maximized learning time, and minimal disruption of classroom operations.
All direct instruction of content will be conducted in whole class format. No documentary activities will be active during this time to ensure that all students are engaged in the learning experience.
All documentary activities will take place during hands-on activities, and during small time periods when students have completed all assigned work in all other content areas. As an example, if the editors have completed all of their language arts activities, I would pull them aside to preview and discuss student work examples for inclusion in the documentary. At that time, I may also ask the photographer to then document the work by taking pictures. Another example would be to pull a videographer and the reporters to film a short scripted transition piece, etc.
Once all the documentary evidence is collected, the class will review and decide such matters as sequencing and formatting. I will then transfer all digital media and writing into a PowerPoint slide show that will be given to each child.
Student
Project Objectives:
* Students will be use two types of digital technology: camcorders and cameras
* Students will use digital media to create pictures and video to illustrate each slide of the documentary.
*Students will demonstrate the ability to use digital technology effectively and productively.
* Students will use brainstorming, editing, and revision to document their learning.
*Students will demonstrate ability to work in a collaborative learning environment, utilizing social skills and academic knowledge to make informed decisions
ISTE NETS*S Standards addressed:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d. contribute to project teams to produce original works or solve problems.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
d. transfer current knowledge to learning of new technologies.
NETS*T Standards and Objectives Addressed:
Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers 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. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
My intention is to design and implement a project that will utilize digital technology to enhance the learning experience of the students. The use of digital media at this age is a relevant skill that they can easily translate to their everyday lives by taking pictures and videos of their families, friends and activities. The completed project will allow for an introduction to PowerPoint software and will serve to familiarize the students with its format for future reference and use. The active participation in their own learning coupled with tangible rewards for productivity and good behavior will provide students with incentives to take ownership and pride in their learning and work so that it is made part of the overall documentation of their learning experience. It is my goal that the infusion of technology into the classroom learning environment be an enriching and educational experience for both the students and me. With hard work and diligence, and the support of my CSU Supervisor and Cooperating Teacher, I believe that I can successfully manage and complete this project with outstanding results, and student satisfaction.
Project Description: Students will be assigned “jobs” to document, film and write about their learning experiences during their science unit about matter. Students will be paired and assigned the following responsibilities, which will be rotated until the end of the unit, or approximately 4 weeks:
Videographer and Photographer – will use digital camcorders and digital cameras to record and document student activities, student work products, and film student interviews
Reporters – Will conduct brief scripted student interviews and scripted transitions
Writers – Will be responsible for writing scripts for interviews, transitions, and reports
Editors – Will be responsible for assisting in the decision-making process to determine examples of student work and writing that will be included in the documentary and where
Producers – Will review and choose clips of digital media that should be included in the documentary
Partners will be assigned to ensure mixed-ability grouping and have been made with behavior management considerations to ensure student success and productivity. Student partner assignments are subject to Patti Fox, Cooperating Teacher’s, review and approval. No more than two “jobs” will be occurring during the student activities to ensure maximized learning time, and minimal disruption of classroom operations.
All direct instruction of content will be conducted in whole class format. No documentary activities will be active during this time to ensure that all students are engaged in the learning experience.
All documentary activities will take place during hands-on activities, and during small time periods when students have completed all assigned work in all other content areas. As an example, if the editors have completed all of their language arts activities, I would pull them aside to preview and discuss student work examples for inclusion in the documentary. At that time, I may also ask the photographer to then document the work by taking pictures. Another example would be to pull a videographer and the reporters to film a short scripted transition piece, etc.
Once all the documentary evidence is collected, the class will review and decide such matters as sequencing and formatting. I will then transfer all digital media and writing into a PowerPoint slide show that will be given to each child.
Student
Project Objectives:
* Students will be use two types of digital technology: camcorders and cameras
* Students will use digital media to create pictures and video to illustrate each slide of the documentary.
*Students will demonstrate the ability to use digital technology effectively and productively.
* Students will use brainstorming, editing, and revision to document their learning.
*Students will demonstrate ability to work in a collaborative learning environment, utilizing social skills and academic knowledge to make informed decisions
ISTE NETS*S Standards addressed:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d. contribute to project teams to produce original works or solve problems.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
d. transfer current knowledge to learning of new technologies.
NETS*T Standards and Objectives Addressed:
Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers 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. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
My intention is to design and implement a project that will utilize digital technology to enhance the learning experience of the students. The use of digital media at this age is a relevant skill that they can easily translate to their everyday lives by taking pictures and videos of their families, friends and activities. The completed project will allow for an introduction to PowerPoint software and will serve to familiarize the students with its format for future reference and use. The active participation in their own learning coupled with tangible rewards for productivity and good behavior will provide students with incentives to take ownership and pride in their learning and work so that it is made part of the overall documentation of their learning experience. It is my goal that the infusion of technology into the classroom learning environment be an enriching and educational experience for both the students and me. With hard work and diligence, and the support of my CSU Supervisor and Cooperating Teacher, I believe that I can successfully manage and complete this project with outstanding results, and student satisfaction.
Monday, November 17, 2008
Blanca Flor Culminating Projects - Questions & Answers
Hi Kids -
I created this thread so that you could ask me any questions you may have about your projects that are due on Friday, November 21, 2008
The project choices are as follows:
1. Your Literature Circle Group can perform of one scene from Blanca Flor. You must change the scene in ONE of the following ways:
a. The scene takes place in another time and place
b. Change one cause and effect (event) and act out the new scene
c. Change/Switch character traits of characters in scene; act out revised result
2. Design a Poster Presentation of a folklore story (story must be approved) using text samples as a guide. You will need to include all applicable (relevant to the story) major characteristics of the genre. (Individual or Groups of 2-4).
· Are generally part of the oral tradition of a group.
· Are more frequently told than read
· Are passed down from one generation to another
· Take on the characteristics of the time and place in which they are told
· Sometimes take on the personality of the storyteller
· Speak to universal and timeless themes.
· Try to make sense of our existence, help humans cope with the world in which they live, or explain the origin of something.
· Are often about the common person
· May contain supernatural elements
· Function to validate certain aspects of culture
3. Students can research state folklore on the http://www.americanfolklore.net/ Website. They can create a computer generated “brochure” of the state and some famous tales originating from the state. (Individual or Pairs).
4. Place a character from Blanca Flor into another folktale story (ex., Snow White, The Cinderlad, etc.) and analyze how the story would evolve and unfold. You may choose your format. For example, you may present a poster, a PowerPoint Presentation, written essay, or dramatic presentation. (Individual or Groups of 2-4)
Diamante Poem Format and Information
Hi Kids - Hope you are all having a great evening!
The format for the Diamante Poem is
Line 1: The Topic (Cause)
Line 2: Two adjectives describing the cause
Line 3: Three -ing words (ending in -ing) about the cause
Line 4: Four nouns of a short phrase linking the cause to the effect
Line 5: Three -ing words (ending in - ing) about the effect
Line 6: Two adjective describing the effect
Line 7: The Effect
Sample:
Spelling Test
Challenge, Dedication
Repeating, Memorizing, Writing
Practice, Analysis, Success, Victory
Cheering, Smiling, Celebrating
Excellent, Masterful
100%
Here is a cool link that will let you complete your draft on-line and print it out:
http://www.readwritethink.org/materials/diamante/
Tuesday, November 11, 2008
The Characters of Blanca Flor
Who do you think is the most interesting character in the story?
Use examples from the story to support your answer.
Wednesday, December 5, 2007
#9 - Save the World on Your Way to College
Save the World on Your Way to College by David Gibson and Susan Hull Grasso
The concept of global education via the Internet to save the world is a worthy topic for discussion as such global issues an environmental degradation, civil uprisings, and human injustice will need to be addressed by the global community in an innovative way that is outside of conventional thinking and schooling. The Global Challenge program encourages an international collaboration of individuals that can provide global communication skills, various areas of expertise, and team dynamics which result in a deeper, more elaborate understanding of issues.
Programs that aim to marry business, science, and education in the goal of solving global issues that continue to increase in complexity is an exciting prospect that I feel will empower those that find their way to participate.
The concept of global education via the Internet to save the world is a worthy topic for discussion as such global issues an environmental degradation, civil uprisings, and human injustice will need to be addressed by the global community in an innovative way that is outside of conventional thinking and schooling. The Global Challenge program encourages an international collaboration of individuals that can provide global communication skills, various areas of expertise, and team dynamics which result in a deeper, more elaborate understanding of issues.
Programs that aim to marry business, science, and education in the goal of solving global issues that continue to increase in complexity is an exciting prospect that I feel will empower those that find their way to participate.
#8 - Kids Count: Young Citizen-Scientists Learn Environmental Activism
Kids Count: Young Citizen-Scientists Learn Environmental Activism by Evantheia Schibsted
The emerging trend of authentic and relevant learning activities has resulted in something more significant than even the teachers suspected it could be. Children's perception is younger and fresher than adults, and can often lead to a break through in scientific thinking and discovery. They can also be highly motivated when they know that their data is meaningful and relevant.
Citizen-Science is a term that emerged to describe partnerships between trained volunteers and scientific researches to answer real-world questions using research methodology and techniques to make a contribution to real world issues. The goal of citizen-science is to engage students in inquiry-based learning and stewardship of our planet.
How can I incorporate this teaching methodology into my classroom?
There exists so many resources and opportunities to provide students with real-world based learning activities that it would not be hard to spend a little time investigating web based initiatives, such as NestWatch which allows children to monitor, record, and observe birds and nests in nature.
How does this type of instruction breakdown barriers of scientific involvement for kids with limited access to resources?
Web based technology allows students with limited resources and access to the outdoors the chance to be introduced to scientific methodology in a very relevant and meaningful manner. Several of the initiatives offer free starter kits that include everything from posters to bilingual write-ups, and kid-oriented questionnaires.
The emerging trend of authentic and relevant learning activities has resulted in something more significant than even the teachers suspected it could be. Children's perception is younger and fresher than adults, and can often lead to a break through in scientific thinking and discovery. They can also be highly motivated when they know that their data is meaningful and relevant.
Citizen-Science is a term that emerged to describe partnerships between trained volunteers and scientific researches to answer real-world questions using research methodology and techniques to make a contribution to real world issues. The goal of citizen-science is to engage students in inquiry-based learning and stewardship of our planet.
How can I incorporate this teaching methodology into my classroom?
There exists so many resources and opportunities to provide students with real-world based learning activities that it would not be hard to spend a little time investigating web based initiatives, such as NestWatch which allows children to monitor, record, and observe birds and nests in nature.
How does this type of instruction breakdown barriers of scientific involvement for kids with limited access to resources?
Web based technology allows students with limited resources and access to the outdoors the chance to be introduced to scientific methodology in a very relevant and meaningful manner. Several of the initiatives offer free starter kits that include everything from posters to bilingual write-ups, and kid-oriented questionnaires.
Wednesday, November 7, 2007
#06 Journal - Educators Are Going Global
Educators are Going Global by Anita McAnear
The age of the Internet has allowed educators all over the world to collaborate and share educational experiences and curriculum ideas with each other. This educational environment is an important resource that educators cannot afford to overlook. The emerging global culture will demand that the next generation of citizens be more sophisticated, dynamic and well educated than those who came before. As educators we need to invest the time and efforts required to search out and participate in global initiatives and collaborations that will prepare our students to be immersed in the diverse world of the future. Moreover, what wonderful learning opportunities await students who, many for the first time, are able to communicate and for cooperative relationships with others who are so different, but so very much more the same. This type of cross-cultural bridging is what assists humanity's efforts to crush ignorance, intolerance, and racism. Authentic communication is the only way for people to discover that they are one.
1. How would I integrate global collaberation learning in my classroom?
The use of social networking websites allows teachers all over the world to find one another and engage in cooperative learning units. I personally believe that the most important value to teach young adults is social entrepreneurship and justice. Using the WWW to leverage ideas, contributions, and collaberations allows students to contribute to the global community and make a difference in somebody's life.
2. What type of global initiatives would be appropriate for early elementary school age children?
So many resources exist that allow for students to positively impact their world. It is becoming progressively earsier to integrate content areas such as social studies, or economics with social entrpreneurialship sites such as Kiva.org and BeHandsOn.org. These sites allow people to connect with each other world wide and invest time, money, and ideas into making lives better.
The age of the Internet has allowed educators all over the world to collaborate and share educational experiences and curriculum ideas with each other. This educational environment is an important resource that educators cannot afford to overlook. The emerging global culture will demand that the next generation of citizens be more sophisticated, dynamic and well educated than those who came before. As educators we need to invest the time and efforts required to search out and participate in global initiatives and collaborations that will prepare our students to be immersed in the diverse world of the future. Moreover, what wonderful learning opportunities await students who, many for the first time, are able to communicate and for cooperative relationships with others who are so different, but so very much more the same. This type of cross-cultural bridging is what assists humanity's efforts to crush ignorance, intolerance, and racism. Authentic communication is the only way for people to discover that they are one.
1. How would I integrate global collaberation learning in my classroom?
The use of social networking websites allows teachers all over the world to find one another and engage in cooperative learning units. I personally believe that the most important value to teach young adults is social entrepreneurship and justice. Using the WWW to leverage ideas, contributions, and collaberations allows students to contribute to the global community and make a difference in somebody's life.
2. What type of global initiatives would be appropriate for early elementary school age children?
So many resources exist that allow for students to positively impact their world. It is becoming progressively earsier to integrate content areas such as social studies, or economics with social entrpreneurialship sites such as Kiva.org and BeHandsOn.org. These sites allow people to connect with each other world wide and invest time, money, and ideas into making lives better.
Friday, October 19, 2007
Journal #04 - All Work and No Play
All Work and No Play by Sharna Olfman from Rethinking Schools Online
Education policies in the United States are undergoing drastic reform at the bequest of our conservative federal administration who believes that "standards, accountability, and technology" are the way to measure successful learning. In so many classrooms, recess, play, music, and creative expression are being replaced by "scripted teaching" in which students are taught to the test to ensure improved testing scores.
Yes schools are now accountable. Now, in an effort to advance our youngest kids, a new program entitled "Early Care and Education Act" stands before congress, offering states financial bonuses that demonstrate that public preschool programs are "successfully teaching early literacy skills, necessitating even more academic pressure and wide-scale testing of pre-schoolers."
Now, in preschool - play is being pushed aside to make room for more direction, more technological infusion, more testing. However, what research is in fact indicating is that adopting such an immersive and rigorous course of study for young children actually undermines the skills they are intended to support, because, developmentally, preschoolers do not have the cognitive ability to ingest this information and then make meaningful connections.
In truth, the prevalent educational philosophy is a less than optimal condition for all children. The educational revolution propagated by Piaget and Vygotsky is being replaced by scripted teaching and computer programs that prepare children for multiple-choice test. Knowledge and learning are being compartmentalized, creativity and critical thinking are being undermined. 1984 here we come....George Orwell would be so proud...
How can teachers accentuate the scripted learning curriculum that is being adopted by many districts?
This is what makes good teaching such a difficult job. We must be constantly innovative and aggressive in transferring knowledge to our students. This can be accomplished, at great effort, by investing time, money, and research into alternative learning activities, project-based integrated learning units; colleague collaboration and cooperation, and student support.
How should teachers differentiate between technological resources, and best evaluate its usefulness?
The best way for teachers to judge the utility of technological resources is to first define learning goals for the students. Critical thinking skills and creative thought should ALWAYS be included in the learning goals. Once established, teachers need to invest time in researching and sampling technological resources to ensure they ask more of the student to pick and choose answers. Some inclusion of multiple choice questioning is required, unfortunately, as we have to recognize the skills children must develop for use in a standardized education.
Education policies in the United States are undergoing drastic reform at the bequest of our conservative federal administration who believes that "standards, accountability, and technology" are the way to measure successful learning. In so many classrooms, recess, play, music, and creative expression are being replaced by "scripted teaching" in which students are taught to the test to ensure improved testing scores.
Yes schools are now accountable. Now, in an effort to advance our youngest kids, a new program entitled "Early Care and Education Act" stands before congress, offering states financial bonuses that demonstrate that public preschool programs are "successfully teaching early literacy skills, necessitating even more academic pressure and wide-scale testing of pre-schoolers."
Now, in preschool - play is being pushed aside to make room for more direction, more technological infusion, more testing. However, what research is in fact indicating is that adopting such an immersive and rigorous course of study for young children actually undermines the skills they are intended to support, because, developmentally, preschoolers do not have the cognitive ability to ingest this information and then make meaningful connections.
In truth, the prevalent educational philosophy is a less than optimal condition for all children. The educational revolution propagated by Piaget and Vygotsky is being replaced by scripted teaching and computer programs that prepare children for multiple-choice test. Knowledge and learning are being compartmentalized, creativity and critical thinking are being undermined. 1984 here we come....George Orwell would be so proud...
How can teachers accentuate the scripted learning curriculum that is being adopted by many districts?
This is what makes good teaching such a difficult job. We must be constantly innovative and aggressive in transferring knowledge to our students. This can be accomplished, at great effort, by investing time, money, and research into alternative learning activities, project-based integrated learning units; colleague collaboration and cooperation, and student support.
How should teachers differentiate between technological resources, and best evaluate its usefulness?
The best way for teachers to judge the utility of technological resources is to first define learning goals for the students. Critical thinking skills and creative thought should ALWAYS be included in the learning goals. Once established, teachers need to invest time in researching and sampling technological resources to ensure they ask more of the student to pick and choose answers. Some inclusion of multiple choice questioning is required, unfortunately, as we have to recognize the skills children must develop for use in a standardized education.
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