Assessing Meaning Learning!

I believe that the technology based rubrics makes things a lot easier because it takes the guessing out of the game, especially when it comes to figuring out how our class grades are calculated.  The way that grades are calculated today is by a grading rubric tool, which most teachers use because it calculates the percentages for you so that you don’t have to do any of the work yourself.  I love the clicker assessment tools because it gives students the chance to do an unusual way of learning by actually wanting to learn because by using the clicker assessment tools, quizzes can actually be fun instead of boring because when things are boring in class most students don’t want to learn nor even listen to the teacher.  Plus the clicker assessment tools is a great way that teachers can receive an immediate feedback, that’s positive and the teacher can adjust the instructions or anything else if need be necessary.  But when it comes to the inspiration or kidspiration software, I just don’t understand the purpose of what it does to help teachers in the classroom today.  The inspiration and or kidspiration software just confused me because I couldn’t find enough information about it to really understand what it’s all about. 
 

Technology today is a very fast, growing resource that will never stop expanding because it keeps on improving as time goes on.  This class has definitely opened up my eyes to finding new things to incorporate into my classroom, especially if what I find can help any student to succeed even more than they already are.  There are a couple of Web 2.0 tools that I know that I’ll use on a regular basis in my classroom because I want to be one of those teachers that does lessons in unusual ways because students learn better when they are incorporated into the teachings during class.  The Wallwisher is my favorite web 2.0 tool that I will most likely use in my classroom when I start to teach because it’s like using sticky notes but without the mess of all the paper.  Technology is this wonderful thing that never stops growing but also never stops from making me love technology anymore than I already do.

           

Technology Application Standards!

I will Teach English in Grade 12.

§110.34. English Language Arts and Reading, English IV (One Credit), Beginning with School Year 2009-2010.

(a)  Introduction.

(1)  The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In English IV, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

(2)  For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.

(A)  English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.

(B)  For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.

(C)  During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.

(3)  To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations in English IV as described in subsection (b) of this section.

(4)  To meet Texas Education Code, §28.002(h), which states, "... each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

(b)  Knowledge and skills.

(1)  Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A)  determine the meaning of technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes;

(B)  analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings;

(C)  use the relationship between words encountered in analogies to determine their meanings (e.g., synonyms/antonyms, connotation/denotation);

(D)  analyze and explain how the English language has developed and been influenced by other languages; and

(E)  use general and specialized dictionaries, thesauri, histories of language, books of quotations, and other related references (printed or electronic) as needed.

(2)  Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(A)  compare and contrast works of literature that express a universal theme;

(B)  compare and contrast the similarities and differences in classical plays with their modern day novel, play, or film versions; and

(C)  relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.

(3)  Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to evaluate the changes in sound, form, figurative language, graphics, and dramatic structure in poetry across literary time periods.

(4)  Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to evaluate how the structure and elements of drama change in the works of British dramatists across literary periods.

(5)  Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

(A)  analyze how complex plot structures (e.g., subplots) and devices (e.g., foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction;

(B)  analyze the moral dilemmas and quandaries presented in works of fiction as revealed by the underlying motivations and behaviors of the characters;

(C)  compare and contrast the effects of different forms of narration across various genres of fiction; and

(D)  demonstrate familiarity with works of fiction by British authors from each major literary period.

(6)  Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze the effect of ambiguity, contradiction, subtlety, paradox, irony, sarcasm, and overstatement in literary essays, speeches, and other forms of literary nonfiction.

(7)  Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to analyze how the author's patterns of imagery, literary allusions, and conceits reveal theme, set tone, and create meaning in metaphors, passages, and literary works.

(8)  Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the consistency and clarity of the expression of the controlling idea and the ways in which the organizational and rhetorical patterns of text support or confound the author's meaning or purpose.

(9)  Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A)  summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;

(B)  explain how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints;

(C)  make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and

(D)  synthesize ideas and make logical connections (e.g., thematic links, author analysis) among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence.

(10)  Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(A)  evaluate the merits of an argument, action, or policy by analyzing the relationships (e.g., implication, necessity, sufficiency) among evidence, inferences, assumptions, and claims in text; and

(B)  draw conclusions about the credibility of persuasive text by examining its implicit and stated assumptions about an issue as conveyed by the specific use of language.

(11)  Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

(A)  draw conclusions about how the patterns of organization and hierarchic structures support the understandability of text; and

(B)  evaluate the structures of text (e.g., format, headers) for their clarity and organizational coherence and for the effectiveness of their graphic representations.

(12)  Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

(A)  evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;

(B)  evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;

(C)  evaluate how one issue or event is represented across various media to understand the notions of bias, audience, and purpose; and

(D)  evaluate changes in formality and tone across various media for different audiences and purposes.

(13)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

(A)  plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

(B)  structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices to convey meaning;

(C)  revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases;

(D)  edit drafts for grammar, mechanics, and spelling; and

(E)  revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

(14)  Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:

(A)  write an engaging story with a well-developed conflict and resolution, a clear theme, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense), devices to enhance the plot, and sensory details that define the mood or tone;

(B)  write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse); and

(C)  write a script with an explicit or implicit theme, using a variety of literary techniques.

(15)  Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

(A)  write an analytical essay of sufficient length that includes:

(i)  effective introductory and concluding paragraphs and a variety of sentence structures;

(ii)  rhetorical devices, and transitions between paragraphs;

(iii)  a clear thesis statement or controlling idea;

(iv)  a clear organizational schema for conveying ideas;

(v)  relevant and substantial evidence and well-chosen details;

(vi)  information on all relevant perspectives and consideration of the validity, reliability, and relevance of primary and secondary sources; and

(vii)  an analysis of views and information that contradict the thesis statement and the evidence presented for it;

(B)  write procedural and work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:

(i)  a clearly stated purpose combined with a well-supported viewpoint on the topic;

(ii)  appropriate formatting structures (e.g., headings, graphics, white space);

(iii)  relevant questions that engage readers and address their potential problems and misunderstandings;

(iv)  accurate technical information in accessible language; and

(v)  appropriate organizational structures supported by facts and details (documented if appropriate);

(C)  write an interpretation of an expository or a literary text that:

(i)  advances a clear thesis statement;

(ii)  addresses the writing skills for an analytical essay including references to and commentary on quotations from the text;

(iii)  analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices;

(iv)  identifies and analyzes ambiguities, nuances, and complexities within the text; and

(v)  anticipates and responds to readers' questions and contradictory information; and

(D)  produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view.

(16)  Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:

(A)  a clear thesis or position based on logical reasons with various forms of support (e.g., hard evidence, reason, common sense, cultural assumptions);

(B)  accurate and honest representation of divergent views (i.e., in the author's own words and not out of context);

(C)  an organizing structure appropriate to the purpose, audience, and context;

(D)  information on the complete range of relevant perspectives;

(E)  demonstrated consideration of the validity and reliability of all primary and secondary sources used;

(F)  language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs); and

(G)  an awareness and anticipation of audience response that is reflected in different levels of formality, style, and tone.

(17)  Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A)  use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases); and

(B)  use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

(18)  Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.

(19)  Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.

(20)  Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

(A)  brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and

(B)  formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.

(21)  Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(A)  follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source;

(B)  systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; and

(C)  paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.

(22)  Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:

(A)  modify the major research question as necessary to refocus the research plan;

(B)  differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and

(C)  critique the research process at each step to implement changes as the need occurs and is identified.

(23)  Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation that:

(A)  provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information;

(B)  uses a variety of formats and rhetorical strategies to argue for the thesis;

(C)  develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments;

(D)  uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials; and

(E)  is of sufficient length and complexity to address the topic.

(24)  Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A)  listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and

(B)  assess the persuasiveness of a presentation based on content, diction, rhetorical strategies, and delivery.

(25)  Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to formulate sound arguments by using elements of classical speeches (e.g., introduction, first and second transitions, body, and conclusion), the art of persuasion, rhetorical devices, eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

(26)  Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

Source: The provisions of this §110.34 adopted to be effective September 4, 2008, 33 TexReg 7162.

---

There are many ways that I can utilize this TEKS but the most common way that I would do that is to pick books that aren't commonly read, and have the students read out loud.  The students would have to present there own ideas about what the text really means at that point in time because of the fact that book is so out of their element.  Because reading a book that's outside their element makes them to be able to comprehend things more.

---

I believe that the most important text is Listening and Speaking or Teamwork because of the fact that i believe that students work more productively when they are working in teams.  The way that I will utilize this text is by giving each team different questions about the book and then they would have to share them with the whole class because that's one way of being able to comprehend better.

---

Visializing with Technology!!

People can always say that there is more to life then just technology.  If you haven't noticed, technology is the world today and keeps continually keep growing everyday no matter what anybody says or does about it.  I honestly believe that if it wasn't for me being so visually hands on when I was younger, I probably would still be where I was back in the future.  Technology is one of those powerful tools that you can never live without because if you even try to get away from technology, well then...  Technology has a way of hunting people down whether it wants you to or not.

I believe that the impact on the learning process could only improve from here on.  The learning process is one thing that you don't want to mess with because of the fact that it can be the way that someone or something has there own ways of doing things and you don't think people do.  Visualizing with Technology has actually increased the lives of others that have come before me.  And I definitely believe that Technology will be staying around for quite some time.


As Always,
Colby Hajec

Podcasting!

Podcasting is one of those things that not very many people do, nor watch either.  I also learned that you can watch podcasts on you iPod and or MP3's.  But podcasting is also one of those hidden things that I didn't know that you could use as a teacher for like lectures.  Podcasting is somewhat of a hidden secret that most people don't use because of YouTube now and days.

There are some similarities of some Web 2.0 applications and podcasting.  Like, let's say that blogs are similar to podcasting because both can present information and you can present your own thoughts on the subject at hand.  As well as the fact that other people can respond to what you're saying.

I own a lot of electronics in this day of age.  Yes, I do own an iPod and in middle school I use to own an MP3 as well.  I mainly use my iPod for music because of the fact that I have a nano, so it's kind of hard to watch a podcast on it.  I would definitely use podcasting in my classroom because if I couldn't finish the lecture for that day, my students can just watch my podcast to get the rest of the notes fcor that class.  Sometimes I think that the disadvantages and or advantages of online communication tools can sometimes make everything confusing, especially for those people that aren't computer savy but overall I believe that the online communications is a better way of life.

Web 2.0 Tools!

Well there are a lot of things that Web 2.0 Tools can help you with on a regular and daily basis but i believe that the Web 2.0 Tools are used way more in a teachers classroom today.  To me, Web 2.0 Tools are basically a way to integrate all of the different types of social medias together, so that it makes it easier for people to find and figure out how to use technology in this day and age because of the fact that technology has gotten extremely more complicated as time keeps going on.

In today's day an age in education, Web 2.0 Tools have the ability to combine technology with many collaborations in the social networks.  Then is using technology which is most of the student's use on a regular daily basis like Facebook, Myspace, Google, Wikipedia, and even Flickr, but it's also an avenue to talk to professionals and ask student's for there opinions.  Web 2.0 Tools will get students writing and thinking, it gives the students an authentic audience to write to, it helps student's to communicate and collaborate in Web 2.0 Tools, and it will eliminate the walls in schools.  And Web 2.0 Tools will allow collaboration with anyone, anywhere, and anytime.

Copyrights, Fair Use, Cyberbullying and Netiquette!!

There are so many things that you do on a regular basis online that are against the law but we do them anyways.  Sometimes we do them without thinking that we're even doing them.  Like we never really notice or pay attention to the copyright and fair use policies on everything.  I believe and feel that copyrighting and fair use policies are very straight forward and to the point.  When it comes to teenagers being bored, they tend to go online and just bully other people threw like facebook comments and or posts, and threw text messaging.  I know about cyberbullying from personal experiences because I was cyberbullied through this online site called myspace at that time but that cyberbullying put me in a deep depression and that depression was extremely hard to get myself out of.  I believe and feel that cyberbullying is wrong and that the government should have a law against cyberbullying online and or at school.  I believe that netiquette in basic terms is the rules, guidelines, and it's basically doing the right thing while you're online.  Netiquette is like the respect and the way you treat people in person but it's online, instead.

I know that I've learned that copyrights are mainly about the many different ways that you can copy something the right and or wrong ways.  Like I just found out that you can get pirated copies of many different types of software and too many movies or videos that you can download online without paying for them, which is against the law and it's a felony to copyright something the wrong way.  I learned that 71% of unwanted exposures occurred while the children were searching or surfing the internet.  And I also learned that many people have there own forms of netiquette and not all forms of netiquette are all exactly the same.  So those are the many things that I think about copyrights, fair use, cyberbullying, and netiquette.

Search engines and Search techniques

Before i knew anything about the way that search engines are used and also before I knew there was such a thing called search techniques, I would just search whatever way I could at that time.  I use to type questions into the search engines before I knew that there is such thing as search techniques.  No I didn't know everything that was covered about search engines and search techniques.  And yes, there are somethings that I just found out about.

There are many things that can change with the way that I might be teaching in the near future.  But yes, I do think that some of my habits will change slightly.  In the future, I will put everything I want to search in simplest terms and never in the form of a question.  This knowledge will affect my teaching in a good way.  My future students will be affected by this change because now I can teach my future students the appropriate and right way to search for things.

Many people think that there are multiples of ways to search things in a search engine and i use to think that to.  But now is the time when that way of thinking for me is going away, so that way I can empty all the bad and bring in all the new things that I have just learned.  Like the proper way to search something in a search engine and then also the many search techniques.  So if you search the proper way, well then I definitely believe that you will get your results a lot faster than you usually do.

Intro to Integrating Tech into Curriculum...

Hi.  I'm Colby Hajec and I'm 21 turning 22 in November, thank goodness!  I'm a transfer student this year from Eastfield College.  I'm classified as a sophomore but I believe that I'm really suppose to be a junior this year but oh well.  I work at Soma Intimates and yes I know that most of you don't have a clue what it is!  All I've got to say to that is Look It Up!!  I'm a model and I love to sow...  I love to go shoe shopping but it's a very expensive habit!  I also love to volunteer and ride horses.

There are multiples of ways that I can see technology integrated in the classroom.  I can see students having the notes on their laptop on there desk and them projecting the notes up on the wall from their personal laptop.  I believe that having technology in the classroom is a bad idea cause kids can get into a lot more trouble then they usually would because kids these days are extremely technology savy.  I have the feeling that one of these days in the near future, that all technology is eventually going to be holographic and document sharing will only be threw the cloud and not using any form of USB's.

My goals in this class is to keep my grades up high, learn many different types of applications dealing with technology, and to learn how to integrate it into the style of teaching that I would like to do.  I hope to learn many different ways of teaching students by technology because kids these days are extremely into technology like computers video games, and etc.