Wednesday, October 5, 2011
Thursday, May 5, 2011
Wednesday, May 4, 2011
Jornal 7 My Personal Learning Network (NETS III, & IV)
A personal Learning Network, or PLN is a resource used by teachers to enhance the their teaching skills. It is other educators, parents, or school personnel who collaborate and share ideas, on how to better improve the teaching and education experience. To start creating my PLN I have used Twitter, Diigo, and CLassroom 2.0. These tools will help me as a future educator to reach out to the education community to get ideas, input, and outside viewpoints from a group of people who are passionate about education, so much so that they use and contribute to PLNs.
TWITTER: I participated in a Twitter discusion through the use of a program called Tweet Chat. Tweet Chat organizes the discussion, and allows one to pause the conversation, and go back, incase the conversation is happening to fast, or if their is an important piece of information that was missed. I participated in a group discussion under the hash tag #edchat. This hash tag lets the user know that all the information they are receiving is from other users using the same hash tag, that way you can know that all the information has to do with education. The #edchat group meets on Tuesday at 1:00 P.M. The discussion I participated in was "What specific methods can schools use to involve parents in a positive way?" I learned that this was the topic by just typing the question "what is today's topic?" The information came in fits and starts. First I would see maybe one or two comments appear, but then there would dump like ten or more comments at once. At first I would pause to try and read all of the comments, but I soon realized that many of the comments did not merit pausing the whole show for. The other thing is that when I did pause I was even further behind. I read a couple of really good ideas, one that I really liked was to contact parents once in a while for positive reasons. Usually a call home means that the student is in trouble in school, so parents start to dread hearing from their child's teachers, I definitely think that we as educators should establish an open line of communication with the parents and get them involved in a way other then as disciplinarian, because that not only alienates the parents, it also makes the students dislike parent involvement. There were also some bad ideas too. One person wanted to do "morning muffins with moms, or doughnuts with dads". Personally I cringed at this idea because I, like many people grew up in a single working mother household. This idea seems to only benefit children who are already fortunate enough to have parents who are either both involved, or are able to take time in the morning, when most people have to work. It seems that the parents who need to be reached out to, to be involved, most likely would not have the luxury of being able to attend morning muffins with mom.
Diigo: Is a great way to find helpful internet sites that have been screened by people who are not out to profit, i.e. advertisers. Diigo allows you, and other people you follow, to bookmark helpful sites, and to attach key words that will help you locate that page. For .....
TWITTER: I participated in a Twitter discusion through the use of a program called Tweet Chat. Tweet Chat organizes the discussion, and allows one to pause the conversation, and go back, incase the conversation is happening to fast, or if their is an important piece of information that was missed. I participated in a group discussion under the hash tag #edchat. This hash tag lets the user know that all the information they are receiving is from other users using the same hash tag, that way you can know that all the information has to do with education. The #edchat group meets on Tuesday at 1:00 P.M. The discussion I participated in was "What specific methods can schools use to involve parents in a positive way?" I learned that this was the topic by just typing the question "what is today's topic?" The information came in fits and starts. First I would see maybe one or two comments appear, but then there would dump like ten or more comments at once. At first I would pause to try and read all of the comments, but I soon realized that many of the comments did not merit pausing the whole show for. The other thing is that when I did pause I was even further behind. I read a couple of really good ideas, one that I really liked was to contact parents once in a while for positive reasons. Usually a call home means that the student is in trouble in school, so parents start to dread hearing from their child's teachers, I definitely think that we as educators should establish an open line of communication with the parents and get them involved in a way other then as disciplinarian, because that not only alienates the parents, it also makes the students dislike parent involvement. There were also some bad ideas too. One person wanted to do "morning muffins with moms, or doughnuts with dads". Personally I cringed at this idea because I, like many people grew up in a single working mother household. This idea seems to only benefit children who are already fortunate enough to have parents who are either both involved, or are able to take time in the morning, when most people have to work. It seems that the parents who need to be reached out to, to be involved, most likely would not have the luxury of being able to attend morning muffins with mom.
Diigo: Is a great way to find helpful internet sites that have been screened by people who are not out to profit, i.e. advertisers. Diigo allows you, and other people you follow, to bookmark helpful sites, and to attach key words that will help you locate that page. For .....
Tuesday, April 26, 2011
Journal 9 (NETS I, II, & III)
Waters, J.K. (2011). Teaching Green. t I h I e Journal, 38(4), 13-14.
This article offers several sources for teaching environmental awareness and responsibility. I like the idea of providing environmental education in an interactive website. As kids play with the different websites they will be learning how to better take care of the world they live in, and they may not even be aware of the learning taking place due to the fun, and exploratory nature of navigating the sites. There are also some sources provided for the teacher themselves, like the EPA's site, to provide ideas for environmental based curriculum. It is a good idea to start fostering positive ideas and behaviors towards the environment at a young age, so that students grow up knowing and understanding the impact they have on their world, both positive and negative.
Question 1. What sources are you likely to use in the future?
Answer 1. I really like the site EEK! environmental education for kids. When ever we can make something educational fun, it is a great way to get students excited about learning. I also like the idea of going directly to the EPA's site, that way we can be sure that the facts and ideas we get are rooted with some sort of research to back them up.
Question 2. What are some ways you can create an environmentally responsible classroom?
Answer 2. For starters it is important to have just as many recycling bins as trash bins available. Next I will try to make as many assignments paperless as possible. Lastly I will model clean living by riding a bicycle to school rather than drive, whenever possible.
This article offers several sources for teaching environmental awareness and responsibility. I like the idea of providing environmental education in an interactive website. As kids play with the different websites they will be learning how to better take care of the world they live in, and they may not even be aware of the learning taking place due to the fun, and exploratory nature of navigating the sites. There are also some sources provided for the teacher themselves, like the EPA's site, to provide ideas for environmental based curriculum. It is a good idea to start fostering positive ideas and behaviors towards the environment at a young age, so that students grow up knowing and understanding the impact they have on their world, both positive and negative.
Question 1. What sources are you likely to use in the future?
Answer 1. I really like the site EEK! environmental education for kids. When ever we can make something educational fun, it is a great way to get students excited about learning. I also like the idea of going directly to the EPA's site, that way we can be sure that the facts and ideas we get are rooted with some sort of research to back them up.
Question 2. What are some ways you can create an environmentally responsible classroom?
Answer 2. For starters it is important to have just as many recycling bins as trash bins available. Next I will try to make as many assignments paperless as possible. Lastly I will model clean living by riding a bicycle to school rather than drive, whenever possible.
Wednesday, April 20, 2011
Journal # 8 (NETS IV & V)
Point/counterpoint: Should Schools be Held Responsible for Cyberbullying?
Bogacz, R., & Gordillo, M.G. (2011). Point/counterpoint: should schools be held responsible for cyberbullying?. Learning and Leading with Technology, 38(6), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-march-april-2011.aspx
The author of the "no" article is nuts. His belief of deteriorating nuclear family being the cause of and solution to bullying is crazy. For starters, bullying has existed as long as children have. To blame the current tide of family structure is a cop out. Secondly the idea that a poorly functioning family is the one to take care of the problem of bullying does not make sense. It is as if we should no longer ask police to arrest criminals, we should instead leave it up to criminals to report their own crimes, and handle their own punishment. The fact of the matter is many families don't look at bullying the same way schools do. Many people think bullying is a natural part of schooling, and therefore do very little to monitor it themselves. The fact is that bullying is a part of school which is exactly why it is the responsibility of the school to monitor, address, and deter bullying as much as possible.
As for the "yes" article, i think the author has the right idea. It would be nice if parents were able to monitor their children's internet usage, but the truth is most can't or don't. This is why teachers need to be vigilant about addressing all forms of bullying wherever or whenever it occurs. The most important job of the teacher is to create a tolerant, safe, setting to facilitate unfettered learning.
Question 1. What can you do in your class to combat cyber-bullying?
Answer 1. I will create a safe environment that children will be able to report bullying. I would like to have some sort of anonymous means of reporting for students who fear reprisal. Also it is important to be blunt about the repercussions, and let students know that words can kill.
Question 2. What roll does the students family play in bullying situations?
Answer 2. The fact is teachers have no control over what happens at home. All we can do is inform parents and request cooperation, but the duty to insure the safety of the students is on the teacher. It is ludicrous to right off bullies as the second author does, saying " it's their parents duty, nothing I can do".
Bogacz, R., & Gordillo, M.G. (2011). Point/counterpoint: should schools be held responsible for cyberbullying?. Learning and Leading with Technology, 38(6), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-march-april-2011.aspx
The author of the "no" article is nuts. His belief of deteriorating nuclear family being the cause of and solution to bullying is crazy. For starters, bullying has existed as long as children have. To blame the current tide of family structure is a cop out. Secondly the idea that a poorly functioning family is the one to take care of the problem of bullying does not make sense. It is as if we should no longer ask police to arrest criminals, we should instead leave it up to criminals to report their own crimes, and handle their own punishment. The fact of the matter is many families don't look at bullying the same way schools do. Many people think bullying is a natural part of schooling, and therefore do very little to monitor it themselves. The fact is that bullying is a part of school which is exactly why it is the responsibility of the school to monitor, address, and deter bullying as much as possible.
As for the "yes" article, i think the author has the right idea. It would be nice if parents were able to monitor their children's internet usage, but the truth is most can't or don't. This is why teachers need to be vigilant about addressing all forms of bullying wherever or whenever it occurs. The most important job of the teacher is to create a tolerant, safe, setting to facilitate unfettered learning.
Question 1. What can you do in your class to combat cyber-bullying?
Answer 1. I will create a safe environment that children will be able to report bullying. I would like to have some sort of anonymous means of reporting for students who fear reprisal. Also it is important to be blunt about the repercussions, and let students know that words can kill.
Question 2. What roll does the students family play in bullying situations?
Answer 2. The fact is teachers have no control over what happens at home. All we can do is inform parents and request cooperation, but the duty to insure the safety of the students is on the teacher. It is ludicrous to right off bullies as the second author does, saying " it's their parents duty, nothing I can do".
Monday, April 18, 2011
Journal #6 (NETS I, III, IV, V)
Warlick, D. (2009). Grow your personal learning network. Learning and Leading, 36(6), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-march-april-2009.aspx
In this article the author does a good job of clearly explaining why it is important to create and maintain a personal learning network that extends further than the people in your immediate social circle. The next thing the author does well is explain what exactly each tool does and how to use these tools to better expand and maintain a PLN. The author breaks down the PLNs into three categories, the first is personally maintained synchronous connections, which he defines as the people and places we already use to get answers, but he suggests that we can now access these places and people using digital tools. The second category is personally and socially maintained semi-synchronous connections, which he explains is sort of like when someone poses a question to their community using something like twitter, where questions do not get immidiate responses, but almost immidiate. The third category is dynamically maintained asynchronous connections, which he describes as any program that keeps track of content and updates, and holds them until you decide to access them.
The most helpful thing included in this article for me is the ten tips under the "keep it simple" heading. Much of this tech related stuff is hard to retain simply because it seems so vast, and I have to look up about 5-10% of the vocabulary.
Question 1. In what ways do you see a PLN benefiting your classroom?
Answer 1. Posing questions to a PLN is a great way to get outside feedback and fresh new ideas. If you have a PLN that is not digital chances are it is very limited. The member of a digital PLN are constantly growing and changing, therefore you can be sure to get a wide variety of input.
Question 2. What would be a good idea for a new PLN tool?
Answer 2. I think a great tool would be School Book (patten pending). It would be just like facebook, but for educators only. It could be used like facebook to talk about what you did in class that day, what you are planning, and to post pictures of projects and activities. Everyone is on face book, even your mom, so it would not scare away older educators the way that things like Twitter can.
In this article the author does a good job of clearly explaining why it is important to create and maintain a personal learning network that extends further than the people in your immediate social circle. The next thing the author does well is explain what exactly each tool does and how to use these tools to better expand and maintain a PLN. The author breaks down the PLNs into three categories, the first is personally maintained synchronous connections, which he defines as the people and places we already use to get answers, but he suggests that we can now access these places and people using digital tools. The second category is personally and socially maintained semi-synchronous connections, which he explains is sort of like when someone poses a question to their community using something like twitter, where questions do not get immidiate responses, but almost immidiate. The third category is dynamically maintained asynchronous connections, which he describes as any program that keeps track of content and updates, and holds them until you decide to access them.
The most helpful thing included in this article for me is the ten tips under the "keep it simple" heading. Much of this tech related stuff is hard to retain simply because it seems so vast, and I have to look up about 5-10% of the vocabulary.
Question 1. In what ways do you see a PLN benefiting your classroom?
Answer 1. Posing questions to a PLN is a great way to get outside feedback and fresh new ideas. If you have a PLN that is not digital chances are it is very limited. The member of a digital PLN are constantly growing and changing, therefore you can be sure to get a wide variety of input.
Question 2. What would be a good idea for a new PLN tool?
Answer 2. I think a great tool would be School Book (patten pending). It would be just like facebook, but for educators only. It could be used like facebook to talk about what you did in class that day, what you are planning, and to post pictures of projects and activities. Everyone is on face book, even your mom, so it would not scare away older educators the way that things like Twitter can.
Thursday, April 14, 2011
Thursday, March 10, 2011
Friday, March 4, 2011
Journal #4 (NETS I, III, IV, V)
LastSchaffhauser, D. (2010, December 01). It's time to trust teachers with the internet: a conversation with meg ormiston. Retrieved from http://thejournal.com/articles/2010/12/01/its-time-to-trust-teachers-with-the-internet-a-conversation-with-meg-ormiston.aspx?sc_lang=en
This is a very surprising article, I had no idea that their was restrictions on internet usage to this extent in schools. I am a little bit older then many of my classmates, so when I was in school there was not much internet to block. The internet is such a wealth of resources and information that I have a hard time understanding why schools would restrict any of the access by teachers what so ever. There is a lot of bad material on the internet, so I understand restrictions on much of what the students have access to, but it is strange that teachers would not have access. A lot of what we have been doing in our EDUC 422, is becoming knowledgeable in the National Educational Technology Standards for Teacher, or NETS T's, and in light of what we have been learning, it is odd that we would have any restrictions to web access. If we are trusted with 30 children most of the day everyday, it seems only logical to extend to us the responsibility of safe internet usage. The person in the interview makes a great point we she says how part of teaching internet usage is teaching proper responsible internet usage. There are many schools that rely solely on outside help for all things technical, that is why it is important to stay abreast of technological developments. The more we know and understand technology, the better we can be advocates for it in our schools.
Question: Wht role will internet usage play in your class room?
Answer: I see myself using the internet daily for most discussion points, and presentations. Every time we do something online in class for a subject other then technology, we are teaching a duel lesson.
Question: How will you as an educator be an advocate for less restrictive internet usage, or will you at all?
Answer: I will stay well informed and tech savvy, in order to make a clear intelligible case for internet usage.
This is a very surprising article, I had no idea that their was restrictions on internet usage to this extent in schools. I am a little bit older then many of my classmates, so when I was in school there was not much internet to block. The internet is such a wealth of resources and information that I have a hard time understanding why schools would restrict any of the access by teachers what so ever. There is a lot of bad material on the internet, so I understand restrictions on much of what the students have access to, but it is strange that teachers would not have access. A lot of what we have been doing in our EDUC 422, is becoming knowledgeable in the National Educational Technology Standards for Teacher, or NETS T's, and in light of what we have been learning, it is odd that we would have any restrictions to web access. If we are trusted with 30 children most of the day everyday, it seems only logical to extend to us the responsibility of safe internet usage. The person in the interview makes a great point we she says how part of teaching internet usage is teaching proper responsible internet usage. There are many schools that rely solely on outside help for all things technical, that is why it is important to stay abreast of technological developments. The more we know and understand technology, the better we can be advocates for it in our schools.
Question: Wht role will internet usage play in your class room?
Answer: I see myself using the internet daily for most discussion points, and presentations. Every time we do something online in class for a subject other then technology, we are teaching a duel lesson.
Question: How will you as an educator be an advocate for less restrictive internet usage, or will you at all?
Answer: I will stay well informed and tech savvy, in order to make a clear intelligible case for internet usage.
Journal #2- Join The Flock & Enhance Your Twitter Experiance (NETS I, III, IV, & V
Ferguson, H. (2010). Join the flock!. Learning and Leading, 37(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-february-march-2011.aspx
McClintock Miller, S. (2010). Enhance your twitter experience. Learning and Leading, 37(8), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-february-march-2011.aspx
Being that I am a person who does not have a cell phone, I have to admit that twitter was a completely foreign concept to me going into these articles. I did not even know enough about what it was to be one of those people who hate it. These articles do a good job not only explaining how to go about maintaining and navigating a twitter feed, it also does a good job explaining why I would care to know how to maintain and operate a twitter feed. The first article is a little intimidating, in that she talks about how much upkeep or activity is required to get value from being a twitter-er. I can definitely see using it once I am a teacher and wanting to network and develop teaching strategies. The second article had a lot of good tip, I really liked the definitions, or twitter twerminology as it is so tritely referred to as. I also had no idea twitter could twranslate foreign languages. The personal learning network, or PLN, does seem like a great tool for getting at good learning resources. Trying to search at random on the internet will waist a lot of time that a PLN could save you, because everyone knows of some cool website that someone else has never heard of. At the end of the second article she talks about something called a bookmarklet. That sounds like a great way to keep track of all this educational technology.
Question: Now that you know about twitter, do you see yourself using this in the future?
Answer: I would possibly use it in the future, but realistically, by the time I am ready to build a PLN network, there should be another more innovative internet tool available.
Question: What do you think about twitter?
Answer: It seems like a great tool, but a little bit time consuming.
Thursday, March 3, 2011
Journal #3: One Hundred Things that make me happy.(NETS II & V)
My 100 Happy Things.....in no particular order
1. Music
2. Concerts
3. My cat Fox
4. My friends
5. Beer
6. Good books
7. My mom
8. Building sand castles
9. Sea life
10. Snow boarding
11. The rain
12. Movies
13. Ice cream
14. Lightning
15. Octopus
16. Vegetarianism
17. Espresso
18. Writing
19. Exercise
20. Eating
21. Dinosaurs
22. Traveling
23. Road trips
24. Conversation
25. Making new friends
26. Thai food
27. Surfing
28. Skating
29. Cats
30. Animals
31. Llamas
32. Ocean smell
33. General admission
34. Dirty punk rock kids
35. Mac 'n' cheese
36. Hunting accidents
37. Fog
38. Robots
39. Ladies
40. Graffiti
41. Sunrise
42. Sunset
43. Bella
44. Tom Waits
45. Crass
46. The Subhumans
47. Lines for concerts
48. Full elevators
49. Bonfires
50. Old school
51. Argyle
52. Free art
53. Free music
54. Malcolm X's orations
55. Yoga
56. Textures
57. Black
58. Nag champa
59. Dancing
60. Singing
61. Strangers
62. The Virgen De Guadalupe
63. Tattoos
64. Vodka
65. Old cars
66. Gardening
67. Whittling
68. Marbles
69. Chop Sticks
70. Dropped D tuning
71. Nina Simone
72. Black and White art
73. Negatopian books
74. Socialism
75. Saffron
76. Parties
77. Gun control
78. Taxes
79. Public Services
80. Bush being out of office
81. Niel Young
82. Glass
83. Metal
84. Water
85. Swimming
86. The Ocean
87. My little sister
88. My little brother
89. Breakfast for dinner
90. Denny's at three a.m.
91. Hawaii
92. Caves
93. Exploring
94. Crowded cities
95. Wilderness
96. Kissing
97. Laughing
98. Making others laugh
99. San Diego
100. Stars
1. Music
2. Concerts
3. My cat Fox
4. My friends
5. Beer
6. Good books
7. My mom
8. Building sand castles
9. Sea life
10. Snow boarding
11. The rain
12. Movies
13. Ice cream
14. Lightning
15. Octopus
16. Vegetarianism
17. Espresso
18. Writing
19. Exercise
20. Eating
21. Dinosaurs
22. Traveling
23. Road trips
24. Conversation
25. Making new friends
26. Thai food
27. Surfing
28. Skating
29. Cats
30. Animals
31. Llamas
32. Ocean smell
33. General admission
34. Dirty punk rock kids
35. Mac 'n' cheese
36. Hunting accidents
37. Fog
38. Robots
39. Ladies
40. Graffiti
41. Sunrise
42. Sunset
43. Bella
44. Tom Waits
45. Crass
46. The Subhumans
47. Lines for concerts
48. Full elevators
49. Bonfires
50. Old school
51. Argyle
52. Free art
53. Free music
54. Malcolm X's orations
55. Yoga
56. Textures
57. Black
58. Nag champa
59. Dancing
60. Singing
61. Strangers
62. The Virgen De Guadalupe
63. Tattoos
64. Vodka
65. Old cars
66. Gardening
67. Whittling
68. Marbles
69. Chop Sticks
70. Dropped D tuning
71. Nina Simone
72. Black and White art
73. Negatopian books
74. Socialism
75. Saffron
76. Parties
77. Gun control
78. Taxes
79. Public Services
80. Bush being out of office
81. Niel Young
82. Glass
83. Metal
84. Water
85. Swimming
86. The Ocean
87. My little sister
88. My little brother
89. Breakfast for dinner
90. Denny's at three a.m.
91. Hawaii
92. Caves
93. Exploring
94. Crowded cities
95. Wilderness
96. Kissing
97. Laughing
98. Making others laugh
99. San Diego
100. Stars
Journal # 1- Do WEB 2.0 Right (NETS I & IV)
Light, D. (2011). Do web 2.0 right. Learning and Leading, 38(5), Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-february-march-2011.aspx
"Do web 2.0 Right" is an article by Daniel Light that explores the ways web 2.0 tools are being used in the classroom. Web 2.0 tools are said to be tools such as wikis and blogs. These tools can facilitate educational discussions and assignments outside of the classroom.
Daniel Light, the author of the article and her colleague Deborah Polin traveled around to different schools to find out how real teachers were using this technology. The author breaks down the ways that teachers are using this technology into three categories, the first being instituting daily practice, the second is carefully considering the audience, and the third is teaching and enforcing appropriate behavior.
Most of the teachers interviewed reported that they had greater success with a class blog, rather then individual student blogs. Blogs had more success when the teacher used them primarily as a one on one communication tool. Many kids are not comfortable creating their own personal blog that is subject to the scrutiny of their peers. The teachers also express concerns over who is viewing and commenting on student blogs. It is important to monitor all blog activity to insure healthy safe web use.
These tools are a great technique for extending learning to outside the classroom, as well as creating a way to further develop a bond between the teacher and student. Web communication allows students the freedom and creativity to express them selves in ways they may not be able to in school.
"Do web 2.0 Right" is an article by Daniel Light that explores the ways web 2.0 tools are being used in the classroom. Web 2.0 tools are said to be tools such as wikis and blogs. These tools can facilitate educational discussions and assignments outside of the classroom.
Daniel Light, the author of the article and her colleague Deborah Polin traveled around to different schools to find out how real teachers were using this technology. The author breaks down the ways that teachers are using this technology into three categories, the first being instituting daily practice, the second is carefully considering the audience, and the third is teaching and enforcing appropriate behavior.
Most of the teachers interviewed reported that they had greater success with a class blog, rather then individual student blogs. Blogs had more success when the teacher used them primarily as a one on one communication tool. Many kids are not comfortable creating their own personal blog that is subject to the scrutiny of their peers. The teachers also express concerns over who is viewing and commenting on student blogs. It is important to monitor all blog activity to insure healthy safe web use.
These tools are a great technique for extending learning to outside the classroom, as well as creating a way to further develop a bond between the teacher and student. Web communication allows students the freedom and creativity to express them selves in ways they may not be able to in school.
Question #1 What would you use Blogs for in the class?
Answer I think it would be very productive to require a weekly journal kept in blog form. A chance for the student to reflect on their week, both school life and home life. Although the content is not really that important, the process of writing and reflecting will help develop many crucial skills.
Question #2 How would you monitor student safety on their blogs?
Answer As a teacher who uses blogs it will be important to read the blog entries to ensure that all topics and responses are appropriate. I do think it is important to establish trust by allowing a little freedom to control and operate their own blog, but over site is also necessary to ensure their is no harassment, or inappropriate things taking place.
Saturday, February 26, 2011
Technology Self-Assesment: School2.0
Thursday, February 3, 2011
John Edward Rhine Jr. is my official tittle, but I go by my middle name Ed, Eddie, or Edward.
I am from San Diego, and I have lived in every part of America's finest city. I have lived in Clairmont, University City, Tierrasanta, National City, Logan Heights, El Cajon, and currently San Marcos. I went to school in the first three towns I lived in and finally finished my K-12 education at a probationary school, where i decided to test out of high school. I then attended Mesa collage, Grossmont and Quiamaca, and finally Palomar, until I transferred here.
I am technologically paranoid. I saw The Matrix one too may times. I do own a computer, but I do not have a cell phone or television, and I only joined Facebook about a month ago.
I did not read the mission statement prior to applying to CSUSM, therefore it did not have any influence in my decision to apply. I really appreciate the progressive nature of the mission statement, and it's stated goal of harboring an environment of equality in education. The part that really speaks to me is their goal of fostering life-long education. Far too often school are so concerned about aptitude tests and graduation, that they loose sight of education for educations sake.
I am technologically paranoid. I saw The Matrix one too may times. I do own a computer, but I do not have a cell phone or television, and I only joined Facebook about a month ago.
March 18th and 19th!!!!!
Pamona's art district will be hosting 2 of the finest musical acts ever! On the 18th Crasses Steve Ignorant will be playing with "special" guests, and performing Crass songs. He is calling the tour the Last super. It is guaranteed to be the best show ever.
The Following evening is GirlTalk, today's finest mash-up artist. So make a weekend of it and get ready to party till it hurts.
The Following evening is GirlTalk, today's finest mash-up artist. So make a weekend of it and get ready to party till it hurts.
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