ILP 1- "Toolbox"- Edmodo

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Blog Journal 5

The Web 2.0 technology that I feel is the most useful is Diigo, because it allows students to bookmark  a website they find useful and also create notes on it to help them interact with others and help them better learn what is on the website. Diigo can also help a teachers professional development because it allows the students to interact online with each other and with the teacher, all while learning. The Web 2.0 technology that I feel is not useful in the classroom is the Wiki because there is not much use to it. I don't see the point of incorporating a Wiki into the course work because the things that the tool offers is similar to others, like inviting others to write within their own writing. Looking at all the Web 2.0 technologies I feel that Diigo is the most useful tool to use in the classroom and Wiki to be the least useful. An interesting Web 2.0 tool that I may use as a teacher is Youtube. I feel that Youtube is a very helpful tool to use during the classroom. It is a...
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Blog Journal 6

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The website that I looked up was FSUS website. Once I entered the website, I searched a first grade teacher that I recently observed for another class. Her page had many different features. The opening page showed her students. It also had a side bar where you can choose if you wanted to learn about the teacher, classroom information, curriculum maps, pupil progression plan, newsletters, and homework/ flip video. This allows the students parents to learn about different things happening in the classroom. I find this to be very helpful because if you ever need to reference something or look to see what the child's homework is for the week, you are able to go to the website and look at it. https://www.fsus.school/Page/131 I envision myself using technology in many ways to accomplish my professional responsibilities. Some ways I may use technology to do this is by using presentation software, word processing, and  electronic spreadsheets. I could use presentation software to cre...
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