Solomon, Israel, and the Nations

"As for the foreigner who does not belong to your people Israel but has come from a distant land because of your name--for men will hear of your great name and your mighty hand and your outstretched arm--when he comes and prays toward this temple, then hear from heaven, your dwelling place, and do whatever the foreigner asks of you, so that all the peoples of the earth may know your name and fear you, as do your own people Israel, and may know that this house I have built bears your Name."
- 1 Kings 8:41-43

This passages reflects the heart of King Solomon, known for his wisdom, by reflecting a gracious attitude toward people outside the faith. Within the context of these verses, Solomon is praying to the Lord just before the dedication of the temple, a wonder Solomon has worked so hard in trying to complete. It is in fact a project which will come to define his reign over Israel. Within this particular passage, however, several principles emerge which will help guide church growth and planting:

1. Men will hear about the works of the Lord, even those outside the Church.

2. Men will search for the provision of God, not necessarily God himself (Romans 1:18-3:20).*

3. God is outside the world, creation, yet he is very much in the world.

4. God responds to prayer to make His name known, especially to those outside the faith.

5. The majesty and beauty of God was never meant strictly for Israel; the Jews were suppose to take His name to the world.


These are just a few of my quick thoughts about this part of Solomon's prayer. It certainly is challenging, especially considering how we might respond to foreigners (those outside the Church) today.


*They only search for God because they first heard about the working of God. One must understand that God always intiates an encounter with man.

HTML - My Own Website

http://andrewfultz2011.webs.com/index.htm

I believe this will work, however, I am not sure. Hope it passes!

SMART Chapters 10 and 11 - Digital Citizenship

The first thought I have when I think about an ideal digital citizen is obeying copyright laws. I know of so many people who have downloaded music and movies illegally, it honestly makes me sick. In the dorm at Johnson it even occurred. In fact, with one guy in particular, he was like a modern day pirate: almost everything electronic in his room was stolen. I cannot believe Christians participate in these actions. Thus, a model digital citizen obeys copyright laws in my opinion, and the adults and students I know do not meet this definition well. Even with pictures, I believe they fail to miss the point about using other person's hard work. I must say, however, that with the emergence of iTunes and Youtube offering more avenues to watch movies (same with Hulu), I believe this aspect of digital citizenship is improving. I have hope for the future adults and students of the digital world; mainly because uploading their own work to the internet is becoming more commonplace. It will almost create a mutual bond among people; at least that is my outlook as of right now.

 

Another aspect of my opinion about an ideal digital citizen is that they respect others on the web. Cyber-bullying cannot occur with an good digital citizen. Cyber-bullies target people who often seem inferior to themselves, but this aggression is motivated by being insecure with themselves or having been bullied themselves. Like I stated in an earlier blog post, I have never experienced this before but it is not hard to imagine it occurring at a devastating level. When it comes to adults measuring up to this I believe they do a fairly good job of being a digital citizen. I have never encountered one adult bullying another, however, I cannot say it has never happened. With students, however, I believe cyber-bullying has become a problem but not a major one. Students of course bullying one another more so than adults, but I believe cyber-bullying is better than bullying in real life, unless of course it occurs to a student in both. So in conclusion, if someone obeys copyright laws and respects others while online, I believe they possess good qualities of a digital citizen. I know other characteristics exist, however, these two in my opinion are essential.

 

Sexting is something I have never heard of until I read it in the textbook. I'm not sure if a felony is appropriate in a case of sexting, but possibly a slap on the wrists would be more appropriate. I will say, however, every situation should be treated differently so I cannot make a universal comment about sexting and its legal consquences. I find this practice nothing new. Students have been making sexual comments toward one another for decades (or longer!); this practice just leaves an electronic paper trail for evidence. Students used paper in the past and probably stone even further back. I do, however, believe it is a disgusting practice and should not be allowed, especially in the classroom. We need, according to Maslow, a safe environment for students to learn. The teachers must prevent sexting from even occurring in the classroom to begin with by not allowing them to play with their phones. I know it probably occurs more outside the school environment, and as a teacher, all I can do is communicate with parents to let them know the dangers of their children having unmonitored cell phones. If this did happen in my classroom, I would immediately take away the cell phones and notify adminstration on the first offense. I will not allow my safe classroom environment to be destroyed by sexting.

 

This is my last blog post from the SMART track. I have enjoyed this homework assignment. Thanks Dr. Krug!

SMART Chapter 8 - Creating Content (Images)

In this section, probably more than almost any other, I have the most experience when it comes to accessing and viewing photographs and videos posted online. I absolutely love Google Images because one can find almost any photo every taken, especially the ones from history. For one project for Dr. Trotter while I was his teacher assistant (T.A.), I was to assemble a PowerPoint presentation which consisted of photos of various artwork from the Renassiance time period. It was extremely easy because all it required was a simple Google Image search, copy, and paste into PowerPoint. I assembled well over sixty photos for him to use. For almost all of my presentations in class, I have used some photograph from the internet. Photos just make presentation more appealing. As for videos, I have used them very often as well. Youtube is a great place to waste time and learn about important events. I have watched on Youtube anything from President Obama's speech at Georgetown a few months ago to little children getting hit in the face with a basketball. Plus with Youtube (also owned by Google), it is so easy and quick to view videos. I have used video clips in various presentations while at Johnson. I remember showing a video for a Middle School Methods presentation about "10 ways to lead a classroom discussion" or something to that nature. It went over well and gave me a break from speaking. I have always really enjoyed my experiences with both of these sites (Images and Youtube). I must add, however, a disclaimer at this point. Some of the content could be inappropriate. Teachers (and parents) just have to be careful when allowing children to surf the web.

 

I do have experience with uploading and sharing photographs and videos to the web. Facebook and Twitter have been the main avenue for me to share photos, and Youtube has been the place where I upload my videos. I have roughly ten videos on Youtube, and all of them have been made by myself. My purpose in uploading and sharing photographs and videos has been basically so other people can see them. I am proud of my work and would like other people to enjoy it as well, especially concerning videos. Also, another reason I like putting them on the web is that it's a great place to store them, once again, especially for the videos. I can pull up Youtube from almost anywhere if a principal wants to see one of my videos (I do put some of the ones with students to private viewing); whereas, a video stored on a flash drive occupies so much memory it would be hard to show many videos if necessary.

 

Creative Commons is an organization that allows users to share media and it helps them find a legal way to go about that sharing (http://creativecommons.org/). This impacts teacher and student use because everyone wants to become a good digital citizen. We don't want to steal other people's work, and we want to give proper credit where it is due. This organization is impactful because it helps teachers and students stay out of trouble when using videos in the classroom. This is also impactful because it seeks to provide "universal" access from the internet for educational purposes. Education is important, the law is important, and we must find a collaborate way to make both sides happy. Creative commons issues licenses that helps educators with the copyright laws placed upon so many pieces of photography and video. This is certainly an interesting concept and I will most definitely learn more about it in the future.

 

I really do enjoy videos and photographs online. It is such a better way to view them than having to carry around a flash drive or computer.  

SMART Chapter 7 - Creating Content (Writing)

Blogs are an online writing tool that consist of dated entries posted in reverse chronological order so that the most recent entry appears first, according to the textbook. These differ from Wikis and Web-based word processors in that they are designed to record one or more authors thoughts so others may view them. Though blogs can be personalized, they cannot be personalized at nearly the level of a Wiki, and they aren't designed to record tremendously long documents like Web-based word processors. They are an informal writing opportunity designed to record thoughts, feelings, and ambitions from a person or persons. Blogs can be used in the classroom to help the teacher authentically assess student learning. By having a learning log or a question at the end of class for students to blog their thoughts, teachers can quickly and easily identify which students grasp the material and which ones do not. Blogs have the opportunity to make a significant impact in the classroom.

 

A Wiki is a web site that allows visitors to add, remove, and edit content. Wiki's differ from blogs in that they allow anyone to update or add information, whereas a blog only allows a selected number of authors. It is differs from a Web-based word processor in that they are not designed to write term papers and other needs a web-based word processor would meet. Wikipedia is a popular example of a Wiki, combining thousands of possible authors together to form meaningful information. Wikis are a great way for parents, teachers, and students to share information in a quick and easy manner. In the classroom, students can publish their work to a wiki, which then the parents could easily view from home. This reduces much stress for the student because they no longer have to worry about taking numerous amounts of papers home to be signed by their parents and then have to bring them back to school safely. Wikis allow for much easier communication between school and home.

 

Web-based word processors allow computers to save precious memory hard drive by eliminating the need for special software installed. Google Docs would be an example of this type of word processor, which gives people a free alternative to Microsoft Word. This tool allows a user a create, edit, and store files online and publish the file if necessary. Blogs and Wikis almost always immediately publish material for everyone to see, but Web-based word processors allow an author to keep his or her files secret. Another way this differs from blogs and Wikis is that it allows for online collaboration. A blog or wiki could only have one author working on one document at a time. With Web-based word processors, however, multiple people can work on the same document at once. This, I must say, is a really cool feature. This would be great in the classroom to have a round-robin writing activity. This is where one student would add to a document with a certain number of sentences or lines, then another student adds some more lines, and it continues until every student in a group adds their part. Another way to use Web-based word processors in the classroom is having the teacher view a students work while they are still working. Teachers can make suggestions and help before the student ever turns in a project. Web-based word processors have many possible uses in the classroom.

 

I have personally used, mainly because of this class, most of the tools mentioned above. I have not used a Wiki before, though I have frequently read information from Wikipedia. I have never contributed to a Wiki, mainly because I never felt the need too. It was not because I'm against that type of technology, I just simply never had a need, a desire, or anything of the sort to put time into a Wiki. I will in the future because I believe a Wiki is a great way to communicate with parents and other teachers during a busy school year. The only time I have used a blog before is during this class. I will most likely keep this blog account, however, I'm not sure how much I will be posting this coming year. I think the reason I have not used this in the past (though I've known several people who have) is that Facebook and Twitter have really been the way I communicate my thoughts, feelings, and ambitions to people. Facebook also has the option to post notes, which kinda resemble a blog (thought I haven't made one yet). Finally, up to this class, I have not used Web-based word processors, like Google Docs. Once again, I have always had Microsoft Word on my computer, so I never had a need for something like that. Also, Johnson only had a few group projects, so the need really wasn't there to sign up for a collaboration tool (though I certainly knew about it from friends). Once this class has started, however, I have fallen in love with Google Docs. On my next computer, I don't believe I will be purchasing Microsoft Word because why would I want to spend a hundred dollars or so when I can get the same application for free. I will most certainly use Google Docs in my classroom, and I will use it for my own personal use as well.

 

Thanks Dr. Krug for introducing me to so much cool stuff!

 

 

SMART Chapter 9 - Gaming

I have some mixed opinions about gaming in an educational environment. As the textbook discussed and from my own experience, gamers are usually people who call Halo or Call of Duty for hours at a time. This often results in a warped view of reality; they are angry or tend to experience more violent outburts of rage than their peers who do not play video games. I know the textbook mentioned that this stereotype is not true, however, all stereotypes have some basis in fact. I understand the basic uses and educational value of gaming, however, it still makes me nervous to put kids into some other reality. Unlike my view about virtual worlds, I actually support the use of gaming in the classroom because it can reinforce curriculum to an extend where practice and drill could never accomplish. This type of experience, like John Dewey a little under a century ago, offers students a great way to practice skills and facts in a positive fasion.  Gaming connects the classroom activities with what studnets are doing at home. Most students, according to the textbook, are gaming to some degree. Gaming would create excitement and energy because students can easily relate to that type of experience and would create a positive learning environment. I think back to my own experience with gaming, especially the Oregon Trail. I really enjoyed learning about the frontier and the struggle it was to make it out West during the 1800s. I admit, however, that it was more about the game than learning. I didn't learn the material until afterwards when I could connect the dots. Teachers, if they chose to use gaming in the classroom, need to be sure to connect the game with the material because educators cannot assume students will have that type of cognitive ability.

 

In all honesty, I see very little value in having students create their own minigame. The value I do see, however, would be that students could take ownership of the game and material in a more meaningful way than just a word search or puzzle. Students could feel a sense of ownership toward the game and material that would require them to put forth good work. The textbook said it could take about 2 - 3 hours of class time, which is probably a low estimate in reality. My other concern is that it would take such a long time to create that the valuable class time already stretched thin could not take an activity of that length. In a middle school setting, that would take almost a whole week to complete. I prefer my students to not reinvent the wheel and just use a game someone else has made. Using another persons game might be a little risky, but if I just want to use it for review, then making a minigame is out of the question. Making a minigame would be meaningful to students, it would gurantee the educator of the appropriateness of the game, and, finally, it would be an experience students would likely not have somewhere else. It is very doubtful students would create their own game outside of the classroom, so this might be an experience that would create excitement and develop a positive attitude toward school and education.

 

These are just a few of my thoughts about gaming, education, and the experiences of students.

 

SMART Chapter 6 - Virtual Worlds

I am not sure if I have ever visited an online virtual world. I say that I'm unsure because, even after reading the chapter, I could think of places that would use an avatar like character, but I don't think I have used one on the internet before. A few of the avatar like experiences I have had mainly include the Wii Gaming Console, which requires all users to make an virtual picture of themself. This resembles very closely an avatar. Outside of that, and possible the Sims virtual world a few years ago, I have never experienced an online virtual world. In all honesty, it looks to be very silly. I can go along with many of the new features in our textbook, however, with virtual worlds, I just have to put my foot down because it seems like such a waste of time. Probably the main reason I have never visited an online virtual world is because most of them cost money, especially the ones per month. I don't want to be sucked into the trap of playing and paying for something like World of Warcraft. Virtual worlds have never really appealed to me, probably because I enjoy being outside and interacting with people face to face.

 

Virtual worlds, I can see the benefit of having them in the classroom. Mainly because so many teenagers have trouble with their image and avatars would help them develop socially. Avatars, however, I could also see hurting teenagers self-image because once they turn off the computer, they are still the same person. Educators need to help teenagers develop self-esteem and learn how to accept themselves. Educators need to show love and acceptance to each and every student; this will serve as a great way to build confidence instead of using an avatar. Virtual worlds also seem to be very un-safe. It is almost a breeding ground for cyber bullying, which does need any help in becoming a problem in the classroom. As a teacher, I don't feel I would have as much control in a virtual world as I would have in my real classroom. It just makes me nervous to enter into a virtual world. Also, virtual wolrds really take the experience out of education. Students while in a virtual world don't seem to experience things in the same way as in reality. My thesis is about nature awareness and science achievement, so I have a very biased viewpoint about this issue. I want kids to experience reality, not some virtual world.

 

I have enjoyed many of the ideas in the textbook, but this is not one of them. Perhaps someone who has more background knowledge could make virtual worlds very effective in the classroom, but I cannot say they will used in mine.