Resnek

My youtube funny video choice: Mel Brooks: History of the World, The Inquistion.

media type="youtube" key="X5McSEU48Y8" height="344" width="425" = Introduction: = = = Allow me to introduce myself: my name is Ellen Resnek. I teach School Social Studies at Downingtown East High School. I currently teach 10th grade Western Civilizations. Previously I taught at Upper Moreland Township School District, 9th grade honors world history and criminology. Each department at UMSD was required to progress through a framework for continual development process. The Social Studies department had embraced the use of technology and included new hardware and training as an iatrical part of the curriculum. This included mounted LCD projectors in each classroom and 2 classrooms with smart boards. Unfortunately the computer access for students was limited.

I am really excited to be a part of the CFF grant program at Downingtown School District. I travel to different classrooms throughout the day. There are rooms in which I have some use of technology and others that have very little. All the classrooms I currently teach in have smartboard technology. Currently I use technology to deliver information in a creative fashion. My Power Points include text, audio and video to meet the needs of the diverse learners in my classroom. What I would like to learn is how I can use technology in my classroom to provide a more interactive lesson.

On a personal note I am married with 2 wonderful children. My son is a sophmore at Penn State, and my daughter is a junior in high school.

Here is a link to the National Archives Education site from Great Britian: click here

=** Social Networking: ** = = = I have been on my children’s social networking sites, both myspace and now facebook. I do not have either account, until now! Our union suggests, urges, us to steer clear of these sites. They have found that these sites can cause issues which may not be protected by our union. I know my children really like these sites for keeping in touch with friends and family. My mom even has one! I think the facebook site seems more grown up, if you will. Many of my students have graduated from myspace long ago and have facebook accounts. Many of my friends have a site and really like it. It helps to keep them up to date with friends at home, from college and here.

=** Blogging in the classroom ** =

I found some great resources that teachers are using in their classrooms. I really like the way one teacher used it to share sites and links for their class, and from students. I also like a question of the week, which students must respond to by a given date. It allows students to remain anonymous to their peer, which really keeps the risk that some students feel when participating in class. Also those students are assessed in a unique way, which really helps the teacher to monitor the students’ progress. I also like allowing students to piggyback on each others ideas. This creates an environment where students can reach higher order thinking skills, with the aid of others.

I can see myself using blogs in this way. History really lends itself to discussion. I find sometimes that students are nervous to respond in class. Blogs can create a much safer environment.

=**Netiquette **= **Do you agree with all of the items covered in this Bill of Rights? Why or why not?** I really like the beginning of the Bill of Rights mission statement in the preamble. I also think the organization of the articles into the categories is convenient and well organized. I think it is great that the institutions are broken up into educational, and other. This allows for educators to have certain specific guidelines.

ARTICLE I: INDIVIDUAL RIGHTS ARTICLE II: INDIVIDUAL RESPONSIBILITIES ARTICLE III: RIGHTS OF EDUCATIONAL INSTITUTIONS ARTICLE IV: INSTITUTIONAL RESPONSIBILITIES I don’t disagree with this guideline, but how do we monitor it? It shall be each citizen's personal responsibility to recognize (attribute) and honor the intellectual property of others. I think as and educator I already do! It is possible that the list fails to discuss the inability for our students to grasp the brevity of the list. Should parents somehow be held responsible for teaching, and monitoring their child? That being said, does the responsibility shift if harm is caused by a minor? Liability information for misuse or abuse would be useful.
 * What do you disagree with?**
 * Do you plan to abide by these guidelines? Why or why not?**
 * Do you think they leave out anything important? Why or why not?**
 * What's not covered that should be?**

=**3 Types of Virus Threats **= **Vulnerabilities** How They Attack Vulnerabilities are flaws in computer software that create weaknesses in the overall security of the computer or network. Vulnerabilities can also be created by improper computer or security configurations. Threats exploit the weaknesses of vulnerabilities resulting in potential damage to the computer or personal data. How Do You Know Companies announce vulnerabilities as they are discovered and quickly work to fix the vulnerabilities with software and security "patches" Risk High Date Discovered September 8, 2009 Description Microsoft Windows is prone to a remote memory-corruption vulnerability that arises when an affected Windows component handles a malicious ASF file. Successful exploits may allow attackers to execute arbitrary code with the privileges of the currently logged-in user. Failed attacks will cause denial-of-service conditions.

How They Attack Malware is a category of malicious code that includes viruses, worms, and Trojan horses. Destructive malware will utilize popular communication tools to spread, including worms sent through email and instant messages, Trojan horses dropped from web sites, and virus-infected files downloaded from peer-to-peer connections. Malware will also seek to exploit existing vulnerabilities on systems making their entry quiet and easy. How Do You Know Malware works to remain unnoticed, either by actively hiding or by simply not making its presence on a system known to the user Discovered: October 5, 2009 Updated: October 5, 2009 5:21:42 PM Type: Trojan Systems Affected: Windows 98, Windows 95, Windows XP, Windows Me, Windows Vista, Windows NT, Windows Server 2003, Windows 2000 Trojan.FakeAV!gen2 is a heuristic detection for files that may have been obfuscated or encrypted in order to conceal themselves from antivirus software. Samples detected as Trojan.FakeAV!gen2 are likely to belong to the Trojan.FakeAV family of Trojans. How Spyware Attacks Spyware can be downloaded from Web sites, email messages, instant messages, and from direct file-sharing connections. Additionally, a user may unknowingly receive spyware by accepting an End User License Agreement from a software program. How Do You Know You Need Antispyware Spyware frequently attempts to remain unnoticed, either by actively hiding or by simply not making its presence on a system known to the user. Updated: September 30, 2009 1:28:13 PM Type: Security Assessment Tool Name: Mail PassView Version: 1.5.1.156 Publisher: Nirsoft Risk Impact: Medium Systems Affected: Windows 98, Windows 95, Windows XP, Windows Me, Windows Vista, Windows NT, Windows Server 2003, Windows 2000 Behavior MailPassView is a Security Assessment Tool that reveals email account details on the computer.
 * Malware**
 * Spyware**

= 90# Telephone Scam =

SUMMARY: Forwarded email warns telephone customers not to comply with instructions from persons claiming to be phone company service technicians to 'test the line' by dialing 90# or #90.

 * Description:** Email rumor


 * Circulating since:** Jan. 1998
 * Status:** Partly true / Overblown

= Jing Video = media type="file" key="Moodle_Resnek.swf" width="894" height="683"

=**Scenario:** = = = It seems like every time Melanie logs on to her account, Stanley knows about it and sends messages that cover he r screen with text. At first she thinks it is funny, but now its really starting to bother her. The messages reformat the text on her screen and, besides, its kind of creepy the way he always knows she’s logged on.

Underlying issues: Cyber bullying, stalking, instant messaging violation My district has a 14 page Acceptable Use Policy. Every student, teacher, or administrator must click accept to access a computer on the network each log in. CYBER BULLYING Students or staff may not engage in “Cyberbullying.” Cyberbullying is defined as “willful and repeated harm inflicted through the medium of electronic media.” It may involve: • sending mean, vulgar or threatening messages or images • posting sensitive, private information about another person • pretending to be someone else in order to make that person look bad • intentionally excluding someone from an online group
 * Here are the policies my district utilizes: **

The Board also establishes that the following materials in addition to those stated in law, are inappropriate for access: sites with pornography or nudity, sites which promote violence, sites which provide information on performing criminal acts, sites which promote or provide information on the use of illegal drugs, sites advocating, promoting discrimination or intolerance, sites which promote gambling, sites which promote possession or the use of illegal weapons, and any other site that may be deemed inappropriate in the future. D) ELECTRONIC COMMUNICATIONS

INSTANT MESSAGING

Instant Messaging is available for staff only. Users will follow all rules and regulations that apply to email, including archival. ETIQUETTE

You are expected to abide by the generally accepted rules of network etiquette. These include but are not limited to the following: i. Be polite. Do not get abusive in your messages to others. ii. Do not use vulgarities or any other inappropriate language. iii. Do not interfere with or disrupt other network users, networks services or network equipment. iv. Do not change the configuration of any workstation.

= Google Earth = As I explored the features of earth I could see multiple applications for classroom use. The ability to incorporate this technology with a geography unit would most certainly appeal to my students. My students hate creating maps, which I require for each unit in my Western Civilization class.

I would like to create a lesson that would allow my students to use this resource. I was envisioning an exploration of battle sites for any given war or conflict. Students could then place mark the major battles and include statistics, or other relevant information in the description section. They could also explore the sites for a travel brochure.

=Discovery Streaming Writing Prompt = =**Assignment Code: **= Enter the following Assignment Code:
 * WB71E-726F**

You will need to go to this URL [] and input the code into the Code input box. Or use this Assignment URL:
 * Assignment URL**
 * http://assignments.discoveryeducation.com/?cdPasscode=WB71E-726F\**

You will go directly to the assignment page without needing to enter the Assignment Code.

= Listen to my Western Civilizations Commercial! =

media type="file" key="Western Civ!.m4a" width="300" height="50"

Link http://geekytechteacher.wikispaces.com/

Here is my movie maker movie: I created my movie on genocide, not a easy topic but one I can use in my class. media type="file" key="Genocide 526 Resnek.wmv" width="300" height="300"

Video Conferencing

The Video Conference this evening with Sue Porter was amazing. I can see myself utilizing this technology in so many ways. Video conferencing can revolutionize learning in the classroom. The emergence of technology that allows students to explore sites via simulations or through virtual reality is truly amazing. These live event-learning simulations allow teachers to provide a truly authentic experience for their students.

[|click here to view her video conferencing main portal]

For my classroom I could utilize this in a variety of ways. An example would be on a virtual field trip, a teacher and their students can go just about anywhere on Earth, or even explore the galaxy! The price of gas alone makes these trips a worthwhile endeavor. Planning a Virtual Tour takes some time before actually beginning your journey. If teachers are creating a trip with students, they may want to pre-select the topics and divide them among cooperative teams in their class. If students are not creating the tour, but rather taking the tour, teachers should try to anticipate the needs of the different learners. Will images be helpful? What are logical topics and subtopics? What are the learning goals you want to achieve? How will your students be using the tour (individual, groups or whole class)?

Students can create their own virtual field trips or take a pre-planned trip. The ability to travel to areas that they are unable to visit as a class can allow students to gain a deeper understanding of the world they live in. The Internet holds hundreds of virtual fieldtrips created by students, teachers, government agencies, and others around the world. Using virtual fieldtrips on the Internet enables students to make connections with other adolescents who may share some of their concerns and helps students appreciate cultures other than their own. Many of the online virtual fieldtrips are interactive; meaning those students can pose questions to experts such as historians, scientists, politicians, and astronauts.

Additionally prior to taking an actual class fieldtrip, teachers could assign each student a particular item to research. The student will be responsible for gathering information about their assigned topic and organizing this information to present to the class. Once the student-generated fieldtrip has been created, it could be presented to other classes in the school or to classes in the future. Using the virtual fieldtrip in this capacity helps to develop a class bond and it offers a tangible product of which they can be proud. Creating virtual fieldtrips also encourages students to see themselves as historians and preservers of history.

Check out theses Virtual Field Trips portal and sites: [] [] [] [] [] [] []

My Wiki page link : click here