CRAVE project

For this Crave project my research question was about the way of teaching in Italian schools. This topic was really interesting to research because it demonstrates that everybody complains about it but nobody takes the cause and fight against it. The reason why they don’t complain is that they don’t know another world besides their own, so it’s normal and legit for them to let this happen.

It was not a easy topic because it’s something hard to explain and complain about and there are many other issues that the government and society has to take care of. I had fun researching this question though because I could see what the real issues behind it are and how to solve them.

I – Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities

III – Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results

IV – Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions

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High school technology project

Writer, Contributing. “High School Technology Projects.” EHow. Demand Media, 30 Sept. 2009. Web. 02 Apr. 2013.

Ehow in the article, High School Technology Projects, explains how the computer is used at school and how useful it is for teenagers’ education.

Ehow supports its idea by listing and explaining the main advantages that the use of the computer gives. For examples students can create movies and brainstorm ideas and write a movie script using a word-processing program. Then they should learn how to edit the video and add music and special effects. It can also be used for presentations. Students can take any information and create a multimedia with it.

The purpose is to encourage teachers to give assignments that include the use of the computer in order to let student play with computers but at the same time having a chance to study.

I totally agree with everything. The computer can be a great help at school if used in the right way and if teachers are always updated about new programs and way of learning.

Digital Literacy

Facebook:I think that facebook it is a really useful social media.  Since I am really far away from home, Facebook helps me to stay in touch with my friends and my family.  I think it’s very important that I can select the people who I want to show the post.  I use facebook a lot because I have a lot of friends from all around the world and it’s a nice way to know where they are going and what they’re doing, how they’re growing…

Edmodo:

http://www.edmodo.com/home

I use this social media for school and I think it’s the nicest thing ever because you can keep all your homework in just a website and see if you forgot something or if you’re not at school you can still know what they are doing in class or if there are new assignments.  The only thing is that you still need an explanation on some of the assignments since they are sometimes long and summarized.

LinkedIn:

http://www.linkedin.com/pub/gaia-quinto/65/175/978

I had to create a LinkedIn account for school but I never use it. I don’t think it’s useful, maybe it can help you to remember all the things that you have done in your life and awards.

Youtube:

http://www.youtube.com/user/GaiaTime95

I made a Youtube account because before coming to Alaska I thought it would have been cool to keep a video blog but since uploading video was a really slow process and if your video is longer than 15 minutes you can’t upload it. So I don’t use it often, but it’s definitely useful.

Twitter:

https://twitter.com/GaiaQuinto

I just got a twitter account and I don’t really like it since it’s full of random posts. I personally think that facebook is way more useful because the pictures are less random and less modified. People think a little bit more about what they post.

 

Online I just talk to people that I know. Every social media can be either useful or dangerous and it depends on how you manage it. I am the same person even if sometimes it’s easier to fake emotions.

I think I manage my online life pretty good.

V – Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. demonstrate personal responsibility for lifelong learning
d. exhibit leadership for digital citizenship

FIlm

For this assignment we had to create a trailer and then a video that made fun of our school.  Since the dress code at South is pretty strict and there are people that really don’t follow it, we decided to do a parody of the TV show “What Not To Wear” calling it “What Not To Wear-South Edition”.  Two fashion stylist from Milan, Italy, came here in Alaska to help a South Anchorage girl to dress up properly.

http://www.youtube.com/watch?v=kgFZHv4a4i4&list=PLTlDBrUoAbznkST8gd5fKpun4q2BYtA2v&index=4&safe=active

http://www.youtube.com/watch?v=zp7V4OikkM4&safe=active

I think that the video was different from the others and this adds value to it. There were just a few of us who worked on that video so I think that it turned out good, I am proud of it. It was a lot of work but definitely it was worth it. I would definitely show it to everybody when I come back to Italy.

I – Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities

II – Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. develop cultural understanding and global awareness by engaging with learners of other cultures
d. contribute to project teams to produce original works or solve problems

Argument Unit

For this assignment we had to find something that South Anchorage High School need to improve.  Magnus and I are two exchange students so we compared three countries in order to find an issue and we thought that the food at South it’s extremely repetitive and unhealthy if eaten every day.

Grant:

At South Anchorage High School students find food repetitive, high on calories and not worth the price. All you can find cannot replace a well balanced lunch since it had a lot of oil, salt and carbohydrates.  Eating a sandwich, a slice of pizza or a salad one day per week is acceptable, but it’s when every day you get always the same kind of nutrition that what the school offers becomes boring and unhealthy.  People who will have activities after school, that may don’t have a ride to go home and come back later, will have either to bring food from home that they can’t even heat up or to buy every day the same meal.  The student and athlete won’t get the right energy out of the food because they will get a sugar rush and after an hour they will lose their energy and can’t pay attention in class.

South High is a public school, has 1700 students and is located on Elmore road 13400 Anchorage, AK. The school provides a lot of different classes (English, art, P.E, social study, math and science classes and more). It serves grades 9-12 students from the neighboring Turnagain Arm communities of Girdwood and Indian.

The school spends too much money on things that does not appear as much to the students as the food area, for example the projectors that, in teachers’ opinions, turned out to be useless. So we need to spend money where we really need it.

We will solve the problem calling catering companies and talk to Mr. Nickels. The school will benefit because there will be a higher income by selling food and the students will be safer because they won’t have to drive on the icy roads more than the necessary. The environment will also benefit because there will be less cars around.

We went to talk to Mr. Nickels to know if it was possible to change the structure of the cafeteria to get more and better food for the students. Mr. Nickels thought that it was a good idea and we had to call catering companies to see if they were able to deliver the amount of food that we needed.

We contacted Carrs and we talked to Mr. Green who told us that he was responsible for the tobacco store. He sent us to talk to the actual store workers and we talked to Ms. Lopez who said that she was just a common worker and that we had to talk to one of the managers. Then we talked to the manager, Ms. Tacket, who told us she was it was possible but we had to contact the store manager the day after. Unfortunately the store manager was not there the day after.

Since we didn’t have a real answer from Carrs, we contacted Fred Mayer. Workers sent us to the deli but the process we had to go through was the same as Carrs. We had to talk to one of the store managers, who was not available when we called.

We are going to contact more catering companies and still try to reach the store managers of the two grocery stores. We are going to check the cafeteria to find out if it’s possible to cook instead of catering.

Since we couldn’t reach the store managers we were not able to ask costs and therefore we haven’t purchased anything but, as we explained above, we will keep trying to find a solution to our problem.

We strongly believe that South High can get better food and the students could then stay at school and socialize with other people. We hope that Fred Mayer and Carrs can help us to reach our goal. We think there is a good potential of improving the food and the students’ habit of going out.

SOURCES:

“Fred Meyer – Find Stores – Store Results.” Fred Meyer – Find Stores – Store Results. N.p., n.d. Web. 23 Mar. 2013.

“Carrsqc – Store-Locator.” Carrsqc – Store-Locator. N.p., n.d. Web. 23 Mar. 2013.

Mr. Nickels, South Anchorage High School  employee.

III – Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results

IV – Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions

V – Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. demonstrate personal responsibility for lifelong learning
d. exhibit leadership for digital citizenship

VI – Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems
b. select and use applications effectively and productively
c. troubleshoot systems and applications
d. transfer current knowledge to learning of new technologies

Doing this grant I learned that if we find an issue, instead of just complaining about it we should present a easy way of how it could be improved providing details, costs and benefits that our idea may brings.  Collaborate with someone makes it easier because there are two people with different ideas and it is fun to talk about it and find a solution.

Definition Unit

The first resume was a traditional one where we could collect all the information about us and our life.  As first step, the traditional resume was important in order to have a clear idea of what our skills, experiences and goals are. It was fun to list all the achievements and goals even though it was hard to remember every single one of them.

The visual resume is the one that would make a employee shine. It is fun to look at, fun to make and fun to share! It is jut a modern way of presenting yourself and show to your future boss what you are capable of.

Then we created a LinkedIn profile that we could share with other people that we know and don’t know and see how we are better than others or what we could improve about our resumes.

 

This is my traditional resume:

 

Gaia Quinto

17002 Briarcliff Pointe Circle

Anchorage, AK

Youcouldbemyhero95@gmail.com

SUMMARY

Seventeen years-old girl with a hard work ethic and high level student. Interested in Biology and Languages where also she reports high grades. She studied for her 12th grade in Alaska, US. Willing to learn, experience new things and travel as much as possible.

SKILLS AND EXPERTISE

  • Twelve years of competitive swimming
  • Travelled in more than seven countries
  • Interested in creative visualizations
  • Interested in Biology
  • High level of resiliency
  • Two years of experience in Girl Scouts

LANGUAGES

  • Italian – Native language
  • English – High proficiency
  • French – Limited working
  • Spanish – Limited working

EDUCATION

  • Elementary School degree – M. L. King Elementary School
  • Middle School degree – Galileo Galilei Middle School
  • High School degree – V. Benini High School
  • Attending courses at South Anchorage High School

INTERESTS

  • Travelling
  • Learn new languages
  • Swimming
  • Reading
  • Creating media
  • Listening to music
  • Watching movies
  • Skiing
  • Hiking
  • Singing
  • Acting

My LinkedIn account:

http://www.linkedin.com/profile/view?id=230324780&trk=hb_tab_pro_top

 

My visual resume:

http://vizualize.me/Topolino#.UWBb7zfh_To

Digital Literacy

I personally think that it was really interesting to list the results of our hard work, sometimes you just forget about those because you think they are not  important until you have to look for a job and at that point you realize how important they were.
It was challenging to use websites and visual resumes but once you understand how it works, it is not hard at all.

This product meets:

ISTE Standard I – Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities

ISTE Standard IV – Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions

What students think about education

What students think about education

Mery Stansbury in the article, “Five things students say they want from education, reports how students say they want to work at school, what they think it doesn’t work and what the s school should change.

Mery supports her idea by listing them in order of importance and interviewing students that seem to have a clear idea about this topic that is one of the most discussed topics nowadays. Students want more interactive technology because students use them for math, writing, researching, and interactive math and word games. They especially want more hands-on science where they can experiment, discuss, and reflect on what they observed and then redo the activity.

They also want teacher mentors who respects and cares about them, a teacher who engages them in learning.

They want innovation and they want school to be more fun to do and also in creative ways.

They want to have a choice, freedom to participate in decision making. Students want choice in what they read and write, which math classes they take and more elective choises.

They want real-world application and relevancy, classes that relate with the real world, such as financial planning that provides practical information immediately prior to graduation. Students don’t want a school just made of lectures and homework.

Students truly desire educational experiences outside the classroom. They desire to see and experience, first-hand, how they can apply their learning with real-world experienced during the normal school day.

I totally agree with everything reported by this teacher. As a student I think school should provide more life skills and tips to do something outside. It is fine studying philosophy for example but relating it to the life experiences we will probably experience. Or history should be more focused on understanding the world today and each country history. 

 

An American mother tells us about Italian schools

A school year abroad

The author Deirdre Straughan in the post, ” A school year abroad”, lists a series of difference between Italian and American schools.  She also highlights the sides that the Italian school should improve.

Straughan supports her idea by telling her own experience. She moved to Italy therefore she married an Italian husband from who had a daughter, Rossella.  Rossella frequented all her five years of high school in Italy even though she failed her 4th year because of math and her mother reported the pressure that teachers put on students over there.

The first thing that she says is that the Italian school system is not well balanced because:

  • There are no extra curricular activities after school such as sports, which are not provided by the school and end up to be expensive and to take a lot of time and this privates them opportunities for awards or recognition;
  • Italian kids simply don’t have time or opportunity to do much of anything outside of school but homework, which can be demotivating for those who don’t shine at school but still have skills that they never have the opportunity to use because of lack of time;
  • Kids have to study with their parents almost all the time because the school doesn’t provide a guidance counselor, and that’s maybe why many university students seem profoundly uninterested in the degrees for which their parents studied;
  • Even if you fail just one class, you have to repeat the entire year of high school (usually a quarter of every class fails the year);
  • Italian grading are supposed to be on a scale of 1-10, with 6 being a pass, but grades above 7 don’t seem to be assigned at all routinely and in a discussion on Expats, one Italian participant opined that some high school teachers grade punitively to enhance their own sense of power;
  • The Italian government encourages students to go on exchange programs during both high school and university, but their re-entry into the Italian system is difficult because you have to study (alone or just with you parents) all summer to make up the deficit, then trying to pass exams before the new school year, so that they can rejoin their classmates in the fifth year;
  • I would also add, but that’s not reported by the author, that Italian teachers don’t know how to use computers so Italian students can’t even bring their own, unless they have dyslexia, or they can’t even type essays on the computer because there might be the chance of parents doing their kids’ homework.

The author purpose is to show how bad-balanced the Italian school is and how much there is to do in order to make things better. She also shows really well where the things to work on are so that it is easier to understand that there is another way to concept school that can be not perfect but at least better.

The author answers the research question saying that the Italian school has to work on balance and look at other school system, like the American one for example, that seems better in many ways.

 

This article in my opinion express totally the pure truth and it is exactly what students what to change about that terrifying school. I hope that the Italian government will hear what Americans think about their school system and that they will be so ashamed that they will have to change it because that is the only way to let teenagers live their teens happily and not scared, unmotivated and with low self-esteem.

 

WHAT MOST SCHOOLS DON’T TEACH

WHAT MOST SCHOOLS DON’T TEACH

The authors Josh Lieberman and Lesley Chilcott in the video, “What most schools don’t teach”, give reasons why everybody should learn how to program a computer because it teaches you how to think.

Lieberman and Chilcott support their idea by interviewing people that made a wealthy career using computers: Bill Gates, Jack Dorsey, Ruchi Sanghi, Drew Houston, Elena Silenok, Gabe Newell and Mark Zuckerberg. They all explain how young they were when they first had access to a computer. They all say that you have to know how to use a computer even if you want to become a race car driver, baseball player, house builder, in agriculture, entertainment, manufacturing because all these things have been turned upside down by software.

The authors’ purpose is to make people realize how important for every kind of job the computer is. In 2013 all depends on technology but just a few people really know how to use it and it is a shame because it is easy and fun so that schools will add more coding classes to the schedule. One million of the best jobs in America may go unfilled because 1/10 schools teach students how to code.

This author answers the research question letting speaking international business men that share their thoughts and stories. They prove how important using computers is and the sooner you learn the better.

My Opinion:

I think this video is very inspiring because big international business men, like Bill Gates, try to explain the importance of having coding classes at school because if you are comfortable using it you will be able to find a job or choosing a different kind of college sooner. That’s why, especially Italian schools, have to provide coding classes and let students use computer for homework. In order to do that teachers need to be updated about new technologies and websites so that students can have the chance to try another way of learning.

Italian Students Protest Austerity Cuts

Italian students protest austerity cuts

Christine Legault in the video, “Italian students protest austerity cuts”, explains that Italian students occupied schools and cultural symbols like the Pisa Tower and the Colosseum. The government insists it’s education reform improve efficiency and reduce costs. Monica Usai, the National Representative Student Union, arguments saying that knowledge is important not just economically but also for the social level of the country.

Christine Legault reports students’ ideas by letting the protestant students and teacher explain their situation and showing how Italian students and teachers fight for a better future. They ask the government to take care of unemployed workers, making investments in infostructure and facing the university reform to sewed the needs of today’s youth.

The author purpose is to inform people how the Italian Government is unstable and unprofessional.

The author answers the research question interviewing an Italian politician that says that Italy needs a Government that is able to give stability and proposes to face these kind of social issues.