ETHICS AND THE TEACHING PROFESSION.

THAT IS THE ETHIC:
It is a branch of philosophy that includes the study of morality, virtue, duty, happiness and good living.

BUSINESS ETHICS:
is the systematic arrangement of principles, norms, and rules established by a group of professionals to their own realization, in order to regulate and direct the moral conduct of its members or their mutual relations.

                                               
one of the characteristics that should be part and parcel of the work and being a teacher is to be profoundly ethical.

                                    must have ethics at:

- the relationship with students.
- the relationship with parents and guardians.
- the relationship with the professional culificacion.
- the relationship with other educators.
- to the institution and educational authorities.
- the relation to the evaluation process and use of the results.
- the relationship to society.


                                                   

How Technology Has Changed Education

Technology inside of education is a somewhat problematic premise, an idea that generates controversy from the earliest of primary school grades right through to the top of the academic pyramid, graduate school. As you well know, technology can be a powerful tool for learning, and it can be the same for cheating. It can be used to inform, and to distort. It can boldly open new doors, while flinging open some that were perhaps best left closed; not every topic is appropriate for all age groups.

technology has changed a lot to education but many times we know that technology to influence both students often do not use it for good. technology to facilitate student aoprendizaje their favor but not every time is good for them because there are things not only education but it also there are other programs that are not very good for education.

TECHILEARNING

THE TEN  BUILDING BLOCKS FOR LEARNING WITH CELL PHONES
Innovative educators George Engel, Rob Griffith, Scott Newcomb, Lisa Nielsen, Jason Suter, and Willyn Webb know that when it comes to preparing students for success in the 21st century, you not only have to think outside the ban, but also may have to dive in head first and break it. The following is a collection of ideas each teacher implemented to successfully break and/or work within the ban where they teach in an effort to empower students with the freedom to use their cell phones as personal learning devices.
 
                                                                                 


The Ten Building Blocks for Learning with Cell Phones
1) Build Relationships
Breaking the ban starts with the building of relationships with key constituents. Here is advice on how to get started.

·  with self: Realize that leadership begins with example.

·  with students: Let students know you care about making learning fun and relevant and ask them if they’d like the option to be able to do work using their cell phones.

·  with parents and guardians: Start with the parents by using the cell phone as a tool to bridge the home-school connection. You can have a “Text-of-the-Day” to update parents on what’s happening in the class.

·  with colleagues: Try to establish yourself as an innovative leader when it comes to empowering students and teachers with technology. A focus on student centered learning is key

·  with administration: Start by working within the system to bring about technological change. Become known as someone that works with what your school has on hand and is flexible to administrative needs.

·  with district: Become known as a tech leader. Offer to participate in school and district-wide technology decisions. Offer to collaborate with the district technology coordinator and others to help establish a new acceptable use policy (AUP) that will allow the use of cell phones as a learning tool.

                                             

 

Is very important that students are aware of new technologies to enable them to innovate every day. it is also important that everything new that they will learn it can be put into practice in the classroom.

LANGUAGE ACQUISITION

HOW CHILDREN ACQUIRE LANGUAGE

Language acquisition is the process by which humans acquire the capacity to perceive, produce and use words to understand and communicate. This capacity involves the picking up of diverse capacities including syntax, phonetics, and an extensive vocabulary. This language might be vocal as with speech or manual as in sign. Language acquisition usually refers to first language acquisition, which studies infants' acquisition of their native language, rather than second language acquisition, which deals with acquisition (in both children and adults) of additional languages.

                                                                         

The capacity to acquire and use language is a key aspect that distinguishes humans from other organisms. While many forms of animal communication exist, they have a limited range of nonsyntactically structured vocabulary tokens that lack cross cultural variation between groups.

A major concern in understanding language acquisition is how these capacities are picked up by infants from what appears to be very little input. A range of theories of language acquisition has been created in order to explain this apparent problem including innatism in which a child is born prepared in some manner with these capacities, as opposed to the other theories in which language is simply learned

HOW CHILDREN ACQUIRE LANGUAGE

LANGUAGE Over the last few decades research into child language acquisition has been revolutionized by the use of ingenious new techniques which allow one to investigate what in fact infants (that is children not yet able to speak) can perceive when exposed to a stream of speech sound, the discriminations they can make between different speech sounds, differentspeech sound sequences and different words. However on the central features of the mystery, the extraordinarily rapid acquisition of lexicon and complex syntactic structures, little solid progress has been made. The questions being researched are how infants acquire and produce the speech sounds (phonemes) of the community language; how infants find words in the stream of speech; and how they link words to perceived objects or action, that is, discover meanings. In a recent general review in Nature of children's language acquisition, Patricia Kuhl also asked why we do not learn new languages as easily at 50 as at 5 and why computers have not

cracked the human linguistic code. The motor theory of language function and origin makes possible a plausible account of child language acquisition generally from which answers can be derived also to these further questions. Why computers so far have been unable to 'crack' the language problem becomes apparent in the light of the motor theory account: computers can have no natural relation between words and their meanings; they have no conceptual store to which the network of words is linked nor do they have the innate aspects of language functioning - represented by function words; computers have no direct links between speech sounds and movement patterns and they do not have the instantly integrated neural patterning underlying thought - they necessarily operate serially and hierarchically. Adults find the acquisition of a new language much more difficult than children do because they are already neurally committed to the link between the words of their first language and the elements in their conceptual store. A second language being acquired by an adult is in direct competition for neural space with the network structures established for the first language.

ATTENTION DEFICIT DISORDER(ADD)

Attention Deficit Disorder (also known as ADD) and Attention Deficit Hyperactivity Disorder (ADHD) are terms used to describe patterns of behaviour that appear most often in school-aged children. Children with these disorders are inattentive, overly impulsive and, in the case of ADHD, hyperactive. They have difficulty sitting still, attending to one thing for a long period of time, and may seem overactive.

What are ADD and ADHD?

Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder are disorders that interfere with the learning process because they reduce the child's ability to pay attention. It is important to understand that ADD and ADHD are not disabilities in the learning process, although they may be present in addition to a learning disability. A learning disability is a neurological condition that affects the child's ability to learn.

ADD and ADHD are difficult to diagnose because they affect all areas of a child's life: family, school, friendships, team sports and work.

What are the emotional effects of ADD and ADHD?

Your child can have a wide range of emotional responses to ADD and ADHD, which can be confusing to both him/ her and to you. He / she may have already experienced years of frustration and failure which can lead to emotional stresses and further problems.

Some of the emotional responses are:

• aggressive or violent behaviour - Feelings of failure can result in aggressive or violent behaviour at home or outside it
• withdrawal, anxiety and depression - Your child may turn inward and try to isolate him/herself from the rest of the work, or he/she may become anxious and depressed.
• low self-esteem - If your child has been unable to have positive experiences because of ADD or ADHD, he/she will likely have trouble developing a healthy self-esteem.
• physical symptoms - Possibly, your child will bury his/her feelings so deeply that they will come out in the form of headaches, stomach or back aches, or pains in the hands or legs.

                                                     

Overcoming the difficulties

If you think your child may have ADD or ADHD, your first goal should be to reduce the stress caused by the confusion and frustration your child is experiencing. It will be best if you work together with a team of professionals to find out what is wrong:

• Your family doctor should examine your child for physical causes, including seeing, hearing or speech problems.
• A psychiatrist should work with your child to see if there are any emotional or social problems in addition to or caused by ADD or ADHD.
• A psychologist or sociologist should examine the family environment.
• An education specialist should examine your child's academic abilities and test for any seeing, hearing or speech difficulties.

Once this professional team has evaluated your child completely and the problem is correctly diagnosed, the team can recommend the most appropriate treatment program for your child.

With the right kind of help, most children with ADD or ADHD overcome their disabilities, and their emotional problems usually disappear. They do better at school, improve their relationships with family and friends, and will be more likely to achieve their full potential. With help from family, school and other professional people, children with ADD or ADHD have more than a good chance to grow up to be healthy, happy and productive adults.

Getting further help

If emotional, family or social problems continue, your child may need the support of a mental health professional. Your family doctor can refer you to the most appropriate people. Counselling for your child and the rest of the family may be what is needed to ease the problems and to teach all family members how to support each other through the difficult times

how technology has changed my life

technology has changed our lives because we are a lot easier, for example, the computer helps us find information quickly, to view websites and many other things.
also the different technologies currently used in the classroom that make classes less boring.
technology helps us to update and learn new things.

useful electronic gadgets for the classroom

 Technology and education have always seemed to go together. In order to prepare students for the workplace or college they need to be able to be exposed to it. Teachers in the classroom use technology believing that the students are gaining valuable information and retaining the concepts taught but in reality the students need to be involved in the lesson and actively participating in activities that include technology. Student engagement is critical to student motivation during the learning process. The more students are motivated to learn, the more likely it is that they will be successful in their efforts. (Beeland, 2002).


Uses of Technology

            There are numerous uses of technologies that are available to teachers to include students into the classroom’s lesson. These include Interactive Whiteboards, Proximas, PowerPoint games, interactive DVDs, Ventrilo chat software, Myspace, Blackboard, and scavenger hunts. To put the uses of technology into an effective practice, teachers need to help students set achievable goals; encourage students to assess themselves and their peers; help them to work co-operatively in groups and ensure that they know how to exploit all the available resources for learning (Hall, 2006).

Gadgets in the Classroom

Pen and paper still seems to be the preferred way for Rice students to record notes from class, but electronic gadgets are becoming more and more ubiquitous. Here are a few portable devices you may encounter in the classroom:

• Laptops & Tablet PCs
  Many students use laptops to take notes nowadays, and Tablet PCs are becoming popular as well. A Tablet PC is essentially a notebook computer with the keyboard, mouse, and monitor replaced by a touch screen for writing and computing with a stylus. Tablet PCs allow students to easily incorporate notes and files from several classes onto one portable device.
• Personal Digital Assistant (PDA)
  PDAs offer a variety of organizational tools, such as a clock, a date book, an address book, a task list, a memo pad, and a calculator, in a small hand-held device. PDAs also allow the user to synchronize data with other computers and usually include versions of popular word processing, spreadsheet, and web brower software. Many accessories, such as full keyboards, can be used to enhance their functionality.
• Smart Phones
  A new generation of phones combines standard cell-phone fare with the basic tools and connectivity offered by PDAs. By integrating a full keyboard into a phone, these devices allow a user to record notes, keep a schedule, write emails and surf the Web.
• Digital Audio Players & Recorders
  Digital recorders are available both as stand-alone devices and as accessories for digital audio players, such as Apple's hot-selling iPod. Duke University pioneered this application by giving a new iPod (along with a recorder) to all of their incoming students and encouraging them to bring them to class and record lectures.
• Digital Video
  Four Rice classrooms are equipped with Capture Classroom, a groundbreaking system that allows lectures to be recorded and saved to the Internet, where they are available for high quality stream or download. The system also incorporates images of what is on the professor's computer screen.