Phreaking boxes

I chose to create a personal Symbaloo for my PLN field experience. This was a challenging, but very rewarding process. The hardest part for me was to figure out what to put in it and why. The next hardest part was deciding the most logical way to organize it. As you will note above, I have color coded squares so that I can address how I decided to organize it. To address the first principle and ideas behind it, I will explain my ability to be proactive. First, I did not wait until the last minute and have a strong start to this process early on. Although I am submitting it early for a grade does not mean it is a finished product. As you can see there is a large void space and as I progress I hope to find more suitable materials to add. I was not going to just put materials in my Symbaloo in order to finish it. However, to address the next portion, I do have an end in mind. In the center of project, the orange square, is my core material that will stay consistent. It is the access to the different teaching standards and materials to address them, school report card data, census data and grants available. The reason this is my “core” or principle-centered material is because it is all stuff that is essential to the rest of my material. If I do not know what I am teaching or who I am teaching to, what good is anything else? This approach also addresses the “seek first to understand, then to be understood” habit. If I have a problem with funding, hopefully I can…

not called hackers, but their actions were considered a practical joke. They were, obviously, fired (Trigaux, 2000). The earliest instance of genuine computer hacking occurred in the 1960s. The next instances of cybercrime could be traced back to the practice of ‘phreaking’, which was hacking into telecommunication systems for the purpose of getting free phone calls. It began in the late 1950s and continued into the 1960s. They built devices called blue, black, and red boxes which allowed…