Category Archives: 1.1.2 Designing stuff

Examples include:
1.1.2 Designing
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.
1.1.2.c* Integrate information literacy skills into classroom and media center instruction.
1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.
1.1.2.e* Collaborate with teachers on subject-area curriculum teams to ensure that
information literacy standards are integrated within the curriculum.
[from (SMETS)]

EDTECH 541: AECT Standards

AECT Standard correlation

Prompt: How the course work demonstrates mastery of the AECT standards http://www.aect.org/standards/initstand.html?  (Note: If you are not in the M.E.T. program, you can omit this.)

Many of the standards definitely applied in this course, and interspersed in the standards description are some ways this course offered an opportunity to achieve the standard.

AECT Standard 1 (Content Knowledge): Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.

Indicator:

Creating – Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches. (p. 81)

  • Networks- the physical infrastructure of computer hardware, with firewalls
  • Instructional Software- various ways software can be used to help students acquire information
  • Presentation software and embedding it: Python Strings – practicing making my own presentation that could serve as an example of how to make a useful slide presentation
  • Hypermedia Integration- videos on color changes in chemistry; students view videos and make some conclusions about science concepts like when the chemicals have a specific color, or what are some of the things that happen during chemical equilibrium?
  • Using Social Media- using Instagram , Iconosquare, Twitter, Kidblog and Google hangouts. Instagram shared images of science they found in nature. Iconosquare is someplace to organize Instagram feeds. Twitter is another way to share the image with peers. Kidblog is a place for students to congregate and share their ideas. It could have easily been Edmoto or wikispaces, but I already have a membership at Kidblog and like their format so I chose that location to put up discussion groups and places for students to post images and their ideas. Ideally I’d create a Moodle site to use as the LMS, but we don’t use our Moodle account at BSU to create mock classes for graduate students to use. (like I did when I took classes at Merritt Community College in Online Teaching) Google hangouts are a free place to do real time face to face meetings in small groups.
  • English-like assignments- having students write an ebook to explain how to balance an equation. Equations are provided and the difficulty of each equation is rated with experience points (XP).

Indicator:

Using – Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy. (p. 141)

  • Technology Vision Statement- how I see the role of technology in schools
  • Relative Advantage Chart- the reality of what is currently done in schools and how things could change
  • Networks- the physical infrastructure of computer hardware, with firewalls
  • Instructional Software- various ways software can be used to help students acquire information
  • Presentation software and embedding it: Python Strings – practicing making my own presentation that could serve as an example of how to make a useful slide presentation
  • Spreadsheets and databases- how to access and utilize online databases and Google sheets to create organized way of looking at information
  • Hypermedia Integration- videos on color changes in chemistry; students view videos and make some conclusions about science concepts like when the chemicals have a specific color, or what are some of the things that happen during chemical equilibrium?
  • Web Based Learning activity- learning about vaccinations by reading about its history, looking at data that is available online, evaluating the ethics of vaccinating children, and having students take a position on the issue by using at least one Web 2.0 app / software
  • Using Social Media- using Instagram , Iconosquare, Twitter, Kidblog and Google hangouts. Instagram shared images of science they found in nature. Iconosquare is someplace to organize Instagram feeds. Twitter is another way to share the image with peers. Kidblog is a place for students to congregate and share their ideas. It could have easily been Edmoto or wikispaces, but I already have a membership at Kidblog and like their format so I chose that location to put up discussion groups and places for students to post images and their ideas. Ideally I’d create a Moodle site to use as the LMS, but we don’t use our Moodle account at BSU to create mock classes for graduate students to use. (like I did when I took classes at Merritt Community College in Online Teaching) Google hangouts are a free place to do real time face to face meetings in small groups.
  • English-like assignments- having students write an ebook to explain how to balance an equation. Equations are provided and the difficulty of each equation is rated with experience points (XP).
  • Arts, Music, and PE- lessons on Materials science where students explain using a Buncee presentation how the material they chose to explain is made and used

Indicator:

Assessing/Evaluating – Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.

  • Technology Vision Statement- how I see the role of technology in schools
  • Relative Advantage Chart- the reality of what is currently done in schools and how things could change
  • Networks- the physical infrastructure of computer hardware, with firewalls
  • Instructional Software- various ways software can be used to help students acquire information
  • Presentation software and embedding it: Python Strings – practicing making my own presentation that could serve as an example of how to make a useful slide presentation
  • Spreadsheets and databases- how to access and utilize online databases and Google sheets to create organized way of looking at information
  • Hypermedia Integration- videos on color changes in chemistry; students view videos and make some conclusions about science concepts like when the chemicals have a specific color, or what are some of the things that happen during chemical equilibrium?
  • Web Based Learning activity- learning about vaccinations by reading about its history, looking at data that is available online, evaluating the ethics of vaccinating children, and having students take a position on the issue by using at least one Web 2.0 app / software
  • English-like assignments- having students write an ebook to explain how to balance an equation. Equations are provided and the difficulty of each equation is rated with experience points (XP).
  • Arts, Music, and PE- lessons on Materials science where students explain using a Buncee presentation how the material they chose to explain is made and used
  • Geography and history- how scientists figure out science and atoms. Students plot on a Google earth map the locations pieces of the atom were investigated or how other historical things were happening at the same time the person they researched was doing his work.

Indicator:

Managing – Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals. (p. 178)

  • Technology Vision Statement- how I see the role of technology in schools
  • Relative Advantage Chart- the reality of what is currently done in schools and how things could change
  • Networks- the physical infrastructure of computer hardware, with firewalls
  • Using Social Media- using Instagram , Iconosquare, Twitter, Kidblog and Google hangouts. Instagram shared images of science they found in nature. Iconosquare is someplace to organize Instagram feeds. Twitter is another way to share the image with peers. Kidblog is a place for students to congregate and share their ideas. It could have easily been Edmoto or wikispaces, but I already have a membership at Kidblog and like their format so I chose that location to put up discussion groups and places for students to post images and their ideas. Ideally I’d create a Moodle site to use as the LMS, but we don’t use our Moodle account at BSU to create mock classes for graduate students to use. (like I did when I took classes at Merritt Community College in Online Teaching) Google hangouts are a free place to do real time face to face meetings in small groups.

AECT Standard 2 – Content Pedagogy

AECT Standard 2 (Content Pedagogy): Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.

Indicator:

Creating – Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes. (p. 1)

  • Relative Advantage Chart- the reality of what is currently done in schools and how things could change
  • Instructional Software- various ways software can be used to help students acquire information
  • Presentation software and embedding it: Python Strings – practicing making my own presentation that could serve as an example of how to make a useful slide presentation
  • Spreadsheets and databases- how to access and utilize online databases and Google sheets to create organized way of looking at information
  • Hypermedia Integration- videos on color changes in chemistry; students view videos and make some conclusions about science concepts like when the chemicals have a specific color, or what are some of the things that happen during chemical equilibrium?
  • Using Social Media- using Instagram , Iconosquare, Twitter, Kidblog and Google hangouts. Instagram shared images of science they found in nature. Iconosquare is someplace to organize Instagram feeds. Twitter is another way to share the image with peers. Kidblog is a place for students to congregate and share their ideas. It could have easily been Edmoto or wikispaces, but I already have a membership at Kidblog and like their format so I chose that location to put up discussion groups and places for students to post images and their ideas. Ideally I’d create a Moodle site to use as the LMS, but we don’t use our Moodle account at BSU to create mock classes for graduate students to use. (like I did when I took classes at Merritt Community College in Online Teaching) Google hangouts are a free place to do real time face to face meetings in small groups.
  • English-like assignments- having students write an ebook to explain how to balance an equation. Equations are provided and the difficulty of each equation is rated with experience points (XP).
  • Arts, Music, and PE- lessons on Materials science where students explain using a Buncee presentation how the material they chose to explain is made and used

Indicator:

Using – Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy. (p. 141)

  •  Technology Vision Statement- how I see the role of technology in schools
  • Relative Advantage Chart- the reality of what is currently done in schools and how things could change
  • Instructional Software- various ways software can be used to help students acquire information
  • Presentation software and embedding it: Python Strings – practicing making my own presentation that could serve as an example of how to make a useful slide presentation
  • Spreadsheets and databases- how to access and utilize online databases and Google sheets to create organized way of looking at information
  • Hypermedia Integration- videos on color changes in chemistry; students view videos and make some conclusions about science concepts like when the chemicals have a specific color, or what are some of the things that happen during chemical equilibrium?
  • Web Based Learning activity- learning about vaccinations by reading about its history, looking at data that is available online, evaluating the ethics of vaccinating children, and having students take a position on the issue by using at least one Web 2.0 app / software
  • Using Social Media- using Instagram , Iconosquare, Twitter, Kidblog and Google hangouts. Instagram shared images of science they found in nature. Iconosquare is someplace to organize Instagram feeds. Twitter is another way to share the image with peers. Kidblog is a place for students to congregate and share their ideas. It could have easily been Edmoto or wikispaces, but I already have a membership at Kidblog and like their format so I chose that location to put up discussion groups and places for students to post images and their ideas. Ideally I’d create a Moodle site to use as the LMS, but we don’t use our Moodle account at BSU to create mock classes for graduate students to use. (like I did when I took classes at Merritt Community College in Online Teaching) Google hangouts are a free place to do real time face to face meetings in small groups.
  • English-like assignments- having students write an ebook to explain how to balance an equation. Equations are provided and the difficulty of each equation is rated with experience points (XP).
  • Arts, Music, and PE- lessons on Materials science where students explain using a Buncee presentation how the material they chose to explain is made and used
  • Geography and history- how scientists figure out science and atoms. Students plot on a Google earth map the locations pieces of the atom were investigated or how other historical things were happening at the same time the person they researched was doing his work.

Indicator:

Assessing/Evaluating – Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes (p. 116-117) grounded in reflective practice.

  • Technology Vision Statement- how I see the role of technology in schools
  • Relative Advantage Chart- the reality of what is currently done in schools and how things could change
  • Instructional Software- various ways software can be used to help students acquire information
  • Hypermedia Integration- videos on color changes in chemistry; students view videos and make some conclusions about science concepts like when the chemicals have a specific color, or what are some of the things that happen during chemical equilibrium?
  • Web Based Learning activity- learning about vaccinations by reading about its history, looking at data that is available online, evaluating the ethics of vaccinating children, and having students take a position on the issue by using at least one Web 2.0 app / software
  • Geography and history- how scientists figure out science and atoms. Students plot on a Google earth map the locations pieces of the atom were investigated or how other historical things were happening at the same time the person they researched was doing his work

Indicator:

Managing – Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy. (p. 175-193)

  • Technology Vision Statement- how I see the role of technology in schools
  • Relative Advantage Chart- the reality of what is currently done in schools and how things could change
  • Instructional Software- various ways software can be used to help students acquire information
  • Presentation software and embedding it: Python Strings – practicing making my own presentation that could serve as an example of how to make a useful slide presentation
  • Spreadsheets and databases- how to access and utilize online databases and Google sheets to create organized way of looking at information
  • Hypermedia Integration- videos on color changes in chemistry; students view videos and make some conclusions about science concepts like when the chemicals have a specific color, or what are some of the things that happen during chemical equilibrium?
  • Web Based Learning activity- learning about vaccinations by reading about its history, looking at data that is available online, evaluating the ethics of vaccinating children, and having students take a position on the issue by using at least one Web 2.0 app / software
  • Using Social Media- using Instagram , Iconosquare, Twitter, Kidblog and Google hangouts. Instagram shared images of science they found in nature. Iconosquare is someplace to organize Instagram feeds. Twitter is another way to share the image with peers. Kidblog is a place for students to congregate and share their ideas. It could have easily been Edmoto or wikispaces, but I already have a membership at Kidblog and like their format so I chose that location to put up discussion groups and places for students to post images and their ideas. Ideally I’d create a Moodle site to use as the LMS, but we don’t use our Moodle account at BSU to create mock classes for graduate students to use. (like I did when I took classes at Merritt Community College in Online Teaching) Google hangouts are a free place to do real time face to face meetings in small groups.
  • English-like assignments- having students write an ebook to explain how to balance an equation. Equations are provided and the difficulty of each equation is rated with experience points (XP).
  • Arts, Music, and PE- lessons on Materials science where students explain using a Buncee presentation how the material they chose to explain is made and used

Indicator:

Ethics – Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community. (p. 296)

  • Technology Vision Statement- how I see the role of technology in schools
  • Relative Advantage Chart- the reality of what is currently done in schools and how things could change
  • Instructional Software- various ways software can be used to help students acquire information
  • Hypermedia Integration- videos on color changes in chemistry; students view videos and make some conclusions about science concepts like when the chemicals have a specific color, or what are some of the things that happen during chemical equilibrium?
  • Web Based Learning activity- learning about vaccinations by reading about its history, looking at data that is available online, evaluating the ethics of vaccinating children, and having students take a position on the issue by using at least one Web 2.0 app / software
  • Arts, Music, and PE- lessons on Materials science where students explain using a Buncee presentation how the material they chose to explain is made and used
  • Geography and history- how scientists figure out science and atoms. Students plot on a Google earth map the locations pieces of the atom were investigated or how other historical things were happening at the same time the person they researched was doing his work.

AECT Standard 3 – Learning Environments

AECT Standard 3 (Learning Environments): Candidates facilitate learning (p. 41) by creating, using, evaluating, and managing effective learning environments. (p. 1)

Indicator:

Creating – Candidates create instructional design products based on learning principles and research-based best practices. (pp. 8, 243-245, 246)

  • Instructional Software- various ways software can be used to help students acquire information
  • Presentation software and embedding it: Python Strings – practicing making my own presentation that could serve as an example of how to make a useful slide presentation
  • Spreadsheets and databases- how to access and utilize online databases and Google sheets to create organized way of looking at information
  • Using Social Media- using Instagram , Iconosquare, Twitter, Kidblog and Google hangouts. Instagram shared images of science they found in nature. Iconosquare is someplace to organize Instagram feeds. Twitter is another way to share the image with peers. Kidblog is a place for students to congregate and share their ideas. It could have easily been Edmoto or wikispaces, but I already have a membership at Kidblog and like their format so I chose that location to put up discussion groups and places for students to post images and their ideas. Ideally I’d create a Moodle site to use as the LMS, but we don’t use our Moodle account at BSU to create mock classes for graduate students to use. (like I did when I took classes at Merritt Community College in Online Teaching) Google hangouts are a free place to do real time face to face meetings in small groups.
  • English-like assignments- having students write an ebook to explain how to balance an equation. Equations are provided and the difficulty of each equation is rated with experience points (XP).

Indicator:

Using – Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning (pp. 122, 169) based on principles, theories, and effective practices. (pp. 8-9, 168-169, 246)

  • Technology Vision Statement- how I see the role of technology in schools
  • Relative Advantage Chart- the reality of what is currently done in schools and how things could change
  • Instructional Software- various ways software can be used to help students acquire information
  • Presentation software and embedding it: Python Strings – practicing making my own presentation that could serve as an example of how to make a useful slide presentation
  • Spreadsheets and databases- how to access and utilize online databases and Google sheets to create organized way of looking at information
  • Using Social Media- using Instagram , Iconosquare, Twitter, Kidblog and Google hangouts. Instagram shared images of science they found in nature. Iconosquare is someplace to organize Instagram feeds. Twitter is another way to share the image with peers. Kidblog is a place for students to congregate and share their ideas. It could have easily been Edmoto or wikispaces, but I already have a membership at Kidblog and like their format so I chose that location to put up discussion groups and places for students to post images and their ideas. Ideally I’d create a Moodle site to use as the LMS, but we don’t use our Moodle account at BSU to create mock classes for graduate students to use. (like I did when I took classes at Merritt Community College in Online Teaching) Google hangouts are a free place to do real time face to face meetings in small groups.
  • English-like assignments- having students write an ebook to explain how to balance an equation. Equations are provided and the difficulty of each equation is rated with experience points (XP).
  • Arts, Music, and PE- lessons on Materials science where students explain using a Buncee presentation how the material they chose to explain is made and used
  • Geography and history- how scientists figure out science and atoms. Students plot on a Google earth map the locations pieces of the atom were investigated or how other historical things were happening at the same time the person they researched was doing his work.

Indicator:

Assessing/Evaluating – Candidates use multiple assessment strategies (p. 53) to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment. (pp. 5-6)

  • Technology Vision Statement- how I see the role of technology in schools
  • Instructional Software- various ways software can be used to help students acquire information
  • Spreadsheets and databases- how to access and utilize online databases and Google sheets to create organized way of looking at information
  • Using Social Media- using Instagram , Iconosquare, Twitter, Kidblog and Google hangouts. Instagram shared images of science they found in nature. Iconosquare is someplace to organize Instagram feeds. Twitter is another way to share the image with peers. Kidblog is a place for students to congregate and share their ideas. It could have easily been Edmoto or wikispaces, but I already have a membership at Kidblog and like their format so I chose that location to put up discussion groups and places for students to post images and their ideas. Ideally I’d create a Moodle site to use as the LMS, but we don’t use our Moodle account at BSU to create mock classes for graduate students to use. (like I did when I took classes at Merritt Community College in Online Teaching) Google hangouts are a free place to do real time face to face meetings in small groups.

Indicator:

Managing – Candidates establish mechanisms (p. 190) for maintaining the technology infrastructure (p. 234) to improve learning and performance. (p. 238)

  • Technology Vision Statement- how I see the role of technology in schools
  • Relative Advantage Chart- the reality of what is currently done in schools and how things could change
  • Using Social Media- using Instagram , Iconosquare, Twitter, Kidblog and Google hangouts. Instagram shared images of science they found in nature. Iconosquare is someplace to organize Instagram feeds. Twitter is another way to share the image with peers. Kidblog is a place for students to congregate and share their ideas. It could have easily been Edmoto or wikispaces, but I already have a membership at Kidblog and like their format so I chose that location to put up discussion groups and places for students to post images and their ideas. Ideally I’d create a Moodle site to use as the LMS, but we don’t use our Moodle account at BSU to create mock classes for graduate students to use. (like I did when I took classes at Merritt Community College in Online Teaching) Google hangouts are a free place to do real time face to face meetings in small groups.

Indicator:

Ethics – Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice (p. 246), and respect for copyright, Fair Use, and appropriate open access to resources. (p. 3)

  • Technology Vision Statement- how I see the role of technology in schools
  • Relative Advantage Chart- the reality of what is currently done in schools and how things could change
  • Instructional Software- various ways software can be used to help students acquire information
  • Acceptable use policy
  • English-like assignments- having students write an ebook to explain how to balance an equation. Equations are provided and the difficulty of each equation is rated with experience points (XP).
  • Arts, Music, and PE- lessons on Materials science where students explain using a Buncee presentation how the material they chose to explain is made and used
  • Geography and history- how scientists figure out science and atoms. Students plot on a Google earth map the locations pieces of the atom were investigated or how other historical things were happening at the same time the person they researched was doing his work

Indicator:

Diversity of Learners – Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. (p. 10)

  • Technology Vision Statement- how I see the role of technology in schools
  • Relative Advantage Chart- the reality of what is currently done in schools and how things could change
  • Instructional Software- various ways software can be used to help students acquire information
  • Using Social Media- using Instagram , Iconosquare, Twitter, Kidblog and Google hangouts. Instagram shared images of science they found in nature. Iconosquare is someplace to organize Instagram feeds. Twitter is another way to share the image with peers. Kidblog is a place for students to congregate and share their ideas. It could have easily been Edmoto or wikispaces, but I already have a membership at Kidblog and like their format so I chose that location to put up discussion groups and places for students to post images and their ideas. Ideally I’d create a Moodle site to use as the LMS, but we don’t use our Moodle account at BSU to create mock classes for graduate students to use. (like I did when I took classes at Merritt Community College in Online Teaching) Google hangouts are a free place to do real time face to face meetings in small groups.
  • English-like assignments- having students write an ebook to explain how to balance an equation. Equations are provided and the difficulty of each equation is rated with experience points (XP).
  • Arts, Music, and PE- lessons on Materials science where students explain using a Buncee presentation how the material they chose to explain is made and used

AECT Standard 4 – Professional Knowledge and Skills

AECT Standard 4 (Professional Knowledge and Skills): Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.

Indicator:

Reflection on Practice – Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.

  • Just about every entry in the Learning Log

Indicator:

Assessing/Evaluating – Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.

  • Presentation software and embedding it: Python Strings – practicing making my own presentation that could serve as an example of how to make a useful slide presentation
  • Using Social Media- using Instagram , Iconosquare, Twitter, Kidblog and Google hangouts. Instagram shared images of science they found in nature. Iconosquare is someplace to organize Instagram feeds. Twitter is another way to share the image with peers. Kidblog is a place for students to congregate and share their ideas. It could have easily been Edmoto or wikispaces, but I already have a membership at Kidblog and like their format so I chose that location to put up discussion groups and places for students to post images and their ideas. Ideally I’d create a Moodle site to use as the LMS, but we don’t use our Moodle account at BSU to create mock classes for graduate students to use. (like I did when I took classes at Merritt Community College in Online Teaching) Google hangouts are a free place to do real time face to face meetings in small groups.

Indicator:

Ethics – Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.

  • Using Social Media- using Instagram , Iconosquare, Twitter, Kidblog and Google hangouts. Instagram shared images of science they found in nature. Iconosquare is someplace to organize Instagram feeds. Twitter is another way to share the image with peers. Kidblog is a place for students to congregate and share their ideas. It could have easily been Edmoto or wikispaces, but I already have a membership at Kidblog and like their format so I chose that location to put up discussion groups and places for students to post images and their ideas. Ideally I’d create a Moodle site to use as the LMS, but we don’t use our M­oodle account at BSU to create mock classes for graduate students to use. (like I did when I took classes at Merritt Community College in Online Teaching) Google hangouts are a free place to do real time face to face meetings in small groups.

EDTECH 541: Obstacles and Solutions for Tech in the Classroom

One of the biggest challenges with integrating technology into any curriculum is making sure everybody has the equipment and software they need to actually use technology. Once that barrier is solved, a common problem in the sciences is the teachers don’t know their content matter well enough to understand some of the websites that are available. Of course, like most of my blogs I am speaking from personal experience.

I shared a classroom with a teacher who seemed to be proud of the fact she was teaching AP biology, even though she had never taken a genetics class in college. If you have been keeping track of my bashing her, you may recall this is not a veteran teacher. She also liked to point out how she was the youngest in our department. If anybody should know how to do the latest math with genetics, it should be she. She had no clue. Because she, as well as many AP bio teachers, do not understand allele frequencies and genotype frequencies, software that is available to help teachers with those concepts won’t be effectively used by said biology teachers. I have to admit that I did not understand Chi Square very well, even though I supposedly taught it. It was a statistical test we were supposed to do to see if our class was in Hardy-Weinberg equilibrium. This is part of the Alu analysis at the DNALC website so the computer does the statistical computation for us. Heck, the math is the easy part because all we have to do is put in our data, and it will calculate a Chi Square value for us. As the teacher, though, I should be able to explain Chi Square. (Thankfully after taking stats at BSU, I have a much better understanding of Chi Square and could explain it now.)

The other personal experience I have with packaged software being available online is with Gizmos. The labs at Gizmos are not free. I worked for a company that paid for access to the labs. Personally I would not subscribe to Gizmos because as exciting as they can be, some of their lab concepts are so obscure or picky that I really have no clue why we should spend any time doing that particular lab. I was working for a virtual school that did not have lab kits for students to use. All of our science labs were virtual. That virtual lab experience was horrible. So with Gizmos, there were two problems for me. Sometimes it took me hours to figure out what the heck they were asking students to do, so there was the limitation of my brain power.  The second problem was trying to figure out how to make connections between the Gizmo labs and the scripted curriculum.

The company for whom I was a “teacher”, started developing their own virtual labs, which had a lot of potential. Unfortunately they were using a platform that crashed easily so the year I was with them, it was really tough to count on the labs working. They also created labs where students can’t make mistakes, and see outcomes of their mistakes. It is bad enough that students can’t make a mess of objects to do a lab, but with many virtual labs, they can’t make a mess of the data or outcomes either.

As for technology challenges in classrooms that have tables and chairs, barriers for science classes are usually time. The kids I last taught were trained on how to get the Mac laptops on and off the cart, so we did not lose too much class time the days we used the Macs.  We could only use the Macs, though, for Internet research or word processing. We did not have enough computers to have lab stations in the classroom, however there was one PC that stayed in one spot so we could take digital images of our gels. The PC, though, was not connected to the school’s intranet, nor could it go online, because we were a Mac school and did not have the necessary firewalls for the PC. Of course, I said I’d buy the software, but for the physical location of the computer to be with the equipment we needed to use to take the images, it was not possible to run an Internet cable to the computer. There was no way they were going to let me put the PC on the intranet.

Since I bought the PC, nobody could complain that there were liquids near it. You stain your gels in containers that have liquid. Biotech labs are wet labs. That is another challenge for science teachers- having stations or handheld devices to use Probeware, or other computer based learning devices, set up so liquids don’t cause problems.

I am not planning to do the science/math lesson plan because I want to push myself to think in the context of the other disciplines. Looking at the options for the science section, though, I am reminded of a couple of the challenges with online science class sites. First, is figuring out which exercise can be used for my class in the time frame I have to dedicate to that topic. Second, is figuring out if asking students to do a particular lab at home makes sense. I’m all for having students videotape themselves doing the lab and getting credit for doing a lab that way. Digital evidence gets points in my book. Some of the “labs” I found online, however, are either really difficult, use dangerous equipment, or don’t make sense / are not worth the time. In contrast, some of the labs are awesome and I’d happily ask students to do them as homework.

How to fix these issues? Hire the right people to do the job. I’ve applied to work for companies that do virtual explanations or virtual labs, but nobody has hired me to be a teacher consultant or a designer. I know how we’ve been taught about ADDIE and how you need to get stakeholder input. I seriously think they have not gotten authentic teacher input for much of the virtual stuff that is out there for serious science teachers to use. I participated, voluntarily, for anything I could get involved with when I was in the classroom. I trial tested the Living by Chemistry curriculum so I know it works with kids. I’m not going to denigrate the students I taught, but I can tell you I did not teach in a monetary wealthy area. I got paid in 2013 to draft a virtual community college chemistry e-textbook, but I have a feeling my ideas were so anti-mainstream, that that is the reason they did not ask me to continue on the project. Traditional chemistry works in the classroom because it makes sense. It does not make sense online because kids don’t actually do any chemistry in a virtual class. Teaching them the names and uses of equipment is the easiest way to turn off a student taking a virtual chemistry course. I digress…

I’ve taken over thirty courses online from at least a half a dozen schools or companies in the past four years. I’ve seen some good teacher / instructor habits, but for the most part, people don’t know the software they are using. To fix the obstacles we have with science teachers not using technology for science, we need to make the technology available, have it be a part of their regular professional development, and make sure when they do the technology requirement for their teaching credential, that they actually do something with the already existing platforms, so when they do their lesson plans, they can incorporate the technology in a useful way. If we’re going to have teachers jump through hoops, we might as well make them as authentic as possible.

EDTECH 541: Integrating Technology for the Content

One huge advantage to using technology in content areas is the edutainment value. Our textbook has chapters at the end of it that have a plethora of ideas on how to integrate technology into the classroom to make the subject matter more engaging. My intent is to highlight some of the main points they bring up.

English and Language Arts

Stories: These can be stories the students write by themselves or as a team. Just like students will write stories on paper and pass the story to the next person, they can do the story online and make changes more easily.  The teacher can monitor student progress to make sure all students are involved and are following directions. Student literacies are amplified by using technology because there is now a three dimensional component to some stories. Whereas we used to use our imaginations to “see” a story, we can now “read” someone else’s interpretation, or produce a digital product based on what we envisioned happening in the story. Digital storytelling is even a “technique” that has arisen where students communicate, using audio and visual cues, autobiographies or biographies of others.

Blog or Vlog: Students can express themselves in writing, a blog, or with using video, a vlog. (p.268) They can also do collaborative projects in wiki areas or by making a website as a group. Real world opportunities to be responsible to colleagues, meeting deadlines, and making contributions to group projects, like a wiki or website, help students prepare for the intensely collaborative nature of the working world.

Standards include expanding student access and abilities: The NCTE/IRA Standards are written vaguely enough that digital media can easily be used to give students access to print and non-print texts in various genres. Students are also expected to employ a variety of ways to communicate their ideas, what they have synthesized from what they read, or to generate new information. (p.269)

Language acquisition for students still learning a written or spoken language: Interactive lessons that let the learner hear phonetic sounds and connect them to letter patterns, can be very powerful to reinforce language structure and function.  (p.272)

Annotations: When utilizing paper-based resources, either the students have to own the book so they can write in it, or they need post-it notes to write down ideas as they peruse the text. With some eBooks, the software not only lets you highlight text, but you can also write notes to yourself as you are reading. Since is digital, in some cases, you can even use the software to aggregate what you highlighted, and the notes you wrote so that reviewing the material is easier than if you were using paper methods.

Foreign Language and Second Language Instruction

I expect the opportunities for students in these subjects are very similar to those who are learning English, however technology will allow students to be more fully immersed in a culture. They can visit the country online, can read websites written in the language they are studying, and depending on the teacher, they may even be able to have pen-pals from a country that writes in the language they are learning. Ideally they would be able to physically visit the country that speaks the language they are learning, but for some students, being able to visit their museums or other cultural locations online will be all they can afford while they are students. That experience is still far better than merely looking at pictures in paper-based books.

For English Language Learners (ELL) where English is an additional language, websites that have words translated in multiple languages can help students see parallels between the language(s) they know and English, if there are connections that can be made. For some students, having a visual way to see the structure of a language, and to be able to manipulate words and see how their meaning change, is very powerful. There are also many ELL websites where they sound out the words for students, and give instant feedback on whether they chose the right word for a given syntax. (chapter 10)

Mathematics and Science Instruction

Technology definitely can assist with making mathematics come more to life than having students merely use pencil and paper to learn it. I actually have mixed feelings about technology in science because I am a science teacher and therefore have a built-in bias for having students manipulate non-virtual objects.

From concrete to abstract: For math, making any numerical process be more three dimensional is very useful for many students. In elementary school we manipulated blocks and Cuisenaire rods to get a concrete feeling for what numbers can represent. When I took EDTECH 531, we used blocks in Minecraft to be virtual Cuisenaire blocks. I still think that developmentally having students physically manipulate objects is important, but there may be equipment limitations so students would have to manipulate blocks virtually at home. (p.310).

Graphing calculators: In algebra, a graphing calculator is one of the most amazing tools, because you can change one part of an equation, and look to see how that affects the shape of a graph. I am so old that we did not use graphing calculators when I was in school. I have had to teach myself how to use one in the last year because I was tutoring a student taking algebra 2. I still don’t know how to use the graphing calculator well, but I can show her how the graph changes based on the sign, a coefficient, or something being added or subtracted.  It should now be commonplace for schools to have graphing calculators their students can use in class and at home. There are also graphing programs online, and of course there is Excel, for students to have a digital way to graph data sets. (Graphing calculators are discussed on page 313).

Apps and games for math: There are loads of apps that are made to let people play with math. I think one reason for this is because it is really easy to code for mathematical logic. Coding, in general, has its foundations in math, and at least at the arithmetic level, it is very straightforward. I think it was an EDTECH 597 class where we were supposed to learn how to use apps with students, or something like that. It turned out he had us create an app. One thing I learned in that class was that mathematical logic is practically built in to anything that can be coded, and physics parts are already a part of the process for some of the software you use to create apps. You don’t have to explain F=ma because they physics engine already knows how to do those types of “common sense” applications.  This is one reason I am including coding with STEM lessons- the coding process lets students see the consequences of numbers.

Probeware or calculator based laboratories (CBL): This applies for both math and science simulations. Vernier and Texas Instruments produce physical equipment and software that lets students manipulate things and get feedback on what they are exploring. Some of the probes measure simple physics things, or can replace common chemistry equipment like thermometers or pH meters / pH paper. What is beautiful, though, about probeware is that you can see changes happen on the screen as they are happening in the experiment. That may seem silly, but it is one thing to know heat is going into a solution, and another thing to see a graph of the temperature changing as water comes to a boil. The plateau is something we memorize, but to see that at 100 degrees Celsius is when water boils and even though heat is being added, the temperature is not changing, is very powerful. Likewise, I’ve seen math teachers use the probe that gives instant feedback with sonar waves. Students physically move their bodies to change the beeping of the device. They learn how to control their speed of motion to get the consistent feedback they desire. CBL are very useful to engage students in actively being a part of the math (or science) they are learning.

Science labs:  I agree with NSTA and ACS’s stance on having students manipulate objects whenever possible. (p.319). I do not have a personal stance on dissections, though.  If the student is going to be a surgeon, then it makes sense to have them literally cut up the flesh of animals, fish, reptiles, amphibians, or invertebrates.  I know I found it useful to have pig body parts I could handle and look at in three dimensions when I cut up the fetal pig in college. Could I have learned the same information from a computer program had one existed 25 years ago? I may have been able to do just as well on a test because what you study for a test are not lab techniques or skills. You don’t get evaluated on how well you don’t massacre your specimen. You get graded on being able to identify the location of specific body parts in a diagram.

In contrast to dissections, pretty much all other labs do involve students learning skills and techniques. As simplistic as it may seem, it is important for students to know they should use a glass rod instead of a thermometer to stir a solution. Yes, that is easily assessed in a multiple choice quiz, but when they break the thermometer and are asked to pay for it, they quickly learn they should have used the $0.25 glass rod to stir their stuff. I worked as a virtual teacher at a school that used the Gizmos for science labs. I have mixed feelings about the labs because some are so complicated that it was really difficult to explain to students how to do them. The company wrote directions, but they might as well have been written in  language the students had never seen because they are so hard to understand. Some of the “labs” also have kids explore really obscure concepts. It was like we are having students do mental gymnastics so they can have the frustration of not having a lab work for them. In contrast, some virtual lab companies do not let students make mistakes. It is literally impossible for students to select a wrong answer and see the consequences of that decision. I tried to get a job with a company so I could fix that part of their system, but I was not hired. I’m just going to have to create my own labs, which I wish I knew how to do! I’m still trying to figure out which software or programming language I need to learn so that I can create mistakes for students. That is how we learn science- by making mistakes.

One last science comment, I understand why there are virtual biotechnology labs, and with the way equipment keeps improving or becomes more automated, maybe it does not matter if a student knows how to use a micropipettor. Even so, there is no way a virtual lab can teach a student the nuances of how to use a micropipettor and shoot off the tip so they don’t contaminate their samples. Some things just can’t be done with a joystick or mouse, and then have the person be prepared for a real life lab situation.

Social Sciences

The NCSS standards include ten themes, all of which involve students looking beyond their home, and into the lives of others. Because the ideas go beyond what can be easily acquired at home, multimedia is used to show students what other cultures are like, how they change over time, what power structures are in place globally and locally, how there is disparity with production, distribution, and consumption of goods, how technology and science have influenced decisions and opportunities, how peoples throughout the world are connected, and what an individual’s civic responsibilities can be. (p.335).

Technology examples:

Simulated Problem-Solving Environments– think games. Over thirty years ago, there was a simple lemonade stand game that played on the first Apple computers. Here students learned about how to strategize to make the most money at a lemonade stand given weather conditions on various days. I am old enough that I was one of those little kids who started gaming with lemonade, moved on to Intellivision, and then stopped because my mom did not see a reason to own a computer. Had I grown up with a computer, I’d probably be making the games instead of writing about them. I’m not dead yet, so there are still some ways I can figure out how to use games to teach content. EDTECH 531 introduced me to Minecraft, Second Life, and World of Warcraft. I saw how each of them can be used to teach students survival skills, cultural situations, or spatial comprehension of items. We had two really awesome scenarios, both situated problem-solving events, in Minecraft. In one, we were shipwrecked and had to work together to build a town, and survive. In the other, we simulated the Oklahoma land rush. In that case, we were not initially comrades and were on our own to survive the night.

Our book mentions other, more mainstream, sources for simulated problem-solving issues. Oregon Trail is a game I’ve heard much about, but I don’t remember if I ever played it. The others are new to me: Muzzy Lane’s Making History, GeoThentic, iEARN Collaboration Center, The International Communication and Negotiation Simulations (ICONS), and Who Killed William Robinson.  (p.338).

Information Visualization- bringing data to life by giving it texture, character, or a two or three dimensional representation. The software used to do this can be as simple as making a graph, or more involved by making a timeline to document when and where events happened.

Virtual Field Trips– think free travel. Even though we don’t have to make travel arrangements, effective virtual field trips are still very thought out and well planned. There are people who spend time (and money) to build a cultural environment in Second Life so that other people can get a somewhat authentic experience by visiting their space. Naturally, museums have online resources so people can visit parts of the museum without having to be there in person.

Adventure Learning– think virtual exploration. There are companies mentioned in our book, Earthducation Adventure Learning Series, The JASON Project, and GoNorth!, where students virtually travel with a companion who is somewhere doing the things they are learning about. This external person is exploring a location with a webcam or photographic digital camera so the students can see what is happening. (p. 340).

Digital Storytelling– archiving biographies or making autobiographies to preserve history. I want to make digital stories of family members because they have seen and done things I will never experience. For example, my father-in-law was born on a farm in Kansas, worked his way up to management level with McCormick, and now as a retired person travels to various second and third world countries to help them with their agriculture. He told me some of his history once and now that I know about digital storytelling, I want to capture him telling his story. Even though I did not provide grandchildren, my sister-in-law did. I want my niece and nephew to be able to know about their grandfather when they are older.

I worked at a school that had a Holocaust survivor give a presentation to the students. At the time I was doing National Boards, so I naturally thought to videotape the presentation. Fortunately they did record it, and I think they got permission to show it to students in the future. There are so few WWII survivors left because it ended seventy years ago. There is only so long people can live. Preserving history using a digital medium is something students can do today, so that history is remembered in a more authentic way.

Geospatial Analysis- think where am I?  Geospatial analysis involves using Geographic Information Systems (GIS). Along with Google Earth and ArcGIS, students can look at geography and visualize the places they are learning about in class. The GPS in our car is a type of geospatial analysis system. We can use the one in our phone to do Geocaching, a game where people visit a location, hide something, and then leave the coordinates for others to use to find the spot. (p.344).

 Music and Art

For music, technology can be used to create sounds and to record them. Both are skills that can lead to careers. Our book also points out the importance of listening to music to learn about what it means. Music technology includes software like GarageBand to record music, Practica Musica for music theory, and MuseScore for music notation.  (p. 358).

The visual arts use technology to produce works of art, as well as visiting artwork online or with software. Students take virtual fieldtrips to art museums. They can also create ePortfolios to show their work. Personally, by taking EDTECH classes at Boise State, I’ve become familiar with iPad apps that can be used for creating digital images. I’m taking an Adobe class on Photoshop where they have us turning photographs into unique images each week. I even do some of the work using apps on my iPhone.

Students can utilize low cost apps to complete projects in photography or digital media. Teachers can create tutorial videos to help show technique, or to explain a concept. There are also many multimedia resources to help students realize their potential, or to learn more about other artists and their work. (p. 365).

 

References:

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching [6th edition].

EDTECH 541: Hypermedia

This entry is a video blog. Hopefully it will be embeded!

EDTECH 541: Spreadsheets and Databases

Spreadsheets and databases are a natural component to science courses. If they are not already a part of your science class, then you are doing something wrong. There are various labs students do that allows them to collect data. Data is easily organized in a spreadsheet. I gave a few examples in my Weebly discussion of 4 examples, http://getzedtech.weebly.com/spreadsheets-and-databases.html. Any time a student collects data over a period of time, a spreadsheet is useful.

I am fortunate to teach in a field that naturally lends itself to having databases. One of the most powerful ones is the NCBI database that allows access to genetic sequences of anything that has DNA, or in some cases, RNA. Lawrence Berkeley Labs maintains list of databases for its scientists to easily locate. I should not be surprised, but there is even a wiki that lists databases, and if accessing them is free or not. Even the US government has a website committed to science. They even have a section of the website dedicated to science education resources.

In case it is not obvious, real scientists use databases in their research and work environment continuously. Part of doing research is to find “new” information. When we get something new, it is unique until we can find something to connect it to. That is where the databases come in to play. We use our data and search databases to see if someone else figured out something similar to what we did. Genetic sequences are easily compared in the NCBI database (like I mentioned before).

One of my favorite databases is of photographic images. I love how all the images can be used for free from government websites, unless it is somehow a proprietary website. I even made a webpage of government image databases in EDTECH 502. I don’t know if my links still work, but the ones on the right side navigation bar at the DOE website seem to work. It looks like the government put their images up at Flickr so you will have to link from the DOE landing page to the Flickr spot.

In researching this topic, I am delighted to see that there are so many resources available for free online. Students need to learn how to use spreadsheets to organize their data, and similarly, how to use databases to verify if what they figured out fits in with the rest of what other people are doing.  Collectively scientists and researchers allow us to have the information we have about how our world works. Life did not come with an instruction manual. For example, everything in the chemistry textbook had to be figured out by humans at some point in time.

References:

Basic Local Alignment Search Tool. (n.d.). Retrieved February 19, 2015, from http://blast.ncbi.nlm.nih.gov/Blast.cgi

Energy.gov. (2013, November 01). Retrieved February 19, 2015, from http://energy.gov/management/office-management/employee-services/photography

Explore Selected Science Websites by Topic. (n.d.). Retrieved February 19, 2015, from http://www.science.gov/

Getz, M. B. (2012). Why read this page? Retrieved February 19, 2015, from http://edtech2.boisestate.edu/melissagetz/502/concept.htm

List of academic databases and search engines. (2015, February 12). Retrieved February 19, 2015, from http://en.wikipedia.org/wiki/List_of_academic_databases_and_search_engines

Science Databases and Other Electronic Resources listed by Subject. (n.d.). Retrieved February 19, 2015, from https://commons.lbl.gov/display/rst/Science+Databases+and+Other+Electronic+Resources+listed+by+Subject

Science.gov topic Science Education for user category All categories. (n.d.). Retrieved February 19, 2015, from http://www.science.gov/browse/w_133.htm

EDTECH 541: Relative Advantage of Using Presentations

I am a fan of using presentation tools because it is something students can stare at instead of me. I did not use them often because students would whimper when they saw PowerPoint was on the way. I can understand their point of view because I had a student teacher who thought he was the most amazing teacher due to his prowess with PowerPoint. I had the advantage of sitting in the classroom with the students so I could see their glazed eyes and confused faces. Using PowerPoint just so you can say you’ve integrated technology into your daily lesson plans is not the right reason to use PowerPoint. It is akin to taking kids to the computer lab so you don’t have to write a real lesson plan for that day. They’ll be doing technology by using the Internet to do research.

I read Alice Keeler’s blog post on embedding PowerPoint presentations into your website, and agree with her about making the class’s content available to students outside of class. I did not start making websites until 2005 so the only time I had a website for students and parents to access was in my last teaching position. There are lots of problems with the links at the website because I did not properly move it to GoDaddy, but one day the links will hopefully work so you can see how I set things up for the kids. It is at http://www.biotechbiotch.com.  Essentially I had a calendar and linked to a copy of whatever I handed out or whatever website we used that day. If you are a teacher who can wrap up the entire lesson in a PowerPoint presentation so that kids and parents can review it at home, go for it. Anything we can do to provide useful structure for students will help them be able to focus on the content. After all, that is the main reason the teacher is there. We are a conduit that helps shovel factoids or thinking processes into our kids’ brains.

If you’re going to use PowerPoint for its structure, that is great. Just don’t make it too wordy or too boring. I may do the extra credit activity for this week because I had students do presentations in the past and I want to improve upon that lesson. I want to do it virtually and as a part of my course in 3dGameLab. This would be a good time to set it up for the kids. With that presentation, I require them to use the scientific writing at the Protein Data Bank to present one of the Molecule of the Month structures. They get to pick the topic and have to focus on using images from the website. I did this in 2009-2010 and it was a very eye opening experience for me. I’ve always tried to integrate one oral presentation into every semester because I know students need the practice. These presentations showed me how bad it had become for the set of kids I had. Laziness had crept up to a new dimension. I had a sample presentation for them, I did a sample for them, and put in as much structure as I knew about at the time. We were a Google school and students uploaded their presentations to the school’s site. Because of this, there is a firewall preventing me from sharing their horrific work with you. You’ll just have to take my word for it.

Bottom line…if PowerPoint is being used for positive structure, then it is totally necessary. If it is just being used so you can say you or the kids are doing technology, save yourself the time and frustration. Find something else for the kids to do that will engage them more than your lecture. Even if you have amazing slides created by the textbook publisher, make sure what you choose to include is absolutely necessary.

If you are interested in seeing the presentation I did this week, check out: http://getzedtech.weebly.com/presentation-on-python-strings.html

References:

Keeler, A. (2014, June 15). Embed a PowerPoint on your Website. Retrieved February 15, 2015, from http://www.alicekeeler.com/teachertech/2014/06/15/embed-a-powerpoint-on-your-website/

EDTECH 541: Instructional Software and Technology Tools

Relative Advantage of Instructional Software

When I can find software to use in class, everybody benefits. Obviously it means I don’t have to lecture that day, other than to explain how to use the software. Chances are the students will be more interested, especially if the software is fun to use. Unfortunately some of what I have had students use is less than ideal. For example, I had students do a webquest to learn about doing protein gels. I could have lectured, but it seemed better for them to see the animations. For this particular webquest, I gave them questions and links to various websites where they can find the answers. I learned that if I were to do this again, I may have to put the link to the website adjacent to the question it answers. As much as students like using computers, they don’t necessarily like to use them for research, or to find an answer that can’t be easily found in a Google search or a wiki.

To teach students how to analyze data by using software that gives them the opportunity to read graphs or the results of an experiment, is not as good as having them do it hands-on in the classroom, but it is better than them not getting any experience with the information. Unfortunately many of the virtual labs I have used with students are either so difficult that it takes me hours to figure them out, like Gizmos, or they are just point, click, and drag exercises that they actually end out being a waste of time. Until my abilities with creating software or using software to create lab scenarios gets better, I am afraid that if I use software with the kids, it is going to be written by somebody else.

Interested in what our textbook has to say, I started skimming through it. Sadly on page 77, they say, “Today, after more than 30 years of development and experimentation, there is less talk of computers replacing teachers…” which is actually an optimistic perspective. What is sad about it, is that from my experiences in the last 4 years, it is not true. Computers and scripted curriculum are replacing teachers. There are companies who are making lots of money by replacing the teachers that used to be in the classroom by replacing them with virtual teachers. These virtual teachers will often have a load of 200 students per day from whatever states they have a credential to teach in. While I realize this post is supposed to be about how educational software and technology tools help the classroom teacher, I feel the need to point out the disparity that exists between a classroom teacher and a virtual teacher. Software IS replacing the classroom teacher. I know this because I taught kids in Delaware who did not have a classroom teacher. The software and I replaced whoever should have been the classroom teacher when the school was restructured. For my Pennsylvania kids, I was their teacher, even though I never met them in person, and live 2000 miles away. I did not actually ever teach them anything. I tried to tutor them if they would stay focused enough during a tutoring session to let me explain things to them, but even then, I had some kids who were not used to the idea of being responsible for their learning. This is not at all what I meant this blog post to turn out as so I will curtail my digression on how bad virtual schools are at this point, but I do want to point out that in my presentation of tutorials, drill and practice, and other categories of instructional software, this is not the same software being used in virtual schools. The software links I am presenting for this post are stuff that I either used when I was in the classroom, or would use should I ever get back in a classroom. (The later seeming further and further away from possibility, but you never know. So far using a wheelchair rocks using a walker, and if I upgrade to a power wheelchair, who knows what my limits will be?)

Robolyer and Doerling point out on page 78 that “instructional software packages are developed for the sole purpose of supporting instruction and/or learning.” It is important they differentiate between technology that is merely a tool, technology that is replacing the teacher, and technology that supports the teacher. Granted, they are not acquiescing that software is replacing teachers, but trust me, it is. They go on to elaborate which types of software can allow for directed and / or constructivist approaches. Naturally, as the students are given more control of the software environment, the more constructivist it can be. For example, having students build a website gives them more freedom than merely doing a webquest where they go hunting for answers to questions. (I have had students do both.) I see a parallel between paper and equipment lessons and computer software ones. The tutorials and drill and kill are like the worksheets or notes I used to print out on paper for the kids to use.  Simulations are like cookbook labs. Problem solving scenarios are like inquiry based labs. At the moment, I don’t have a parallel for instructional games, unless doing a Jeopardy review or having kids make board games qualifies as an instructional game.

In chapter 3, Robolyer and Doerling give advice on how to select good examples of software in each category. In addition they elaborate the pros and cons of each type. Many teachers scoff at having any rote memorization types of drill and kill, whether it is a worksheet or a computer program. It is comforting to see that I am not the only one who finds value in having students practice specific types of problems repeatedly. I am currently tutoring an algebra 2 student, and while preparing for her winter final, it became pretty chaotic with so many different problems to figure out. One thing I started to notice, however, is that what was becoming more important than getting the right answer, was learning how to evaluate the situation to determine which technique best solves each problem.  We may never recognize we are factoring a binomial in the real world, but learning how to be calm while sorting through our resources and evaluating them is a skill both my student and I will benefit from knowing.

Tutorials are my favorite type of programs to create because I love learning how to use Articulate Storyline. I took the BSU class on Flash, and it was pretty much a nightmare. I used Articulate’s free 30 day download for two classes, and became hooked. Fortunately I have significant support from my husband and family, so I was able to purchase Storyline.  Flash will integrate with Storyline so I may do some flying numbers in Flash to bring in to a Storyline project, but otherwise I think I am stuck on doing the “explanation screen” way of trying to help students with various science topics. I have not created many tutorials, but you are welcome to see what I have done at www.getzguides.com. For my students who were enrolled in virtual classes because they were at a treatment center, my guides were a way they could get additional support for the classes if a live tutor was not available.  Robolyer and Doerling point this out on page 88, tutorials are useful for instruction when no teachers are available. You may be surprised by how many students are taking classes that don’t have a readily available teacher. It is for these students I write my tutorials.

I am a huge fan of physics simulations. Even making apps with Corona or other simple programs lets you use physics. Even though I did not figure out how to make an app by coding in lua for one of my BSU classes, I did come to appreciate how physics can easily be integrated into simple software programs. As much as I am addicted to Minecraft, it is odd how they only have physics apply to two types of blocks. Then again, because they suspend the laws of physics, students can easily make three dimensional representations of objects when building in creative mode.  Redstone mimics electronics and minecarts can travel based on gravity, so Minecraft is not completely void of physics. The redstone and use of minecarts on trails can give kids an opportunity to participate in something a teacher created, therefore making it a simulation or game, or they can create their own situations which would fall into the problem solving category.

I am torn when it comes to digital dissection because I know I truly learned more about animals by dissecting them, than if I had just gone through a point and click way of learning body parts. I wonder, though, how necessary it is to kill so many animals just for tenth grade dissections.  Our book quotes from studies that showed digital vs physical manipulation does not seem to matter in terms of what information students retain (Roblyer & Doerling, 2013, p.91). For many teachers, the benefits of no set-up or clean-up, less costly equipment once the software is acquired, unless its license has to be renewed annually, and less supervision needed during the class period, outweigh the negative perception that what the students are doing is not actually real. The American Chemical Society (ACS), and the National Science Teachers Association (NSTA) have come out against virtual labs. Even the College Board will not accept credits in classes where students did a virtual equivalent of a lab. (Robyler & Doerling, 2013, p. 93).  This means students will be doing PCR and running agarose gels for their AP biology lab, instead of imagining the bands migrating through the gel.

The last two categories, Instructional Game Software and Problem-Solving Software, are more difficult for me to see in the science context. The book recognizes Geometer’s Sketchpad, which is a very good program. It helps make geometry more spatially available. They also mention Spore as a game for studying evolution. I can’t comment on Spore because I’ve never played it. I do have to say, though, that I did an internship for a nanotech company in Emeryville, and the folks who created Spore were either on our floor or above us. It was interesting to ride in the elevator with them. But I digress, once again…

You may notice in my presentation , instructional games and problem solving software have very few entries. Hopefully I will be able to add more links after I post my blog. Fortunately the book treats the last two categories like it did the first three by giving example scenarios, and pro/con lists. One possible con that struck me was the idea of having to choose software that can handle limited physical dexterity (Robyler & Doerling, 2013, p. 95). I don’t think many students like having me in class because I can find faults easily in student work, and I will mention it. It is not to be mean; I’m actually trying to be helpful. People who don’t have disabilities really have no clue what it is like to have some. Just ask me about how ludicrous some of the ADA adaptations are where I live, and I’d be glad to tell you how we need people with the disability to create the adaptive physical changes, or in the case of my classes, adaptive software. We used Minecraft as a game, and as a way to do problem solving when I took EDTECH 531. In 531, we created an example of how to use one of three software packages as an educational tool, and there were some lessons I could not physically do because of the way they were designed. I did not have the manual dexterity to click and drag fast enough. If you know how to contact me, and you want me to evaluate any website or program you create for its difficulty with my limitations, just ask. I happily volunteer my eyes, hands, and defective brain as a testing environment.

In 531, I was incredibly impressed with how Minecraft (MC) can be used to simulate many social studies situations. I thought of a few ways it could be used with science, and I plan to make quests in 3dGameLab that have students use Minecraft to look at some science concepts. I feel like Minecraft is predictable enough that you can act like a scientist, and evaluate the game in survival mode as if one is going through the scientific method. I wish I qualified for minecraftedu so I could create scenarios that have students go mining for organic and inorganic resources. I can do that with regular MC, but it will be much more difficult to control student access to specific areas, and to protect blocks. The possible lessons in Second Life are also amazing, but from what little I’ve experienced, they are not on the level of games or problem solving. I can see World of Warcraft being used for problem solving because that is what you have to do continuously- the first problem being how to play the doggone game. I felt that way with Minecraft, too. I think any of these software programs that are easily intimidating at first are actually really good tools for students to learn resilience, endurance, and perseverance.  I was a MC misfit when I first started playing it. I later became addicted to it. The book makes a distinction between doing problem solving software activities merely for the sake of learning how to problem solve. (Robyler & Doerling, 2013, p. 97). I can totally see using software for that purpose, at least until someone figures out how to create something that can be open ended enough for students to be able to make mistakes and therefore be able to learn from them

One thing that should be in any of the interactive software games is a chance for failure. When click and drag scenarios are too predictable, students won’t be challenged and will complete the activity because they are required to, and not necessarily because they are enjoying what they want to learn. We need to be careful, though, to not build in failures that students will take too strongly or  too personally. I still don’t know where I am going to fit into education in my next stages. I’m hoping it will involve creating quest based courses in 3dGameLab that other teachers will want to use. If I can figure out how to turn a quest or a course into how to problem solve something in science, other than an easily predictable physics or genetics lab, I will be ecstatic.

References

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching [6th edition].

EDTECH 541: Acceptable Use Policies

Acceptable Use Policies are used to communicate expectations for student behaviors when they are on a school computer or device. Like most “rules” that are written for students, they involve acceptable and unacceptable behaviors. Whereas in the classroom, we have safety rules that are obvious like “don’t throw things”, where computers are used, the safety rules may not be as obvious. How do you know what is dangerous with communicating on the computer when the point of the communication is not for the student to ultimately meet the other person.

Safety rules may seem like common sense, but they still need to be stated because as teachers, we only want to see the good in people. We work with kids who are full of potential and is our joy to see them learn how to do something. Likewise, they like to impress their peers or adults in their lives by showing what they can do. It is in our protective nature to want to shield the students from ones who could do harm to them, but a firewall can only do so much. Just like they need to learn as children to not run out in the street before looking, they need to be taught how to be aware of potentially dangerous situations.

My professor found some really good links for us to use to research Acceptable Use Policies. I encourage you to check these out if my interpretation of them sparks your curiosity to learn more.

Edudemic: http://www.edudemic.com/school-social-media-policy/

Times must be changing because I swear that four years ago when I started to submerge myself in this online learning world, having to come up with rules on how to behave in social media was not even close to something I thought I’d have to contemplate. Yes, I had a colleague who used Facebook with his students (2009), but since our IT person had told us not to do that, I just figured he was a renegade teacher who could not be held back. Now I know not only how to use Facebook as a teacher, but I know how to use it safely.

The idea of a school having a social media policy should be commonplace now. I do not know if the school where I taught has one now, but I expect they have added onto their computer use contracts something about safety, netiquette, and other behavioral expectations. In 2009 it was acceptable to just tell teachers to avoid certain websites and therefore not connect school liability with online dangers. Now, in 2015, the school can still choose to not have a designated way for teachers, students, and parents to communicate in an academic way, but we should still be responsible and let students know what is possible. This particular website “crowdsourced” acceptable use policies. They essentially created a wiki and invited anybody to add their two cents worth of ideas.

I love what they created. It covers every conceivable situation. Above I mention how do we know what can happen to our kids in a social media situation? Well, fortunately for me, I don’t have to imagine all the horrible things that can happen because someone else has done it for me. Edudemic took the ideas and created acceptable use policies any school can borrow, adapt, or use for their purposes. If I am asked to create an AUP, I know I will be coming to this website to make sure I included everything that should be there.

Education World: http://www.educationworld.com/a_curr/curr093.shtml

Education World took the National Educational Association’s acceptable use policy and summarized its components. This has two interesting perspectives. First, Education World is a website that currates education websites and hopes to make money from its advertising. They certainly figured out how to use the pop-up window to their advantage. The second thing that catches my attention is that they chose to use the NEA policy. NEA is one of the two major unions that cover teachers. It is only logical that they would have people who could create a document to meet legal obligations.  If I do create my own AUP, I may very well go to NEA or the American Federation of Teachers websites to see what they recommend for the policies.

I wanted to impress you by finding the NEA document, but I am not sure it exists. I have found two places that purportedly quote an NEA AUP document, yet neither one links back to it. Education World does not list it as a citation at the end of its article. This Classroom 2.0 blogger practically quotes the same thing, but does not give a link to where she found her information. The closest I found to an NEA document that gives suggestions on the use of media or technology is their resolutions document from 2013.

Apparently the American Federation of Teachers is now the United Federation of Teachers. I was not able to find a policy statement at their website concerning an acceptable use policy.

BYOD,K12 Blueprint:  http://www.k12blueprint.com/byod

Remember the good old days when you’d see a paper note being passed across the room? I actually used to help students pass their notes because it was less disruptive than having them toss it across the room. Then came the time when you’d hear the cell phone ring, and you’d call out asking for it because you were required to confiscate it. That turned into “make sure your ringer is off” as students entered the classroom during first period just so they would not disturb class during class time; you no longer had to confiscate them. Now we are asking students to bring their own devices to class. We’re having them tweet us during a question and answer session. They are texting us the answer to their question of the day. We may even be taking attendance by having students sign into a document we put online. Times, they are a changing…

I’m familiar with BYOD being bring your own drink. Now we have BYOD or BYOT. BYOD is now bring your own device. The “T” in BYOT is for technology. Naturally if we are expecting kids to bring their own equipment to school, we have to have rules that govern how they  use it. Some schools do not require students to bring their own devices. Instead they are able to check out equipment to students so an income disparity does not get in the way of student success. Plus it evens the use field because one device may be able to do stoichiometry for you, while another can’t even bring up the periodic table. Ye gads!

The k12 Blueprint is an amazing site if you want to bring use of digital devices to your school. Intel sponsors the site, which makes sense because their chips are probably in most of the devices that will be brought to campus. The website is thorough, including sections for:

Just about anything you want to know about how to set up a BYOD program at your school can be found at the k12Blueprint website.

If you are just looking for a policy document on BYOD, check out the TeachThought website.

Actual Examples:

Some schools are considerate enough to put their AUP documents online. Here are a few you can look at.

 

References:

9 Steps For Schools To Create Their Own BYOD Policy. (2013, October 29). Retrieved from http://www.teachthought.com/technology/9-steps-for-schools-to-create-their-own-byod-policy/

BYOD. (n.d.). Retrieved January 31, 2015, from http://www.k12blueprint.com/byod

Dunn, J. (2012, May 3). It’s Time To Crowdsource Your School’s Social Media Policy. Retrieved January 30, 2015, from http://www.edudemic.com/social-media-policy-crowdsource/

Getting Started on the Internet: Acceptable Use Policies. (n.d.). Retrieved January 30, 2015, from http://www.educationworld.com/a_curr/curr093.shtml

Lepi, K. (2012, June 11). Crowdsourced School Social Media Policy Now Available. Retrieved January 30, 2015, from http://www.edudemic.com/school-social-media-policy/

Linking to learning. (n.d.). Retrieved January 30, 2015, from http://www.uft.org/news/ny-teacher/link-to-learning

NEA Resolutions. (n.d.). Retrieved January 30, 2015, from http://www.nea.org/assets/docs/nea-resolutions-2013-14.pdf

Owen, C. (2015, January 22). Acceptable Use Policies. Retrieved January 30, 2015, from http://www.classroom20.com/profiles/blog/show?id=649749%3ABlogPost%3A1049227&commentId=649749%3AComment%3A1049569&xg_source=activity

EDTECH 541: Vision Statement

Tech vision statement

I think I may have had to write one of these when I first started in the EDTECH program, and am glad I get to write one now because I have had the experiences of earning the MET since I last wrote one of these. Even though I am to avoid a personal perspective, it will be very difficult to make this unbiased. I downloaded our text to my Kindle and since I can annotate the text, I have been. Much of what I have been reading in chapter 1 are anecdotes I can relate to because I have experienced what they describe.

The most significant theme in the literature is how technology for the sake of using technology is not how it is meant to be used in schools. Robyler and Doering (2013) discuss the role teachers can play with technology and are quite optimistic that teachers want to use the technology and are interested in finding ways to integrate it into their curriculum. They go on to say, “We need more teachers who understand the role technology plays in society and in education, who are prepared to take advantage of its power, and who recognize its limitations.” (p.10). The chapter continues with suggestions on what is currently possible and how these possibilities connect to current educators.

Teachers now need to understand more than just the hardware- which components to use and how to use them correctly; they also need to be aware of the power in much of the software available for classroom use(p. 11) Robyler and Doering (2013) also recognize the responsibilities teachers now have if they choose to use interactive media that involves a social component(p. 13). There are concerns about software tracking student input along with peer to peer interactions which can lead to cyberbullying (p. 16).

The parts addressing virtual or distance education are optimistic because they recognize there are states that now require students to take a virtual course before graduating from high school(Robyler & Doering, 2013, p. 17). While they bring up the digital divide and how it appears that there are still students who do not have access to equipment or the Internet, they did not emphasize how at least within the last few years, there are companies that will provide the students with a laptop and Internet access. I worked for one such company and they actually had a logical plan to keep the students engaged with the curriculum. They had to demonstrate progress before the computers would be “unlocked” for use beyond the program’s lessons.

Standards for technology use are continuously being examined. They are not revised so frequently that there is a continuous learning curve, but there is the reality that technology can change, so the legal structure or educational suggestions for guidance will need to be revised. I think the “hour of code” may have started at around the same time the sixth edition was published so they were not able to include statistics for the impact that is happening worldwide. According to the website, http://hourofcode.com/us, fifteen million people participated in 2014’s hour of code. There were over seventy seven thousand hour of code events last year. Even though I do not have direct access to students, the hour of code has inspired me to write lessons that will ideally engage students in learning how to code or how to adapt current games like Minecraft and make them more personal. I have no idea if I will ever get to see my lessons used with students, but I know that students won’t be able to try them out if I don’t write them. My teaching credentials for science have not opened the doors I was hoping they would, so I will just have to rely on current trends and projections to give me the inspiration I need to create without already having an audience.

Robyler and Doering (2013) bring up having teachers make portfolios as a part of their credentialing programs. (p. 21). California passed the Teacher Performance Assessment (TPA) in 2008. http://www.pacttpa.org/_files/Main/CalTPAPromo-Teacher.pdf. Leading up to this law, several California public and private colleges and universities developed the PACT- Performance Assessment for California Teachers (PACT). The PACT is like a mini-National Board portfolio process. I know this because I was a student teacher supervisor in 2005 at UC Berkeley, and we were testing out the PACT with our students. Because I was not a National Board Certified Teacher at the time, it was strange being the one to guide pre-service teachers in this process. When I had an opportunity to be back in a classroom in 2007, I immediately started working on a National Board Portfolio. It took me the three years to pass, something I am not necessarily proud of sharing, but those three years made a huge impact on me as a teacher. All three years I spent on working on entries, trying to figure out the instructions, and preparing the videos and paperwork were incredible. This blog entry is about a vision statement, and I would love to elaborate on the section Robyler and Doering (2013) use to discuss the roles portfolios play in teacher development and showcasing student work, but I want to respect that those ideas may be beyond what I am expected to do for this assignment. This segment is in here, however, because Robyler and Doering do recognize the power of portfolios, and how now that there are more free electronic resources available, both teachers and students can create them easily.

It is good to see that HyperStudio from back in the mid-1990’s is not completely gone. It has become involved with portfolio software (Robyler & Doering, 2013, p. 23). Robyler and Doering (2013) mention Adobe software having an impact on students building websites, however they did not seem to recognize the strength of Google apps like Google pages or sites, or mini-learning management systems that let students display their work to their classmates like Edomoto or KidBlog. (https://www.edmodo.com/, http://kidblog.org/home/).

Whether or not we like it, technology is going to be a part of the classroom environment. If I could physically be in a classroom, it would be a blended situation. I subscribe to the thought that the school day does not exist merely during the hours students have seat time in a room with tables and chairs. In my latest in-classroom teaching experience, I learned that my philosophy has not fully reached current teachers and students. I left the classroom in 2010 after spending three years at a charter school. While at this school, I learned that students expected their academic obligations to stop at the end of the day (we did not have any bells so I can’t say at the ring of the last bell), and the majority of teachers thought their obligations ended at around 4 pm. Summers were for them to do as they wished, most of the time involving travelling to places outside of the US. It was a new experience for me because I have always seen my time with students as not being enough time; it is the best ten months of the year and always too short. I see technology as a way to get the academic learning to continue after students leave their chairs in the classroom.

In 2009 I tried to get students to engage with VoiceThread and Moodle to have asynchronous discussions outside of class time. I was one of their first teachers to ask them to first do work outside the classroom, and outside class time that was not merely paperwork homework. I was also asking them to use technology that the school did not actually know how to support yet. In 2008 I had students make websites in Google sites/pages to express the use of genetically modified organisms throughout agricultural parts of various countries. I was doing this at the same time they were still making paper posters to defend their senior social justice projects. The following year, I noticed website construction becoming a part of the social justice presentations. Unfortunately once I left the school, my connection with them was completely severed, so I do not know if the person I shared a classroom with has figured out how to teach without relying on prepared PowerPoint slides to guide her instruction, or has asked students to do their year-end biology project in media other than making a colorful self-standing poster. I shared a classroom with her for three years and heard lots of stereotypical comments about why she could not do something, which was very frustrating because she also liked to point out how she was the youngest teacher in our department, and therefore she had the most recent relevant teacher preparation. Although I wanted to point out to her repeatedly that in my third year of teaching I started a biotechnology program for my school, which also allowed the course to be taught in my district, I kept myself quiet, which unfortunately may have led to my body malfunctioning.

I started getting dizzy / having vertigo in 2009. It did not stop so I left the classroom. I sought out the MET degree with Boise State, and am continuing to take classes here because I like what I am learning. I am disappointed that the individual experiences I had with my classes have not led to more than a part-time temporary 1099 position with a company, but my reality is so different than what should be happening in a classroom. The manual wheelchair was delivered this morning and we’re interviewing another company tomorrow for home care services. I certainly do not mean to disrespect this assignment by bringing up my personal situation, but this is my supposed Vision Statement for technology use. Because I cannot physically go into a classroom and force teachers to learn how to hybridize their classrooms, or force them to take time outside the “bell structure” to learn how to integrate technology into their courses I can’t physically get current teachers to go that one more tiny step beyond mere constructivism. My ideas embrace the ideal scenarios, and contain hope that the educational system will change to allow all students to have the opportunities they need in order to become creators, makers, and leaders of how they will use their knowledge. For my vision to happen, I will create what I can to make avenues for students’ learning to be possible. It will still be up to the classroom teachers and students’ parents to decide if they want to be aware of what I can offer, and use the products I will be creating.
References

Get Secure Account. (2014). Retrieved January 23, 2015, from https://www.edmodo.com/

The Hour of Code is here. (2014). Retrieved January 23, 2015, from http://hourofcode.com/us

Kidblog. (2015). Retrieved January 22, 2015, from http://kidblog.org/home/

Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching [6th edition].

What is PACT? (n.d.). Retrieved January 23, 2015, from http://www.pacttpa.org/_main/hub.php?pageName=Home

EDTECH 531: MC build something epic

The Epic Build is finally done. Here’s a video of it:

Epic Build

What is written here is somewhat of a diary of the process.

I am building a store called Purse-n-Boots as my epic build in MC. It may not be as amazing as others’ will be, but I want to take an approach that is not conventional. I’m still convinced that not enough girls are playing MC because it is a boy thing. The skills in MC really don’t require a gender.

As I build the quest, I’m taking snapshots. I want to start loading them so it won’t be a menace later once I’m really ready to post.

Screenshot 2014-10-09 20.47.15 Screenshot 2014-10-09 20.47.21 Screenshot 2014-10-09 20.49.44 Screenshot 2014-10-09 20.51.43 Screenshot 2014-10-09 20.54.20 Screenshot 2014-10-09 21.09.03 Screenshot 2014-10-09 21.16.03 Screenshot 2014-10-09 21.19.42 Screenshot 2014-10-10 18.54.54 Screenshot 2014-10-10 19.00.53 Screenshot 2014-10-10 19.26.15 Screenshot 2014-10-10 19.28.06 Screenshot 2014-10-10 19.49.46 Screenshot 2014-10-10 20.21.12

Screenshot 2014-10-10 21.25.14

Starting to put in the spruce wood floors. (Captions tend to take images out of sequence. Sorry)

Screenshot 2014-10-11 19.56.13

No roof (or full walls) yet. So when it rains, it rains.

image of epic build Screenshot 2014-10-10 20.48.03 Screenshot 2014-10-10 20.47.24 Screenshot 2014-10-10 20.58.11 Screenshot 2014-10-10 20.58.21 Screenshot 2014-10-10 20.58.32 Screenshot 2014-10-10 21.25.09 Screenshot 2014-10-10 21.28.05 Screenshot 2014-10-10 21.40.58 Screenshot 2014-10-10 21.43.37 Screenshot 2014-10-10 23.55.58 Screenshot 2014-10-10 23.56.54 Screenshot 2014-10-10 23.56.38 Screenshot 2014-10-10 23.56.16 Screenshot 2014-10-10 23.57.23 Screenshot 2014-10-10 23.57.31 Screenshot 2014-10-11 00.05.23 Screenshot 2014-10-11 01.06.42 Screenshot 2014-10-11 01.10.11 Screenshot 2014-10-11 01.10.17 Screenshot 2014-10-11 01.10.24 Screenshot 2014-10-11 01.10.38 Screenshot 2014-10-11 19.57.48 Screenshot 2014-10-11 19.58.33 Screenshot 2014-10-11 20.53.12

Screenshot 2014-10-11 23.25.44

Yellow blocks of wool (I forgot there is a sponge) were thrown down to absorb the waterfall I created.

Screenshot 2014-10-11 23.25.12

Yellow blocks of wool (I forgot there is a sponge) were thrown down to absorb the waterfall I created.

Screenshot 2014-10-11 23.21.38

Guess what? Ice melts! When it melts, a spontaneous water flow happens. Note: don’t make shoes out of ice.

Screenshot 2014-10-11 23.07.58

I put in a partial 2nd story. I’m thinking it is going to be a cafe. Why put a cafe in a shoe store, I don’t know, but I had the space and was not convinced I really needed to make more shoes.

Screenshot 2014-10-10 20.48.03 Screenshot 2014-10-11 23.17.15 Screenshot 2014-10-11 23.17.09 Screenshot 2014-10-11 23.15.45 Screenshot 2014-10-11 23.07.49 Screenshot 2014-10-11 23.07.36 Screenshot 2014-10-11 23.07.12 Screenshot 2014-10-11 23.07.06 Screenshot 2014-10-11 23.06.56 Screenshot 2014-10-11 23.06.42 Screenshot 2014-10-11 20.54.25 Screenshot 2014-10-11 20.54.29 Screenshot 2014-10-11 23.06.36 Screenshot 2014-10-11 20.53.51 Screenshot 2014-10-11 20.53.28 Screenshot 2014-10-11 20.53.12

I am not sure where my words will land because this is a WordPress site that I haven’t figured out how to fully control, or how to put in a carriage return after the last image. So my description and narrations may go in random places.

I did a videotape of quickly putting in wooden floors. ht

tp://www.screencast.com/t/5kD6jwvwI

I don’t know how to get text to align with the images, so please bear with me while I add commentary and more pics.

After cleaning up the water spill, I worked on the walls. Here are some shots of putting up walls and putting blocks that glow in the letters of the name of the store.

I created a video to show a fast way to put in floors. Essentially it involves chopping up the line of blocks you want to replace, and then hit the S (backwards) button and your drop button quickly one right after the other and the row will fill easily. It works best if you have blocks on either side of you while you do this so that you don’t go off course.

Putting in Floors Screenshot 2014-11-02 01.24.12 Screenshot 2014-11-02 01.32.17 Screenshot 2014-11-02 01.46.26

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Look who joined me as I was building!

Look who joined me as I was building!

2014-11-02_1-54-30

Building the roof

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