Category Archives: 3.2 Diffusion of Innovations

“Diffusion of innovations is the process of communicating through planned strategies for
the purpose of gaining adoption” (Seels & Richey, 1994, p. 46). With an ultimate goal of
bringing about change, the process includes stages such as awareness, interest, trial, and
adoption.
Examples include:
3.2 Diffusion of Innovations
3.2.1 Identify strategies for the diffusion, adoption, and dissemination of innovations in
learning communities.
3.2.2* Publicize the value of school media programs within the school, community, and
local school district.
[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 Final Reflection

EDTECH541 final blog entry

  • Part One: Reflect on the entire course. Include –
    • What you have learned?
    • How you have grown professionally?
    • How your own teaching practice or thoughts about teaching have been impacted by what you have learned or accomplished in this course?
    • How theory guided development of the projects and assignments you created?

Answers to these questions are mixed in the paragraphs about each assignment.

I actually learned quite a bit in our class. Weebly was a new website tool for me. I like some of what it offers and managed to get it to work for me, but I don’t think I’ll be using it for future projects. Oddly enough, what was bothering me the most was how the panel slides out. I kept triggering it, and fortunately I am not dealing with charms any more, or I think I would have just freaked out at one point. What is it with people who want to put motion into things that really don’t need motion?

Just about every week gave me an opportunity to think about things a little bit differently than I have thought about them before. I may be at an advantage because I already have the MET, and all the experience that brings with it. I am also aware that I am not a typical student because I don’t actually have a real job like most students do. I have the utmost respect for my peers because they are taking on so many responsibilities while being a student. There is no way I could have taken even one class when I was working full time. I enjoyed lessons that gave me opportunities to blab about myself, and things I did in the past. It was nice going down memory lane, and being reminded about times when I was actually productive, and contributing to students’ education.

I don’t know if I have ever thought about technology having a “relative advantage”. I liked thinking through the chart I made, because it gave me an opportunity to write down my advocacy for including technology in classroom lessons. I wonder if having the insights I mentioned in the chart would open up an opportunity for me to work for a school or district to help them implement realistic technology components into everyday types of classes. I don’t know if any jobs exist like that, or if they did, would they be frightful because of the hardware that may be antiquated or breaking? I’m hoping, in May, to look into volunteering at a local middle or high school to see if I can at least get in the door somewhere, and if nothing else, contribute by tutoring kids at some time, in some way. I would not mind volunteering to be a tech person at this point. I’d be happy to just put my education to use.

The networks assignment was fun, and it got me to think more about the layers in which software and hardware are organized. I like it when I can make connections between things that I may not have thought about before. As you may know, Minecraft is making more of a move into the classroom with the formation of Minecraftedu. The network assignment helped me get a better idea of how the Minecraft servers work. I have not joined any that are freely online, but I have joined Minecraft Google groups, and am following many Minecraft tweeters on Twitter. Wouldn’t it be amazing if I could volunteer or work at schools, so they can set up their Minecraft servers and student accounts, and be able to explain to the students and faculty why what they are doing is safe, and is limited to the school site’s servers (or the district’s servers)?

The Instructional Software assignment pushed me to find more websites that do science lessons, and try out a few of them. I liked the categories you wanted us to fill, it gave me another way to think about the purpose of a website. It also showed me where there may be room for science apps to be developed. Now all I have to do is learn how to program well enough to make the websites or activities.

Spreadsheets and databases were fun because I already did those with students. I enjoyed sharing my lessons with others, and hope they will be inspired to try them, if they apply to their classes. Only the lesson on the NCBI database is one that I have not done with students exactly the way I wrote it.

Hypermedia integration was a great way to organize a topic I have wanted to teach. One reason I love teaching chemistry is because of the colorful products we often create.

The Web Based Learning Activity came along at the perfect time to have students look at the purpose of vaccinations. I live in California so the vaccination issue has been in the news fairly often. Living in the Bay Area, I can’t help but be informed about the folks who live about twenty miles away from me in Marin County who see vaccines be the epitome of poisoning our children. They are now in the courts, who may be leaning toward saying that if those children want a public education, they can have it at home. CA is fairly liberal with home schooling anyway, so it does not surprise me that may be the place un-vaccinated children will be educated. If you look at the list of places you can go to do creative work online, it may look like I got a little obsessive with finding places. I think these links also landed in my resource page. If they did not, then I was very foolish. While doing the research for website links, I was not as surprised as you may expect when I saw that the website was no longer working. Web 2.0 “apps” are so much fun, but there is an idea in the culture that they be free. Anybody who needs to make money from a website can’t actually have it be free all the time. I hope that if I do figure out how to run a website that offers something unique, I will be able to let people use it for free, while still finding a way to pay the bills for server space and security certificates.

Using Social Media was like a short visit back to EDTECH 543, but this time I investigated software/ apps I did not pursue in that class. I am finally a member of Instagram, and anticipate being more involved with it as I organize my photos. I am very impressed with what people put on Instagram and will be compelled to share quality images with them, too. It is like an anonymous way to share something that may make someone smile. Finding a way to have a coherent and collected way for students to progress through an assignment using online tools reinforces my hope of one day having a classroom of students from multiple states taking the same high school course. (This is one reason I applied for multiple teaching credentials in various states. I did not realize at the time, though, that students are still segregated by state when they take company-run classes online.)

I am thrilled to have found a way to bring reading and writing literacy into the chemistry classroom, other than having the students read The Periodic Kingdom and write something about it. Doing a lesson that involved students writing or making books is something I have wanted to investigate for a while, but it has amplified for me ever since I learned about Minecraft books. I really want to have students write a Minecraft book because I think it would be something they’d have fun doing. Using this project as a way for me to test out book-making software to see if it is something I could do easily served two purposes for me: 1. Could I write not just a book to be read by students that teaches them chemistry, but could I also integrate it into interactive lessons I can make in Articulate? 2. Can I now figure out how to organize a Minecraft book myself to be able to show students step by step how to make their own?

Doing a lesson on sports, music, and the arts in chemistry was an amazing excuse for writing lessons on materials science. Many, many years ago, I did a summer class at the University of Wisconsin in Madison, which taught materials science. It was one of the last years the Institute for Chemical Education did a summer class, and losing that resource from teaching really stinks. (I think ICE is defunct- I did the class something like 15 years ago.) Because of the way standards had been written, I found it hard to integrate some of the fun parts of materials science into the chemistry class, which is really a shame since so much of what we enjoy in our daily lives depends on materials created by scientists and engineers. I have not scoured the NGSS standards to see if materials science fits in better, but I have a feeling I could now create lessons that let me use materials science as an excuse to teach something that is standards-based.

The geography and history of the atom, at times was like doing the geography and history of science because early chemistry was based on alchemy, and alchemy was the beginning of science, too. Teaching the history of the atom has always been boring. When I was a science student, I could just not relate to learning over and over again about all these white men who did these amazing things. Sure I learned about Marie Curie, and after reading her biography in 11th grade world history she became one of my heroes. I still think about how bittersweet what she chose to do with her life led to so many people’s benefit, and yet it killed her. That’s probably not the mindset to have when it turns out later in life you have something like MS that physically prevents you from doing your craft. If my only choice to teach about the history of chemistry in the years where the parts of the nucleus and electrons were being figured out is a time when white males were involved, the least I can do is have students look at it as more than just a list of random facts that don’t seem to have many connections to each other, other than being put in the same chapter in a chemistry textbook and are now things we take for granted. Of course atoms are made of protons, neutrons, and electrons. Who doesn’t know that? It was not that long ago, though, that we did not know what is now obvious and accepted as fact. There was a true mystery of figuring out how things existed, and in many ways, this mystery still exists. If I can get a student turn on to chemistry by using the curiosity of scientists, then maybe this is one person I can help on the journey to becoming a scientist. If I can get them to see it as something that is not necessarily about WHO did the work and what HE looked like, but it is about the IDEAS that were being tested, maybe someone who would not have originally planned to be a scientist will become one.

My accessibility unit was not as good as it should have been. I think I was starting to be a little worn out with doing projects and mistakenly thought I would have this issue down since I apply to so many of the classifications. I also have a grudge because so many of these assistive devices were not accessible to me when I needed them most. The disabled department at Boise State blew me off. I’m not someone who came through the k12 system and in to college with an IEP. I had no advocate to help me figure out what would help me. I had to figure things out on my own, so going back and reading about accessible equipment that I have not figured out how to get is really frustrating for me. I also dislike seeing kids be categorized and therefore treated as the “other” kids, when in reality all of us have limitations of some sort. Even people who run marathons get tired at the end. My marathon at the moment seems to be from this chair to the bathroom, and I’m barely able to walk the distance, let along run it, but it is my marathon. I suppose my point is that finding assistive equipment or devices should not be something someone has to do because the barriers should either not be there, or the equipment should be so ubiquitous that it is not an afterthought. Accessibility should not be an afterthought. We should not have to justify closed captioning as being something useful to everybody because it should just be there to begin with. I admit I am really at fault with doing closed captioning, and have been faulted because I will read my slides in a video, but isn’t reading the slides the same thing as closed captioning, but in reverse. With words on the slide, and then having audio added, isn’t that the same thing as having audio with words added? I think I also let my bias about how disabled people have their locations chosen for them, enter into my lack of excitement for this project. I can’t help but feel like this was put at the end of the course because it is required for teachers to learn about disabilities in our students. Just like we have to have the one location in the classroom set aside for the disabled child to sit, or the few seats in the auditorium that can handle the accessible equipment, putting in a unit on disabilities is stuck at the end because it is something that has to be done. By the way, I still have not figured out what a “daisy” is, how it works, or how I can get one. I would have loved to be able to listen to our textbook being read to me. Heck, I could not even read the book on multiple devices because the publisher put so many restrictions on it. I could only read it on my kindle. I tried several times just to bring it up so I could read it on my computer, but the restriction would not allow it. Am I now seen as being lazy because I did not want to call the publisher to see if there was an accessible version of the book? Should I have paid another $100 + just to have the paper version to use at times my Kindle was being a flake. (By the way, resetting it to the company default does wonders with cleaning up a clogged Kindle.)

If you are looking for the connection to standards, please click here.

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.

Worked Example Screencast

This was fun because I needed to create a mini-lesson for a student I’ve been working with in my day job. I decided to create a short lesson on the equations used for solving pH and pOH problems so she could get through that part of the unit. Now that I am learning in the EDTECH program how to spice things up, I added a little flair, but was very careful to not have audio conflict too much with written words. After the first slide I made a separate button for the  viewer to click if they want to hear an explanation. I felt like I was creating the narration that accompanies museum walking tours. I leave it up to the listener to decide if they want to listen or not. For students who are in an area where sound would be a problem, there is enough on the slide for them to be able to think about what they are being shown. The Articulate Storyline player also has a mute button so if they are not allowed to listen to the first slide, they can at least watch what goes on in the slide. Only the first slide has automatic narration. I also have much of the problem solving demonstrations enter in steps so that the student is aware there are steps to solving the problems. Answers do not just magically appear.

I put the video up at my website because I want people to be able to interact with it. I don’t know what is happening with our stuff on the EDTECH servers, especially when we graduate, so I might as well put this up at Embrace Challenge now. http://www.embracechallenge.net/513/FinalProject/story.swf That was the link to the shockwave file. It is also available in HTML5 because Articulate is just that cool. WordPress, however is not, so I put in the long url to the swf and there is another shorter link that will hopefully take you to the presentation. My student was so cute- I had her use this the day after I made it and she said I could make money doing this. Little does she know what really amazing tutorials are already out there. I’ll be happy if somehow these can be accessible to my students.

pH and pOH equations

Enjoy!

Instructionl Design Project

This link goes to a copy of the Instructional Design Project submitted for the EDTECH 503 class, summer 2011.

MGetz_FinalIDP_Summer2011 (pdf portfolio)

Final project in Word (in Google Drive)

I was trying to come up with a way to help Advanced Candidates for the NBCT process see what their writing contained or was missing. I still want to somehow help Advanced Candidates, but got so involved with other things that I have unfortunately let this idea slip onto that list of things I really want to do.

Enjoy!