Category Archives: 4.1 Project Management

4.1 Project Management
Project management involves planning, monitoring, and controlling instructional design and development projects.
Examples include:
4.1.1 Apply project management techniques in various learning and training contexts.
4.1.2* Use knowledge of school, district, state, regional, and national organizations to
support efficient and effective operations in contemporary school media programs.
[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.

EDTECH 505: Far West Laboratories Proposal

Dr. Thompson had us “practice” writing a request for proposal (RFP) document. In this document we had to plan how to execute helping Far West Laboratory with their need to educate their school clients.

The pdf document at Google Docs

EDTECH 523: First Discussion Post

Questions:

  1. Imagine that you are about to lead a discussion in a subject that you teach. Based on the required and any optional readings, what aspect(s) of leading or preparing to lead a discussion stand out to you as the most important, and why?

The most important parts of leading a discussion are

  1. Establishing a safe environment.
  2. Having students be aware of the grading rubric
  3. Having students be aware of an “I agree” versus a more substantial post. They should also understand how the grading works for both.
  4. Having students understand when to start a new thread vs continuing ideas in an already existing thread.
  5. Having it in an environment where it is easy for me to keep track of who posted, when they posted, what they said, and who they were responding to.
  6. Having it in an environment where students can easily keep track of what they posted and where it was posted- our set-up of Moodle 2 does not seem to allow that to happen anymore. I have not played with my Moodle set-up enough yet to see if Moodle2 can do it at all.
  7. Having students’ email addresses so I can reply to them privately and off of the discussion board.
  8. Encouraging students to share their ideas.

(Choose and respond to one of the following)

2a. What obstacles have hindered the use and effectiveness of online discussions in a class you have taught or taken?

I would love to respond to both of these, but for now I will just address the first one because most of the discussion areas in the BSU classes have been less effective for me than they were in the community college classes I took online. Actually I was really spoiled in Alex’s classes because they were so well organized and were really easy for me to follow ideas, figure out where I had posted so I could see if anybody replied to my posts, and they were very safe environments. I was as clueless as my peers in those classes.

A few environments that were ineffective were ones where:

  1. Students do not start their own thread with their initial post.
  2. The deadline for the initial post is not set at a reasonable time frame.
  3. The deadlines for follow-up posts are not set for a reasonable amount of time after the initial posts are required.
  4. Netiquette is taken to an extreme. (I tend to be too frank in my posts at times.)
  5. I have used VoiceThread with students and found grading their discussion to be a nightmare. I did this before I even had a clue Moodle existed and at the time was the only safe way I could figure out how to enroll students onto a discussion board. I used space at a “free” phpBB board and often tried to get students to be able to do discussions there, but there was always some logistical hang-up that got in the way. I don’t know php and don’t remember why I was not able to get students to engage with that setting, but the phpBB’s failed and VoiceThread was more energy consuming than effective.
  6. In one online class, our discussion board was a list-serve. Yeah, doing discussions via email was less than organized or productive.

A couple environments that were effective or slightly effective were:

  1. WebCT with new science teachers. Here we discussed various ways of teaching different science concepts with our students. It was with the eMSS program, of which I was a part from 2003-2007. I was a facilitator in the chemistry area for two years.
  2. Blackboard with my student teachers. I used to teach science student teachers. They were required to do a reflection each week. The first year I taught with the program, I followed what I was told to do. Students emailed their reflections to one of the two instructors who by themselves gave feedback to the student who sent in the reflection. I wanted to make the reflection part of the course more interactive because I am not the source of all knowledge. Our students were very talented people who also had good ideas or may have been able to commiserate. I was able to talk my co-instructor into letting students turn their weekly entries in to a discussion board in the Blackboard course I set up for our class on the weeks they were to be turned in to me. She did not want to bother with Blackboard or to share the authority on teaching with the students who were obviously too inept to share constructive ideas with their peers. What little I was able to do with my student teaching graduate students was as good as I could hope it would be given the opposition I faced from my superior co-instructor. This happened fall 2005.
  3. I did get to use Moodle with my students once and that worked great for me, but since it was their first time, our product was not as good as I imagined it could be. I did not know how to use Moodle at that time so I was learning how to use it as they were. I had facilitated discussions with WebCT many years before so I knew the concept of a threaded discussion, but Moodle was a new environment. My students wanted to use Facebook but our IT person told us at the beginning of the year that we were prohibited from using fb with kids. That, of course, did not stop the cool teachers from using fb with their kids so my popularity got another ding by not using fb.
  4. I took a SQL class online where we had to turn in our homework assignments to the discussion forums. Our instructor set it up so that you could not see what other people posted until you posted your solution. This was effective because you could not cheat by looking up the answers before posting your own solution. Plus after you posted your ideas and then you saw how others solved the problem, then you could learn from your mistakes. She did have a discussion forum set up for each week’s major assignment where we could post questions to solicit help from the instructor or our peers. I almost failed the course, but not because of how the discussion forums were organized.

2b. Based on your experience with online discussions as a teacher and/or a student, what techniques do you consider most effective for soliciting interaction and critical thought? Are there experiences you have found particularly fulfilling or frustrating?

This is the question I did not answer

EDTECH 523 Module 6 Reflection

Module 6 is where we teamed up with a partner to plan a live presentation for our peers using the Adobe Connect software. This is the reflection I wrote after Bret and I did our presentation, which was a fantastic experience.

Module 6 reflection

The readings and how they are reflected in our presentation:

Chapter 5 of the book was my favorite chapter. Even though Bret and I scoured through chapter 6 figuring out what type of interaction was possible and feasible, chapter 5 contained stuff that had tangible meaning for me at this time. In our presentation I played the role of behind the scenes host. I tried to calm people’s worries if they were expressed in the chat area during the presentation. I made it to one of the breakout rooms to help them get started with their conversation and let them know that they were doing great by writing on the notes screen. I also let them know they could use audio and video cams in the breakout room without bothering others. Before we pulled people out of the rooms, we sent the 20 sec warning that you were going to have your reality change. For the anticipated review of what went on in the groups, I pulled up the notes screens so they could be seen by everybody and therefore not be left out of any discussion. We also planned for a parting gift, which apparently did not download for some people. I have no clue why that didn’t work because we put the documents in there correctly. I also hope that some people get to take the survey so they can see what a Google form can do and if they use the links at the end of the form, they can view the data as it comes in. I was glad to see some welcomed the idea of having a “parting gift.”

I did not get to enact all that was suggested in chapter 5, in part because I was not a solo presenter. Also, since we were doing a round-robin of classroom jumping, there really was not a way to be prepared enough to welcome people as they entered. I understand that it was difficult to get people in as guests and Bret and I learned that barrier early on. I think this is why he came in our room as a guest and had me turn him into a host. Somehow everybody was turned into a host so it did not matter that Bret did not enter as a presenter/host. In some ways, the software is too friendly by putting a cookie in our machine and not making us re-register for each room. That is why I used my Mac when I was a participant and my PC as the presenter. I anticipated quick room changes and knew I’d mess it up if I tried to enter the other rooms while using my PC because the PC is cookied. It is not reasonable to expect people to have 2 computers to do this lesson so we could not expect everybody who had already presented to be out of the presenter registration. I think that is why so many people showed up as hosts when they entered the room- their machines were cookied and it is tough to remove that status.  I guess since I spend so much time trouble shooting things because I often find them difficult to maneuver through quickly, that it proved to be an asset for me to know the Mac would work fine in the guest position.

Bret and I also used the Mac as a guest computer when we prepared for our session. Since we could not talk very clearly when we were not in the same room, it was hard for one of us to be presenter and the other to be guest when we practiced. I signed in to our room as a guest from my Mac laptop so I could see what the guests would see during the presentation. That is what taught me how the breakout rooms work. I could tell that putting ‘Mel on the Mac’ in a breakout room did not stop “her” from being a part of what was happening in the main room until the “start breakouts” button was pushed. Part of my nervousness in the beginning of our presentation was being afraid everybody would let their curiosity get the better of them and they’d move themselves out of the breakout rooms before we started them. The plan was originally to keep people as guests because we did not want them to play with stuff that was already set up to go. Fortunately we are working with adults so my fears were unnecessary. Everybody behaved themselves as perfect students and none of our tricks got messed up before they were delivered.

The backchannel- Bret and I did not necessarily see eye to eye on the backchannel, but this was not my place to be the total control freak so I went along with our main chat area being a backchannel. I don’t know if Bret has ever participated in a backchannel chat during a real presentation. I’ve actually only done it once, and that was when it was being taught to me at an ASCD presentation last year.  I wanted there to be a backchannel and a real chat area, but it would have been too chaotic in the short amount of time we had. We named it the backchannel anyway so people could see that if they had enough room on their screen area, they could have 2 chat windows during their presentations- one for real concerns and the other one to be social.   I am biased toward letting people use presentations as a way to make friends because sometimes not everything that is said needs to be heard.

That was another place I was not able to communicate well enough to get it into Bret that he did not need to do a lengthy introduction to what an LMS is. In our last practice he did narrow it down to maybe 2-3 min of talking, but today he went for more than 3 I would guess. I know my patience started to wane and I came close to just sending out the polls while he was talking. If you think today’s presentation was long-winded, you should have seen it during our first practices. I respect Bret because he wanted people to learn something during our presentation and he really is an expert on today’s talk. That is one reason we did this topic; it is relevant to what we may do as teachers and Bret had to do something similar for people in his district. Plus it had so many components that let us expand it in ways that let us play with Adobe Connect.

Bret did a fantastic job of outlining our expectations and establishing the norms for our session. You may have noticed that he built it in to the beginning of the PPT slides. He designed the presentation slides and let me go crazy with Adobe Connect bells and whistles. We somewhat followed the suggestions given starting on page 84 where there is one main person up front and someone else behind the scenes. I did not do all of the logistics alone; Bret helped with setting up the 4 types of polls and how to space everything so it would be ready to be used when we needed it to be there. I took care of naming things in a way that would make sense to us and others, putting the exit survey in a website link pod, uploading files for the file share, and creating the exit survey in Google Forms. Since I bought the eLearning suite when I was taking 521 I wanted to play as much as I could with the software. For some reason I could not get Bret’s slides to upload correctly so he did a screen share for our presentation instead of it being a file he used from the EDTECH servers.  It would actually be really cool if the eLearning suite was required instead of the other CS5 suite because then we could possibly have lessons on how to use Adobe Captivate. I’ve only played with it once, but that is something that would be an asset to know how to use for online teaching. Dreamweaver , Flash, and Photoshop are also a part of the eLearning Suite so if you get to make suggestions to the department, you would not be too out of line if you suggested having the department use the eLearning suite in the future.

Other people’s presentations:

Even though I tried to follow advice and looked at other people’s eval tools when I revised mine for tonight, I found what I thought was important was somewhat tangential to what happened. Since the presentations went so fast and I did not want to take time to watch the recordings, I had lots of gaps in my evaluation forms. Regardless of what it seems I did not learn, I found these things to be new to me and very useful:

  • Students writing on whiteboards. I knew it could be done, but had not experienced it myself in Adobe Connect yet. Actually I don’t know if I knew there could be interactive whiteboards in Adobe Connect. Had I known, we may have set up a whiteboard for each breakout room instead of using notes windows to record student interactions.
  • Students could format their notes screens. When we pulled up the Notes screen for group 1, they had done some formatting. That was so cool. I don’t know if anybody else noticed it, but it was neat to learn that students could take ownership of some of their output if Notes pods were used for collaboration.
  • I am still not sure what Adam did so we could move things on the whiteboard. I may have to email him to see if he can tell me. Adam did the music lesson, didn’t he?
  • I liked Barry’s equations on the board. I had not thought of being able to pre-arrange whiteboards for each student until I thought about how to use what he did in his lesson. I do not expect you have had a chance to read my feedback to him yet so I will also mention it here. If I knew who my students were that were going to show up, I could create a whiteboard for each student. They come to class and put up a problem on their whiteboard while they wait for others to arrive. Another way of doing it could be to “seed” the whiteboards with problems and assign the whiteboards to students as they arrive. They would put up their work so they could explain it to the rest of the class during the session.
  • This sort-of ties in with what Janette and Earl did with the chat windows. Even though we followed directions and only wrote on the chat screen we were assigned to, I wonder if they could have been set up to be pre-assigned to students and restricted from others being able to write on them.   I had not thought of using chat windows as a way to run small discussions. Watching that process was very useful.
  • I liked how Chioma used the chat window for formative assessment- she kept us alert because she was asking questions that required feedback. Even though I was a little disoriented because her Adobe Connect window would not open on the Mac at first, I found her technique to be effective. It was quick and she could use online learner cues (p.82) to gauge participant interest.
  • Travis and Kirkland were very creative by having a game be the final assessment. I also found it interesting how they assumed everybody should know how to do a screen-shot. Is that the level of our online students? Do they know all of these techniques?  If I did not have Snag-It I would be at a loss for how to do screen shots and actually use them.

The only problem I had with the presentations, other than them going at a pace that was a bit too fast for me to be comfortable with the changing scenery, was that there were not enough of them. I thought we were excluded from the rest of the spreadsheet because we were not welcome in other sessions so I did not try to be a part of them. Now that I see how talented my peers are, I wish I had been. I learned something from everybody today. It did not matter if their presentation had been memorized, polished, perfect or not, everybody offered something unique that let me walk away with more than I had arrived with in my bag of tricks. Thank you for this opportunity.

Reflect on assessment of learning outcomes in online environments. Consider the following questions in your reflection:

  1. What are appropriate assessment strategies in synchronous and asynchronous delivery methods?

I think formative assessment is more readily done in synchronous sessions because the feedback is instantaneous. It could be done asynchrously, but the instructor won’t know what the students are thinking until the student remembered to turn in his/her assessment.

In both cases, written assessment where students analyze something can be effectively done.

  1. Does this look different than assessment in traditional classrooms? How and why?

I think it looks somewhat different online than in a traditional classroom because students who are afraid to volunteer an answer in the classroom will often speak up online. Even today, everybody participated in Chioma’s questions. She did not call on single students like what normally happens in the traditional classroom.  This is one reason I want to be an online teacher and enjoy being an online student. I hate answering questions in verbal face to face discussions, but as you have seen, I am quite prolific online. I know I am not unique so I wanted to used online discussions to compliment the ones we did face to face. Once again, I assert that hybrid instruction is optimal because the learning environments are diverse and can cater to the diversity of our learners.

Melissa’s Digital Story

Although not every image matches my words as well as I would like it to, nor are all of the images impeccable, however, this did not turn out all that bad. I put it up at YouTube in a private setting so I think you need the URL: http://youtu.be/_53VpDysmPo to see it. This was quite an interesting assignment because it took several different drafts and many hours to decide what to say. My first “drafts” were about 20 minutes long which is not what I wanted to create. I spent many hours scanning paper photos to make them digital and am glad I had the means to do that. Although my final story is as simple as I could make it, I did get to include on image among the ones I found that my mom has already passed along to me.

I did not get to go in depth about why I have the personality I have, which was one of my original goals, but I think I was able to express enough for people to get an idea of my neuroses and obsessions. I did not get to elaborate how I never expected to see 40 until it happened because my genetic father died when he was 39 and 3 days old. It would have taken too long to include that history so I’ll mention it here. It is because he died when I was 7 and the impact it had on me that I led the path I chose until the last time I left the classroom. I was 41 in 2010 when I left the rooms with tables and chairs for the second time, and will probably be the last one. Every day after age 40 is truly a gift and It is pretty neat how I get to live a life I did not spend years planning, like I did in my first 40. I just get the benefits from the crap I did in the first 40 so that my next chapters are not as difficult as they could be.

Yes, I am aware I broke rules of Multimedia Design, but I HAD to put labels on some of the images even though I am talking and telling my story simultaneously.

I hope you enjoy my story and don’t find it 5 minutes of boring rhetoric. Enjoy!

Getting Started with App Inventor

This is a link to the presentation that can be downloaded to your computer.

Getting Started with App Inventor

Link to view the presentation online.

I tried several ways to get the presentation to embed. Even using the text box with WordPress did not work. Google gave me the embed code, but WordPress is too protective. I thought about putting it in a text box, but those have to be permanently located in a sidebar or the footer. Clicking on the link launches the presentation. You can view the notes or just the slides.

Enjoy!

Update Feb 23, 2013:

I wish I could remember where I read about this technique so I could properly credit the person. This is an image I uploaded and chose to use a “custom URL”. The custom URL is the address of the presentation. I was not able to tell it to open in a new tab so it will wipe out my learning log if you click on the image below. So for those of us who have not figured out how to embed a Google Doc, take a screenshot of it, or use any image you like, upload the image and attach a custom URL to it. It works. Woo hoo!

should link to the presentation

This should link to the presentation.

mini-website for EDTECH 506

EDTECH 506 is another amazing class. I am learning about how to organize graphics so they make sense. As I complete projects, they will be posted at a mini-website I created for 506.

http://edtech2.boisestate.edu/melissagetz/506/index.html

The final project can be found here:

http://edtech2.boisestate.edu/melissagetz/506/molecules/index.html

Technology Use Plan Presentation

Video of slide show- this means it has audio!

 

 

 

Technology_Use_Plan

Technology Use Plan

I wish there was an easy way to embed videos or I wish this class had taught me how to do it.

Ok, so as a last resort I am putting the video up at YouTube.  We’ll see if the YouTube embed code works.

I did the video in Camtasia because it is really easy to add closed captioning with that software. I just need to find a place other than YouTube where I can use an embed player.  I have no problem hosting videos at my website- I just want to be able to put them in an embeddable player. I know this should not be so hard to do!

 

 

 

 

A link to the mp4 of the Technology Use Plan, but I still don\’t know how to embed this! Argh!
Guess what? the mp4 does not have the closed captioning! so if you want to read what I’m saying, use one of the links toward the top- they will connect you with the version that is up at Screencast.com. OR you could watch the YouTube video- the captioning traveled there quite nicely.

Slide Show using Google Presentation doc: