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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 541: Integrating Technology for the Content

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

English and Language Arts

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

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

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

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

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

Foreign Language and Second Language Instruction

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

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

Mathematics and Science Instruction

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

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

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

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

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

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

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

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

Social Sciences

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

Technology examples:

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

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

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

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

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

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

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

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

 Music and Art

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

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

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

 

References:

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

EDTECH 542, Summer 2014

This is turning into a really long post so I’m putting in links to each week.

Week 1: Identifying what Project Based Learning is

Week 2 reflection PBL, June 22, 2014

Week 3, Reflection…. June 29, 2014

Week 4: Plan the Assessment

Week 5: Scaffolding

Week 6: Changing facilitation strategies, July 20, 2014

Week 7: Feedback given to me, July 27, 2014

Week 8: Final Project and reflection

Week 1: Identifying what Project Based Learning is

June 13, 2014: Week 1 part 2

I just watched a video that is at http://projectfoundry.org/project-based-learning-explained/what-is-project-based-learning.html. I think it is the same video that is in the explanation part for this part’s work. We’re learning what project based learning is. In my introduction I warned that I was often cynical and I’m afraid my cynicism is already creeping out. In the example in the video, it was a science teacher who decided to try something new the following week. I don’t know why I thought it was a chemistry teacher, perhaps because I find it impossible to do PBL with chemistry requirements. In our example video, the teacher decides that that week they’re going to study why people get sick from the flu. I have a few problems with this video.

  1. If the course has standardized testing at the end of the course (or in April), the teacher can’t deviate from the planned sequence of lessons.
  2. If he is at a school where all classrooms teaching the same subject cover the same material each day, then he does not have this freedom.
  3. If he is at a school where every teacher teaching the same subject covers the same material each day, then he does not have the freedom.
  4. Was studying viruses a part of his content standards? Is this something he was expected to cover anyway?
  5. By taking a week or longer to cover this single topic, what was he not able to cover in the course? What had to be tossed out?

With one of the Edutopia videos:

  1. Where is the evidence that this can be done in classrooms that are not funded well?
  2. All of the students were wearing uniforms. Even if this was a public school, they obviously have some control over what the students wear, and therefore have made a connection with the students’ parents. What about schools where parents don’t care if their kids go to school? The school is the inexpensive babysitter? I’m not saying it can’t be done there, but showing examples where kids are using equipment that could not have existed at my school because it would have been damaged or stolen does not give me the inspiration I need to do PBL.
  3. I’m not saying kids can’t do this. They totally can. I had my biotech kids doing things I did in graduate school. What concerns me is how we reach the students who are ready to distance themselves from school. The student who is interested in school will do PBL without a problem. Yet we’re saying PBL should be done to capture the kids who don’t buy into school. How do we get PBL into underperforming schools?

 

From:

Managing Project Based Learning: Principles from the Field

 

“Teachers typically do not lead instructional activities, nor do they dispense resources, or present material to be learned. Students find their own sources, conduct their own research, and secure their own feedback. “ page 3

 

I could only dream of doing this. What I need to see is how you can do a totally open ended project without having it cost a fortune. I certainly did not have the money to let every group decide what materials they needed and my students’ parents could not afford to buy their materials.

I did find this part to be true: “Experienced PBL teachers report that they spend very little time

promoting student engagement or handling student misbehavior. Teachers often spend their time participating in projects as peers rather than as classroom managers.“ page 3

 

What is written on page 5 matches some of my experiences. I found that I could not just let students run wild with a project. I still had to create some sort of goal for them to reach. With the projects that worked, students had control over how they acquired information (I provided resources, too) and what details they did with the information. For the physical science project, they had to have the ball move 50 cm and interact with at least 3 simple machines. For the chemical science project, they did some research and then decided as a small group which aspect of generating the brown cloud they wanted to become experts in. For the crop + country GMO assignment, they picked their crop and country, I gave them a list of things I wanted to see in their websites. Even with this much control and structure, many students had difficulty with the freedom. It is very hard to break the rhythm students expect from classes that in their past were textbook or lecture based.

 

On page 12: “Avoid bottlenecks between courses: coordinate project schedules

with other teachers.”   I tried to do this at one school where I taught because I like to have students do independent projects continuously. I wanted to have teachers post on a common calendar when they were planning major projects or tests. Teacher freedom stopped this from being able to happen- nobody wanted to share their planned due dates for a reason I’ll probably never know. Then again, I was only 20% of a person so why would any of my ideas have significance at this charter school?

 

From: http://www.edutopia.org/pbl-research-evidence-based-components

“Collaborative learning promotes time on task as well as friendships across diverse groups, such as race, ethnicity, gender, or school cliques (Johnson & Johnson, 2009).”

– This is assuming the classroom is not already segregated based on diversity because one set of demographics is in my classroom and another set of demographics is in my peers’ classrooms.

” Collaborative learning benefits students across grade levels, academic subjects, gender, ethnicity, and achievement level (Slavin, 1996).”

– Do you mean collaborative learning in general or are my courses now not subject specific?

“Lower ability students tend to work best in mixed groups, medium ability students in homogeneous groups, and for higher-ability students, group ability levels make no difference (Lou, Abrami, Spence, Poulsen, Chambers, & d’Apollonia, 1996).”

– I am actually happy to read this, although I still find that homogeneous grouping of lower ability students works better because the intimidation factor is less present. They may need additional teacher guidance, but that is what my job is. I fear that lower ability students who have become too enabled will utilize a stronger person to do all of the work for them. When there is nobody there who can carry the load, I’ve found that it gets pretty well distributed and if the students want to do the work, they will.

 

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Week 2 reflection PBL, June 22, 2014

Post a reflection regarding your research this week on Project-Based Learning. What were you able to find? How do you think PBL will fit into your teaching style? Do you have an idea for a project? If so, begin articulating it now.

I found several examples of PBL in biology and chemistry and highlighted a biology one for my post. It was about catching diseases and the spread of contagious ones. In the past I did a project on genetic diseases and considered changing it to fit with this project, but I really don’t want to just redo something I’ve done before.

I don’t know why, but a couple days ago I kept getting exposed to issues dealing with oceans. It got me thinking, what makes an ocean clean? I mean it is the home for so many animals that do everything in it: eat, swim, sleep?, excrete, and even have their eggs fertilized. When we say we need to have clean oceans, what do we mean? Once we determine what a clean ocean is, what can we humans do to make sure we help keep the oceans clean for the animals that live there?

 

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Week 3, Reflection…. June 29, 2014

Reflect on what you have learned this week, as you have settled on an idea for your project. Comment on the tools you are using or the resources you have reviewed
or
Respond to the question: Is it still PBL without an authentic audience?

Among other things I learned this week is that the NGSS are not as bad as I expected them to be. I am glad I don’t have to dissect them for real, though, because the way they are organized sends me into a tizzy. I’d have to rewrite the document for it to make sense to me. And why couldn’t they make the pdf document with links to what is listed in the table of contents?

Tuesday’s town meeting was really useful. I love collaborating and it was helpful to have immediate feedback from my peers. I also learned that my body is not ready for me to have a job that requires me to be outside the home for more than a couple days a week. I still hate my idiotic body and the stupid limitations it puts on me. I suppose on the good side is my ability to do physical therapy exercises is getting better. I still can’t walk without falling into walls, though. Plus I did too much and fear the dizziness is going to come back, which would really suck. But enough whining because this is supposed to be my professional log and not a personal one. I just don’t see my professional life expanding like I was hoping it would. Too many jobs want me to be able to lift 50 lbs, at least that is what the job descriptions say. And why do I have to go on site someplace when I can do the same thing from bed on my laptop. After all I did most of my Masters in Ed Tech on my laptop while lying in bed supported by pillows.

Is it still PBL without an authentic audience? I think it is. I think the peers in the class can serve as an authentic audience. I know we always want to show off the kids to other adults. I did whenever I could, but the reality of things is that there are not always adults I can show off my kids to. The year I had the ESL physical science students do projects, I videotaped them giving their presentations. I shared the video with the person in charge of the ESL support center so she could see what ESL students are capable of doing. She was thrilled and the students were amazing. I was never given that course to teach again, I think because I was able to show students capable of thinking, writing a small paper, and giving an oral presentation in English. The papers could be written in Spanish, but I wanted the oral presentation to be in English. Was this PBL? No, not really. It was a large, collaborative project where students worked in groups, designed and created an apparatus that allowed a ball to move 50 cm, drew blueprints that were ¼ scale, wrote a short paper in our tiny computer lab that had the old fashioned Macs, and gave an oral presentation. The requirements were to have three simple machines in their build, the rest was up to them. So in a way it was open ended, but I gave them the direction and put requirements on the final product: the three simple machines.

With the human genetic disease project, once again I only had students present to their peers. I did not have students build websites until a couple years after I started this project so we were still doing paper based communication. I did, however, include the personal point of view component of the project like with what I created when I was a student teacher. The personal point of view component could have been authentic if they chose to interview a doctor, a person with the disease, or a caretaker of someone with the disease. The informative brochures they made could also have been authentic if they were high enough quality to be made available in a clinic. If I were to do this project with students now-a-days, I would have them build websites to communicate their findings. Building a website, by default, opens them up to an authentic audience if they build the websites some place that lets them be seen beyond the school’s firewall.

The crop + country project was the first one that I had students build websites to communicate their findings. These had potential, but these kids were very difficult to motivate, and to get them to do anything outside of class time. They had been way too conditioned with NCLB methods of memorize and barf back on a test to want to learn how to build a website. The folks doing the senior projects did not realize yet that they should have students build websites- they were still in the paper world with the trifold poster boards. It was not until after I had students use Google sites that other teachers at my school realized the computer lab could be used for something other than them having a free period.

So is an authentic audience necessary? In my never humble opinion, no, but what I’m learning PBL to be is a little different than I remember it being when I first learned about it back in 1999 at the JFF conference. What I had been taught is that students create the questions which then leads to the completion of assignments. I think that Backwards Design (UbD) with its driving question method of creating curriculum has been integrated into PBL so that PBL is like Backwards Design that lacks the final outcome being spelled out to teachers. In Understanding by Design, you pick the standards, write a driving question, create the final assessment, and then figure out what you’re going to do to get the content information into the kids’ heads. We’re sort of doing that, but we don’t know what the final assessment will be when we create the learning opportunities for the students in PBL.

I’ve been on the rant long enough for the moment. Thank you for taking the time to read my thoughts.

 

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Week 4: Plan the Assessment

July 6, 2014

Assessment is for students.

I honestly don’t know if I am being mindful enough of these Key Principles of Effective Assessment. I would like to think that what I’m designing is for students with enough guidance that they feel comfortable exploring on their own. One of my biggest concerns is that students are just going to go to a Wikipedia to find all their information. I am so sick of students copying and pasting from a Wikipedia that I am intentionally directing them to specific websites they are allowed to use. I know that wikis are not all horrible, but they do the research process for students. I used to not trust wikis, but now that I see how the ones that post to them are probably too arrogant for their work to be incorrect, the ones who post will regulate each other. I also appreciate the Wikipedia organization and its efforts to ensure credibility of what is posted. Even so, I’m not ready to just let students go off to a wiki site to get primary information. Given that I’m setting this limitation, I am still trying to let students have freedom to explore and make their own choices and decisions.

Assessment is faithful to the work students actually do.

The webquest is supposed to assist students in figuring out what is important on our topic and give them enough access to websites so they can choose important features to include in their Venn diagrams. I still need to create “A day in the life of…” and am hoping to incorporate requirements that lets students celebrate what they have figured out about how an ecosystem works. Can they trace carbon through an ecosystem? I am still thinking about how to have them present their stories because I want them to include pictures. I will be looking for websites that cater to students creating their own “books” or stories so the kids can have flexibility with how they present their ideas. I want the storybook to be unique per student because I want them to trust themselves to have ideas and to be able to find information. If this was done in my classroom, they would have the flexibility to collaborate with others to share ideas. I just don’t want duplicated projects.

Assessment is public.

Since it is a Google form, the webquest results can be published if anyone is curious about what is said. I don’t know where students can draw Venn diagrams online. I know I can go places to get a Venn diagram template, but where do they go to actually construct one online for others to see? This is so embarrassing that I have the MET and don’t know the fundamentals of how to have students make their work public without having them scan their work so it can be uploaded into a webpage. I need to investigate the links we were provided in this week’s lesson some more to see if any of them allow for students to draw circles and fill them with words. It sounds so simple that I should already know how to have students do this. Their story is going to definitely be done with an online format. I don’t know which one yet, though.

Assessment promotes ongoing self-reflection and critical inquiry.

Hopefully the summative assessments are going to have these components built in. The TED talk and accompanying project should be group oriented. I intend to use the stories the students write to create their groups for the summative assessment part. Within the summative assessment, students will be doing formative assessments where they maintain an annotated bibliography, do self-reflections, and peer evaluations on a regular basis. These assignments have not been created yet.

A couple links relating to this week’s work:

Our Assessment Page at project template site

Formative Assessment Plan

Summative Assessment Plan

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Week 5:

Reflection Week 5: Option 2: Scaffolding in PBL
July 12, 2014

Scaffolding is important to anything that involves a process. Learning and educating is a process. I am conflicted with what to write in this reflection because I want to go on a rant about how this is how I’ve been teaching for the last 20 years (when I was in a classroom), except with the new PBL, there is a guiding question that is supposed to be the focus of the scaffolding. It is very hard to write this without going off on a tangent, probably because I am so frustrated at the moment.

I rarely choose an easy path; that is not usually my style. If you want me to elaborate on that, just ask. I am frustrated because I chose to try this project using the Next Generation Science Standards (NGSS), which are extremely new to me, and I am finding are very flexible, but not in a helpful sort of way. I am finding it very difficult to figure out which life science standards written in NGSS style apply to my question, if any. I think the hunger issue is very important and can apply to biology, because after all I started the PhD plant pathology program in 1991 with the idea I’d find a way to use biology to feed people. (That ended up with my first Masters degree, the MS in plant pathology.) I still know life science content can be used to help people.

I am trying very hard to refrain from whining about how the last time I tried doing this project it proved to be a failure because I teamed up with somebody who did very little to no work. I don’t think anybody will believe me because he has now pulled out a really thorough project, even though it is not using the NGSS, nor is it a novel concept / idea. If I felt like I had the freedom to go shopping for convenient standards, or do a problem that has already been done a few dozen times, I would probably be further along. The reality is, the scaffolding I will be doing is somewhat unique because I don’t think many people have figured out yet how to incorporate PBL and life science NGSS into a traditional school structure that has standardized life science testing in April / May.

I admit that I was flustered during the first 3 weeks, spent the last week redoing everything, and am now finally able to relax a bit and do a more thorough search online for other people’s ideas. Guess what? I’m not finding much of anything concrete. The webquest page, http://www.webquest.org, came up with zero webquests for science in grades 9 – 12. Most of the other things I am finding are blogs or editorials on how the NGSS are written so that PBL will be natural. The actual scaffolding of a biology project for PBL that meshes with NGSS is not easily found. I have to assume somebody has already done this. I am not so arrogant to act like I’m the first person trying to do PBL with the NGSS in life science.

Now that I see there are not many resources already around to link life science NGSS with PBL, I am going to take more liberties with my scaffolding justifications. Because I thought there are rules that I should be following, my creativity has been suppressed.  I see now that I may have to break a few “rules” because I can’t see anybody having success with them. I am not able to find ideas or handouts I can “borrow.” With this new found freedom, I may actually be able to pull things apart more than I have been. I feel the need to justify why my idea is not so lousy. Perhaps I will create the scaffold that my searching has been unable to discover.

I still want to narrow my question because I want students to focus on an ecosystem way of solving the problem, but I’ve understood feedback to suggest that I’m narrowing things too much. If this is for a biology class, it is not that I can’t bring in humanities concepts, but I also can’t let students avoid doing biology because their focus is only on the humanities ideas. Solving local hunger problems are not usually addressed in life science classes, so it may turn out that in reality, my ideas are just ideas that will stay at that level: ideas. I still have a couple weeks to think about things, so we’ll see what happens. I can’t help but feel like a failure because my question and the standards I want to use to justify it don’t seem to exist as the standards are currently written.

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Week 6: Reflection, July 17, 2014

Not being the sage on the stage is actually my philosophy of being a teacher anyway. I really despise lecturing and found it to be one of the biggest wastes of time. There is so much that needs to be done during classtime that goes beyond merely spouting factoids at kids. So for me, my teaching process won’t have to change much. I am very comfortable tossing things at kids and having them figure it out. I admit that most of what I did with kids was not as open ended as PBL is supposed to be, but I don’t have to be a control freak all of the time. I’m a better teacher when I let the kids teach me things.

Effective facilitation involves trust. There is trust in two senses. First, I have to trust the students to stay attentive and to do their work. The second version is the students learning to trust themselves. This is something I had to work on with some students more than others because they really had to know at every moment they were doing things correctly. I often found myself telling students, “Trust yourself. You’re doing fine.” They were, but they were not able to see it for themselves. I truly felt accomplished if I was able to get a student to trust herself. That by far is worth more than seeing students earn an “A” on a test.

Some students need more time than others to become comfortable with the idea of not doing cookbook science labs. Like with any ambiguous situation, students need reassurance they are going in the right direction. As long as the students are comfortable with the structure and feel secure enough to take chances, they will. When I had students who were not successful, it was often due to a larger picture than what was being attempted in class. With the non-college-prep students with whom I did the “brown cloud” project, lack of success was due more to students not coming to class than they not working during class time. This project was pre-Internet so working on their own to gather information was difficult for many to do. I had lots of books that were appropriate to address global warming and pollution so they could do the research they needed to do during class.  Personally I felt like that project was not a success, but it was not because the students were incapable of doing the work.

The main change I need to make for my teaching style is becoming aware of how to structure an open-ended project/plan. It is very hard at the moment for me to imagine a real PBL unit because of my unemployment and lack of knowing kids attitudes. Even when I was in the classroom 2007 – 2010, kids attitudes surprised me because they had become so much less self-reliant. I had gotten so frustrated with trying to get them to do anything that I made their “final” a project. They had to pick something in biotechnology that we had not been able to cover and create a way to teach it to their peers. I made it as open ended as possible. They had to create questions students would be able to answer while they were being taught, but otherwise it was very open ended. I don’t remember exactly what went wrong other than me being excluded from so many projects. If I did the same thing again, I would need them to tell me daily what they figured out and are doing. The final results were very good. My students who are artists did art and my gaming geeks made a board game. What is sad, though, is that I had spent the entire year trying to get kids to trust me and to buy into the class and even in the end, I’m afraid too few did. Many students who resisted all of the highly structured assignments also resisted the loosely structured one. I just could not win with that crowd.

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Week 7: Feedback, July 27, 2014

Use the resources from this week to assist you as you think about how you intend to debrief your PBL experience. Some questions to consider:

  • Who will you involve in the process?
  • What will your process look like?
  • Is it just a one-time assessment?

Debriefing the project will hopefully not be something new to the students because I hope that I have been getting their feedback all along. While I will see their evaluations of themselves and their peers, which will help me figure out where the structure is lacking, getting direct feedback from students has always been helpful. I usually do an end of project or end of term survey that asks students concise questions about what was done during the activities. I routinely change my teaching methods based on student feedback.

  • Who: feedback from students or other people who were directly involved with the project.
  • What: surveys or informal conversations
  • When: at least at the end of the project. If somehow I can keep in touch with the students after the project or if I get to be their teacher again, then I will continue to pester them for feedback.

 

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Week 8:

Week 8 reflection to class
***What do you know understand best about Project Based Learning?
If I look at Project Based Learning as Understanding by Design that requires an open-ended project, then I understand what we’re doing. The only problem, of course, is that with UbD, the final assessment is determined by the teacher to be the ultimate way of evaluating student competency in the content.

***What do you understand least well?
How to create an open-ended final assessment that adequately measures student competency in content standards.

*** What did you expect to learn in this course? What did you actually learn? More, less, and why?
I was hoping to learn how I could adapt this process to fit with online learning. This class was in its own way PBL, because we all created something while following a set structure. Was it as open-ended as PBL is supposed to be? Did we actually create projects?

I still don’t know if this could be done virtually for anything other than a virtual problem. We can’t feed people with computers, can we? It is not like they can munch on a keyboard, however could we create a website that got real three dimensional people to do something for people who are hungry?

Because I’ve been a BSU student for three years, I know that collaboration can happen online, so the group-work part of it is not a barrier. Making any product that is not electronic is the biggest barrier I perceive when we have kids do PBL in a virtual classroom. I would love to be proven wrong.

***What will you do with what you have learned?
Oddly enough, I will probably use the Web 2.0 tools I learned, more than any other component of the course.  If somehow I manage to get hired by a school that wants to do PBL, I will certainly pull from this website for ideas. I don’t know if I’ll still be able to access the website because it is trapped in Boise State’s Google arena, but maybe I can find a way to migrate parts of it to my personal gmail account? It would be a shame for this to merely be a memory.

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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!

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!

I made a podcast!

I’m taking 513 this semester and am loving it! Diane has us doing projects that are taking me just a little further than where I was before starting the Boise State EDTECH program and it is perfect. I’ve done plenty of audio files in the past, but I’ve never tried to emulate an actual podcast series. For the last several months I’ve been contemplating writing a book on my trials and tribulations for getting teaching credentials in various states. Until about 3 weeks ago, I was not seeing any benefit to having a credential in 13 states because nobody wanted to hire me. I figured I am putting all this money into catering to all of these states, somehow I had better get back the money I put in. I was keeping track of everything I spent at first, but more recently I’ve become a slacker and I’m not logging every envelope to each state or all of the fingerprint charges.

Something good has to come of my having gone though all of the hoops for various states. If I can figure out how to do a RSS feed from my website, I may pursue how to get someone to advertise in my podcasts like some of the commercial ones that can be downloaded at iTunes. Until Diane had us examine podcast architecture, I had not realized that there are advertisements wrapped in some podcasts. Maybe instead of self-publishing a book at Amazon, I will self-publish podcasts on my adventures on becoming a US-wide educator.

Given all this talk of the podcast I created, I should provide a link to it. Podcast on States’ Rights in Education: Arizona I also read from a script, so here is a transcript of the podcast. I hope you enjoy the podcast. This is one of the better assignments I have been asked to do in the program. There were no tears with this one and I was able to use what I learned while planning and making the podcast to figure out how I’m going to clear my credential in Arizona. Win-Win!

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

Zotero, my multimedia organizer

Some may think Zotero is not a multimedia organizer, but I challenge that thought because anything that can be used as a reference can be documented in Zotero. We had an assignment where we needed to become familiar with Zotero and how it can document resources from the school’s library. We also had to upload a few resources to the class’s folder along with some notes.

I am not sure if I needed to also document my learning in a log, so I’m posting this in case I was supposed to document some of what I learned.

I learned that Zotero is great for making a bibliography for you. Although you can write notes about a paper, its purpose is not to annotate the paper. You’ll have to use other software to do that. What is good, though, is that the notes you write don’t get stuck in the bibliography like they can with Endnote. I have not tried yet to use Zotero to cite things in a paper. I’ve only used it to “research” online or distance learning for algebra.