Professional Assessment & Evaluation

The first day we “played” with the maker kits I did not realize how effective the maker kits were in education. I thought it was somewhat interesting to play with, but did not understand the depth of maker education movement. However, watching Youtube, TED videos and reading the articles like the Wiggins and Ann Marie Thomas, show the importance of integrating technology in the classroom. Implementing these ideas into my classroom or workplace would be extremely effective for the students. The students will share their projects online as well as at a class or school fair. Aligning these projects with the curriculum would take some extra effort however the students would be engaged. Students learn more when lessons are hands on and engaging. I developed a maker project lesson for the “First Thanksgiving”(Makey# 2 maker project). I would like to try this lesson with students. I could assess their work by having them blog or tweet, along with implementing many of the technology programs we used this summer like Prezi, or Weebly. I would also use the information found in Ann Marie Thomas’ articles on Engaging students in the STEM classroom though making, (Student Engagement, 2012).
Prior to the MAET program I did not realize how effective a blog post or tweet could be in education. Students writing to an authentic audience, through a blog post or twitter are amazing. Students are more serious about their work when they know it is being published for their peers to see around the world. Students’ blogging ties in a whole new world of readers and listeners, to the students published work. Wiggins blogged ( Feb. 3, 2012) refers to synthesis from Bloom’s Taxonomy, when he states that we recombine parts of previous experiences with new material, reconstructed into a new and more or less well-integrated whole”, when students, blog or tweet they are pulling old and new together along with technology.

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Wicked Problem: Reimagine Online Learning,

How Do We Reimagine Online Learning?

Visit Our VoiceThead!

https://docs.google.com/document/d/1IrTQr6eOQSCjY_gk1pVAHrKVqmzKdFZLANDKk6bXKQM/edit?usp=sharing

The demand for online learning is challenging us to rethink what learning via the network can and should deliver — whether the provider represents one of the world’s leading universities, a for-profit provider of skills or business training, or a school system trying to meet the needs of increasingly disengaged learners. Simply delivering content is no longer enough. Students expect learning that matters; learning connected in timely ways to the real world; learning that engages their interests; and learning experiences that see them as entire persons, not just consumers of content. Online learning owes its heritage to distance learning, but in today’s world, online learning is something even residential students want and expect. How to make online learning realize its full potential is a wicked problem because we are not even sure of the questions we need to ask so we can begin to understand what to refine, and what to improve. More experimentation, more data about every dimension of online learning, and new fresh ideas are needed to even begin to define the directions in which development should be taking place. Our task for this assignment was to look at this complex problem and come up ways to move forward with online learning.

This was a collaborative project between Ray StuckeyRenee JoraeTammy Montgomery,Yalonda Combs. Our project began by looking at the 2013 Horizon Report and focused on Online Learning. We spent hours and hours together online in Google Hangouts, texting and talking on the phone together for our presentation. This was often a challenge: Ray is in California, Tammy is in Georgia, Yalonda and Renee are in Michigan. All of us have other responsibilities as well that we needed to work around. Ray and Renee spearheaded the technical end of the project, but quickly gave more responsibilities to Tammy and Yalonda. As you watch the VoiceThread you will see that each of us contributed to research, creating script, and speaking. This was a massive project and truly a wicked problem! We are proud of the work we did together and we hope our work will help teachers implement online learning in their classroom. Attached is our project overview which includes our script and layout.

 

Reflection:

One of the reasons I took this course was because I wanted to learn more about online learning in the K-12 environment. Our school district is offering one online class per semester to high school students. The students are more engaged and focused when technology is integrated. TPACK demonstrates the direction we are going and need to be headed.  We need to repurpose and remix.  There were many interesting questions that arose when we did our practice session July 16th.  I tried to address these issues in our conclusion.  At the beginning of this summer I was excited about all the new technology we would be learning.  As the course went on I became more intimidated by technology.  Working with my peers in a group, helped ease the tension of learning and implementing  the new technology. This is a collaborative effort to attack this wicked problem gave us the opportunity to actually see the benefits of technology.  Working together as a group with many miles between us was a challenge, however it is proof that technology connects people around the world to bring them into one classroom.

View Our Thinktank and Transcript

 

https://docs.google.com/document/d/1IrTQr6eOQSCjY_gk1pVAHrKVqmzKdFZLANDKk6bXKQM/edit

Experimental Design

The picture above would be my ideal type of classroom.  There is plenty of technology, which allows for creativity and flexibility in the classroom.  The model has smart boards, laptops, iPads, white boards, individual desks, round and rectangle tables. The classroom design would make it easy to assign large or small group work as well as and individually.  This course is designed for high school students in the alternative education program.  It is based on individual assessments that students work to achieve daily.  The teacher is basically there to assist with assignments and keep the students engaged.  I am looking for ways to integrate technology to help the students learn and remain engaged at school and at home. I tried the “Sketch it up”, program which seemed very interesting however, it was difficult for me to use.  I downloaded it to my computer and then watched the tutorials; however I had difficulty applying it. I will continue trying to learn this program because it seems like it would be a lot of fun to use once I understand it.  I also think it would be a great program for my children to use as well.  They enjoy playing the “Sims” game where they design their own homes, universities, clubs etc… this seems similar to the sketch up program.  It actually seems quite interesting be able to develop a 3D version of a classroom. I hope students will find the setup of the room and the technology exciting and learn freely and comfortably.  In reading Ken Robinson “the creativity challenge”, I found it very interesting that classrooms were developed from the 18th century for the industrialization revolution, yet we still use the same theories today in 2013.  We put technology in the classroom like adding a smart-board however; we still teach the same way as if it was a chalk board and do not really add in the technology like twitter, Blogs, updated websites, interactive education.  Being in the MAET program has shown me that as educators our entire way of thinking has to change.  TPACK has been very beneficial in showing the many ways we need to change.  We have to keep up the student’s interest and engage them.

http://www.youtube.com/watch?feature=player_embedded&v=dfFukkg7Fkk&t=2

http://www.youtube.com/watch?feature=player_embedded&v=dfFukkg7Fkk

Using Technologies to Support Students with Special Needs

What is ADHD? Where does it come from? Is it real? As educators we have seen the overly hyperactive students as well as the overly medicated students. I have filled out extremely long surveys asking a series of questions about the student, to determine if they had ADHD. Could Attention Deficit Hyperactivity Disorder (ADHD) be real? In the article, Caulfield, Joseph B.. (ProQuest Information & Learning, Sep 1996), states it is the absence of normal inhibitory controls in individuals. Many people feel that the student just needs discipline. Or the parents aren’t being strict enough. Some people feel, that if they ate more healthy foods it would eliminate the problem. The studies show that 11-20% of all school age boys have it. Why is it more prevalent in boys than girls? Is it just that boys are more active than girls? I have asked and answered many of these questions myself regarding my students and my own children. There are conflicting views about whether or not we are over medicating our children so that they will sit still in a classroom. “Attention deficit hyperactivity disorder (ADHD) is one of the most feared and misunderstood of all medical conditions”. Living with ADHD (BBC Documentary) TeachersChanneI (Jan 20, 2013) http://www.youtube.com/watch?v=iJIU1ybbYWI

Often times, students are inattentive, hyperactive and impulsive. Is medicating the answer to the problem? As a parent, I have battled with these issues with my sons. I made the discussion to not medicate, but to avoid the sugary foods and drinks my children at while young children.  For instance, when my youngest son was in Kindergarten he always wanted Krispy Kreme doughnuts for breakfast before school. Which by the way was less than a mile from the school? On occasions, I would get it for him, until one summer day, I realized how he went from a calm child sitting down reading a book; to a child running around the house yelling and jumping on all the furniture. My husband and I could not figure out what had happened. Then we realized he had eaten a Krispy Kreme doughnut. The next time I seen his Kindergarten teacher, I had to sincerely apologize. The young boy on the YouTube video reminded me of my son.

How do we address this problem with technology? Technology helps channel their attention. I have worked with students with autism and ADHD, the use of technology like games, earphones, music while working seem to calm them and help them focus their attention. Having a reward system set in place with games for students is very beneficial. This is where Gamification can play a significant role in educating, students with ADHD or other disabilities. An exploration of error response time variables as a neuropsychological marker in boys with Attention Deficit Hyperactivity Disorder.  Diss.Caulfield, Joseph B.. ProQuest Information & Learning(, Sep 1996). AAM9622272.

http://www.youtube.com/watch?v=JpX7RQtw4Ac&feature=share&list=TLIG2otUaqWTk

{http://www.youtube.com/watch?v=JpX7RQtw4Ac

 

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Passion Quotient, Curiosity Quotient and Technology

Thomas Friedman once said “Students have a greater passion for learning”

Technology enables us to explore a new world,

This class has given me the opportunity to discover how to reach beyond the basic knowledge of technology. I have a new curiosity about an advanced world that I am going to continue to embark upon with enthusiasm. This capacity of curiosity is similar to a child’s. They’re easily inspired by new adventures and some of those adventures only a teacher can have the privilege to introduce.

The student-teacher relationship is one that is unique. It’s a relationship that doesn’t exist without a teacher with passion. Relationships are important to me, a relationship with my family, close friends, and the students that I will have the honor to teach. The relationships made in the classroom aren’t meant to just be temporary. They are meant to continue to generate inspiration. The professional connection with a student can continue to live on through technology via YouTube, Facebook, and twitter, Skype and much more. And an Educator can continue to be a motivation to encourage students to keep fulfilling their curiosity by going after everything the world has to offer, including the miraculous advancement of today’s and tomorrow’s technological achievements. Teachers can explain the methods of constructing what makes them passionate into a PowerPoint, a short video, a blog, there are endless possibilities. A teacher is someone with passion to open the door to a new adventure to a student who will embark on a new journey every time they step into the classroom. A teacher is also not afraid to embark on that journey with them. Educating inspired me so much, that I have taught all grade levels preschool, elementary, high school, college.  I wanted to inspire others, motivate them to learn and achieve success. Planting the seed and helping it grow, wherever I would go.   Believing that I had to reach out to others always searching for that teachable moment.  Teaching is my life, my passion.  And technology is a pathway to inspire curiousity that keeps searching for new ways to enrich our world through a student’s will to learn and create.

PLN #3 Playing Bones

It’s been very interesting learning to play, as well as looking for information on dominoes. YouTube has some great videos on knocking dominoes, which is what I used to do as a kid.  It turns out many people both adults and kids do it.  There a contest and a world record for who can build the longest roll of dominoes as well as which ones are the most creative.  Youtube has some great videos of adults and children building domino structures. They are used at the introduction to movies or actually in movies like “the toy” with Richard Pryor or  “Horton Hears a Who” , with Jim Carey.  However, the current task is to learn to play the actual game.  I have been using YouTube videos to teach me the game.  It has been tough but is a very unique game that math teachers should consider playing with their students. Dominoes are engaging and build mathematical skills.

http://www.youtube.com/watch?v=RLVruit-BV8

As a kid I got a dominoes game as a gift.  I never really read the directions.  I basically just looked at the pictures, which showed how to set up the dominoes so that they would fall on each other. This is similar to what Dougherty, refers to when he says “we all want to make something”! I watched in movies where someone would accidentally knock down the creative and skillfully designed dominoes.  I thought the purpose of dominoes, was to set them up and knock them down.

English: Cropped version of :Image:Domino effe...
English: Cropped version of :Image:Domino effect.jpg (Photo credit: Wikipedia)

Later however, after I met my husband he asked if I knew how to play dominoes.  When I told him, that I used to line them up and knock them down. I became the laughing-stock of the party.  Needless to say, I have never learned how to play and always avoided it at parties.   Dominoes or “Playing Bones” is a popular game at any parties, wedding receptions or just a day at the park.  This is one of my husband’s favorite games.  He plays online, at parties, and tournaments.

Finally, I achieved my goal of learning to play dominoes.  It has been very interesting integrating the use of technology to teach me.  If I had realized that I could have just gone on YouTube to learn, I would have learned a long time ago.  Since I had to video tape the lesson for MAET, my husband also taught me how to play step by step.   This was an enjoyable experience.

Using Technologies to Support Students’ Special Learning Needs

What is ADHD? Where does it come from? Is it real? As educators we have seen the overly hyperactive students as well as the overly medicated students. I have filled out extremely long surveys asking a series of questions about the student, to determine if they had ADHD. Could Attention Deficit Hyperactivity Disorder (ADHD) be real? In the article, Caulfield, Joseph B.. (ProQuest Information & Learning, Sep 1996), states it is the absence of normal inhibitory controls in individuals. Many people feel that the student just needs discipline. Others feel, that if they ate more healthy foods it would eliminate the problem. The studies show that 11-20% of all school age boys have it. Why is it more prevalent in boys than girls? Is it just that boys are more active than girls? I have asked and answered many of these questions myself regarding my students and my own children. There are conflicting views about whether or not we are over medicating our children so that they will sit still in a classroom. “Attention deficit hyperactivity disorder (ADHD) is one of the most feared and misunderstood of all medical conditions”. Living with ADHD (BBC Documentary) TeachersChanneI (Jan 20, 2013) http://www.youtube.com/watch?v=M9A5Q6MbGXk Often times, students are inattentive, hyperactivive and impulsive. Is medicating the answer to the problem? As a parent, I have battled with these issues with my sons. I made the discussion to not medicate, and watch the sugar levels in foods and drinks as young children. For instance, when my youngest son was in Kindergarten he always wanted Krispy Kreme doughnuts for breakfast before school. Which by the way was less than a mile from the school? On occasions, I would get it for him, until one summer day I realized how he went from a calm child sitting down reading a book; to a child running around the house yelling and jumping on all the furniture. My husband and I could not figure out what had happened. Then we realized he had eaten one of the Krispy Kreme doughnuts. The next time I seen his Kindergarten teacher, I had to sincerely apologize. The young boy on the YouTube video reminded me of my son. http://www.youtube.com/watch?v=JpX7RQtw4Ac How do we address this problem with technology? Technology helps channel their attention. I have worked with students with autism and ADHD, the use of technology seems to calm them and help them focus their attention. Having a reward system set in place with games for students is very beneficial. This is where gamification can play a significant role in educating, students with ADHD or other disabilities. An exploration of error response time variables as a neuropsychological marker in boys with Attention Deficit Hyperactivity Disorder. Diss.Caulfield, Joseph B.. ProQuest Information & Learning, Sep 1996. AAM9622272.