Tech project

Technology Project

Seventh grade biology class

Classroom Scenario:
27 students, 1 severe behavior sp. ed. student, 3 IEPs for academics, 4 ELL students. Available technology: 1 desktop computer, digital camera, ActivBoard.

Teacher Standard:
NETS #3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

My project uses technology to teach the students about the cell. Rather than just relying on a textbook the students and my presentation will be an interactive teaching experience to come to a thorough understanding of the cell and its functions.

Student Standard:

NETS #1. Creativity and innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

The students will construct a presentation using Flipsnack or Prezi. This will include the students’ creative interpretation of common items that represent the cell and its organelles. They will take pictures of common items, and create a presentation that will describe the function of the organelle, and how the item represents that feature of the cell.

EALR 4: Life Science.

Big Idea: Structure and Function of Living Organisms.
Core Content: From Cells to Organisms

            “Students learn that all living systems are composed of cells which make up tissues, organs and organ systems. At each level of organization, the structures enable specific functions required by the organism…. Understanding how organisms operate as systems helps students understand the commonalities among life forms, [and] provides an introduction to the further study of biology….”

What the Cell Prezi

End of semester reflection

 What have I learned regarding technology in education this semester?

• Second grade students are capable of much more than one might think in regards to technology, including creating a link on a blog for a video they recorded themselves.
• Power Point is not the only program on which to make a presentation; others include, Prezi, Smartboard, Flipsnack, etc.
• I can do frog dissections on Smartboard's Smart Exchange.
• One can make sweet illustrated books on Storybird.
• There are an ever-growing assortment of web tools to have one's students climb the Bloom's taxonomy hierarchy.
• Classroom blogs are a great way for students to get involved in authentic, meaningful communication with their classroom, peers, teachers, families, communities, country, and world!
• As a teacher I plan on using a blog myself to communicate with students, and parents.
• I am excited about potentially connecting with schools around the world through quad blogging and skype.
• Technology might have expansive applications, but it is not limitless....yet

I am a digital native. I have grown up with technology always being around me, but people twenty years older than me have not, and thus are digital immigrants. Technology is something that has always been in my world, thus I have a different understanding of it. Students of mine will be natives of a whole new technological realm of which I will be an immigrant, who knows where that will be or what it will look like. I will do my best not to tie down the space shuttle, but encourage and guide its launch from the command center!

What progress have I made on the NETS for Teachers that I focused on this semester?

Teacher NETS #2: Design and Develop Digital Age Learning Experiences and Assessments.
I have come to a new understanding that technology can really be a way for certain students to learn and express themselves. For some students nothing I have them do in a class will engage and equip them like technology.

Teacher NETS #3: Model Digital-Age Work and Learning
"Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society." With the exposure I have received through this course I will be able to make my class a much more technologically savvy environment where my students will engage in global efforts and interactions. The world is becoming a progressively smaller place  which makes introducing my students to the workings of schools and students around the globe so critical.

I love the diverse technological applications that are available to my students and I. I will try to incorporate it in with traditional methods of seventh grade science instruction to create a challenging, fun place where students will be empowered to live in a ever changing, complex, wonderful world of technology and biology.

Reflection #12

What, so what, now what?
While watching Jeopardy teen edition tonight with my Grammy, I saw a cheesy add of junior high students using signalling devices to play Jeopardy in the classroom. Well it might have been cheesy, but it was effective; I want it for my classroom! I want my students to have fun learning, and classroom Jeopardy would be a great start. I would like to incorporate educational games, and activities like trivia, science charades, and yes even Smartboard games.

Comment 8 -10

Comment to Beth
Comment to Jordyn
Comment to Adam

Reflection #11

What, so what, now what?
In chapel Friday Kramer asked the congregation to flip to a Bible passage on their iPads/phones or Bibles. It's amazing to me how our churches are using this technology to participate in the service. Pastor Phil even uses his iPad for his sermon notes! A decade from now most churches might use these more often then Bibles. I don't know about me though, I think I might be too old school to change over. I love to mark my Bible up and take notes...we'll see.

Blog #14

The Future of Technology in Education
Jeremy F. Strayer from Ohio State University designed an infographic on Knewton explaining the flipped classroom. The concept is that students would watch a 5-7 minute video lecture a couple days a week at home, and then come to class to do their "homework." (The other other days of the week would be more traditionally organized). This model offers some pros and cons to the future of technology in the classroom. First the pros. Probably the most important being that students have the teacher there to help them one on one for problems that at home they would just have to skip or do incorrectly. Students would be required to come to class with pre-developed questions that could be addressed by the teacher or be opened to the class (or in pairs) to discuss. If multiple students are struggling with certain concepts those could be addressed by the teacher to the whole class. According to Strayer they noticed a reduction of students failing English and math, and instances of discipline decreased. This method could be subscribed to at varying levels and altered to fit one's students and content.
The cons. There really is no guarantee that students would watch the lecture and/or come up with questions. This is still homework. In this flipped classroom there would still be a need for lecturing, potentially over the same content if the students did not watch it. If students do not have access to the Internet or a computer they would either miss out all together or have to watch it in class. It's hard to convey much information in 5-7 minutes.
This concept is intriguing. It could be incorporated in varying degrees, and could offer a way for students of varying learning intelligences to comprehend content. I believe this will really take hold and become commonplace in the classrooms of the future.

Reflection #10

What, so what, now what?
In microbiology today a student mentioned that pollutants had been dumped in a lake near her hometown in Eastern Washington, and told the teacher that it was on Youtube. He found the video and played it. It took him about fifteen seconds to find the video during our break and he played it for the class when we got back. We literally have access to the world at our fingertips, which can be used in the classroom setting to enhance the learning experience. This, of course, has to be done carefully especially at the secondary ed level, but it can really enhance the learning experience.