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.

Comment #7

http://jordynwilsonsblog.blogspot.com/2012/04/week-14-future-ed-and-tech.html?showComment=1335237982548#c1062356410696769776

Comment #6

Here is my sixth comment.
http://kristinestipp.blogspot.com/2012/04/blog-12.html?showComment=1334723716560#c3052840051112580727

Reflection #9

What, so what, now what?
In biostatistics Dr. T introduced us to Kahn Academy. Kahn has a demonstration for about everything math, science, and statistics! It might be helpful for a student to hear a formula explained differently than a teacher might. It is a very handy thing to know about, and can be a useful teaching tool for students if they need a refresher on a formula.

Dr. Marsano gave a speech at a technology conference regarding the effects of using the Promethean interactive white board (IWB) in the classroom. Through his research he discovered the IWBs were used most effectively by experienced teachers, who had been using them for two or more years, who use it for 75% of the class time, who had some training in using it. Additionally, it was most effective when the teacher focused on the content rather then on the IWB's "bells and whistles."

Dr. Marsano also talks about what happens when a teacher calls on one student to answer a question; the rest of the class tunes out. So he discusses the signalling devices and how they can be used to spur discussion and keep all student's attention.

It was interesting that his research discovered that 23% of the time teachers were worse off with the tech. He mentioned that some people are just not as effective with the technology. He calls the scenario I mentioned earlier, about the IWB's effectiveness, the "sweet spot," and if one was outside of that sweet spot the IWB's effectiveness decreased.  With that in mind I understand that as I get my feet wet in the teaching field I will find my niche, but I do believe that technology and the Promethean board or Smart board will play an important role in my classroom.

Me and My Girl

Week 11 blog

Mrs. Abernethy's blog seems to be a publication of fun activities in her class. She has her students do some really random activities, but it appears they have a great time. I ended up commented on a post with links to poetry sites her students could follow to check out other kid's poems. It seems they were going to be writing poems and entering them in a contest.
My comments were to encourage the students (if they will indeed read them!) to think about how others might relate to their poems. I wanted my comments to help show them that other people will potentially read their work, thus proving that they are participating in a truly authentic and meaningful assignment.

Blog #10

Blooms Taxonomy is a great tool for myself and future students to climb the intellectual ladder. Of course, as a student myself I hate questions that force me to take my thinking up a notch , but it definitely taxes the brain which leads to deeper understanding.

When thinking about technology's place in the hierarchy, Andrew Churches' blog addresses this question. The first level, remembering, includes technological activities like, Google searches, social media, and favorites/bookmarks on  the web. Next is understanding which includes blogging (what a novel concept!) or subscribing to a website. After remembering and understanding comes applying which could include hacking and uploading/sharing. Fourthly we come to analyzing which could include activities like using Priceline, tagging, or linking. Next we have evaluating which could include activities like commenting on a blog, or posting something to a chat room. Lastly we have creating. Activities here could include wiki-ing and programming.

Most of these do not seem very taxing to me, but maybe if  I was not a digital native they would be. Yet within these activities the hierarchy could be used toward the level of one's comments or thought process. Another take could be that these technologies are merely to be taken analogously to the thought process.

Reflection #8

What, so what, now what.
In micro today a couple girls used Prezi for their presentations. It was cool because it was different than everyone else's Power Point presentations, and after thirteen presentations it was nice to have a changeup. I did not even think of using Prezi, but I think I'll try it out for my next presentation.

Reflective entry #7

What, so what, now what:
I recently visited an eleventh grade biology class where the teacher put together a biology music video to a popular song. It was a fun way to transition from the genetics unit to the evolution unit, and it captured the attention of the students. I think music videos are a great idea for transitioning units and would be a great assignment for the students to put together.

Blog assignment #9

Bob Sprankle's article "Caught on Video" has revolutionary assessment ideas for the classroom. He argues that letter grades are arbitrary and should be phased out. He argues instead of asking "how well are you doing?" We should ask "what are you doing?" and the response should be filmed.
I can understand that it is more meaningful to have students describe what they are doing as their assessment as opposed to giving them a letter grade, but this sort of assessment is cumbersome, time consuming, and does not work as a convenient currency, like letter grades.
I think his idea of filming the students on the first day of class, having them talk about what they anticipate to learn, and what their goals for the year are, and then viewing them at the end of the year is a great idea. He also suggests having the student demonstrate solving a problem on film which can then be viewed later. This demonstrates fluency and comprehension which can be a great confidence booster for the student.

Vocaroo for my Tech project

Voice Recorder >>

Reflection #6

What, so what, now what?
In bio statistics, Dr. T. uses the document camera to demonstrate concepts and formulas. These are then recorded by Panopto which I have referred to several times as I have been working on problems at home. Having this technology is a lifesaver, and Lord willing I will have access to it in my future classroom for my students to access.

Blog assignment #7

I visited Mr. Avery's Classroom Blog and watched several videos he and his students had recorded. The videos I watched were quite simply done with the students as the actors and actresses. The script and acting were poor, and they were even a little hesitant on the arithmetic, But I'm sure the students clamour to get a place on the cast, they will never forget what they participated in by making the video, and I'll bet the students watching will learn the concepts better themselves by having peers demonstrate it! I love this idea for making math and learning fun! This makes instruction interesting, and allows the students to participate in authentic, meaningful coursework.

Blog Comments

A comment to Lauryn, Another comment to Lauryn , Comment to Adam , another comment to Adam , comment to Beth

Reflection #5

What, so what, now what?
In my general biology class we had a twenty-minute resting period for the extraction of DNA from a strawberry. During this time Dr. Delado played "Just for Laughs." It was just that, it had nothing to do with biology, but it was a short reprieve from the monotany, and lightened the mood of the students. I think it might come in handy as an incentive to my students. I could tell them, "work hard on this assignment, and when we're done we can watch a really funny show."

Reflection #4

What, So what, Now what?
In my microbiology class, professor Steinkamp hooked up a camera to his microscope in order to show the class what we were supposed to be looking at in our microscopes. Once we knew what we were supposed to be looking at it was easier to find it for ourselves. In my future seventh grade general science class I hope I am equipped with a microscope camera so I can do what Steinkamp did for my academic success.

My Glog

Reflection #3

What, so what, now what?
I had an exam in general biology last week, and I was having a hard time comprehending a certain process. Eventually it occured to me that my text book has an online feature with animations of key concepts and processes. Consequently, I looked up various processes, and was thoroughly enlightened! Needless to say I will be using this online resource for subsequent exams, and future classes that might have an online resource.

Reflection #2

What? So What? Now What?
In my adolescent literature class I did a presentation on the "Golden Compass." In this presentation I used a YouTube video which really made the presentation come to life. If a picture is worth a thousand words, a video is worth a hundred thousand. I look forward to incorporating videos in my class, especially from Teacher Tube!

Blog Assignment #8

I explored Learning today's website. I played several games including word fishing, create your own rap, a syllable game and a reading comprehension game regarding a contaminated lake. I think the syllable game might be helpful in my class because it helps the students pronounce words that might be difficult for them to say; this will be important especially in science courses. The reading comprehension activity would also be beneficial because the students participate in the scientific process of discovering why fish in a lake are all dieing.
Here is the link:
Learning today

Reflection #1

What? So What? Now What?
In general biology Dr. Delgado uses a powerpoint each week that she posts on Discovery which is available for all the students to preview and print. The ability to print these powerpoints makes comprehension and retention so much easier than if they were not available. I defininately plan on a similar format when I have a classroom of my own.

Blog assignment #6

The "Generation IM" article was a practical article on how to most effectively incorporate different technological applications into the classroom. The author addressed LAN wikis, classroom blogs, even incorporating Google maps into geography lessons. Technology has really opened doors for students. The author mentions students with special needs being able to create their own  worlds and engage in social skills whereas a couple decades ago there would not have been much opportunity at all for them to engage in this type of interaction and achievement. Additionally, students were motivated to post blogs that they felt would be viewed by an "authentic audience."

Taking these things into account as a science teacher, I could have the students do a blogged science fair, where they post the steps of their projects (including pictures, and time lapse photography), and then present their project live.
As a teacher I could have the students look on teacher tube for videos on photosynthese, for example, and make a wiki post.

Assignment #2 Interactive White Board Lesson

Features used in Presentation:
During my presentation I will use the eraser feature, as well as the hold and drag feature to move things around on the board. I will also use buttons embedded in the presentation to reveal text.

Specific NETs my presentation will touch on:
My teacher NET that  I will be exhibiting is number two, "Design and Develop Digital Age Learning Experiences and Assessments." Spicifically, through my presentation I will "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity." In my presentation I have modified a premade presentation to make it fit my style, and it is also condusive to a positive learning environment.
My student NET I will be implementing is number three, which is "Research and Information Fluency." Specifically, "evaluate and select information sources and digital tools based on the appropriateness to specific tasks." This will be accomplished through the students using the SmartBoard themselves to get comfortable with it, as well as evaluate the content that will be discussed.

SmartBoards and my future classroom:
In regards to using this program in my future classroom, I am really excited. This presentation I put together is a positive, interactive learning experience. It is becoming more, and more important that school lessons compete with the colorful, high-paced, interactive entertainment that my students will be well acquainted with; this presentation does a good job of fulfilling that role. I believe in the next few years there will be even more improvements made to the SmartBoard presentations that will make them even more of a valuable tool in the classroom. I believe it is also important for students to have a hands-on activities to their education, especially in my topic of biology.

Smart Board presentation (pre-edited edition)

Week 5 assignment

The Prometean ActiveBoard (and SmartBoard) is the technology of the twenty-first century. For teachers, it offers unlimited resources in an instant. Promethean Planet brings the teachers of the world together with resources they have used, and found helpful. It offers entertainment education, truly making learning fun. It is simple enough for kindergartners, and practical even for universities. It offers shy students the opportunity to be involved in the hands-on learning experience where they might not have been with traditional methods. It also offers multiple learning styles students who might be visual, kinesthetic, tactile or audio. The Promethean ActiveBoard allows students to learn not only curriculum, but to use tomorrow's technology today to prepare them for jobs that might not even exist yet. 
Here is a link to "Promethean Video Case Study- Australia." This is where I found my information:
http://www.youtube.com/watch?v=RyOeb2NCTgg&feature=related
I am curious as to which unit came out first, the ActiveBoard or the SmartBoard? Which board has a more extensive database for premade lessons, and resources? Do students have access to all presentations used in the class?

Week 4 assignment

We downloaded Smart Board onto our computers this week. As of two years ago I had never heard of a Smart Board. Therefore, everything I learn about a Smart Board is new to me. It impresses me that they are touch screen, or whatever it would be called. We explored the "Smart Exchange" where there are many previously designed lessons by other teachers. There were also many educational games which might be fun in the classroom. Upon nosing around Smart Notebook, I realized that there are so many  features, I could literally explore for hours. Some features that appealed to me were the gallery essentials, which had various lesson applications for K-12 and all subjects.
Regarding questions about the Smart Board, I am curious how one transfers the Smart Exchange lessons onto their Smart Board presentation. I also am also curious how the signalling devices work for the students.

Blog Assignment #3

The tides are turning; the only thing that is constant is change itself.  Marc Prensky’s article, “Digital Natives, Digital Immigrants” takes an interesting approach to the future school scene. Technology over the last fifty years has advanced exponentially. Every day, it seems, there is something new, and young people under twenty seem to be the ones to introduce it to the world, or the world to it. As teachers we have a front-row seat to view these changes.  Our students will be bringing the newest lingo to the classroom, and newest devises to share with their friends. As teachers we also have an interesting role in how that new lingo and technology is received, promoted, accepted and propagated. Our students will be the programmers, developers, and creators of tomorrow’s technology. We as teachers can suppress and limit its use and acceptance or we can embrace it, incorporate it, and teach using it. It’s either sink or swim. It will be interesting to see what the next decade brings and what the classroom will look like in the next few years.

Yet, I also think, the more things change the more they stay the same, and “there is nothing new under the sun” Prov. 1:9 (NIV). Some of what Prensky inferred sounded like science fiction of the fifties and sixties portraying that by the year 2000 we would be flying around in hoover crafts, and living in space abodes. Prensky takes a radical approach to the future of education, and core curriculum. He goes a little too far in saying that, “reading, writing, arithmetic, logical thinking, understanding the writings and ideas of the past, etc – all of our ‘traditional’ curriculum,” will become obsolete, and need to be deemphasized. I think that these things will, and should, continue to have their place of importance, but I do agree that their delivery can adapt to the ever blossoming realm of technology.

Blog Assignment #2

I thought it brilliant what Robinson said about education dislocating people from their natural talents. It does have a way of limiting individuality and creating homogeneous populations. This concept stresses the importance of teaching kids how to think, and not what to think. This is in line with his argument that education should provide the conditions for personalized development of talents and intellect. That of course is easier said than done because we all have a specific lens we perceive the world and impart on others. If anyone said he was unbiased he would be lying; that of course is my bias! Granted, as I think about this in regards to God’s word, we should all be moving into conformity; conformity into God’s ways and his yoke, which is not burdensome. When we find ourselves in Him we will truly experience who we are intended to be.
I also don’t quite agree with him when he said that we need to stop thinking linearly; look where it has brought us in the last hundred years! The technological advances we have made as of late are truly astounding! Where might we be a hundred years from now- if the Lord terries. Our students should be allowed access to and use of technology, and they should also be encouraged to think of ways to better and improve what we have now. In the sciences there are so many exciting technological breakthroughs occurring, and one of my students could be the next one to bring it about!

Classroom Scenario

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:
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.

Student Standard:

1.	Creativity and Innovation
	Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

Spring 2012 class blogs

Lauryn Ernster
Beth Ross
Arica Johnson
Kristine Stipp
Adam Loga
Jordyn Wilson

Blog assigment week 1

I have felt the call to work with orphans in Africa for about eleven years, and upon my marriage in 2009 my wife (who also has felt the desire to work with orphans in Africa) and I decided that the best approach to take would be for me to get my bachelors degree in secondary education with a biology endorsement. This is a result of my love of nature, and the fact that I had been a farmer from 1998-2009, I figured biology, and science more generally, would be a good fit for me as a teacher. Consequently, upon my graduation we intend on travelling to Zambia, where I will get a teaching job, as a platform for working with orphans.
In regards to what I know about technology and my comfort level with technology; I took several courses at Skagit Valley College when I attended from 1999-2001. I took: introduction to Excel, introduction to the Internet, one quarter of A+ certification, and introduction to PowerPoint. Through these courses I learned not to fear technology, and I have taken that approach throughout my experience with it.
Regarding my feelings about technology in education, I feel that it is a necessity, especially in regards to experiments, and researching periodicals.