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.