C4K Summary for April

The C4K students that I had this month were Leni and Nahea, of the Pt England School in New Zealand, which is project-based and structured to keep the students in a cycle that leads them learn without a lot of moving around. In Leni’s class, the assignment was to draw up math problems, answer them, and then test his fellow students on. He was very precise and had all of his answers right. He used links and tables to make his blog tech savvy. This method gives students a chance to lead and follow, which allows them to assess and evaluate one another’s work. The PBL structure that his teacher uses is working miracles with the way he learns and he is very focused and having lots fun with that method.

Nahea attends the same school and benefits from the PBL method of learning as well. Her assignment I commented on was about eating healthy foods. The literacy learning process that they use allows for students like Nahea to start a project that follows one task after the other until it is completed. Nahea’s blog required her to write a story using correct sentence composition, say it on video, post it online, and place it in her blog. She did a great job on the assignment, which only motivates me to do better and learn much more about creating quality blogs.

It has really been a lot of fun looking into the way that younger students are using PBL. They are way ahead many of their peers and actually are happy. This means less problems and more learning, which is good for everyone. Doing the C4K comments has also shown me how important it is to keep up with technology, because students deserve it and we are obligated to give them the tools they will need to be successful in the future.

C4T # 4

Both of my C4T assignments were for Ms. Andrea Kerr, a high school math teacher, who writes blogs that alerts her colleagues, students and followers to innovative tools and techniques to teach math. In the first blog I commented on, Ms. Kerr was using a number of inventive ways to teach her students about exponents and the order of operations. I was impressed because her techniques allow the students to get out of their seats and into the world around them so that math means something besides a bunch of numbers. Her blog spot, For the Love of Math, is one worth visiting if you are looking for fun ways to teach math.

Ms. Kerr’s second blog that I commented on caught my attention because it was about assessing students with the Marzano Teacher Evaluation Model, which deals with reflection and self-reflection as a means to assess what students have learned. This is something that EDM 310 has already addressed, and I think it is another tool by which to sharpen that approach. She gives many examples and links to understanding the Marzano model. I think that fresh perspectives on the way we evaluate students is much needed in America’s classrooms, so investigating one more great way to that was very reassuring that the method is gaining mass. It works great for Ms. Kerr’s math students and I think it is a technique that should be mandatory for all teachers. It is simply the right way to teach.

I have really enjoyed commenting on Ms. Kerrs’ blogs. Her informative and caring approach insures that her students are getting the skills in math that they need, while making it fun and engaging.Sources: Andrea Kerr and Marzano Research.

Blog Post #13

The link for the Blog Post #13 instructions are here: Blog Post #13 Assignment Criteria.

Gauging from what I learned about the use of technology in a science classroom, there seems to be no two science classrooms alike. I found this to be intriguing,

since it means that scientists approach their classrooms in a manner that allows them to be creative and innovative. In the 21st Century science classroom, however, science teachers need to be able to collaborate with other teachers, students and communities globally. One of the many technical aids that I looked at, WebQuest, is one of the ways science teachers can improve their classrooms. WebQuests are a very simple, but technically useful, tool that can help science teachers create structured, interactive, and educational lessons. A great feature of WebQuest is that the templates are already designed in a standard format that can be modified to fit the individual teachers' needs. It also has a large community of educators that share, collaborate, and support one another. Since WebQuest's must be created from activities on the World Wide Web, it really encourages the use of other technologies that make it unique. While some might see this as a handicap, I think it is an asset that gets a lesson going and keeps it structured, and this can take a lot of worry out of working with PBL-type activities. As for science, it goes hand in hand with the applications of the scientific method.

As part of this blog post, we were asked to use the scientific method to create a science blog spot. In choosing my topic, I would make the choice on what type of blog I want to build, which will be a science blog called "Mr. Science Maniac's Blog Spot." The problem I need to identify is what will the layout, theme, and so forth, which will likely be comprised of an astronomy-like background. I would then research on the web, library and any available resources on the best approach to get my blog spot up and going. My hypothesis will be to design an elegant science blog spot that science students and teachers would enjoy visiting. The experiments I will design would include trials and errors to get my blog spot to be substantive, informative, pleasant to the eyes,and meaningful in resources that benefit the science community. I would then test the best of the blog spots by previewing them to see if all the attributes I want to communicate with the science community are included. Then, I would analyze those results by sending them to my friends, coworkers, students and colleagues to get their feedback and see if any leaned towards the one I was considering. After I get their opinions, suggestions, and feedback, I will then formulate a conclusion as to which of my blog designs will be used. Hopefully, my problem is solved and I have a great blog spot where science-interested people can go to for some cool science discussion. The next pending question would be how can I get my old fashioned classroom caught up with the 21st Century classroom, if it fell below those standards.

Given that I entered a classroom that was "archaic" and not ready for the future, I could easily look around my classroom and see what we can use to make projects PBL-structured. For instance, the average student has some sort of smart phone, and having only four of them could be useful in getting a project

started and completed, since they interact with the web, can sync with projectors, etc. Most of these same students will have computers, tablets and other devices they typically use for fun that can be an asset to the classroom. Technology walks into the door the moment your students do, so there should never be any reason to not keep them actively engaged in learning. So, instead of seeing the tech tools your students have on them as toys, see them as a bridge between the classroom and the rest of the world. At least then your anxiety goes down about the use of cell phones in your classrooms. Plus, you will be leaving your classroom smiling every day because your students are happy, working together, and thrilled at having put their toys to real world solutions.

Modeling a blog around my college major has been a great exercise in seeing how diverse blogs can be. I've included the video, Technology in the Science Classroom, to show you what a science classroom should look like and how using technology in a structured manner can give life to your teaching methods. It was great to revisit the scientific method and see how it can be applied to everything we do. I look forward to hearing your comments.



Sources: World of WebQuests, Make It Solar, The Innovative Educator, and On Devon Road.

Blog Post # 12

It is great to be writing about assistive technologies this week, because my first experience with the subject comes as an anecdote. I was walking from one of the Jacksonville, Florida, libraries and I saw a wheelchair occupant sitting too still on the sidewalk, as it seemed the person should be moving and enjoying the view. I kept walking, looking over and over to see if the person moved, and as I went slightly forward from his center, I thought I should check it out. As I got closer, I could see there was a gap in the sidewalk that was all sand, and I immediately knew what the problem was. I alerted the person that I was there to help, and this little computerized voice said, "Thank you." At the time, I didn't know what assistive technology was (even though I had seen Dr. Steven Hawking tens of times) but that incident enlightened me to how far the special needs community had come. Now that I am moving into the realm of teaching, it is absolutely necessary for me and my peers to learn as much about this kind of technology, because a disability no longer keeps our children from learning alongside their peers, unless that is their choice or their parents' reasons, in which case they have access to assistive technologies for home schooling. I did a lot of research this week on assistive technologies that are useful for today's students, and it has been a great learning experience to see how inclusive students with disabilities are meeting the challenges of learning in the schools. Talking about a few seems inappropriate, as it is a simply fascinating subject, but here I go.

One of the most fundamental parts of learning is being able to write literately, but this can be more of a challenge for learning disabled students. To overcome this obstacle,

the technology has such tools as Intellitalk III, Kid Works Deluxe Knowledge Adventure, Read and Write 5.0, and Write Out Loud 3.0. These assistive technologies use talking word processors that enable the students to give auditory feedback that helps them to reinforce the writing process. For example, if a student is working on writing sentences, a pull-down menu can be selected that has text the student typed, which can be read out loud. These tools also enable the student to choose a font size, text color, background color, and even add graphics. It has been observed that disabled students feel empowered and very enthused when they can participate in class with their peers, and assisted technologies that combine auditory and visual concepts is adequate for assessing those students alongside their counterparts. This kind of inclusive classroom is what assistive technologies is all about, and when a student from any walk of life can conquer the challenges of reading and writing, we all benefit in the long run. Assistive learning doesn't stop there - there is a tool for almost every classroom situation you can think of.

For example, there is a tech tool called Supernova Access Suite (SAS), which is “a complete screen reader with natural sounding speech and integrated screen magnifier with Braille display support” that is great for blind students. The company that makes

the SAS has many different types of the same technology, which can afford a specific need to be addressed as required for different students. If you have a student who has very limited mobility, then FaceMouse is an assistive tool that turns a regular webcam into a mouse operator. Students use their head and facial gestures to type on the keyboard, point the cursor and click on websites, allowing the user to have easy control to do his/her class work. Facemouse can also be adjusted for each user's specific facial and head gestures to turn a head gesture into click, or vice versa with face gestures. Similarly, but designed for more mobility-challenged students, is Sip-and-Puff systems, which allows the student to use his/her breath to control a mouthstick (used like a joystick) to type, click on web pages, and do many more operations. There are also some great tools that teachers can go to help them better understand how to use assistive technologies, too.

Dell is a multinational technology corporation that specializes in making computers and technologies that assist their functions, but this week was the first time I knew how much they are vested in the assistive technology movement that can help educators. With its Assistive Technology Configuration Tool, Dell brings an array of assistive tech tools to the classroom, allowing teachers to meet almost any or all of their special needs students' needs.

Upon looking at Dell's site, its boast of being a "leading" company in this area is well warranted and deserving, because they are like a one-stop shop to make whatever situation your students are challenged in become less difficult to face. Aside from Dell, the National Center on Universal Design for Learning is a fantastic resource for helping teachers "prepare course materials, classroom activities, and lectures in such a way that students of all abilities can access and understand them." The site is user friendly and allows for ease of access to navigate through it, and it has so much to offer that you will feel great knowing you have it in your network for your learning disabled students. It was a lot of fun researching all the assistive technology tools that are out there for teachers, and if you were like me, you probably thought, "How do I understand the tools the learning disabled use in the classroom?" At least a couple are here, but feel obligated to learn about as many of these assistive tech helpers as you can, especially if education is your major, like mine.

Although I could only share a little bit of the vast amount of knowledge I have gained by researching assistive technologies for the classroom, there is far more out there for you to learn about. In the 21st Century classroom, everyone is included and the technology is present and expanding to make anyone who wants an education to have the same opportunities. As my beginning anecdote shows you: We all may get stuck in the sand occasionally, but if someone is there to help get us out, then we can move along with the days business knowing we have the support we need. Learning disabled and special needs students deserve our attention just as much as those who are not. I hope you get a smile or a tear or two out of the video, Assistive Technology in Action - Meet Sam, I included at the end of this post. I'm "all in" for assistive technology and I will be very vocal for it when I become a teacher.



Sources: Ability Connection Texas, JAMP, Ithaca College, PRWeb, National Center on Universal Design for Learning, Dolphin, Claro Software, DELL, LD Online, Teach Thought, and Origin Instruments.

Project # 12B Collaborative Lesson Plan

This week the Las Vegas group did our lesson plan on hurricanes and some of the phenomena that occurs along with it. It was very interesting getting to do a lesson plan on the SmartBoard. Please see the link below for our video and feel free to contact any of us in Las Vegas group if you have any questions.



Source: Hurricane Facts

C4T Summary #3

I will be summarizing two posts from Mr. Tyler Rice’s blogspot. He has a “tell it like it is” way of writing his blogs, and they are loaded with thinking points. For instance, in his first post, in this series, a teacher had played a rap video in his classroom, which got him suspended for his efforts (Free speech! What free speech?) Apparently the teacher played the video to engage his students about what they felt about the way we are teaching them, and it seems like that would be a good thing. Yes, it had cursing in it, but its profound message of being forced to go through 16 or more years of education to come away a robot that was programmed, is what I took from listening to it. It is hard for institutionalized minds to seek freedom from their bondage, but some of us do, and we try to change the status quo, because we know it doesn’t work. This was Mr. Rice’s point for defending the teacher that was suspended. I did ask if he would show the video to his own class, but knowing the intimidation tactic used on the suspended teacher, he likely won’t because he knows how broken our education institution is. For me, it was valiant enough of him to make a stand in his own way,

which is doing something instead of nothing.

Since Mr. Rice didn’t have a blog post that was recent, I simply went back to one of his earlier posts, which was related to something I and my classmates in another class are experiencing: Tests that don’t assess what was taught or learned clearly. His students had been given a quiz on natural selection and their mean score ended being a D, which is what relates to my own particular scenario. We all made D’s, which showed some of us had C’s after reviewing the test, but given that we were given a study guide that covered the majority of the chapters, it should have been an easy A or B for everyone. So, the case and point is the way we were taught and assessed, which is something that should be reviewed and our reassessment after that will show what we learned. In the college world, in that type of class, it is likely that won’t happen, but shouldn’t the point always be that you taught something and that the students actually learned something, too? For me, it shows why the lecture classroom needs to die a quick death and go the way of the dinosaur. Mr. Rice saw his students’ failures as his own failures after reflecting on why so many students had low grades, and took a different, PBL approach that gave his students a chance to show they are capable of learning. I think we need more teachers like him and not trying to hire less of teachers like him.

I have really enjoyed commenting on Mr. Rices’ blog posts, because they deal with what is going on in the real world and what we need to be doing to better educate the students of the United States. If you have the opportunity, visit his page and see what you think. I will be going back to his blogspot long after EDM310 is over because his PBL approach to education is impressive.

Source: Edutopia

C4K Summary #2

This week I have the pleasure of summarizing two students from the Pacific region. The first, Danielle, was given an assignment that will help her gain more literacy in writing complete sentences by writing a story. Her story was accompanied by a picture of a giraffe going to get a snack on a very sunny day, which was perfectly told in her blog post. It is great that they are using different technologies to research their assignments, and Danielle posted a video to the web that was filmed, edited and posted from her computer at school. She is learning to engage her ideas and passions is a very positive, collaborative and global way.

The other student I commented on was Wiremu, and he was required to make a post for seemed like a sentence writing assignment. He attends a school in New Zealand and was able to put together a good narrative that had enough imagery in it to make me feel like I was there. He was able to write complete sentences and tell his story in such a way that kept his blog post interesting and a pleasure to read. His school is Project Based and it is working wonders for having the students meet their literacy standards at early ages. Wiremu’s blog attests to how important the use of 21st Century tools are helping students to enjoy school and embrace education more readily.

These two students are wonderful examples of what the new examples of teaching is making the classroom a much more successful platform by which to teach. They enjoy what they are doing and really seem to take being engaged with PBL-structured classrooms seriously. It is great to see that the classroom is becoming a much more interesting place to learn.



Source: Pt. England School

Blog Post #11 Collaborative Blog

This weeks blog was a collaborative one that had our group discuss, via GotoMeeting, several teachers' use of 21st Century tech tools in their classrooms. It was a great opportunity for us to discuss what we learned from these teachers, as all of them used Project Based Learning to a high level of usage. Their perspectives were very convincing to me that PBL is the best way to teach, since it really engages the students and lets their passions fill the air. It was also exciting to use GoToMeeting as the medium for us to start and finish the project successfully. You can find the video on Youtube, titled Las Vegas Conversation. I hope you enjoy what we all talked about and learned from this collaborative effort by the Las Vegas Group.

Project #10 Interview Movie

Project #10 was a great opportunity for me to interview one of the professor's in the Education Department at the University of South Alabama. Dr. Susan Martin provided me with some great insights on the use of technology in the classroom. I hope you enjoy the interview and the enlightening perspectives of Dr. Martin, who is a very vocal advocate for engaging the students with 21st Century technology. An honorable mention and thank you to Dr. Edward Shaw and Dr. Paige Vitulli for accepting my invitation to be interviewed, and a special thank you to Dr. Martin for being the first to accept the invitation on such short notice.