Tag Archives: 541

ET 541 Week 6 assignments

This week had two assignments…

We had to choose two content areas.

I chose math and science for my first assignment which was a review of four simulations plus links/comments on twenty more. Here is the link in Weebly for the first assignment.

The second area I chose  was ELA. I wrote a book with MixBook about the Earth Science expecatations, and created a lesson where students write a book using MixBook on the solar system. Here is the link to second assignment.

Advertisements

ET541 Week 6 Obstacles to integrating technology in the science classroom

Science and technology work well together; however, there are some obstacles to implementing a technology into the science classroom.  According to Roblyer, “authentic science not only involves having students ‘do’ science, it also includes connecting science to students’ lives” (p.323). Making those connections can be challenging, using technology can help. Some obstacles include: 1. resistance to using virtual labs and simulations to replace hands on labs, 2, access to technology, 3. professional development.

  1. Minds-on, Hands-on virtual vs “real”: Currently online science courses and virtual schools must have a hands-on lab component in order to receive AP endorsement  from the College Board (Roblyer, p. 321). More research is needed to determine outcomes of virtual vs hands-on lab investigations. Since my class is not on line or virtual, I think it is beneficial for students to do both virtual and hands-on investigations. In my experience, the virtual labs help students understand the concepts, sometimes more so than the hands on component. Many students disassociate hands on lab time from class work (thinking lab is “time away” from  class!) and have a difficult time tying the labs to concepts. The virtual labs help students to make those connections. For now, virtual labs can be used to enhance hands on learning.
  2. Access to technology : Teachers and students need to have access to computers and the internet. Some schools have limited access to technology due to the cost. For schools with limited technology access, this requires planning of resources and time as equipment needs to be shared between classrooms. With advanced planning, technology can be woven into a classroom. For example, our library has enough desktops and Chromebooks for three or four class to use, so teachers must plan in advance and “sign up” for library computer or Chromebook time. The science department also has a laptop cart of about twenty laptops. Additionally, some classrooms have laptops (my classroom has sixteen!), so if I am doing an activity that requires all students to use a laptop, I will sign out additional laptops from our cart. It takes planning, but is doable.
  3. Support for technology and professional development: According to Nagel, reporting on the NMC Horizon Report:2013 K-12 Edition, the number one obstacle is professional development (2013). In terms of support, Guzey and Roehrig found that schools that encouraged the use of technology were more likely to give “support from the school community” that “allowed these teachers to reform their practices.” Meaning, that teachers who have access to and support from the community feel more comfortable using and adjusting their use of technology in the classroom. In other words, infusing technology takes time and practice! “Well-developed programs that provide opportunities for participating teachers to build and sustain “learning communities” seem to have positive impacts on science teachers’ technology integration. Continuous support is necessary to help teachers overcome the constraints in incorporating technology” (Guzey and Roehrig, 2009). Again, time, practice, and professional development are key to successful technology integration. Moreover, Guzey and Roehrig found that is is necessary “to provide teachers follow-up assistance during the time when they were designing and implementing their technology-enriched lessons and action research projects…Thus, professional development programs focusing on technology integration should provide teachers opportunities to reflect on their teaching and share their experiences both with professional development leaders and their peers” (2009). From my experience, professional development must include time to not only learn about a technology, but also include time to think about and plan for using the technology, and finally, include time for reflection, refinement, and collaboration. In our district, we get the first piece basic training on a technology, but do not always have the time to find ways to use the technology or time to reflect on and adjust the practice.

Successful technology integration is a process that takes time, practice, and training. I recommend that teachers try to infuse a single lesson or unit with  technology rather than revamping the entire course. Based on the success of the pilot, teachers can determine what works and begin to find ways to implement more technology into their lessons.

References

Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge.Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/vol9/iss1/science/article1.cfm.

Nagel, D. (2013). Six technology challenges facing education. The Journal, Retrieved from http://thejournal.com/articles/2013/06/04/6-technology-challenges-facing-education.aspx

Roblyer, M. D. (2016). Integrating technology into education. (7th ed.). New York, NY, Pearson.

ET541 Week5 Social Networking Lesson

This was harder than I thought. I understand the benefits of using social media to increase learning; however, the challenges remain to ensure student safety and privacy, as well as to ensure students are creating a positive digital presence that is appropriate for a classroom. Here is the link to my Weebly page.

ET541 Week 5 Blog post #2

Here is the 2nd Blog Post of the week, this time a VoiceThread on the use of filters in schools.

Week 5 Internet Enhanced Lesson

This week has two assignments. This is the first, create a internet enhanced lesson. One caveat, no use of videos as that is another lesson. That was challenging as I have a couple of ideas for lessons I would like to create, but they include watching some You Tube videos as tutorials.

I created a lesson on heat transfer that involves some online tutorials, hands on classroom activities, and students showcase their learning by creating an infographic.

Here is the link to my Weebly page that contains the lesson.

Below is the embedded Google Lesson.

ET541 Week 5 Safety on the Internet

This week’s topic is ” Online Tools, Uses, Web-based tools, and social networking. As part of the week’s assignments we are to create two Blog posts. This is the first of two posts for the week: “Safety on the Internet”.

In the audio introduction to chapter 6, Roblyer states “today’s students are first-generation citizens of a digital society, pioneers in a country that has no borders and whose contours took shape only in the last decade. Students are quick to seek out the paths of this new frontier, but slower to recognize and avoid its pitfalls.” As a teacher, I must not only help my students learn and explore earth science and physics, but also help them learn to be good digital citizens.

Some of the pitfalls that students (and teachers) may encounter as a result of internet use include: access to inappropriate materials, safety and privacy concerns, computer viruses and hacking, fraud and phishing, online identity and reputation concerns, online plagiarism and cyber cheating. First, we will briefly discuss each as well as guidelines to avoid the pitfalls. Next, will be a Top Ten List for being  a good Digital Citizen, and last links for additional information.

Inappropriate Materials: Filtering software is set up at most schools to filter out “inappropriate” material. No filter is fool proof, and sometimes filter outs sites that have educational benefits (YouTube, for example). Students and teachers alike should be aware of the material and report any concerns.

Safety and Privacy Concerns: Social Networking Sites allow students to communicate with their peers locally and from around the world. Some concerns include: on-line predators, unwanted advertising, privacy concerns, and cyberbullying.

On-line Predators: Students should learn that a person online may not be who they say. Students should never give out personal information (full name, address, numbers, location) to anyone online. Students should never plan a in-person meeting with someone they have met online. Students should report any invitations received from an online acquaintance to a teacher or another trusted adult.

On-line Advertising: students should not be lured into clicking or buying anything from advertisements on websites.

Privacy Concerns: Teachers (and students) should be careful to never use last names, addresses, numbers, etc  in any online products such as class websites, presentations, etc.  This reminds me of the Health Insurance Portability and Accountability Act (1996) known as HIPPA. Health care providers are required to have patients sign HIPPA forms, and must be careful about to whom, how, what, and where they communicate patient information. For example, medical staff should not discuss patient information in a hospital elevator. Teachers, too should take care with what, how, to whom, and where they communicate student information. Teachers (and schools) may want to have students and parents sign a technology use and permission slip to allow student images, web products, etc to be published to the web, as well as to allow students to create and access free accounts such as Gmail, Prezi, etc. The form should also detail what is acceptable use of computers, internet at school and at home.

CyberBullying: is the use of technology to bully others. Students need to be educated from an early age about bullying (both in person and online). Schools need to educate their students about what is cyberbullying, and what to do if a student is being bullied or knows of someone that is being bullied.

Computer viruses and hacking: It is easy to infect a computer with a virus by clicking on a link or downloading software. Both students and teachers should only open links if from a safe source, and download software from trusted websites. Virus protection is helpful but cannot prevent all viruses, so care must be taken.

Fraud and phishing: If making a purchase be sure the site is safe with https: and the lock icon. Never give out or share personal information (PINS, SS#, etc) on line. Reputable companies will NOT ask for this information!

Online Identity and Reputation: Once something is posted online it remains for digital eternity. Students (and teachers) should take care to post appropriate images and comments. A “Digital Footprint is the trail left behind as a result of their social media interactions” (Roblyer, p.176). Students (and teachers) should take care of their digital footprint. Remember colleges and future employers often look at digital footprints! More on that in the top 10 list!

Online plagiarism and cybercheating: Students have access to so much information, but must take care to credit sources for written word and images. To take credit for someone else’s work is not only unethical, but can be illegal if infringing on copyright laws!

Top Ten List for being  a good Digital Citizen based on Netiquette for the High School Student (Cooney, 2013) and Netiquette:Rules for Good Manners in Digital Communications (Roblyer, p178) and Rules of Learning on-line etiquette: the role model (Roblyer, p. 179).

10. Think twice before you post. If you think a college admission officer, or parent, or future employer , or …(you fill in the blank) should not see this, then it should probably NOT be posted! Your Digital Footprint is forever!

9. Use appropriate language and grammar. Again, your digital footprint stays with you, and it is best to use good language and grammar.

8. Stay safe. Never give out personal information to someone you have met online. The friend you met online may actually be a predator. Again, NEVER give out your full name, address, phone number, location, etc.

7. Stay Safe (part 2). NEVER make plans to meet in person someone you met online (see #8 above!).

6. Treat others the way you would want to be treated. Do not use the internet to bully others. Think before you post. Be careful as tone cannot be inferred from written word.

5. Acceptable Use Policy. Class time should be spent pursuing education. Follow your teacher’s and school’s rule for acceptable use in class.

4. Politeness and respect go a long way. When someone is talking to you, do NOT text or search the web OR when a teacher or peer is presenting in class, do NOT surf the web, text, or play games.

3. Ethical use and legal use. Give Credit for information and images that you use.

2. Be professional. When responding to peers, teachers, others use conventions of written English rather than slang terms, and texting acronyms. Pay attention to spelling, grammar, and tone.

1. Learn. Use technology to learn, but always keep in mind the rules of Netiquette to learn in safe, collaborative environment.

Links for additional information.

Common Sense Media, Video page and Education page.

Digital Citizenship: Rights, Roles, and Responsibility in a Digital Society.

Digital Citizenship: Using Technology Appropriately webpage

Edutopia on Digital Citizenship

Partnership for 21st Century page on Digital Citizenship

Resources

Cooney, C. (2013). Netiquette for the high school student. Retrieved from:http://edtech2.boisestate.edu/carolinecooney/502/netiquette.html

Roblyer, M.D. (2015). Integrating educational technology into teaching. (7th ed). New York : Pearson.

Week 4 Video Integration

This week was a two part assignment: 1. Create a video library for use in our content area and 2. create lesson plan that utilizes video.

For my video library, I decided to find videos to use during the Astronomy unit of Earth Science. The videos used range from the Big Bang to Star formation to eclipses.

For my lesson, I chose to do introduction to the Big Bang. This is topic that is can be difficult to grasp for students, and the use of video enhances the understanding. I look forward to incorporating this lesson in the fall.

Here is the link to Video Integration page in Weebly.

ET541 Week 4 VideoBlog on the Benefits of using Multimedia in the classroom

I created this video blog using MoveNote. It took longer than I thought, as the first time I did it, somehow the file did not save! Anyway, looking forward to your feedback.

 

 

 

ED Tech 541 Week 3 Presentation

This week we created presentations following the “rules” for presentations. More pictures, less words! The  speaker should talk about the topic, not read from the slide! This assignment has motivated me to update many of my presentations that I use in  class.

Here is the link to my Weebly page containing the presentation.

Ed Tech 541 Week3 Lesson Plan Plan using Google Sheets

Here is a link to my Weebly Page with the lesson plan on uneven heating of earth’s surface that integrates creating a data table and graph with Google Sheets.