EDU 295 Reflections: Day 5 (Final!)

Our final day in class was devoted to two things:  the final exam and the group presentations on our chosen units.  The final exam was very simple in that it required us to review ten technology resources covered in class (six chosen by Mrs. Burnes and four of our own choosing) and then to reflect on our previous reflections.  For the ten technology resources (which I'm calling the Tech Top Ten) we had to address seven specific things for each:

1. Selection — How/why/when will you select this type of technology to use?
2. Usage — How will you teach students how to use this technology and when would use be expected?
3. Modifications — What modifications, if any, will you make in using this technology in your classroom?
4. Design — How will you design your use of technology so that it is a part of the integrated lesson?
5. Integration — What steps will you take to integrate this technology into the full class experience?
6. Application — What other applications do you see for using this technology?
7. Questions — What further questions do you have regarding this technology and its use?

Tech Top Ten

① Prezi — A cloud-based presentation tool

1. When looking for a presentation tool, whether for my own use to present information to students or to have students give presentations.
2. Demonstrate how to create one, find/make a tutorial on how to use, or have students familiar with Prezi help others with its use.
3. I'd have alternative presentation tools (ex. PowToon or Google Presentation) ready for students who need a more simplistic tool or if there were internet issues (CCPS students would still have offline access to GP through their Chromebooks).
4. I would use this or have my students use this in the same way and for the same reasons we used to use MS PowerPoint.
5. It could be used to introduce a topic, to close out a unit, or for student presentations.
6. I'm thinking I could continue to play around with it and use it to create review games.
7. I'm wondering about how complicated it would be to create new themes to use instead of the included ones.

② GoogleDrive — A file storage and synchronization service from Google that allows for cloud-based file storage, file sharing, and collaborative editing of productivity programs.

1. Anytime I or my students need to use productivity programs and/or share files.
2. I've already created a Computers 101 guide for students that has been used by my 7th grade team at EDMS to help the students learn how to use GoogleDrive and other standard school programs.
3. At this time I can't think of many necessary modifications aside from meeting the needs of students with exceptional education needs.
4. I've been helping students fully integrate the use of their Google accounts to make their lives easier, from storing and collaborating on files to using the Google Calendar to stay on track with things.
5. I'm already using this in the classroom for sharing files (notes, back-up copies of assignments, etc), but I plan to try out using the Google Forms for assessments this upcoming year.
6. I experimented this year and plan on implementing the use of Google Forms to gather contact information from parents.
7. I saw just last night that Google will be rolling out a new update for GDrive, so I'm curious about what all this will entail.

③ WebQuests — "An inquiry-oriented lesson format in which most or all the information that learners work with comes from the web."

1. I'd use WebQuests in a scavenger hunt type way and/or for virtual field trips.
2. I believe any type of WQ needs to be structured so students don't "get lost" on the web (ex. can't find the correct page/subpage, getting distracted by sites note related to the WQ, etc.).
3. Depending on the class/student level, the complexity and depth of the WQ might need to be modified.
4. I think a WQ could be used to introduce a topic, in the middle of unit for "discovery learning," or at the end as a wrap-up/review.
5. I think integrating WQ into the math curriculum will be a bit harder for me to work out in my head.  I've thought about trying to work in a field trip to an art museum and relate it back to our geometry work (identify/categorizing shapes, applying formulas, etc.)
6. As I've already noted, I think the WQ model is ideal for virtual field trips, but I'm planning to think of ideas as I work on plans this summer for the upcoming school year.
7. I'd like to know how other math teachers have used WQ in the classroom.

④ Digital Storytelling — "The practice of using computer-based tools to tell stories."

1. My first thought when it comes to the idea of digital storytelling was of Reading Rainbow, one of my favorite shows as a child.  Because of this, I think I'd take the handful of picture books that I use within some of my math units (ex. the Sir Cumference series) I would like to turn into my own Reading Rainbow version.  I have a few writing assignments (for Writing Across the Curriculum) that I think I could have the students turn into digital stories.
2. Modeling for the students how to write their story (ex. using GoogleDocs for word processing) and then turn it into another media format (ex. using PhotoStory).
3. Either as part of a regular unit lesson (stories I've been using in class or previously made student examples) or as a review of the term/semester/year.
4. I think I would try creating a video of any stories used in class that students could then view online at anytime on their own.
5. Students would be able to view stories on their own through their Chromebooks (using headphones/earbuds) after finishing up an assignment.  This would be especially useful with those fast finishers or even kids who need a break from an assignment before getting back into it.
6. I can use the idea of digital stories to record lessons (via an app like Educreations on the iPad) to explain problem solving methods.
7. I would again like to know how other math teachers have used digital stories in the classroom.

⑤ Interactive Whiteboards — An interactive display that connects to other forms of technology.

1. I'd utilize an IW for all the same reasons/ways we'd use traditional whiteboards as well as integrating the interactive portion with things like virtual manipulatives that can be click and dragged.
2. As part of my interactive whiteboard implementation, I use an ActivSlate, which can be difficult for first time users.  I start by allowing the students to "graffiti the board" by signing their name to the board.  From that point, I gradually add more student use time.
3. One of my favorite features in ActivInspire is the capability of saving flipcharts as PDF files as well.  This allows me to provide the work done in class for students who were out of class (absences, field trips, etc.) or for review/reinforcement for everyone.
4. The interactive whiteboard (I have both the ActivSlate and an actual Promethean board in my class) get used in every aspect of my teaching.
5. As mentioned in the last item, I've integrated use of the IW across the board for just about everything we do in class.
6. This isn't so much an alternative use of the IW as an alternative to using/having an IW.  There are various apps and sites available (such as SyncSpace and Scriblink) that can be used instead and even projected for the whole class to see.  Some of these apps/sites allow for collaborative work as well.
7. I would like to learn some of the extra features/tools available within the ActivInspire software that I've not had a chance to use yet.

⑥ Mobile Devices  — Tablets (iPad, Samsung Galaxy, etc.), eReaders (Kindles, Nooks, etc.), Smartphones (iPhones, Galaxies, etc.), Chromebooks, etc.

1. I've used mobile devices in the classroom when I've wanted to use some form of technology but the labs are not available.
2. We have a Chromebook scavenger hunt that helps students learn how to use it through experimentation as well as my previously mentioned guide, that I plan to update with some additional mobile tech components in preparation of next year.
3. When I've had "tech days" in my classroom, I have to be very diligent with staying on top of what they're doing with the device to ensure they haven't deviated from the plan and are instead playing Angry Birds or Instagramming or some other unapproved activity.
4. At this point, mobile devices have had a very small roll in my class, but I plan on using them (in the form of the students' Chromebooks) for as many possible things as possible next school year.  I'd like to make my classroom as "paperless" as possible.
5. In allowing students to use their personal devices in class, I've had to come up with set expectations on what they can and cannot do with them in class, which are set up with the students ahead of time.  This includes consequences of what can happen if caught breaking the rules.
6. I've helped the students learn how to use some of the added features to help them become "better students."  I've done this in part by showing them how to use and set up Google Calendar 
7. My biggest question at this time when it comes to mobile devices all pertain to the county's upcoming introduction of Chromebooks in the classroom.  I'm trying to come up ideas for all the problems that could pop up so that I can come up with possible solutions before we're in the classroom next year.

⑦ Kahoot! — Game-based learning and classroom response system.

1. I'd use Kahoot! or similar sites/apps to get a quick survey of student knowledge.
2. To introduce Kahoot!, I'd use a fun, playful topic to get the students used to how it works.
3. Depending on the purpose and timing, I might decide to use an alternative to Kahoot! (ex. if I want the kids to complete it outside of class time, I'd have use something else such as Edmodo)
4. I would use it as either an intro to a lesson to determine students prior knowledge of a topic, to formatively to determine how students are doing during a unit, to close out the day as an exit ticket, or even as a final formative quiz since it compiles student responses that can then be downloaded as a spreadsheet.
5. From a technical standpoint, I need to think of ways I can break things down to multiple choice standpoint.
6. Kahoot! could also be used for brain breaks during class by having additional fun, silly quizzes/discussions/polls.
7. I'd really like to learn how to create my own apps for use in class.

⑧ Edmodo — A secure social learning platform for teachers, students, and parents.

1. I use anytime I want to initiate online interaction with my students, opening up the lines of communication, as well as anytime I want to share resources with them or post assignments/assessments for them to complete.
2. As part of my previously mentioned Computer Basics for students, I show them how to access and use Edmodo.
3. I always make sure my resources are available through multiple sites so that if a student cannot one for whatever reason, they can find it on another.  Most of what I post to Edmodo also goes onto my class blog and/or Edline.
4. Next year with each student having the Chromebooks, I plan to use Edmodo at least once each day with all my classes.
5. I'll try to use Edmodo a little differently each day so they do not become bored with it.
6. I also use Edmodo as a way that students can communicate with my privately so they can discuss issues they might be having but aren't comfortable sharing in class.  For example, I had one student reach out to me through Edline via a direct message (so only viewable to myself, the student, and her parents if they set up their own account) because she was being bullied by another student, predominately online and in the hallways.  I was able to get the ball rolling to help with the issue (contact guidance, ensure her interaction with that other student was minimized and monitored in all her classes, etc.) whereas she might have continued to suffer through the bullying otherwise.
7. I'm curious what the upcoming EdmodoCon will entail.

⑨ Blogs — Short for web log; a personal site/page on which one can record thoughts/opinions.

1. I currently use a blog to relay information to parents (keeping them "in the loop" on what's happening in class) and students (helping them stay current on things if they miss class and on task/target with what's expected from them.  I also plan to continue this blog after the class to expand on my virtual PLN.
2. From the beginning of each year, I try to train the students (and parents) to use my class blog (which also gets posted to Edline) as their first source of information.  This allows them to find the answers to their own questions when they might not be able to ask me face-to-face or reach me electronically outside of class time.
3. As previously mentioned, I always make sure my resources are available through multiple sites so that if a student cannot one for whatever reason, they can find it on another.
4. Currently my use of the blog is set up for use outside of the actual classroom and the school hours.
5. Since the blog is used predominately for student/parent access outside of the classroom, I make sure they know how to navigate it by pulling it up in class to review some of the materials previously posted.
6. I think students could use blogs the same way the use journals in the classroom.
7. Since I'm a longtime Blogger user, I've set a personal goal to learn more ways to expand my use of the site.  I'm also thinking of how I can integrate it with use of GoogleSites this year.

⑩ Online Collaboration & PLNs — Connecting with others online in the pursuit of improving personally and/or professionally.

1. Anytime I'm looking for new materials/resources, I jump online to find ideas.
2. This is predominately for my own use, but I have shown students how to use Edmodo and GoogleDrive to work with other students.
3. When I find resources online, I often have to make adjustments to make it work within my class.  For example, I might find a SmartBoard notebook I'd like to use, but I have to convert it to an ActivInspire flipchart.  I've found documents and presentations that overall are pretty good but might have errors that need to be fixed before I can use them with my own students.
4. This topic will not normally be part of the lesson (other than using the materials/resources I find), but if using it with students, I'd have them work on group projects collaboratively.
5. I already use components throughout all my lessons.
6. The obvious additional use for this was for this class when we worked on our projects together, often at the same time.
7. I don't have questions about this topic so much as a desire to find more ways to use it as well as adding more people/groups to my online PLN.

Aside from typing our responses for the final exam, each of the groups presented their units, all of which blended in various types of technology.  My quick notes on the presentations are as listed below:

• Group works with the juvenile justice system.  Lesson on the first chapter of Catching Fire from the Hunger Games series.  Using online dictionaries for vocabulary terms.  Used Prezi to show use understanding of the vocab (repetition).  Used Edmodo for vocab quiz.  Lesson 2 introduces themes, having students use the ActivSlate to express their thoughts and feelings on the themes.  Quad Dominoes activity on identifying the characters.  Order the sequence of events in order using interactive whiteboard.  Adaptation:  apply the vocab/themes they identify with to their own lives with a journaling writing assignment.
• Middle school social studies lesson.  Pre-assessment of map knowledge.  Virtual field trip using Google Earth (field trips can already be found set up online).  Prezi for final project.
• Kindergarten lesson on shapes.  Tumble books (digital, animated, talking picture books), Prezi made by teacher to intro, SmartBoard for stories and shape matching (I think), iPads using IXL for practice on shape recognition, oral directions art project, beginning/middle/end events from one of the stories.  Adaptation computer work with Starfall.com and/or create a "masterpiece" using different shapes to make a picture.
• Music & History (Roaring Twenties).  Prezi to introduce the unit. GoogleDocs for notes, that would be shared with the class.  YouTube example of how to do the Charleston dance as well as composer James Johnson creating a piano roll.  Quad Dominoes review.  PowerPoint for student final project.
• Third grade social studies on Ancient Greece.  Prezi on the contributions for today's society with study guide using one of the graphic organizers seen this week in class.  Book read as class.  BBC Primary History site used by each student using the COWs (Computers On Wheels).  Discussion or writing assignment comparing/contrasting ancient Greek children's lives to those of children today.  WebQuest (TeacherWeb.com) on Ancient Greece.  Students create their own Quad Dominoes.
• Home Ec. lesson on sewing.  Prezi on the basics of sewing (parts of the machine, how to sew a seam, safety issues, clean up, patterns).  Quad Dominoes to match sewing machine terms to their function.  Kahoot! for review of terminology.  Bubbl.us for graphic organizer.  Adaptation is actually going to the machine and applying the skills.

My group went last and our presentation, a unit on solving algebraic equations, can be viewed in the Prezi below.

For my final reflection, we were told to reflect on our previous reflections of the week.  While I feel it is safe to say that I was probably the most experienced when it comes to technology (both in general and within education), I've been able to try a few things out that I've been wanting to use for awhile and just didn't have the time to do so during the school year.  Most of the technology presented in class I was already familiar with (obviously those things which I presented), I did come up with new ideas on how to use some of it.  The collaborative aspect of class was also a huge plus for me as it not only allowed me to work and bounce ideas around with others, but it also allowed me to play around with some of the online collaborative aspects of these sites, particularly with Prezi and Popplet since I hadn't used them in that way before.  I greatly enjoyed sharing my personal knowledge and love of technology and I feel it's fairly safe to say that it was appreciated by my classmates.  Since becoming a technology integrator is a goal (dream?) of mine, it was nice to see that for most my approach for delivering technology ideas was helpful.  I plan to spend at least a portion of my summer break continuing to make new class resources and explore what else might be out there, which includes hopefully continuing this blog that I hope might be helpful to other educators out there who are looking to add to their online PLNs as well.