Blog Post 14

Blogs are very important in the educational setting. They serve as a line of communication between the parents, students, and the teachers. If teachers update there blog daily, then parents have a way of knowing what is going on in the classroom. Teachers can post class activites as well as homework. Students can longer use the excuse that they left it at school. I would love to give students the option of commenting on the blog, but my administration will not allow this. They feel that inappropriate comments may somehow find there way on the blog resulting in trouble for all involved.

Blog Post 13

The ease in setting up the blog stands out to me. Creating my Typepad for school seemed much more complicated. It was very straight forward and walked you through the steps. Linking files was very simple. I also like the ability to add favorites sites and a question on the side panel. The program also has a variety of templates in which to choose.

Blog Post 12

I think blogs are very important in the educational setting. This is the first time that I have used blogger to create a blog. I use Typepad in my classroom. I was surprised at how easy it was to set up and monitor. I like the ease in which you can link assignments. I also like the ability to have stationary items on the sides. I learned that blogs are a very useful tool in education.

Cubing Activity (Blog Post 11)

We have read so much about enriching and challenging our kids thorugh project based learning. Teachers need to create activities that foster the use of higher order thinking skills and encourage cooperative learning. I have assigned a project within each unit--some are individual and some with a group. For the unit on equations and inequalties students are to create a cube with a group. Each side of the cube has specific requirements, but they have the ability to showcase their creativity. As students create prblems for each side, the level of difficulty increases as well as the components. When students are finished creating their cube, they will swap it with another group. Not only do they enjoy the collaboration but also get reinforcement of the concepts.

Cubing Activity

Project Based Learning

The focus of my group is motivating students to achieve by using real life business examples. If students can see when and where they will use the concepts taught in class they will be more inclined to concentrate and truly master the standards. My students were fortunate to see the construction of an ampitheater being built on the school campus. They spent the class period finding out the importance the Pythagorean Theorem has in architecture. They were able to share their knowledge and help with the placement of some of the boards. Students then completed two formative activities displaying their knowledge of the concept: a Comic Life and an Excel spreadsheet. Students were then asked to create a 3D model representing the Pythagorean Theorem.


PBL Plan

Comic Life Example
Comic Life Handout
Comic Life Rubric
Excel Example
Excel Handout
Excel Rubric
3D Model Examples
3D Model Rubric

Survey

Article

Reflection
It was amazing to see the learning that was taking place in my classroom. Students were able to make the connection between the concept and the real world. They were able to answer the infamous question, "When will I ever use this?" If only Home Depot can build something on our campus every year to help the students see the importance of the concept. Although my school is located in East Cobb County and the majority, if not all, students will go to college, we have some choice kids from West Cobb County who will not go to college. The discussions that went on between the students and the men who were building the structure reinforced that you do not have to go to college in order to use math; math is all around us. Students enjoyed taking the knowledge gained and creating their own model. I am looking forward to implementing this project based lesson plan each year; of course, modifying it based on the needs of my students.

MovieMaker

Movie Maker is a great technological tool to get teachers and students excited about learning. Teachers can use it to introduce or reinforce material. This would be a great tool to use it a teacher is out; students can watch the video and learn the standard for the day. Students can use it to showcase their knowledge about content material. By creating a movie with their own pictures and sounds it will seem as though students are just playing instead of learning. The example on probability that I created uses pictures that I have taken of my son and his friends. Probability is a concept that can be difficult for students to grasp. Hopefully, by seeing real world examples, students will be able to master the standard and apply it in their lives.

Example:
Probability All Around Us

Reflection
The example provided was created to help eighth grade math students understand the concept of the counting principle and simple probability. This tool can be used for a variety of ways to enrich the curriculum or reinforce concepts. For example, students can go around the school taking pictures that represent slope and then create a movie to display their findings. Using nontraditional ways of teaching allows the students to have a deeper understanding of the concepts. I faced several challenges while creating this movie. The first, and most important, was not having the program on my laptop. My laptop was issued by the county and they have put so many restrictions on our use. Last January, my computer got a virus and needed to be re-imaged. When the tech support specialist did this, he forgot to re-install numerous programs present one included. It took almost two weeks for them to come to the school to install it on my laptop. Another challenge I encountered was that my images for my project could only be retrieved on my laptop. I tried working on my project on another computer and when the file pulled up large red x’s would appear in place of the picture. I eventually figured it out, but in the meantime became very aggravated.
Before this project, I knew nothing about this program. I feel as though I have a good basic understanding of the program, but by looking at some of the other examples from classmates I realize that I still have much to learn. I am looking forward to implementing this technological tool in my classroom. My students are required to do a project with each unit. The project for the last unit was a Choice Board. Students were able to choose three squares in a tic-tac-toe pattern. One of the choices was to create a PowerPoint presentation using their own voice. Next year, it will change to a movie.
I printed off the tutorial guides to refer to if needed, but I am the type of person that needs to figure it out on my own. If I look at a guide, I will always need it as a crutch. I realize that it probably took me longer to create than most, but I am comfortable knowing that I can create another movie without help. Learning be doing not only applies to the children in my class but also to anyone wanting to further their understanding of various concepts. This project reinforced what I already know about myself: I am an extremely hard worker who can figure out almost anything.

Digital Storytelling Article

The purpose of this article is to explain ways that still and moving images can be integrated into the mathematics curriculum to help students gain a deeper understanding of the concepts. Still image examples for linear functions, Pythagorean Theorem and the coordinate grid are presented as well as quadratic functions for moving images. By using movies in the math class, students are given the opportunity for a fourth representation of algebraic concepts, visual. Benefits for using this in the classroom are endless: student engagement is increased, real world problems come to life and connections to other disciplines are encouraged.

Emerging Technology that Supports eLearning (Blog Post 10)

I tend to disagree with the book on the concept of eLearning not being that much different than face to face learning. It depends on the audience: the younger one is the less effective on line learning can be. Students in elementary to secondary level need to learn from a “live” teacher. They need to be molded by those teachers and be given the educational foundation in order to be able to be successful in an online classroom environment. Egbert (2009) suggests four guidelines for effective eLearning experiences (pg216):
*Build community—students need to realize that there are other students that are in the same learning environment—they all need to work together.
*Consider the hidden curriculum—students need to realize that with any learning situation there are topics that are not discussed—students need to come with prior knowledge
*Organize ahead of time—teachers can not fly by the seat of their pants in an eLearning environment—assignments need to be posted ahead of time—most students take online classes because they can work a their one pace.
*Give clear instructions—teacher need to be explicit in their instructions, think about possible questions and answer them ahead of time—they should leave n stone unturned
If teachers follow these guidelines, students will be successful in their eLearning courses.

Egbert, J. (2009). Supporting learning with technology: Essentials of classroom practice. Columbus, OH: Pearson.

TI-Interactive (Blog Post 9)

This program is extremely helpful when graphing linear functions. Students will have their own graphing calculator and I will be logged in to the program which will be projected on the smart board. This program allows the students to see the actual calculator and the keystrokes. It also displays three functions at one time. Students are able to see the graph of the function, the table of values, and the list of linear equations. By seeing all three functions simultaneously, students are able to gain a better understanding of the concept. Eighth grade students are not familiar with the calculators, so this allows them stay focused on the objective--graphing the function not finding the buttons. Class time will be maximized and students will be engaged throughout the lesson.

Emerging Technology that Supports Creativity and Production (Blog Post 8)

I found this chapter on creativity very interesting. I just finished my Gifted Endorsement program, so I was familiar with much of what I read. I think it is very important for teachers to develop creative tasks even though they do take much more preparation. Egbert (2009) suggests five characteristics for creative tasks:
1. Focus on content—students must have some prior knowledge of the content
2. Emphasize divergent thinking—students need to be made comfortable in thinking outside of the box and in many different directions
3. Incorporate creative strategies-- It is okay to arrive a problem in numerous ways
4. Engage students—this is essential
5. Employ informational rather than controlling feedback—do not compare students to each other rather explain how others would interpret their work

Egbert, J. (2009). Supporting learning with technology: Essentials of classroom practice. Columbus, OH: Pearson.

Digital Cameras and Linear Equations (Blog Post 7)

Eighth grade math students will take a picture using a digital camera, open it in Photoshop to crop and focus on a section of the photo. They will print it and then create a coordinate grid on the picture. They will record the order pairs, calculate the slopes, and write equations of lines connecting the two points. They will use a graphing calculator to check their work. They will then upload the pictures in PowerPoint and list their equations. Students will wrap it up writing a reflection of the activity.

Emerging Technology that Supports Critical Thinking and Problem Solving (Blog Post 6)

Being a math teacher, problem solving is extremely important. Although, it is sometimes difficult to teach. I can model techniques for them such as working backwards, creating a chart, guess and check, or drawing a picture. But it is left up to them to decide what the best method is for individual problems. The chapter did a great job explaining what problem solving is and the importance of it in the classroom, but the discussion on the topic on inquiry learning was vague. It is an extremely powerful strategy. If students can figure out on their own the concept at hand, they will have ownership and a better understanding of the concept. Inquiry is difficult to do with many of the math concepts that I teach. However, just the other day, through guided questions, students were able to deduce the rule for taking the square root of a variable raised to a power. Because of this method, they have mastered this concept.

Think-Tac-Toe (Blog Post 5)

One activity that I use in my classroom that supports Performance Based Assessment and technology integration is a Think-Tac-Toe board. Students are given the project requirements and rubric 3 weeks before the end of the unit on Squares/Square Roots. They are to complete it in a tic-tac-toe pattern. The choices range from a page in their book (that they have to access online), online games, creating a booklet, worksheet, or PowerPoint presentation, and creating a 3D visual model. Students can choose which activity that they would like to complete as long as they follow the pattern. They are encouraged to be as creative as possible. Exemplary work is then posted in the classroom for all to see.

Think-Tac-Toe Project

Think-Tac-Toe Rubric

Emerging Technology that Supports Communication and Collaboration (Blog Post 4)

In reading this chapter, I find myself thinking about my school. Each member at the school is part of a data team. These teams are subject area and grade level specific. I am fortunate to be a part of a truly collaborative team. Other subject areas just cooperate with one another. There is a big distinct between the two. Collaboration is when all members work together to develop a plan of action for the lesson. All members bring their knowledge and resources to the table and a decision is made as to which route must be taken. Cooperation is when each member has a separate role in the plan. Both are extremely important for effective teaching and learning.

Comic Life

Comic Life is a technological tool that engages students in learning content related materials while promoting humor and laughter. Complex problems can be presented in such a way that students do not realize that they are learning. My group's interdisciplinary theme is Space. The following example will involve the distances of planets written in scientific notation through humor. My hope is that my students will gain a better understanding of the material with this new approach.

Reflection

When I first heard about Comic Life, I was unsure of how I could use it in the classroom. Now that I have researched it and created one, I realize that it has endless possibilities. I am looking forward to implementing it in my classroom. My one concern is that parents will have to download the program, will they be willing to do that. I feel as though my students can have fun while accurately displaying content material in a way that is outside the confines of a normal classroom. The first Comic Life that I will have them create is a choice between irrational and rational numbers, explaining Pythagorean Theorem, or laws of exponents. There are many other topics that can be used such as displaying proofs, mapping out a word problem, and explaining geometric shapes of everyday lives. I have enjoyed this project and am excited about seeing the students' products.

Comic Life Article
How to Use Comic Life in the Classroom
retrieved from the WWW on 9/20/09

The use of comics in the classroom have aided in instruction. Studnets can use them to analyze and synthesize content that is hard to grasp. Comics offer a visual representation along with words to tell a story or explain a concept. Comic life increases student participation in class ssignmnets. Students will have fun creating their story to share with others, while mastering the concepts.

VoiceThread Integration in the Math Classroom (Blog Post 3)

I enjoyed being the Project leader to VoiceThread. Even though I did not create one, I decided on many ways I could use one in my classroom. My hopes are to start creating them for each unit. I would like to provide examples of concepts so students who are having trouble or were absent can refer to for additional support. They can post comments and ask questions, which I then can clarify for them. By hearing me walk them though the problem and seeing it worked out, they will feel as though they are sitting in the classroom. Once they are created, they can be reused each year, with slight changes. I am excited to get started.

Emerging Technology that Supports Content Learning (Blog Post 2)

In reading this weeks chapter, I find myself thinking so much of where Cobb County is going where performance assessment and the push for the differing level of Bloom's Taxonomy. It is important for students to have all three types of knowledge mentioned: declarative, structural, and procedural knowledge. Declarative knowledge is similar to the identifying level where students rely on wrote memory. Structural knowledge correlates to the understanding level. Procedural knowledge allows students to apply the concepts to the real world. A math example for the different stages are as follows:

• Declarative--rewriting a number from standard form into scientific notation.
• Structural--looking at a chart of the planets and seeing how far each is form the earth
• Procedural--using google earth and information about them(height, length of stride) to determine how many of them or of their strides it would take reach Australia

The main idea that I saw consistent in the chapter is the need for teacher's to make connections for the students and the fact that they need all three types of knowledge levels to be successful.

Technology Integration Article

Carey, R., Kleiman, G., Russell, M., Venable, J.D., Louie, J. ( 2008). Online courses for
math teachers: Comparing self-paced and facilitated cohort approaches. The
Journal of Technology, Learning, and Assessment, 7(3). Retrieved September 3,
2009 from the ERIC database.

The purpose of this study was to determine the effects of online professional development (OPD) on teacher content knowledge, beliefs, and practices. It is speculated that there would be a greater impact on the Facilitated Cohort Group as opposed to the Self-paced group in these areas.
The participants of this study were middle school teachers who taught at least one Algebra course. Of the 91 participants, 52 finished the program. One reason for the high drop out rate was due to family health situations and time constraints. The other reason was the level of math content. Those that were comfortable with the advanced content level stayed in the program, where as those who were challenged by the concepts felt the need to not continue.
This 10 week study examined the effects of a course taught two ways. Both ways required the participants to read the same material, complete the same assignments, and assign the same activities to their classroom. The two courses had the same two facilitators teaching one section of each to insure the validity. The only difference is that in the Facilitated Cohort group the significance to work collaboratively with the other group members and to interact with the teacher was emphasized. The participants, as a group, completed one session per week with daily open discussions and were required to post comments and questions two times a week. The Self-Paced group was given 10 weeks to complete all assignments at a pace that was comfortable to them. They did not interact with one another or with the teacher.
Data was collected using six different instruments. First, participants filled out a closed-response background survey on teaching experiences and use of technology. The second instrument was a closed-ended survey on the pedagogical beliefs. The third instrument was a math assessment covering the mathematical concepts covered in the study. The assessment was administered during the first and last weeks. The fourth instrument was a log that the participants filled out containing the number of times they implemented a strategy from the study into their classroom. The fifth instrument was a student survey that asked the students to record the frequency of specific learning strategies and activities that went on in the classroom. The last instrument was a course evaluation that listed the positive and negative aspects of the study as well as rating the course work as to its relevance to their classroom routine.
A t-test was conducted and proved that OPD did have an impact on teacher content knowledge, beliefs, and practices. However there was no significant difference between the Facilitated Cohort group and the Self-Paced group. Several reasons were given to explain why the outcome did not support the hypothesis. First, the study put too much emphasis on one course that was taught by one grade level. Next time, it is suggested that they include other subject areas. Second, the drop out rate was very high; they did not have a good representative sample to conduct the experiment. Third, the length of the study was too long. Fourth, the materials were too organized and thorough. This was an advantage for the Self-Paced group. They did not need to have online discussions to understand the strategies. The strategies were fully explained in the provided materials. Finally, all participants were volunteers; therefore, they were intrinsically motivated and interested in finding new ways to teach their curriculum.
Future studies might yield a different outcome if the above reasons were taken into consideration. Although the study did not have the results that it was looking for, it does show that OPD is successful.

Goals and Purpose

The purpose of this blog is two fold. First, it satisifies a requirement for the Integrating Technology course needed for my Specialist Degree in Technolgy. Second, it will be used as an ongoing communication tool for my group members and instructor. I will post numerous answers to discussion questions. In addition, I will post examples, reflections, and documentation on several technology-based projects used throughout the course. These will include Comic Life, Digital Storybook and VoiceThread. By the end of the course, I hope to gain a wealth of knowlege that can be carried over and implemented into my classroom.

Working Definition(Blog Post 1)

Integrating technology takes a different form in the math classroom. Technology in other subjects can be used to teach concepts. In the math classroom, it is used to reinforce and enrich the curriculum. I feel as though it involves the students s much as the teachers. Students need to be interacting with it, not just watching the teacher do it. It is more than the teacher creating a PowerPoint or using email and a blog. Administrators, teachers, and students need to work together to use the technology to enhance to curriculum. Teachers should be open to learning new strategies and be given the time to effectively implement them. If done correctly, all will benefit.