This week we read about the different ways we can help our schools and districts implement technology plans. I learned from Douglas that it’s important to also consider students who are gifted or have special needs. It’s important we differentiate instruction even with technology. Melissa said that it’s important we focus on the application and not how we are going to use technology to teach something; but our goal should be set on how technology is going to help our students learn the content. The four c’s: collaboration, critical thinking, communication and creativity are important and what I would use to lead our district in creating and implementing new policies.
This week we reflected on ourselves as educators in this 21st century. I learned more from reading my peers’ blogs and had some realizations about myself than when I was writing my own blog. Amy mentioned the 4 C’s: communication, collaboration, critical thinking and creativity. I totally agree with her that these four components are needed to learn in this 21st century. Catherine made a really good point how teaching in this new era isn’t about how we present our material with technology, but it’s how we use these tools to help our students meet the 4 C’s. I liked that the book listed a bunch of resources. I plan on utilizing those resources in the future. We are in charge of our own education and I realized that we are also in charge of how we teach. Sometimes I’m afraid to try these new things, in my classroom but because of these classes I’ve been taking, I feel more confident and eager to do so. This upcoming school year, I plan on using chibitronics with my students. I’m so excited!
EDET 677 Week 11 Essential Question: How have you, and will you continue to “Learn the 21st Century” and allow your students this experience in your classroom?
I’ve been taking technology courses to stay current with ways I can use technology in the classroom. I would like to continue taking classes and build on my knowledge and learn more ways I can implement technology into my curriculum.
CMK (Constructing Modern Knowledge) is a summer institute that was created in an attempt to help educators have that non-coercive constructionist learning experience in all subjects and grade levels, (Martinez, et.al., loc 4477). Their goals are to design professional learning experiences that can change the teacher’s perspective on learning, allow engagement in complex project development, and provide first-hand experiences with materials (loc. 4491). This institute allowed teachers to collaborate, tinker, and create in a material-rich environment (Martinez, et.al., loc 4477). The learning environment at CMK consists of books, art supplies, laptops, robotics materials, LEGO, electronics, toys, recycled objects, bubble blowing machines, construction kits, 3D printers, cameras, etc., (loc. 4507). It’s designed to encourage project-based learning, classroom centers, and collaboration to support their goal of “learning by doing.”
Constructing Modern Knowledge is something else I’d like to attend. It would be a great way for me to see and experience first hand what a makerspace is.
I’d like to use the Engineering is Elementary (EiE) resource to effectively teach STEM education through three platforms: curriculum development and dissemination, PD for teachers, and educational research and evaluation. EiE serves teachers and students in elementary grade levels (K-8). This program helps teachers build their skills and confidence in teaching engineering and technology.
Another resource that I’d use to keep my students and myself current with modern technology, is FabLab@School. FabLab is committed to integrating the principles of constructionist learning, known as “making” into formal and informal K-12 education.
There are a lot of resources Martinez listed in Chapter 14. I plan to keep that list handy and use what will work for my classroom.
Engineering is Elementary. (n.d.). Retrieved July 27, 2016, from http://www.eie.org/
FabLearn. (n.d.). Retrieved July 27, 2016, from http://fablearn.stanford.edu/
Martinez, S. L., & Stager, G. (n.d.). Invent to learn: Making, tinkering, and engineering in the classroom. Retrieved July 27, 2016.
EDET 678 Week 11 Essential question: What specific policies will help your district prepare students for current and emerging technology use? How can you help lead your district in creating these policies?
“Ultimately, the power of technology should be harnessed to support innovation and discovery, not simply to aid teaching. We need to engage learners to use these new technologies as designers and creators of knowledge” – Inspiring Education: A Dialogue with Albertans.
The purpose of a technology plan, according to the California Department of Education is to guide the use of technology, by establishing clear goals, and a realistic, comprehensive strategy to improve education through technology.” Not only should the plan focus on ways we can improve education, but also how professional development will support staff in the use of technology.
According to the Alberta Learning and Technology Policy Framework, they “provide leadership and strategic direction for government and school authorities in developing policies to help achieve the vision of Inspiring Education.” Inspiring Education has five policy directions:
- Student-Centered Learning
- Research and Innovation
- Professional Learning
- Access, Infrastructure and Digital Learning Environments.
I think these five policy directions are good resources to refer to or build upon when creating a new technology plan.
The K-12 Blueprint offers good advice when planning/implementing a new Technology Plan. To help lead your district in creating new policies, you can ask these questions:
Does your technology policy focus on student learning?
Does your technology policy promote responsible use of technology?
Does your technology policy meet current state and federal regulations?
Does your school district’s technology plan focus on old technology (or keep you from utilizing new technology)?
Does your technology policy prevent users from building on their digital literacy, or anticipate specific violations?
Will the policy be followed in daily practice?
Is it consistent with administrative regulations?
Winske made a good point that many K-12 students today own smartphones, tablets, or laptops, and if they don’t, someone else at home does. “As the availability of this technology increases, students expect to have access to the same tools at school,” (Winske, 2014). Thus, sparking the BYOD policy. Devices have been banned from school, but with this new “mobile revolution,” schools realize the value these devices have in education.
The Universal Service Administrative Company says that a technology plan should cover a period of three years. “All approved plans should include provisions for evaluating progress toward the plan’s goals, and ideally these assessments should occur on an annual basis.” Other things plans should include are clear goals and strategies to reach those goals, professional development to ensure staff knows how to implement the new technology, budget management, and progress monitoring.
Frequently Asked Questions about Technology Planning. (2004, March 9). Retrieved July 26, 2016, from http://www.sl.universalservice.org/reference/technologyplanningfaq.asp
Learning and Technology Policy Framework. (2013). Retrieved July 26, 2016, from https://education.alberta.ca/media/1046/learning-and-technology-policy-framework-web.pdf
Policy & Leadership. (2016). Retrieved July 26, 2016, from https://www.k12blueprint.com/toolkits/policy
Technology Plans. (2016, February 11). Retrieved July 26, 2016, from http://www.cde.ca.gov/ls/et/rs/
Winske, C. (2014, February 17). Tips for Creating Technology Policies for K-12. Retrieved July 26, 2016, from http://www.k12techdecisions.com/article/creating_an_acceptable_use_policy_for_mobile_learning_initiatives#
This week I worked on project 8. I was having trouble with the tilt switch, until (I believe it was Natalie) mentioned the switch says “up.” It was an interesting experience. I am a beginner. I haven’t had much experience with electronics, cables, etc. I feel like it’s something I need more practice with to understand and enjoy doing. It definitely takes patience, especially with the coding part. I really liked Catherine’s response to why her school needs a maker space: It Prepares Students for the Future, Addresses Differentiation, Offers Authentic Real World Learning Experiences, Empowering Way to Learn, Engages Community, and Can be a Catalyst for Change in Education. I also liked her idea that by having a maker space we can give back to our community. I think that’s a great idea. I can see our school reusing what people in our village recycled.
This week I learned about chibitronics. I love, love, love, this concept! It’s so simple, my kindergarteners can do it! All we really need (according to Daysha) are scissors and tape and we’re good to go! 🙂 I see myself incorporating chibitronics into all my art projects. I do a lot of art in all subject areas. I see my students using chibitronics as counters, for adding, subtracting, etc. I’m so exited, I will definitely be using them in my classroom this year! I also learned about light up, LED clothing from Douglas. My niece has light up shirts that can sing. These are sold at department stores. I don’t see myself integrating this into my curriculum, because I feel like it’s more of an after school program/club. If I were to do this as an after school program, I would open it up to all ages and the community as well. It would be a great addition to a after school maker space.
EDET 677 Week 10 Why does Koliganek School need a makerspace?
I am a teacher at Koliganek School, and I would love it if our school had a makerspace. We need a makerspace because “creativity and STEM-based making are top priorities for today’s young people,” according to business leaders, politicians, and futurists (Martinez, et.al, loc. 4191). By allowing students to experiment and invent, they build skills that can be used in future inventions (loc. 4216).
I like Martinez’s advice on what we should and should not say when convincing people why we need a makerspace. For example I’d explain to parents, students and administration that a makerspace “offers students to engage in the real work of math, science, engineering, composing, filmmaking, etc.,” (loc. 4278). “I believe that all students should be taught computer programming, because computer science plays a critical role in nearly every discipline” (loc. 4290). I’d explain that the goals of a makerspace are identifying what the best strategies, tools, and processes are for solving problems, that teachers and participants learn alongside each other, and that problem-based and inquiry based learning will help our students develop the knowledge and skills necessary to be successful in modern society.
Koliganek School needs a makerspace because “making creates evidence of learning,” (Dougherty, 2012). Students don’t learn from taking tests because test questions have replaced students from direct experiences. Students learn best when they are engaged. “Students can take advantage of new tools for creative expression and for exploring the real world around them,” (Dougherty, 2012).
“Play energizes us and enlivens us. It eases our burdens. It renews our natural sense of optimism and opens us up to new possibilities,” – Stuart Brown.
Dougherty, D. (2012, June 04). Want To Improve Science Education? Let Kids Build Rockets and Robots Instead of Taking Standardized Tests. Retrieved July 19, 2016, from http://www.slate.com/articles/technology/future_tense/2012/06/maker_faire_and_science_education_american_kids_should_be_building_rockets_and_robots_not_taking_standardized_tests_.html
Martinez, S. L., & Stager, G. (n.d.). Invent to learn: Making, tinkering, and engineering in the classroom. Retrieved July 19, 2016.
Play Quotes. (2014). Retrieved July 19, 2016, from http://www.museumofplay.org/education/education-and-play-resources/play-quotes
EDET 678 Week 10 How are electronics viable additions to crafting for today’s young person?
Chibitronics is a “crafty merging of electronics and paper,” according to Hoopes. It combines adhesive stickers with electronic components like LEDs, sensor circuits, and microcontrollers. Chibitronics are “peel-and-stick stickers” (makerspaces.com). You can build circuits without the hassle of soldering, plugging wires, or clips. You use the stickers with conductive, or non-conductive adhesive tape to draw circuits on paper to create artwork.
The difference between conductive adhesive tape and non-conductive adhesive tape is that the conductive tape conducts electricity on both the top and the bottom, so you can make electrical connections just by taping one copper tape to another. The non-conductive tape is only conductive on the top (chibitronics.com). This is the less reliable tape, because taping two pieces together causes lights to flicker or not light up at all.
I would love to use chibitronics in my classroom. I do a lot of art projects with my students, I think including these stickers would make their projects more significant. I know my kindergarteners and first graders would love to showcase their work, other classes would admire them and they would be proud to take them home.
I watched the videos on the Dandelion Painting and “How to Sketch with Electronics,” those videos are inspiring and I think they bring the artwork to life. I was truly inspired. If I’m this excited about it, I know that my students would be.
27 Makerspace Materials & Supplies – Makerspaces.com. (2016). Retrieved July 18, 2016, from https://www.makerspaces.com/27-makerspace-materials-supplies/
Getting Started with Copper Tape – chibitronics. (2014, May 09). Retrieved July 18, 2016, from https://chibitronics.com/copper-tape-tutorial/
Hoopes, H. (2014, January 22). Chibitronics connects circuits with stickers for entertaining electronic education. Retrieved July 18, 2016, from http://www.gizmag.com/chibitronics-circuit-stickers/30558/
(2012, November 15). Leah Buechley: How to “sketch” with electronics. Retrieved July 18, 2016, from https://www.youtube.com/watch?v=vTBp0Z5GPeI
Qi, J. (n.d.). Interactive Light Painting: Pu Gong Ying Tu (Dandelion Painting). Retrieved July 18, 2016, from https://vimeo.com/40904471
This week we read about maker days. I was thinking about what I currently implement in my room; Class Dojo to manage behavior. If the class reaches a certain amount of class points (i.e. 50 points), we cross out a letter in the word “maker day.” Once all the letters are crossed out, we would celebrate by having a Maker Day. I think this would be a great reward and students would work very hard to reach their class goal. I liked Catherine’s idea of having a “pilot” maker day. First inviting just the parents to work out the kinks, and small details before inviting the whole community. Because I teach K-1, I would partner with an intermediate teacher to coordinate a maker day. Just because students at that grade level can pair up with one of my kindergarteners and work together to advertise, fundraise, prepare, etc.
I’ve heard the term BYOD before (in a previous class I took), so it wasn’t completely new to me. Josie listed some challenges about BYOD to school; forgetting a charger, teacher/IT not able to fix technical issues, teacher unsure of how to use the apps, etc. However, I believe these challenges out way the benefits of BYOD. BYOD like Camille says; “increases efficiency, flexibility, authenticity, connectedness, communication, and leads to a more positive school climate where students, teachers, and administrators are working together.” We all bring our devices to school, and not having them utilized is a waste. I bring my phone to school, but never use it because outside devices cannot connect to the school’s wireless. It’s blocked. Only school devices are able to connect to the WiFi; which I dislike. I’d like to see our school district implement a BYOD policy. I think it’ll benefit everyone and increase student and staff communication, collaboration and motivation.