Final Presentation

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Reflection Week 11

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.

Week 11

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:

  1. Student-Centered Learning
  2. Research and Innovation
  3. Professional Learning
  4. Leadership
  5. 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.

Resources:

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#

 

 

 

 

 

 

 

Week 10 Reflection

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.

Week 10

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.

Resources:

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

 

 

 

Week 9 Reflection

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.

Week 9

EDET 678 Week 9 Does every school need a BYOD policy?

BYOD (bring your own device), refers to the policy of permitting employees to bring personally owned mobile devices to their workplace, according to Wikipedia.com. Holeywell says that because of the rapid growth of smartphones and tablets, there’s an increase in the number of schools permitting students to bring in their own devices.

So, should all schools implement a BYOD policy? I think so. If every school has a policy, it would allow students to take their devices home and continue their learning outside of school hours according to Wainwright. I like this idea because right now in our school, K-8 students aren’t permitted to take home any school device (laptop/iPad). Only the high school students can take home their school laptops.

Another point made by Wainwright is it’s cost effective. Having students bring in their own device could save the school so much money. The issue with this however, is not all students might have their own device at home. Which could be problematic, for example in a flipped classroom.

Implementing a BYOD policy, would allow students to store all their work in one area. Instead of pairing devices and transferring files, the students’ work can be in one place. The last point I want to make why schools should have a BYOD policy, is that it teaches today’s students digital literacy and digital citizenship according to Suzanne. She says that today’s youth are going to be utilizing technology no matter what; and allowing BYOD we can teach them how to use these tools effectively.

Resources:

(2013, July 22). 5 Pros and Cons of BYOD in Education – Top Hat Blog. Retrieved July 11, 2016, from http://blog.tophat.com/5-pros-and-cons-of-byod-in-education/

Bring your own device. (n.d.). Retrieved July 11, 2016, from https://en.wikipedia.org/wiki/Bring_your_own_device

Holeywell, R. (2013, September 3). BYOD Policies, Growing More Popular, Create Challenges for Schools. Retrieved July 11, 2016, from http://www.governing.com/blogs/view/gov-byod-policies-create-school-challenges.html

Wainwright, A. (n.d.). 20 Pros and Cons of implementing BYOD in schools. Retrieved July 11, 2016, from http://www.securedgenetworks.com/blog/20-Pros-and-Cons-of-implementing-BYOD-in-schools

 

Week 8

EDET 678 Week 8 Essential question: What Minecraft game could you create that would help students learn?

“The world of Minecraft exists for you to build it and transform it into anything and everything imaginable,” according to mincraftopia.com. The game operates on a 20- minute cycle. There is 10 minutes of daytime, 1½ minutes of sunrise and sunset, and then 7 minutes of nighttime.

I would use Minecraft in my classroom to address writing. I’ve been trying to incorporate more writing into my curriculum (since our school district doesn’t have one). Teachhub.com has a series of questions that are great to ask before playing Minecraft in the classroom.

  • What is the story behind what you’re building? Minecraft doesn’t have a plot so the storyline must come from the players’ imagination. How students answer this question is always interesting.
  • Who are the characters in your made-up world? Tell me stuff about them. What motivates them — what drives them to live in this world? Minecraft starts with only one character — the student. It’s up to him/her to find more. Often this comes from collaborating with fellow students.
  • What is the setting? The game starts as a natural setting fraught with hazards. What does the student add and why?
  • What is the sequence of events the characters followed to reach wherever they are by the end of the session? This is the plot.
  • Discuss why you collaborated with others in surviving this world. What did they add to your success?
  • Describe a new approach you used in your play that you haven’t used before. I want to see their creativity, critical thinking, and problem solving in action.
  • Describe research you did to make your Minecraft world more realistic and workable. This might include geology, geography, chemistry or another topic.

These are excellent questions for teaching or reviewing story building: setting, character, sequence of events, etc. Even though Minecraft is student-directed, posing these questions beforehand will steer them in the right direction, according to Sansing. Separating writing from gaming time instead of lumping them together would allow less teacher instruction and more student gaming time.

 

(I’m not around any children to interview and show me how to play Minecraft).

 

Resources:

How To Play Minecraft| Minecraftopia. (n.d.). Retrieved July 11, 2016, from http://www.minecraftopia.com/how_to_play_minecraft

 

Minecraft in the Classroom Teaches Reading and More. (n.d.). Retrieved July 11, 2016, from http://www.teachhub.com/minecraft-classroom-teaches-reading-writing-problem-solving

 

Sansing, C. (2013, September 24). Minecraft or MinecraftEdu at School? Pros, Cons, and What it’s Great For. Retrieved July 11, 2016, from https://www.graphite.org/blog/minecraft-or-minecraftedu-at-school-pros-cons-and-what-its-great-for

 

Simply engaging and utterly consuming: #Givercraft 2014 Michigan Virtual Learning Research Institute | MVU | Michigan Virtual University. (2015, January 26). Retrieved July 11, 2016, from http://mvlri.org/Blog/ID/77/Simply-Engaging-and-Utterly-Consuming-Givercraft-2014

 

Reflection Week 7

EDET 678

This week we read about how 3D printers can change the way we think about education. I learned that having 3D printers in our classrooms would capture interests of students, stimulate interaction during class, create tangible aids, and hands on learning through 3D models. Kayla mentioned it would be a good idea to ask students what is meaningful to them that they would like to create. I think that’s great advice. Not only do we give students opportunities to create what is meaningful to them but to make their work feel valued and personalized.

Week 7

EDET 678 Week 7 How can 3D printing change the way we think about education?

3D printing can change the way we think about education in many ways. The first is its benefits. 3D printing captures the interest of students. Not only will you move away from text, but also students will stay engaged by hands-on experimenting. According to the article “3D Printing For Schools,” it will also stimulate interaction during class. Your classroom will be “instantly transformed into an interactive learning experience.” For instance, students will get to see, hold, and test their ideas in real space, according to the article “Integral to Discovery.” Instead of drawing a model, you can print it for a more visible and tangible experience.

Another way 3D printing can change the way we think about education, is its value to the real world. For example, “Kids will learn to solve problems through physical prototyping… Their mindset will change as they will learn to embrace failure as these failed prototypes allow them to improve their designs quickly,” according to “3D Printers for Schools.”Not only with 3D printing teach our students to embrace failure, but also it’ll teach them the legal and ethical consequences, (Federico-O’Murcho, 2014).

“Bringing 3D printing into the classroom exposes learners to the same cutting-edge technologies they’ll encounter in their careers.” 3D printing will give students a jumpstart on tomorrow’s challenges, according to “Integral to Discovery.”

Resources:

Integral to Discovery. (n.d.). Retrieved June 27, 2016, from http://www.stratasys.com/industries/education

Federico-O’Murchu, L. (2014, May 11). How 3-D printing will radically change the world. Retrieved June 27, 2016, from http://www.cnbc.com/2014/05/09/will-3-d-technology-radically-change-the-world.html

3D Printers for Schools, Universities & Education| Leapfrog 3D Printers. (n.d.). Retrieved June 27, 2016, from http://www.lpfrg.com/en/professionals/education/