Week 7 Reflection

This week was a busy one! I experienced the need to stay organized in online classes, otherwise things are going to get jumbled. As a student taking online classes, I see how important it is to stay motivated, as Dan says, “students should be motivated to log on to the site as least once a day,” and that “procrastination is the number one enemy of distance learning.” I don’t want to jinx myself, but reflecting on my history of taking online classes, I think I’ve been quiet responsible and motivated to continue my education. I have set myself goals (which is what keeps me going), and I definitely am far from being the teacher that I want to be, but I know someday I’ll get there. There are many things instructors can do to help their students stay on track, and be successful, and I know that you (Lee), have been very helpful throughout this program.

EDET 679 Week 6 What is the implication of player type on game design?

Based on the test, I am an Explorer. It says I like exploring and discovering the unknown and I’m engaged by hidden achievements. I am not surprised by my results because I love the outdoors, exploring, traveling to new places and seeing new things, meeting new people, etc. A game based on exploring is the Super Mario Bros Nintendo games. I love Super Mario, and play every chance I get.

There are four categories that define what kind of a gamer you are: Explorer, Achiever, Socializer, and Killer (www.edtechteacher.org):

Explorers are those who enjoy exploring the area and discovering new things. In the classroom, explorers like to accumulate as much knowledge as possible. They believe more knowledge is better, and they enjoy passing on that knowledge.

In gaming an Achiever is someone who loves being rewarded for his or her accomplishment. For instance, they like gaining levels, badges and rewards; which gives them a sense of accomplishment. Achievers in the classroom are those students who are more apprehensive about grades and they want to know the quickest way to get the job done.

Socializers in the game world, are the ones who are motivated to form meaningful connections and relationships. They enjoy making friends, and base their accomplishment on how many followers they have. The game is viewed as a “backdrop,” for social interaction.

In the gaming world, Killers are those who take pleasure in destroying others’ creations. Their achievement comes from another person’s loss. In the classroom, students are risk-takers, they are not afraid to start over, and can usually have a positive influence on others.

Richard Bartle pointed out that “not all players play for the same reasons, or play in the same way. Each player, based on the type of gamer they are (Achiever, Socializer, Explorer, or Killer), have different motivations, behaviors and styles (Dixon, 2011). Player-types are a way of classifying players of MUD (Multi-User Design). There are four things that people enjoy about MUD: achievement within the game context, exploration, socializing, and imposition of others. Bartle theorized that all MUD players can be broken down into the four main types of gamers.


The horizontal axis represents a preference for interacting with other players vs. interacting with the world. The vertical axis represents a preference for interacting with something, vs. interacting on something. Achievers prefer to act on the world, and socializers prefer to interact with other players.

The player-type theory helps game designers target their audience, and make decisions about their game design. It also helps them make more technical decisions about their game mechanics according to the type of player their targeting. The theory explains why people play MMOs for fun.

“The player-type theory is there to remind you that you’re making games for human players, involving their psychology in how they perceive and play your game… By identifying clearly what your players are looking for in your game, you can do a better job of delivering it to them,” (Kyatric, 2013).

In my classroom, I’m thinking about scavenger hunts, treasure maps, getting students active and moving both in and outside of school. I can see myself creating a game that is about exploring and earning badges once a task or hidden object is complete.


Bartle, R. (n.d.). HEARTS, CLUBS, DIAMONDS, SPADES: PLAYERS WHO SUIT MUDS. Retrieved October 12, 2016, from http://mud.co.uk/richard/hcds.htm

Dixon, D. (2011, May). Player Types and Gamification. Retrieved October 12, 2016, from http://gamification-research.org/wp-content/uploads/2011/04/11-Dixon.pdf

Kyatric. (2013, February 18). Bartle’s Taxonomy of Player Types (And Why It Doesn’t Apply to Everything). Retrieved October 12, 2016, from https://gamedevelopment.tutsplus.com/articles/bartles-taxonomy-of-player-types-and-why-it-doesnt-apply-to-everything–gamedev-4173

Use the Four Gamer Types to Help Your Students Collaborate – from Douglas Kiang on Edudemic – EdTechTeacher. (2016). Retrieved October 12, 2016, from http://edtechteacher.org/use-the-four-gamer-types-to-help-your-students-collaborate-from-douglas-kiang-on-edudemic/





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.


(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


EDET 678 Week 1

Essential Question: How do we define Emerging Technologies?

“Emerging technologies are tools, innovations, and advancements utilized in diverse educational settings to serve varied education-related purposes,” according to Veletsianos. Educational settings include distance delivery, face-to-face, and a variation of educational instruction.

Emerging technologies are any “new kind of technologies that are currently developing, or will be developed over the next five to ten years,” according to www.businessdictionary.com.

New and emerging technologies will impact our classrooms. As educators it’s important that we stay informed and aware of what we could be implementing or how our curriculum may change. Emerging technologies will substantially alter the business and social environment. “These include information technology, wireless data communication, man-machine communication, on-demand printing, bio-technologies and advanced robotics,” www.businessdictionary.com.

“21things4teachers” created a list of websites (including themselves), which teachers should visit to stay up-to-date on ET. The list includes:

The Maker Movement, which is a great example of constructionism, is learning by doing or making, and it is currently trending in classrooms (Edutopia). BYOD (Bring Your Own Device), is another ET that it trending. More and more school districts are implementing BYOD policies “21thinkgs4teachers.”


21 Things 4 Students REMC Association of Michigan. (n.d.). Retrieved May 18, 2016, from http://www.21things4teachers.net/21-things/emerging-technologies/

Davis, V. (2014, July 18). How the Maker Movement Is Moving Into Classrooms. Retrieved May 18, 2016, from http://www.edutopia.org/blog/maker-movement-moving-into-classrooms-vicki-davis

Veletsianos, G. (November 18). A definition of emerging technologies for education – See more at: http://www.veletsianos.com/2008/11/18/a-definition-of-emerging-technologies-for-education/#sthash.J287LsNG.dpuf. Retrieved May 18, 2016, from http://www.veletsianos.com/2008/11/18/a-definition-of-emerging-technologies-for-education/

What are emerging technologies? definition and meaning. (2016). Retrieved May 18, 2016, from http://www.businessdictionary.com/definition/emerging-technologies.html



EDET 677 Week 1

Essential Question: Do you believe Constructionism brings any new ideas to the table as a theory of education? Why or Why not?

Constructivism is essentially a theory about how people learn. “It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences,” according to Constructivism as a Paradigm for Teaching and Learning. “The learner constructs knowledge inside their head based on experience… knowledge does not result from receiving information without enduring an internal process of sense making,” (Martinez, et.al, loc 397).

I do think that constructionism brings new ideas to the theory of education. “Learners need to do something… learning involves the learners engaging with the world,” (Hein, 1991). “The real cause of failure in formal education is therefore essentially the fact that one begins with language instead of beginning with real and material action,” (Martinez, et.al, loc 424). Piaget said not to present students with pre-organized vocabulary and concepts, but give students a learning environment based on action.

Everything we know and use today, would not be what it is without the influences of amateurs. I think that constructionism is the foundation, or beginning of new innovations. “Hackers believe that essential lessons can be learned about the systems, from taking things apart seeing how they work and using this knowledge to create new and even more interesting things,” (Martinez, et.al, loc 498).

I agree that learning is achieved through experimentation, practice and exposure to the real world. “Hands-on learning offers flexible opportunities for students to learn in their personal style,” (Martinez, et.al, loc 613). “New technologies can vastly extend and reinvigorate the best traditions of student-driven design and construction,” (loc 709).



Constructivism as a Paradigm for Teaching and Learning [Abstract]. (2014). Concept to Classroom. Retrieved May 17, 2016, from http://www.thirteen.org/edonline/concept2class/constructivism/


Hein, G. (1991). Constructivist Learning Theory [Abstract]. Institute for Inquiry. Retrieved May 17, 2016, from http://www.exploratorium.edu/education/ifi/constructivist-learning


Martinez, S. L., & Stager, G. (2013). Invent to learn: Making, tinkering, and engineering in the classroom. Retrieved May 16, 2016.


Week 12 Reflection

In my classroom, I use a learning scale to determine students’ understanding (1-3). If a student understands and can do it alone, they are a 3; if a student doesn’t understand the objective, or cannot answer the essential question, that’s a 1. I realized after reading Larissa’s post that I didn’t incorporate my learning scale. She mentioned that she used the traffic light system, (same concept). Sally said she corrected students’ work when done, and then handed back for corrections. During my final vocabulary assessment, that’s what I did. I had one student who got half the questions wrong. This was one student who required additional support. Because I teach science to primary grade levels (1-2), I never hand back work that is incorrect and I don’t let my students leave my classroom feeling like they failed. He did get the vocabulary words correct at the end.

EDET 637 Week 12


What evidence am I collecting for my final project – and for what purpose?

My blog from week 11 describes the different ways I prepared for student work, engagement, content and structure of lessons. I had to change up a few things this week. For instance, I added another final along with the art project- the vocabulary assessment. Because I wasn’t able to incorporate Google maps on the iPads, I needed more evidence that students learned the material.

Each day, I taught two new stages in the salmon’s life cycle. My students were given handouts to take notes, and draw examples of the fish in those stages. This was one way I was able to track student progress.

At the end of the unit, I had students make a folded adult Chinook salmon art project. Their project had to have the salmon’s life cycle and pictures of the locations of where that salmon is and in what stage. I had students do this to show evidence they understand where the fish is in that stage. I had a model made prior to the unit starting for students to refer to and know what I’m expecting.

Following the art project, as a whole group my students finished the KWL Chart (the L part). They were able to answer the “W” questions. Then, we did a whole group review before our test.

In the vocabulary assessments, the students had to match the stage in the fish’s life cycle to the correct definition. I wanted to make sure my students understood each stage and its attributes.

Everyday after a lesson, I asked students: what two stages did you learn today? What did you learn yesterday? I always went back to our essential question: Why is each stage important in the life cycle of a salmon, or what is the purpose of each stage in the life cycle of salmon?

I attached pictures of student work, the KWL Chart, the pictures of the locations during the life cycle, the notes I created, and the vocabulary assessment.

student work

Notes and assessment

Reflection Week 11

After teaching my lessons without iPads and students not using Google Maps, I realized that I needed to do another final assessment besides the KWL and performance task. I created my own document where students have to match each vocabulary term to its right definition. Next week, students will continue using QR codes to finish their art project, and after reviewing, and finishing our KWL Chart, students will complete the assessment.

EDET 637 Week 11

EDET 637 Week 11

 Essential question: What are my challenges and successes in implementing my unit? 

Immediately starting my unit, I was already faced with challenges. I started my unit off with a hook- what is your favorite summer activity, what do you like fishing for? Following the hook questions, we as a whole group completed a KWL Chart. I asked the students the following questions: what is a life cycle, what is a salmon’s life cycle, what is migration? The students had trouble with the “K” part on the chart at first, but after I rephrased my questions, and had them watch a short video clip on Brain Pop Jr. called “Migration,” students were able to give me a little bit of feedback. For instance, one student answered with: fish migrate back to where they were born.

I initially planned to use Google Maps on iPads using AirServer, so as I taught, students would be able to follow along on their iPads. However, my AirServer was not working. Because one of my goals was for students to use Google Maps to search locations, I decided to use my laptop. Since I wasn’t able to show students how to use Google Maps on iPads, I made the choice to not have students use theirs. After I taught students the different stages, I used my laptop to show the exact locations and we printed those pictures for our final art projects.

Some of the successes I had in my unit included preparation and note taking. Prior to teaching my unit, I used my HDMI cord to project the outline of the salmon’s body onto my white board. Students got one salmon outline and had to cut it out themselves. This made time go by so much faster. If I had students trace their own salmon, it would have taken up a lot of instructional and independent work time. Students were able to go from note taking, to working on their art project instead of waiting.

I made my own salmon life cycle art project before I taught the unit. This was used as a visual for the final product. The students referred to this throughout the unit. It really helped those students who were struggling working independently. I also had students scan a QR code to take them to pictures of king salmon. For instance, one of the QR codes was a link to the fish and game website: http://www.adfg.alaska.gov/index.cfm?adfg=chinook.main

Students used the picture to draw and color in the attributes of a king salmon.

Another success included note taking. I used my pre-made note-taking template (which was initially for slow writers) and printed off a copy for each student. At the pace we were going, I knew that if I had those fast writers take their own notes, it would double the amount of instructional time. I used my HDMI cord to project my note-taking template, and I typed my notes and students filled in their notes. I introduced two stages each day in the salmon’s life cycle and showed a picture of that stage. Students took notes and drew pictures; we Google mapped that location, screenshot and printed it off. At the end of each day, I asked students what they learned and if we answered any of our W questions on our KWL Chart.