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The skills and tech tools that I have learned about throughout this course have helped me to increase my awareness concerning technology integration and have really made me focused on finding any opportunity to be creative in order to meet ISTE standards.  For example, I had never heard of Zaption Video Tours until we did the Tech Tool Evaluation on Presentations (SED501). It showed me alternate way of presenting content to students without only relying on Powerpoint slides. Using interactive videos that can be spliced, edited, captioned, and quizzed on really helps to hold students accountable to their own learning while providing an engaging opportunity for learning in a nuanced way. In reference to my SED501 resource catalog, I know that I can use this technology on a daily basis because of the projector that I have at my disposal in my room. Additionally, Zaption Video Tours are even more useful for providing student centered and differentiated learning when students go through the tours on their own in class. This would be a great opportunity and excuse for me to request a laptop cart for my classroom, which must be filed weeks in advanced, in order to allow students to learn at their own pace and receive differentiation (built into the tour) if they so need it. I checked in with my technology specialist, who I learned about via the catalog, and she confirmed that other teachers have used similar strategies and that the laptops provided in the carts should be able to handle the program needed to run the website. Similarly she assured me not to worry about website slow downs as long as the school's Internet was functioning at full capacity, which it does about 80% of the time. I also learned that the majority of my students do have access to computers and/or the internet outside of school, so many of them will be able to work on the Zaption Video Tours for review outside of class, especially via their cellular devices. Using Zaption video tours could really help me achieve objective based learning and bell to bell workloads, which are the focuses in my school district (TUHSD).

Additionally, the SED501 course taught me to consider ways to increase student participation, motivation, and engagement. One of the ways that was emphasized in a reading by Skowron was to use a hook, which is a device that incorporates student interest and/ or application to begin a class. Since learning of this method I have included a Youtube video related to the content (or end goal/ application of the content) prior to the beginning of almost every lecture since hearing of this strategy. I am utilizing this technique sort of as an inquiry based lesson plan, using the video as an explore for students to formulate questions, hypotheses, and conclusions which will lead them to meaningful discussion. I have found that this strategy increases on task behavior, promotes collaboration, and really uses technology in such a way that improves the classroom culture, increases engagement, and meets the ISTE and content standards. Students appreciate seeing videos that include meaningful animation, graphics, and/or sound, which address multiple styles of learning (which is a mode of differentiation in itself).

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This video is 3D tour by Nucleus which describes ankle fractures and shows via animation how a doctor would go about repairing the broken bones using internal fixation (surgery with metal plates and screws).

This worked really well for students during discussion prior to the delivery of this sort of content.

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Hospitals can license this animation for patient education and content marketing initiatives. Learn more: http://www.nucleushealth.com/?utm_source=youtube&utm_medium=video-description&utm_campaign=anklefracture-091815 This 3D medical animation shows the normal anatomy and movement of the ankle joint. Stable, displaced, and compound fractures are depicted. The animation shows treatment of a stable ankle fracture with a cast or boot.

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Example of Youtube Video "Hook" to initiate Student Discussion and Increase Engagment

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Example of Youtube Video "Hook" to initiate Student Discussion and Increase Engagment

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This clip refers to hyperparathyroidism, which is caused by a tumor. This is related to mineral homeostasis in bones, and provides a real life example of what occurs to the body when that process is interrupted.

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Using Zaption Video Tours and Youtube Instructional Videos for hook and discussions promote the following Arizona High School Science Standards:

Strand 1: Inquiry Process- Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.

Concept 1: Observations, Questions, and Hypotheses- Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources.

PO 1. Evaluate scientific information for relevance to a given problem. (See R09-S3C1, R10-S3C1, R11-S3C1, and R12-S3C1)

PO 2. Formulate questions based on observations that lead to the development of a hypothesis. (See M07-S2C1-01)

Concept 3: Analysis, Conclusions, and Refinements Evaluate experimental design, analyze data to explain results and propose further investigations.

PO 3. Critique reports of scientific studies (e.g., published papers, student reports).

PO 7. Propose further investigations based on the findings of a conducted investigation.

Concept 4: Communication- Communicate results of investigations.

PO 3. Communicate the results of an investigation results clearly and logically

PO 4. Support conclusions with logical scientific arguments.

Strand 4: Life Science - Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.

Concept 5: Matter, Energy, and Organization in Living Systems (Including Human Systems) - Understand the organization of living systems, and the role of energy within those systems.

PO 2. Describe the role of organic and inorganic chemicals (e.g., carbohydrates, proteins, lipids, nucleic acids, water, ATP) important to living things.

PO 5. Describe the levels of organization of living things from cells, through tissues, organs, organ systems, organisms, populations, and communities to ecosystems.

Note* The high school science standards for high school do a poor job addressing the content of anatomy and physiology. I included all relevant content standards, even though some may seem to be a stretch. I hope in the future that these standards are updated and organized by content/ class type (for example there would be an anatomy and physiology standards section). Most of the science standards are focused on Biology, Chemistry, and Physics, so I mostly I had to stick to the scraps that crossover from general Biology.

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The following ISTE Standards for Teachers are being incorporated by the instructor in this unit (for both integrations of technology):

ISTE-T 1(a,b,c,d), 2(a,b,c,d), 3(d), 4(b,c), 5(b,c)

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The following ISTE Standards for Students are being promoted through students' use of Zaption Video Tours in this unit:

ISTE-S 1(c), 2(a,d), 3(b,c,d), 4(c,d), 5(a,b), 6(a,d)

The following ISTE Standards for Students are being promoted through students' use of Youtube Instructional Video Hooks/Discussion in this unit:

ISTE-S 1(a,c,d), 2(a,b,d), 3(b,c,d), 4(b,d), 5(b)

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This approximately 2 minute long video (via Youtube) will provide a succinct introduction to what Zaption is, general features, and how it will aid in teaching and student learning.

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This approximately 3 minute long screencast tutorial (via Youtube) will provide an overview on how to share video tours to students and how to edit permissions and accessing rights to the instructor made tour.

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A quick walkthrough of how to share Zaption learning tours, including links, embed, Groups, viewer and editor permissions, posting to the Zaption Gallery, and the iOS app! Check out our Help Center for more tutorials and articles: zaption.zendesk.com

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This approximately 3 minute long screencast tutorial (via Youtube) will provide an overview on how to add, organize, and manage students groups using Zaption so that instructors can monitor student progress.

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In this quick overview, you will learn how to add and manage both tours and members in your Zaption Pro. This is a Zaption Pro feature. Check out our Help Center for more tutorials and articles: zaption.zendesk.com

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This approximately 5 minute long screencast tutorial (via Youtube) will provide an overview of Zaption and demonstrate the initial steps necessary to create your own Zaption video tour.

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A brief walkthrough in how to create a Zaption tour. Check out our Help Center for more tutorials and articles: zaption.zendesk.com

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1.) Zaption Video Tours
- These will be used occasionally to present content in a nuanced and engaging way in place of traditional lecture or powerpoint slide based content presentation
- Zaption Video Tours allow teacher to splice together various videos found on the web (or upload themselves) and allow the instructor to initiate pauses for student discussion and/ or checks for understanding
-Additionally, Zaption, when used by students, can provide differentiated instruction and built in quizzes (as checks for understanding and evidence of mastery). For example, if a student does not answer questions correctly on a built-in video quiz, they will be re-routed either to replay the segment to re-learn the material or to another supplemental video which provides the content in a different way. If a student answers questions correctly, they will be permitted to move on in the video tour.
- Finally, Zaption video tours also allow teachers to add captions, comments, images, and graphs either superimposed on the spliced videos or to the side to facilitate learning and provide differentiated measures of instruction.
- Students can truly take control of their learning using this technology and they may process the content at a pace that is most manageable to them.

2.) Youtube Instructional Videos
- Used as hooks to promote student participation, motivation and engagement
-Used explicitly as points for initiating discussion in an inquiry based lesson plan (often as the Explore section)
- Students will often be shown an advanced or application based video/ graphic which will show them the end goals of their learning and why what they learn is important in the real world
- Students are often required to jot down take-aways or questions as they watch the video to hold them accountable and to prepare them for class collaboration and discussion
-The jigsaw method is often used during the video in which students are grouped and assigned, individually, certain sections that they are responsible for writing notes for. They will then come together with their group and exchange notes via discussion.

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This unit will cover the processes of bone formation, bone development, mineral homeostasis, fractures, healing, bone aging, the anatomy (structure) of a bone, different bone types and functions, and a general survey on the different bones, joints, tendons, and ligaments in the human body.

I teach highschool advanced anatomy and physiology and students tend to get overwhelmed and/or bored with the vast amount of information that is delivered to them. Early on, I was having difficulty maintaining student participation and interest. However, since incorporating Youtube videos as hooks and discussion points, I have seen a vast increase in engagement and student investment in learning. I plan on incorporating Zaption Video tours in this unit to build on the success of the Youtube videos. Some of the benefits of both of these strategies include:

- providing ample opportunity for student collaboration and discussion
- provides means for differentiated learning and learning at different paces
- integrates technology in a way that is meaningful and useful for student learning
- meets content and ISTE standards, while changing the pace of instruction style and incorporating multiple learning styles for students
- showing students the applications of the objectives and contents they learn and master, so that students do not feel what they are learning has no relevance or importance in their lives