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One of the AR applications I have accumulated in my teaching toolkit.

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Integrating AR into the classroom with mobile applications like CRISPR-3D will allow me to address APST 3.4, 2.6 & 4.5 during Praxis 4 (AITSL, 2011).

Reference
AISTL. (2011). Australian professional standards for graduate teachers. https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf

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Playing with protein structures while listening to lectures.

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There are so many educational resources available for Cyber Safety! 

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Blog: 5 Safety, Legal & Ethical Protocols 

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Blog: 5 Safety, Legal & Ethical Protocols 

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Legal, safety and ethical protocols to be considered when using the technological tools mentioned in blogs 3 & 4.

iMovie security
iMovie is an Apple application that has strict legal, safety and ethical guidelines. However, teachers should evaluate iMovie with respect to their individual school’s privacy policies and legal obligations before use in the classroom (Apple Inc, 2023).

Canva security
Canva has an array of security features such as encryption, data security (designs stored in cloud), in-app permissions to manage access to content just to name a few (Canva, 2023). Just note that Canva has five licence agreements so owning your designs is a grey area. Therefore, students may not be able to post their designs on blogs "if Editorial use only" (Creative Genius Law, 2021).

I was surprised with the variety of available resources on Cyber Safety for educators, students, parents, and school staff. I now know that finding the appropriate resource for your class maybe difficult as a vast assortment of choices currently exist. The first place I explored was Education Queensland's website "Cyber Safety in Queensland schools"  and gradually progressed through the all the links. By doing this I found engaging interactive resources, helpful handouts, and concise YouTube clips. With these resources at hand, you could prepare students with the necessary tools to safely inhabit an online environment. Please do yourself a favour and familiarise yourself with the resources attached so that you can respond promptly and help students, parents/carers and other educators when needed the most.

I endeavour to integrate these protocols into the biology curriculum along with current school policies to remind my students of the consequences involved with the inappropriate use of technology. That way I am protecting them in the present, fostering their digital tech skills for the future and allowing them to develop a framework of digital ethics (Education Queensland, 2023; Riddle, 2019).

References
Apple Inc. (2023). About privacy and security for Apple products in education.
https://support.apple.com/en-au/HT208525

Canva. (2023). Security at Canva. https://www.canva.com/security/

Creative Genius Law. (2021). What legal stuff do I need to know about using Canva to DIY my graphic design? https://creativegeniuslaw.com/what-do-i-need-to-know-about-canva/

Riddle, M. (2019). Skills like '🤬 detection' can help kids meet cybersecurity challenges head on. The Conversation. Skills like '🤬 detection' can help kids meet cybersecurity challenges head on (theconversation.com)

State of Queensland, Department of Education. (2023). Cybersafety in Queensland schools.
https://www.qld.gov.au/education/schools/health/cybersafety/cybersafety-qss

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The eSafety Commissioner website has an infinite supply of classroom resources. I was most interested in the Online Safety Classroom Agreement so that I could blend classroom expectations with school rules and federal policy (eSafety Commissioner, n.d.).

Reference
eSafety Commissioner. (n.d.). Classroom resources. https://www.esafety.gov.au/educators/classroom-resources?level%5B0%5D=8&level%5B1%5D=9&level%5B2%5D=10

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Classroom resources | eSafety Commissioner

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Discover resources designed to help schools and other educators teach online safety lessons.

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Cyber Safety documents for parents and carers

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Cyber Safety documents for parents and carers

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Cybersafety: Information for parents and carers is a four-page handout that can be emailed to parents/carers.

Reference
State of Queensland, Department of Education. (n.d.). Cybersafety: Information for parents and carers. https://behaviour.education.qld.gov.au/resources-publications/Documents/cyberbullying-parents-caregivers-guide.pdf

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Cybersafety: making positive online choices is targeted at older secondary students (Years 11-12). The students can print a certificate of completion once the tasks are completed.

Reference
State of Queensland, Department of Education. (2020). Cybersafety: making positive online choices. https://www.scootle.edu.au/ec/viewing/S8801/index.html

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Education Queensland Cyberbullying clip 2

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Education Queensland Cyberbullying clip 2

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Cybersafety: enhancing your digital identity is an Education Queensland interactive resource that targets younger secondary school students (years 7-10). It explores managing your online reputation, maintaining privacy, enhancing online wellbeing, consequences and laws, and inappropriate online behaviour (Education Queensland, 2021).

Reference
State of Queensland, Department of Education. (2021). Cybersafety: enhancing your digital identity. https://www.scootle.edu.au/ec/viewing/S8752/index.html

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This resource focuses on online safety and explores the responses of Queensland state schools through awareness, partnerships and prompt responding to technology misuse. This document provides helpful links for students, parents, and school staff (Education Queensland, 2020).

Reference
State of Queensland, Department of Education. (2020). Online Safety in Queensland State Schools. https://www.qld.gov.au/__data/assets/pdf_file/0028/145756/online-safety-in-qld-ss.pdf

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This valuable resource guides teachers to abide by Copyright laws.

Reference
National Copyright Unit. (2023). The Official Guide to Copyright Issues for Australian Schools and TAFE. https://smartcopying.edu.au/

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The Official Guide To Copyright Issues for Australian Schools And TAFE

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Season 2 Episode 4 The Mind, Explained: Creativity on Netflix

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My personal moto for this university term has been "work smarter not harder" to preserve one's mental wellbeing and one's neck muscles. Hence during one of my many brain breaks, I decided to reflect on AT1, while passively watching a Netflix series about the brain and creativity. While I was watching Season 2, Episode 4 of "The Mind, Explained" it occurred to me that this blog assessment has been exercising my creativity mental muscles (Vox Media, 2019).

To truly understand this statement, you may have to watch the episode for yourselves. However, I will endeavour to explain. The formative tasks of this assessment have encouraged me to look at educational technologies through a different lens. The interconnections that exist between the SAMR model, Blooms taxonomy, and the TPCK model have made me aware that each technology has multiple educational uses, which are sometimes found incidentally. In summary, technologies are limited by their users. It is not until you deliberately explore the possibilities and limitations of technologies that you reveal their true potential. By exploring iMovie and Canva I have realised that I can give students multiple opportunities to exercise their critical and creative thinking skills whilst learning about biology (QCAA, 2022).

When I reflect on my first blog entry, I acknowledge that I have successfully achieved the goals I planned to conquer in week one. I did not expect this course to affect my subconscious so profoundly. My research topic for EDED20496 evolved into a question about augmented reality (AR) in the biology classroom and I have found that my phone has been accumulating AR applications for Praxis 4 (I am yet to receive the credit card statement). Overall, I am proud of my achievements in this course thus far and look forward to setting more challenging goals in weeks to come.

Reference
QCAA. (2022). 21st century skills. https://www.qcaa.qld.edu.au/senior/senior-subjects/general-subjects/21st-century-skills

Vox Media. (2019). The Mind, Explained: Creativity. Netflix. https://www.netflix.com

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A Messenger group that is full of supportive, humorous, motivators, that provide clarity in hours of need! 

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I'm glad that this assessment has forced me to seek out connections inside my cohort. Within a short timeframe I have established genuine connections with a few peers that have both indirectly and directly forced me to challenge myself. I value these relationships as I am an extravert that is energised by the enthusiasm and motivation of others especially at times when energy is depleted. I also appreciate how their input has contributed to my professional development.

If you would like to observe some Messenger interactions between myself and my peers please refer to the screenshots shared on Rohan Beatson's Blog 6. There is solidarity and strength in numbers.

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Education Queensland Cyberbullying clip 1

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Education Queensland Cyberbullying clip 1

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Sharing intimate photos and cyberbullying

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Creating a connection between Blooms Taxonomy and Digital Pedagogy.

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This table was sourced from Jen Jenyns' Blog 2

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Canva can provide supplementary learning resources that do not need editing.  

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Canva can provide supplementary learning resources that do not need editing.  

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This is an edited template. You could pre-record lab instructions and insert them in the video section.

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Mindfulness Page - Movie was not compatible with Padlet. When classroom hub was shared with Padlet each page was sent as a separate post.

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I plan to edit this website and share the link with my Praxis 4 class.

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This page was easy to redesign (NB: most images are only available through the paid subscription Canva Pro).

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Links were difficult to set up on iPhone I could possibly amend this on my laptop.

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This page was relatively easy to design - however the images were hard to reposition within the frame on an iPhone. 

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The image of the sun moves when viewed on Canva.

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This week I decided to dive headfirst into the Canva application on my iPhone. The reason I chose to explore Canva on my phone instead of using my trusty laptop was because my next placement is based at a school that primarily relies on students bringing their own devices to class. This way I could test the usability of the app and anticipate any technological complications.

Initially it was difficult to determine the scope of Canva's functions on the iPhone screen due to the vast assortment of templates available. My advice is to type "education" into the search bar at the top of the screen to narrow the options to 33, 273 templates. Then you can narrow your search by category, style, theme, feature, grade, subject, topic, and colour. By selecting "Biology" I narrowed my search to 113 templates. Then you can scroll down and observe all the worksheet templates some are free while others require payment by upgrading to Canva Pro.

Another way is selecting "Education" as the Category and then looking through the subcategories like presentation, video, infographic, whiteboard, poster, worksheet, flashcard, storyboard, comic strip, group work, classroom newsletter and finally school letter (as many are interchangeable templates that could be used for a number of subjects). Or you could select "Websites" on the homepage and then scroll down to "educational websites" that is where I decided to make a classroom hub (refer to posts connected above).

The templates themselves are really easy to navigate the only problems that I personally encountered was creating hyperlinks and repositioning photos within their frames (this is because I lacked a mouse to right click as demonstrated in the tutorial). Otherwise, I enjoyed getting lost in the limitless high-quality learning resources. Another tool that I look forward to using in the near future is designing a choice board for classroom activities (refer to the tutorial connected on the left).

I highly recommend visiting Linley Chai's website to observe a Canva website template and view her helpful YouTube clip on Canva privacy settings. As a final note please refer to the connected posts below to discover how Canva can be used in the biology classroom in relation to the SAMR Model (Canva, 2023).

Reference
Canva. (2023). Teach with Canva. https://www.canva.com/designschool/tutorials/canva-for-teachers/https://www.canva.com/designschool/tutorials/canva-for-teachers/

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Students can use Canva to design a poster from a supplied template instead of using pen, paper or collage (Canva, 2022).

References
Canva. (2022, January 28). Publish assignments in Canva | Canva for Teachers. https://www.youtube.com/watch?v=F29uDSvU16Q&t=1s

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Publish assignments in Canva | Canva for Teachers

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Canva allows you to share a presentation via a link or by directly presenting to the class via canva.live where students must enter a 6 digit pin for access. This allows students to comment on a chat board like zoom (which could be a potential distraction or give shy students an opportunity to ask questions). There are also "Majic shortcuts" where the teacher can press letters and numbers on the keyboard for novelty functions (e.g., U: for a theatre curtain; C: for confetti explosion; D: for a drum roll; Q: to blur the screen; 1->9: inbuilt timer; M: for a microphone drop) (Canva, 2022).

References
Canva. (2022, March 14). Engage Students with Presentations | Canva For Education. https://www.youtube.com/watch?v=EMZlGtD91Po

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Engage Students with Presentations | Canva For Education

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[R] Redefinition through Recorded Presentations

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[R] Redefinition through Recorded Presentations

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Recorded presentations allow flip learning to take place, for learners to work at their own pace, and for teachers to spend less time instructing and more time facilitating learning (Canva, 2022).

For example, a teacher could create and pre-record presentations that summarise the theory from a prescribed biology textbook. This allows slow learners to go at their own pace and revisit content missed during class. While fast learners are allowed to accelerate through the content reducing boredom. This would enable the teacher to place more emphasis on checking for understanding (creating a skills and knowledge checklist), providing feedback, and creating additional scaffolding and/or extension work thus enhancing the learning experience and creating more time for hands on activities.

References
Canva. (2022, March 14). Flip Learning with Talking Presentations | Canva For Education. https://www.youtube.com/watch?v=HRC61OD7m9E&t=204s

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Flip Learning with Talking Presentations  | Canva For Education

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[M] Modification through digital Graphic Organisers

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[M] Modification through digital Graphic Organisers

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Canva provides aesthetically appealing graphic organiser templates like Venn Diagrams and Contrast Tables that can be used as a substitute to pen and paper handouts. However, this software is considered as a modified technological tool when mind maps or concept maps are brainstormed on a collaborative whiteboard (Canva, 2022).

References
Canva. (2022, August 31). Create class brainstorms with Canva Whiteboards | Canva for Education. https://www.youtube.com/watch?v=NpfdVg-3lOo

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Create class brainstorms with Canva Whiteboards | Canva for Education

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The above tutorial explains how to design a Choice Board so that your students can choose the format of their formative assessment (Canva, 2022).

References
Canva. (2022, August 31). Design digital choice boards for students | Canva for Education. https://www.youtube.com/watch?v=l3DfgSoSnAk

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Design digital choice boards for students | Canva for Education

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Refer to the YouTube clip above to design your own Virtual Class Hub (Canva, 2022). Note that the screen layout is different on a laptop vs an iPhone. A link could be shared with parents/carers to keep them informed of syllabus content and assessment (as per APST 7.3) (AITSL, 2011).

References
AISTL. (2011). Australian professional standards for graduate teachers. https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf

Canva. (2022, August 31). Design a class website | Canva for Education. https://www.youtube.com/watch?v=GT7pHIu1F84

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Design a class website | Canva for Education

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This YouTube clip, created by Linley Chai, explains the Privacy settings of Canva.

References
Chai, L. (2023, March 31). Canva as an educational tool. https://www.youtube.com/watch?v=wEMQTqJVnfA&t=1s

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How To Use iMovie on iPhone 2022 (Beginners Guide)

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This modified blog begins in Moodle. Please click on the link to log on to Moodle.

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The SAMR Model can be confusing at times. Some technological tools can be categorised as S, A, M or R depending on the learning objective of the task/activity.

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The SAMR model was not created to confuse pre-service teachers. Instead, its role is to provide guidance on how a technological tool can be used to promote higher order thinking and sharpen learners' 21st Century Skills (Common Sense Education, 2016).

Reference

Common Sense Education. (2016, July 13). How to Apply the SAMR Model with Ruben Puentedura. https://www.youtube.com/watch?v=ZQTx2UQQvbU

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If I can iMovie, students can do it better!

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If I can iMovie, students can do it better!

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Another example of an iMovie based on the frogs found in my backyard. This software is engaging making the simplest of images into stories.

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Blog 3: iMovie can Redefine the Biology curriculum!

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Blog 3: iMovie can Redefine the Biology curriculum!

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Pre-service teachers quickly learn the value of "time" during their studies. They also learn the value of acquiring priceless learning resources through collaboration. This week I wished for extra time and resources yet this wish did not come to fruition. Instead of waiting for the universe to drop an appropriate resource and experienced demonstrator into my lap, I actively experimented with iMovie all by myself.

iMovie is an application available on iPhone, iPad and Mac that allows users to create movies by incorporating images, video clips and audio. In retrospect I would have liked to have compared the software on Mac and iPhone as the functions are different. Despite this the iPhone experience was pleasant as the application was simple, user friendly and supported by easily accessible help functions. If you need additional help there are many YouTube movies online to support beginners (e.g., https://www.youtube.com/watch?v=5OBWqEUhrLE) or if you wish to share tips with a learning community an iMovie Facebook Group exists.

What I liked the most about iMovie was its compatibility with other apps such as Canva, Padlet and YouTube just to name a few. For example, you could easily export Canva generated graphics, utilise them in your edited movie and then export the movie to YouTube to share with the learning community. In addition to this there were many benefits to the application a variety of formats, styles, filters, fonts, and free soundtrack music enabling biology students to exercise their creative thinking skills. From a student’s perspective, the weakness of this software (iPhone version) is that it does not have as many functions as the Mac version and all the functions that do exist are not visible on the one screen due to lack of space.

How iMovie addresses each category of the SAMR Model:

- Substitution: the teacher could play a pre-made iMovie as an instructional video/demonstration to the class instead of direct teaching.

- Augmentation: the teacher could share the link to the instructional video (e.g., frog or rodent dissection) so learners could re-watch the iMovie as many times as required without harming additional animals.

- Modification: groups could create an iMovie on Lab Safety or a digital study guide and present it to the class (Jessyrestful, 2010; Vincent, 2016).

- Redefinition: the students could individually take images (collect data) on a local field trip, collaborate data, assess the biodiversity of a location and create an iMovie with narration on biodiversity loss and share with the general public via YouTube (Ashley, 2018; Papke, 2019).

Please review some of the short movies connected to this entry, made by yours truly, and comment below.

References
Ashley, J. (2018, April 16). Using iMovie - Biology Project. https://www.youtube.com/watch?v=_41XSJOnjPw

Jessyrestful. (2010, September 25). Videocast: Using iMovie HD in a Biology Classroom. https://www.youtube.com/watch?v=LI3GsWLtyeY

Papke, A. (2019, May 1). 5 Ways to Use iMovie in the Classroom. https://iteach.usf.edu/5-ways-to-use-imovie-in-the-classroom/

Vincent, W. (2016, April 4). IBDP Biology Topic 7.2 HL Transcription student explanation via imovie + iphone. https://www.youtube.com/watch?v=l-Q-YGWU2Hc

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My Brain Hurts from Exploring New Technologies!

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This Padlet was designed to engage and motivate secondary pre-service teachers (especially those that major in Biology) to enhance and subsequently transform their technology integration skills through the use of the SAMR Model.

Please navigate your way through each entry to learn more about the SAMR Model and discover ways in which you can bring your Biology lessons into the 21st century.

This is an interactive technology so please explore hyperlinks, watch YouTube videos, and add your comments at the bottom of each entry. This will provide timely feedback to the moderator enabling the resource to be enhanced.

Bell and Bull (2008) acknowledge that technology plays an essential role in the science classroom “to facilitate data collection and analysis, to enhance scientific understanding through imagery and visualization, and to extend inquiry through communication and collaboration” (p. 92). In a nutshell, Technology and Science have evolved together and in turn have formed a healthy symbiotic relationship (Asim et al., 2022).

References
Asim, S., Slykhuis, D., Ellis, J., & Trumble, J. (2022).  Three domains for technology integration in science teacher education. Contemporary Issues in Technology and Teacher Education, 22(2). https://citejournal.org/volume-22/issue-4-22/science/three-domains-for-technology-integration-in-science-teacher-education

Bell, R. L., & Bull, G. (2008). Technology’s greatest value. In R. L. Bell, J. Gess-Newsome, & J. Luft (Eds.), Technology in the secondary science classroom (pp. 91-96). NSTA Press.

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A digital tool substitute with NO functional change.

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Examples of traditional classroom tasks that can be digitally substituted:

Textbooks → Digital eBooks

Paper quiz → Canvas quiz

Handwritten papers → Typed papers

In class discussions → Online discussions

Teacher-centred Instruction → Instructional Videos

Hand in assessment → Email assessment or submit via Learning Management System (LMS)

(McMillan, 2020; Asim et al., 2022).

Implementing technological substitutions may take time to organise/set up initially but will make learning more efficient in the long term.

References
Asim, S., Slykhuis, D.,  Ellis, J., & Trumble, J. (2022).  Three domains for technology integration in science teacher education. Contemporary Issues in Technology and Teacher Education, 22(2). https://citejournal.org/volume-22/issue-4-22/science/three-domains-for-technology-integration-in-science-teacher-education

McMillan, A. (2020, July 7). SAMR Overview & Examples. https://www.youtube.com/watch?v=0QANy-Y1pjI

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A digital tool substitute that has some functional improvement.

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Examples of Augmentation digital tools:

Hyperlinks in assessment documents

Text to Speech (to Read or Write)

Interactive whiteboard (to project information, to annotate diagrams, & drawing tools)

Presentations (Power Point, PREZI, Sway etc.)

Bookmarking tools (Pinterest, DIIGO, Flicker etc.)

(McMillan, 2020; Asim et al., 2022)

References
Asim, S., Slykhuis, D.,  Ellis, J., & Trumble, J. (2022).  Three domains for technology integration in science teacher education. Contemporary Issues in Technology and Teacher Education, 22(2). https://citejournal.org/volume-22/issue-4-22/science/three-domains-for-technology-integration-in-science-teacher-education

McMillan, A. (2020, July 7). SAMR Overview & Examples. https://www.youtube.com/watch?v=0QANy-Y1pjI

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A digital tool that results in significant task redesign, yet the learning outcome remains the same.

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Examples of Modification digital tools:

Multimedia Creation Tools (Voicethread, Camtasia Studio, Screencast matic)

Collaboratively made Wiki pages with links, videos & images.

Collaborative concept mapping (Canva)

Learning Management System (to facilitate digital class discussions & collaborative learning) (e.g., Canvas, Blackboard, Schoology, Google Classroom)

Webpages that include multimedia elements (Insert Learning, Playposit)

Timeline tools that include text, videos, audio and links.

(McMillan, 2020; Asim et al., 2022)

My Personal Favourite - Digital Notebooks!
If you used all these features during science practicals (including Probeware), collectively they would be considered Modification.

While if only one feature was used such as drawing it may be considered as Substitution.

Advantages of Digital Notebooks:

drawing

audio-recording

videorecording of scientific observations/ experiments

digital photos

option to annotate drawings

organise digital artifacts

data collection with Probeware

(Asim et al., 2022; Miller et al., 2016; Seungoh et al., 2017).

References
Asim, S., Slykhuis, D.,  Ellis, J., & Trumble, J. (2022).  Three domains for technology integration in science teacher education. Contemporary Issues in Technology and Teacher Education, 22(2). https://citejournal.org/volume-22/issue-4-22/science/three-domains-for-technology-integration-in-science-teacher-education

McMillan, A. (2020, July 7). SAMR Overview & Examples. https://www.youtube.com/watch?v=0QANy-Y1pjI

Miller, B., & Martin, C. (2016). Digital notebooks for digital natives. Science and Children, 53(5), 84. https://www.nsta.org/science-and-children#tab

Seungoh, P., & Fulton, L. (2017). Learning to use digital science notebooks: A teacher’s perceptions and classroom use. Journal of Computers in Mathematics and Science Teaching, 36(4), 361-374.

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A digital tool that results in the creation of new tasks that were inconceivable without technology.

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Examples of Redefinition digital tools:

Social Media (Twitter, Facebook, Instagram)

Public posts (podcasts, video sharing, reflective blogs)

Skype or Zoom (Connecting with experts)

Create animations (Powtoon, Vyond, Animaker)

Augmented reality, Virtual reality

(McMillan, 2020; Asim et al., 2022)

Communication is the Key:

"Social media allows learners to engage with data and the scientific community" (Tsivitanidou, & Ioannou, 2020).

Another way of engaging with data is providing input:
Socio-Environmental Science Investigations | STELAR - STEM Learning and Research Center (edc.org)

SESIs (geospatial data layering maps) that promote
inquiry-based learning, where students exercise high order thinking skills when operating this transformative technology.

Students can georeference & analyse data using GIS technology.
For example:

tree identification data

zoning areas

urban heat islands

(Environmental Literacy and Inquiry Working Group, 2020)

The [R] technologies allow teachers and learners to make connections between the senior biology syllabus & real-life local environmental problems, which reinforces active citizenship (AITSL, 2017).

References
Asim, S., Slykhuis, D.,  Ellis, J., & Trumble, J. (2022).  Three domains for technology integration in science teacher education. Contemporary Issues in Technology and Teacher Education, 22(2). https://citejournal.org/volume-22/issue-4-22/science/three-domains-for-technology-integration-in-science-teacher-education

AITSL. (2017). 21st century education: Video on AITSL and 21st century education. https://www.aitsl.edu.au/tools-resources/resource/21st-century-education

Environmental Literacy and Inquiry Working Group at Lehigh University. (2020, June 18). Tectonics. https://eli.lehigh.edu/tectonics

McMillan, A. (2020, July 7). SAMR Overview & Examples. https://www.youtube.com/watch?v=0QANy-Y1pjI

Tsivitanidou, O. and Ioannou, A. (2020). Citizen Science, K-12 science education and use of technology: a synthesis of empirical research JCOM 19(04), V01. https://doi.org/10.22323/2.19040901

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Please watch the short YouTube video for some inspiration. 

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This YouTube clip encapsulates how the SAMR Model applies to science. The subsequent posts will discuss how the SAMR Model can be applied to the Biology classroom.

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Analyze how the SAMR model of technology evaluation takes a Science objective to a higher level

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Words from the Inventor of the SAMR Model

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Words from the Inventor of the SAMR Model

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Was Dr Ruben Puentedura good at explaining his own SAMR Model? Comment below

Reference
Common Sense Education. (2016, July 13). How to Apply the SAMR Model with Ruben Puentedura. https://www.youtube.com/watch?v=ZQTx2UQQvbU

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How to Apply the SAMR Model with Ruben Puentedura

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[R] Giving students the opportunity to be active citizen scientists through the use of technology 

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[R] Giving students the opportunity to be active citizen scientists through the use of technology 

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"Citizen science projects are research collaborations between professional scientists and nonexpert members of the community. By getting involved in these projects, students gain practice with authentic research and help professional scientists in their data collection efforts" (Bonney et al., 2016).

Please feel free to recommend any digital tools that could assist Biology students in contributing to Citizen Science Projects in the comments section below.

Reference
Bonney, R., Phillips, T. B., Ballard, H. L., & Enck, J. W. (2016). Can citizen science enhance public understanding of science? Public Understanding of Science, 25(1), 2–16. https://doi.org/10.1177/0963662515607406

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How to Apply the SAMR Model with Ruben Puentedura

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I believe this quote could apply to SAMR and Padlet. Continual re-examination leads to more design changes, which leads to new learning opportunities & subsequently an addiction to Padlet.

Reference
Common Sense Education. (2016, July 13). How to Apply the SAMR Model with Ruben Puentedura. https://www.youtube.com/watch?v=ZQTx2UQQvbU

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Bring Your Own Device (BYOD) options in the classroom. 

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Google AR Tips YouTube Video

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I created this clip quickly (within 2 minutes) with photos from my backyard. Imagine what students could create on field trips when assessing the biodiversity of an environment and then communicating that information to the local community.

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[R] Using Augmented Reality Software in conjunction with textbooks

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[R] Using Augmented Reality Software in conjunction with textbooks

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Augmented Reality Adds New Dimension to Learning at Rutgers

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As you progress through the SAMR Model the cognitive skills transition from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS).

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(Puentedura, 2014)
LOTS: Enhancement

Remember & Understand = Substitution

Understand & Apply = Augmentation

HOTS: Transformation

Analyse & Evaluate = Modification

Evaluate & Create = Redefinition

Reference
Puentedura, R. (2014 December). Ruben R. Puentedura's Weblog. http://www.hippasus.com/rrpweblog/archives/2014/12/11/SAMRandTPCK_HandsOnApproachClassroomPractice.pdf