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Chapter 1
After reading Chapter 1, as well as reflecting on how I have been implementing digital resources within my classroom as my district is currently in our second year of being one to one with laptops, I was able to redefine some of my long term goals for my career.  As we have experienced, technology is constantly advancing and therefore my first goal is to teach students how to learn to use and adapt to new digital resources in an educational manner.  The digital resources that we currently have access to will most likely be out of date when our students enter the workforce and/or college.  As mentioned in Chapter 1 of our textbook, “Students need us to show them how to use technology to learn, evaluate, and process information; to create, publish, and share their productions” (Neebe & Roberts, pg 4, 2015).  By teaching the students these skills through various digital resources, the students can use the similarities and differences identified between programs to guide them in learning new programs in the future.

Another goal developed as a result of our readings is to implement technology to create solutions to everyday challenges in the classroom.  I want each digital resource that I implement within my classroom to improve rather than replace current classroom learning, management, and procedures.  For example, I would like to use various technologies to help students use higher order thinking skills.  In Chapter 1, the authors discuss the difference between using the internet to search basic facts versus analyzing and synthesizing information (Neebe & Roberts, 2015).  When the students search definitions, dates, and facts, this is not taking away from their learning process; Instead, it is teaching the students to use the resources they have at their fingertips to gather the necessary information.  The deep learning comes when we ask students to think about when and how these facts can be used in new situations.  As I’m a Geometry teacher, I believe this goal aligns perfectly with my curriculum.  Generally speaking, my goal is to use technology to require the students to think through problems by applying prior knowledge in new situations.  This will help to prepare them for the real world as problems will be cross-curricular.

Chapter 2:

As a teacher transitioning to a 1:1 classroom, my role of leading the class through learning is becoming the role of the students.  The students are now leading their own learning.  I hope that as I continue to adapt my lessons and activities to fit a 1:1 classroom, I will continue see more time available to meet with students both one on one as well as in small groups.  So far, I have noticed the number of these opportunities gradually increasing as I find new ways to implement digital resources within the classroom.  This is an important shift that I hope to see as it provides me with the opportunity to personalize learning for each students’ needs and allows me to build stronger student-teacher relationships.

One fear that I have with the transition to a 1:1 classroom is running out of time to teach the entire curriculum.  Digital resources enhance learning by providing interactive and authentic experiences where the students can discover knowledge and create their own learning path.  Unfortunately, most digital experiences take more time than direct instruction as they require the students to use higher order thinking skills.  The authors of our textbook address this concern with the understanding that the quality of learning is worth the time it may take (Neebe & Roberts, 2015).  To balance the timing of these assignments with the quantity of content, it is recommended that we only implement one to two new tools per unit (Neebe & Roberts, 2015).  The more students use a tool, the smoother the activities will run; therefore, allowing teachers to keep the required pace.

Chapter 3:

Of the various strategies for engagement shared in chapter 3 of our textbook, I’m the most excited for perplexity.  The statement “I knew that my job was no longer to transfer knowledge to my students, but rather to establish the conditions that would encourage and support them in creating knowledge for themselves” resonates with me as I truly believe our job as educators is to teach students how to think and use their resources to figure out solutions and connections to problems (Neebe & Roberts, p. 43, 2015).  As I continue to reflect on our readings, I’m increasingly excited to incorporate digital communication and collaboration between students.  I’m excited to use interactive feedback systems, such as Nearpod, to guide the students through finding and discovering geometric properties. As the students are discovering new properties, I plan to have them discuss their thoughts with partners on a google document that I can view.  Once they have agreed upon their conclusions and solutions, they will share these with me through the last slides of their Nearpod activity.  I can then moderate each groups’ learning process and share examples of final products with the class.

Chapter 4:

I have to say that I’m very lucky to have the colleagues that I do at Red Lion Area Senior High.  I’m constantly collaborating with the members of our math department and technology has improved our collaboration in numerous ways.  Through the use of google applications, we are able to share plans, videos, and activities that we have created.  As we continue to find new digital resources to enhance the learning process, my colleagues and I have begun dividing and conquering the creation of activities using these tools for our classrooms.   As google applications allow us to edit the same documents in real time, from any location, we are able to work together on creating new activities even when our schedules do not coincide.

Chapter 5:

In addition to obtaining permission from parents and administrators, there are several other steps I plan to take before encouraging students to publish their work for a larger audience based on suggestions found in our course textbook.  For instance, I would take the time to first teach the students about digital citizenship.  Students must have a full understanding of copyright laws before they begin sharing work with the community.  It is also important to teach students not to share personal information on the web.  For instance, using an avatar as a profile picture rather than personal photos (Neebe & Roberts, 2015).  Our textbook also recommends selecting a handful of blogs for students to use and in order to monitor what is being posted (Neebe & Roberts, 2015).  After reflecting on these strategies, I have decided that rather than opening these blogs up to the world, I would prefer to contact trusted businesses and community members for the students to share projects with and receive constructive feedback.

Chapter 6:

Many of the challenges to creating and implementing lessons that reach all learners are starting to be overcome through digital resources.  In my experience, the largest challenge in creating and implementing lessons that reach all learners is time.  Creating activities and lessons to fit each students’ needs is incredibly time consuming.  Digital resources certainly aid in distributing and creating these lessons, but this does not take away the fact that creating deep and meaningful lessons takes time.  In addition to the time it takes to create various instructional activities, distributing the various lessons to students can also take precious instructional time.  Luckily, with the advancements in technology, we are able to instantly distribute select instructional lessons and activities to specific groups of students.  As the activities are digitally guided, the teacher then has time to check in with each group of students on their learning process.  In addition to saving time, this allows for invisible tiering.  As our book mentions, invisible tiering reduces the obvious leveling of student groups (Neebe & Roberts, 2015).

Chapter 7:

The next time I ask students to explain their thought process for why they took the steps they did when solving a problem, I plan to have them type their explanations in a google doc.  This will allow me to provide the students with audio feedback using the add-on, Kaizena (Neebe & Roberts, 2015).  This will provide my students with more personal feedback without requiring any additional time in or out of class.  As mentioned in our textbook, verbal feedback makes a larger impression on students as it feels more conversational than written comments (Neebe & Roberts, 2015).  Many of my students struggle with explaining why they took a certain step.  I address this with my classes as a whole through giving examples as well as provide written comments on their papers, but an audio message referring to their individual work and how it can be improved will make a larger impact.  I believe this will lessen my workload as the students will learn from the feedback provided on this assignment which will lead to improved explanations in future assessments.

Chapter 8:
I absolutely love the process for design thinking in the classroom.  From our course textbook’s descriptions, it provides purpose and authenticity to the content (Neebe & Roberts, 2015).  It requires students to think at higher levels in a fun and applicable manner.  That being said, I still believe this is going to be difficult, but necessary, to implement within my classroom.

I have completed the first three steps with my students on smaller levels, but never with projects that expand past two to three days.  One example of how I’ve just barely began implementing design thinking within my classroom is the following scenario and question:

Scenario:  The NBA would like to create a new team.  They would like the team to be in the vicinity of York, Harrisburg, and Lancaster.  When you connect the three cities, they create a triangle.  The NBA is hoping that if they make the arena accessible by all three cities, it will draw in large crowds.

Question:  Where should they build the basketball arena?

The students then copy and pasted a screen shot of the three cities from google maps into Geogebra.  Geogebra is a free online tool that allows students to construct geometric figures.  The students were then instructed to construct the different types of centers of triangles and explain which center is the best location.  They were then asked to provide two reasons why their center is the best option and one reason why the other center would not be the best option.  There is no right or wrong answer.

I consider this activity to be design thinking as we make sense of the problem together by empathizing and defining the scenario and question.  The students then apply what they know about the various types of centers of triangles to ideate possible locations.

The largest roadblocks I see in implementing design thinking are going to be time and curriculum.  Our Geometry curriculum is detailed and time consuming.  To overcome the roadblock created by time it takes to implement these projects as well as the entire curriculum, I would like to develop projects that build upon previous projects and units.  What we learn in Unit 1 is continuously used throughout the rest of the course.  The same goes with most of the following units.  By creating one large project that we work on in chunks as we continue through the curriculum, this could help to save time.

Another roadblock I’m confronting as I read about design thinking is the overwhelming number of possibilities along with my inexperience with computer programming.  I recognize there are many other ways to follow the design thinking process that do not require computer programming; however, I believe this is a useful skill for kids to learn while also learning the purpose of our curriculum.  To overcome this obstacle, I would like to reach out to other colleagues that have more experience with both math education and computer programming.  We recently hired a computer programmer as a teacher at Red Lion Area Senior High. It is his first year in education so once he has a year under his belt, I plan to meet with him to brainstorm ideas on implementing computer programming projects that will fit with our Geometry curriculum.

Chapter 9
As I reflect on chapter nine of our course textbook the phrase “Less us, more them” resonated with me (Neebe & Roberts, p. 181, 2015).  If I had unlimited time in class, I would feel free to create student centered lessons that revolved around each students’ pace.  As chapter nine relays, technology is helping to reduce time constraints and work towards a model that is less teacher directed and more student centered (Neebe & Roberts, 2015).

With unlimited time, I would first have students make observations, question, and discuss new properties.  As a class, we would then come together to create our hypothesis.  The students could then test their hypothesis in small groups until a firm conclusion could be made.  Once we had a solid grasp of the concepts, we would take our learning to the next level by applying these properties, along with our prior knowledge, to solve real world problems.  With more time, I would then have the students create products to share their learning with the community.  I currently use this teaching model with one or two topics per unit; however, as our textbook points out, creating blended lessons will aid in allowing us to do this with more topics.

In addition to diving deeper into each topic, I would use unlimited time to make connections with each student.  Collaboration is an amazing way to enhance the learning process while also preparing students for the workforce.  The more time I have to communicate with students without feeling rushed to get to each student within a short time frame, the better understanding and learning experience the student is going to have.

Chapter 10
Despite having a Facebook and Instagram for personal use, I rarely post anything on either of these platforms.  The main reason for not posting anything on social media is the underlying anxiety I feel about posting my life, thoughts, and opinions for the world to see.  When I think about posting on social media for professional learning, I begin to feel the same anxiety.  As I read Chapter 10 of our course textbook, I recognize that this anxiety is an obstacle that I need to overcome as it will help me to grow as an educator which in turn will help my students.

Anytime someone asks me how I like working for the Red Lion Area School District, I immediately think about my amazing students, colleagues, and administration.  The first think I mention when it comes to my colleagues is the amazing relationship we have built.  We are constantly bouncing ideas off of each other in regards to instructional strategies, classroom management, and digital resources to enhance the classroom learning experience.  Chapter 10 mentions how social media can widen our network (Neebe and Roberts, 2015).  When I think about how much I have learned from my department and compare that to how much I could learn by participating in a social media platform with educators across the country, it is clear that widening my network will help me to grow as an educator.  As technology continues to advance, I will need to continue to learn and social media is a great way to stay up to speed with the advancements in education.

Neebe, D., & Roberts, J. (2015). Power up: Making the shift to 1:1 teaching and learning. Portland, ME: Stenhouse Publishers.

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Reflection:
As I began researching the four pedagogies shared in this module, I struggled to identify just one model to be considered beneficial.  It was not until I completed further research that I could select a single pedagogy as the most useful.  Overall, the TPACK model is my personal favorite pedagogy; however, each model has positive and negative attributes.

I may not find the SAMR model to be the most useful, but it does have many positive characteristics.  I like that the process to implementation of educational technology is gradual.  This helps to reduce stress and provide the time needed to successfully implement new strategies.  I also like the structure of this model as it differentiates between technologies that allow procedures to run smoother versus technology that enhances learning through new tasks (MCOE, n.d.).  Despite these positive characteristics, Roberts mentions the SAMR model may lead to people only focusing on technology (Roberts, 2013).  I believe that balance is key.  When technology lends itself to a lesson, that is when we want to implement this resource within our classroom; however, forcing technology to fit to a lesson just because it is technology will not benefit our students.  This discovery led me to consider a combination of the TECH model and The Balance EdTECH Integration model.

The TECH model pulls the best aspects of the SAMR Model but in a student centered approach.  Rather than focusing solely on what the technology is doing, we are focusing on the students’ experiences supported through technology (Roberts, 2013).   The TECH model combined with The Balance EdTECH Integration Model would help to bring balance to these pedagogies.  Collaboration, access, ephemeral, and individualization are all domains of technology that are beneficial in the classroom (MCOE, n.d.); However, too much or too little of any of these domains can become redundant or prevent students from meeting their greatest potential.  The Balance EdTECH Integration Model does a nice job of emphasizing balance between technological domains; however, I still feel that the TPACK model provides the most balanced pedagogy of the four described in this module.

The TPACK model focuses on “how to use technology to teach concepts in a way that enhances students learning experiences” (Rodgers, 2018). Rather than forcing technology, the TPACK model evaluates the relationship between content, pedagogy, and possible technology for each lesson.  Through focusing on these three domains together, we will be able to create lessons that truly guide students to reaching higher order thinking skills.  At first, the non-sequential order bothered me as I like order, lists, and rules; however, the more I read about this model, the more I saw the purpose of the Venn diagram over a flowchart.  The ultimate goal is to create lessons that are at the center of the Venn diagram which means they balance technology, pedagogy, and content.  An educator can have understanding of the three domains separate of each other; the key of TPACK is to work towards the balance and relationship between the three as a whole.

References

Monterey County Office of Education. (n.d.). EdTech theory and frameworks. Retrieved March 3, 2020, from https://www.montereycoe.org/programs-services/ed-services/ed-tech/theory-frameworks/

Roberts, J. (2013, November 30). Turning SAMR into TECH: What models are good for. Retrieved from Lit and Tech website: http://www.litandtech.com/2013/11/turning-samr-into-tech-what-models-are.html

Rodgers, D. (2018, January 19). The TPACK Framework explained (with classroom examples) [Blog post]. Retrieved from Schoology Explained website: https://www.schoology.com/blog/tpack-framework-explained

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Emerging Technology: Adaptive Learning Technologies

As technology continues to advance, the options for educational resources will continue to expand.  One emerging technology that can be used to enhance each students’ educational experience is Adaptive Learning Technology (ALT).  It is explained that “adaptive learning enhances student learning by adjusting to students’ interactions with the course material to promote mastery of the course material uniquely tailored to each student” (Forsyth, 2016).  It is important to remember that ALT must be used as a supplemental resource rather than to replace the teacher and other digital resources.

As mentioned by Forsyth, one positive to ALT is the immediate feedback students are able to receive with this technology (Forsyth, 2016).  Constructive feedback is necessary to learn from our mistakes.  Unfortunately, this takes time for a single teacher to do with a large class; therefore resulting in too long of a time period between a student completing an assignment and receiving feedback.  As ALT continues to advance, the immediate feedback that students receive will become more detailed.

In addition to providing immediate feedback, ALT selects practice based on each students’ level of mastery allowing students to work at their own pace (Bristol, n.d.).  This feature is vital to education at the K-12 level as students’ levels of knowledge and support available outside of the classroom are incredibly diverse.   Adaptive learning technology is a supplemental resource that teachers can use to ensure each student grows throughout the year by being challenged to the appropriate level.  ALT allows time for remediation without holding back students that have already mastered the concept (Bristol, n.d.).  Overall, ALT is a supplemental resource that can be used to aid teachers in meeting each students’ needs.  Helpful links regarding ALT are listed and described below references.

References

Bristol, T., PhD, RN, CNE, FAAN. (n.d.). Top 10 benefits of adaptive educational tools. Retrieved March 11, 2020, from Evolve website: https://evolve.elsevier.com/education/adaptive-learning/top-10-benefits-of-adaptive-educational-tools/

Forsyth, B., Kimble, C., Birch, J., Deel, G., & Brauer, T. (2016). Maximizing the adaptive learning technology experience. Journal of Higher Education Theory and Practice, 16(4), 80-88. Retrieved from https://wilkes.idm.oclc.org/login?url=https://search-proquest-com.wilkes.idm.oclc.org/docview/1860982048?accountid=62703

Listed below are additional resources for teachers interested in learning more about adaptive learning technologies:

What it is-

https://www.smartsparrow.com/what-is-adaptive-learning/

Examples of Adaptive Learning Technology-

https://go.accelitymarketing.com/blog/4-best-adaptive-learning-technologies-enhancing-student-learning

Selecting an adaptive learning technology for your classroom-

https://www.thetechedvocate.org/choosing-the-right-adaptive-learning-technology/

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Makerspaces

DQ2: Are our teachers prepared to serve as facilitators and guides for makerspace learning activities?

https://edtechmagazine.com/k12/article/2018/08/makerspace-educators-need-professional-development-too

This article focuses on why teachers need professional development before implementing Makerspaces.  Beyond the fact that Makerspaces are very different from traditional classrooms, they also rely heavily on computational thinking.  The article relays suggested starting points for professional development including: book studies, twitter, YouTube, and community partnerships.

https://blog.sharetolearn.com/curriculum-teaching-strategies/makerspace-teacher-pd/

This article compares professional development sessions to classroom activities.  Rather than learning how to facilitate a makerspace through lecture, it discusses the value of professional developments where teachers physically practice and learn facilitating makerspaces.

Robotics

DQ2: Will robotics programs and activities support our goals of preparing students for college and career?

https://www.gettingsmart.com/2016/11/unexpected-benefits-robotics-in-the-classroom/

(For some reason, I have to copy the above link into the search bar rather than click on it in this document)

This article begins by stating the STEM skills taught through robotics courses prepares students for the future job market. The article continues to share some non-obvious ways robotics prepares students for the future including guiding students towards identifying their passions, creating leaders, strengthening digital communication skills, making connections within the community, and fostering skills for teamwork.

https://www.theedadvocate.org/using-robotics-prepare-students-future/

This article addresses the growing number of jobs that will require knowledge of robotics as well as the skills that are fostered throughout the learning of robotics.  Learning robotics encourages students to think creatively and innovatively.

Analytics Technology

DQ2: Are there programs and tools that are already available that would support our data-driven improvement and innovation initiatives?

https://tech.ed.gov/learning-analytics/

This website presents a video of Christina Allen, Director and Project Manager of LinkedIn, sharing how LinkedIn uses data-driven factors to guiding students through college and career selections.  The data is used to help build relationships between students, universities, and employers.

https://builtin.com/big-data/big-data-in-education

This website begins by explaining how big data has become growingly useful within education.  The article then continues to list nine companies with big data services for schools.  Each company listed in this article provides an explanation of its use in education followed by the impact it has made on industries.

Virtual Reality

DQ4: Can VR help us address equity issues by introducing all students to global and local landmarks or cultural events and exhibitions?

https://edtechteacher.org/the-current-state-of-virtual-reality-in-education-equity-intention/

This article reflects on the challenges we still must overcome in order for VR to address equity issues.  Despite the doors that VR may open, the diversity in resources that are available between districts as well as the knowledge of how to use the VR devices will continue to present issues in equity across districts.

https://edtechtimes.com/2018/10/02/how-can-virtual-reality-bring-equity-to-education/

This article focuses on how VR can, and does, address equity issues through providing experiences to students in districts that cannot afford to give the students the experience in person.  The article continues to describe additional benefits to VR including the ability to expose students to previous, as well as possible future, disasters without actually having to live the terrible experience.

Artificial Intelligence

DQ1: Where do we envision the benefits of AI in our learning systems and approaches?

https://edtechmagazine.com/k12/article/2019/08/artificial-intelligence-authentic-impact-how-educational-ai-making-grade-perfcon

The authors of this article classify the roles of AI in our education system in 5 categories: Automation, integration, acclimation, delineation, and identification.  The article explains how each role will benefit our students and teachers.  The article predicts AI to personalize performance, break biases, and aggregating assistance.

https://www.forbes.com/sites/cognitiveworld/2019/07/12/ai-applications-in-education/#65aefa162a38

This article explains how AI will be used to personalize content and teaching strategies for each student.  It also explains how technology will provide each student with a digital tutor and each teacher with a digital assistant.

Internet of Things

DQ3: Where should we begin to explore the potential applications and benefits of IoT?  Should this be the role of our technology leadership team?

https://www.iotforall.com/introduction-iot-applications-in-education/

This article begins by explaining the growth and connection between education and technology.  This leads the article to creating a list of IoT uses in the classroom that will act as a foundation to understanding how to use IoT to improve education.

https://www.edsurge.com/news/2015-03-28-connecting-the-classroom-with-the-internet-of-things

This article considers beginning with using IoT to save time and avoid procedural distractions throughout the school day.  The article explains how starting with these applications of IoT in the classroom will create more time for the teacher to focus on the students learning.  The article briefly explains the role of introducing these technologies belongs to district professional development and preservice training programs.

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U3 Digital Taxonomy

Bloom’s Digital Taxonomy supports the reality that advancements in technology are not replacing instructional strategies; instead, the advancements in technology are extending the list of available strategies to enhance students’ learning.  Collaboration, broadcasting, and testing are three new aspects to Bloom’s Digital Taxonomy that especially stand out in how I can enhance teaching, learning, and thinking skills within my classroom.

Collaboration is a 21st century skill that is essential in the workforce.  An additional bonus to collaboration is that despite not being necessary to learning, it has the ability to enhance a students’ learning in a variety of ways (Churches, 2008).  Collaboration can be used to help students network, question, review, and even evaluate in a manner that is preparing them for the 21st century (Churches, 2008). By having students work with their peers to build upon their prior knowledge to solve new problems, they are more likely to use higher order thinking skills.  Digital platforms allow students to contribute to a project simultaneously.

Broadcasting is an element of Bloom’s Digital Taxonomy that will help to bring purpose and meaning to students’ learning.  Digital tools allow students to create authentic solutions to problems and share these solutions with peers or people outside of the classroom.  In addition to using digital resources to share ideas with the world, students are able to have conversations with others that could lead to new ideas and perspectives.

Testing is another component of Bloom’s Digital Taxonomy that I can use within my classroom to enhance learning.  Digital platforms can be used to allow students to make observations, create conjectures, and then test hypothesis.  Rather than being told facts, digital resources create new opportunities for students to interact with their learning.

References

Churches, A. (2008, February 7). Bloom's digital taxonomy. Retrieved March 18, 2020, from https://live.wilkes.edu/content/enforced/263745-11150.202010/Blooms_Digital_Taxonomy.pdf?_&d2lSessionVal=FLqr4KQ5NSFMbwY9A9WsgAwgP&ou=263745

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I really like the idea of sketchnoting. I believe this process is a fun way for students to summarize and remember the key information from a short presentation.  By constantly recording the key points and organizing the structure of notes, I was able to stay focused on the task at hand.  The images that I was creating as well as the arrows and clouds created for organization will stand out in my mind when I try to recall this information in the future.  I personally struggled to keep up with recording the key points throughout the TED talk as I was using my touchpad. If I were to have my students complete this activity, I would recommend they either use an iPad or pencil and paper.  In order to help students learn digital organization, I would have them take a screen shot or picture of their sketchnote and save the image in a folder designated for the appropriate class and unit.

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Reflection:

Churches clearly describes understanding from Bloom’s Digital taxonomy to include “Interpreting, Summarising, Inferring, Paraphrasing, Classifying, Comparing, Explaining, Exemplifying, Advanced searches, Boolean searches, Blog journalling, Twittering, Categorising and tagging, Commenting, Annotating, Subscribing” (Churches, 2008).  Feedly can be used in the classroom to support the understanding level as it allows students to keep an organized curator of blogs.  Feedly allows students to organize the chosen blogs in categories that the students create.  From there, the students can use online tools to annotate and comment on the blogs they have subscribed to which will lead to deeper understanding.

Churches, A. (2008, February 7). Bloom's digital taxonomy. Retrieved March 18, 2020, from https://live.wilkes.edu/content/enforced/263745-11150.202010/Blooms_Digital_Taxonomy.pdf?_&d2lSessionVal=FLqr4KQ5NSFMbwY9A9WsgAwgP&ou=263745

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Ideal Classroom Floorplan With Measurements

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Ideal Classroom Floorplan With Measurements

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Click here for the Infographic

Skill sets in data literacy involve analyzing, interpreting, and evaluating statistics (Schrock, 2015).  By using an infographic in the classroom, it will require students to take a deeper look at the data they have gathered as they will need to analyze, interpret, and evaluate the data in order to create the infographic. Dr. Schrock describes an infographic as a “visual representation of data that allows the viewer to understand a topic, get another view, or persuade them to research further” (Schrock, 2015).  The infographic also enhances students’ skillsets with free digital resources available on the web.  By using these resources to create and share their infographic, this brings purpose and authenticity to the project as the audience will expand pass the teacher’s eyes.  I can see infographics fitting nicely within my curriculum as it requires students to not only collect data, but truly understand the data in order to share it with their peers.

Schrock, K. (2015, February 1). Literacies for the digital age: Data literacy [Blog post]. Retrieved from Discovery Education website: http://blog.discoveryeducation.com/blog/2015/02/01/dataliteracy/

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Capiotis direct link to podcast episode: https://anchor.fm/christina-capiotis/episodes/Using-Geogebra-to-Assess-Students-ebtso3

Capiotis RSS address of podcast: https://anchor.fm/s/18c101d4/podcast/rss

Script:

Hi there! Today I want to tell you about one of my favorite Web 2.0 tools to use with my geometry students.  The tool is called geogebra and the link is www.geogebra.org/geometry.  This free web based tool allows the students to create and manipulate geometric figures.  I would like to use this podcast to focus on how this tool can be used for assessment; however, keep in mind Geogebra has many other instructional capabilities including discovery learning.

In terms of assessment, this tool is great way to assess the students’ knowledge of the relationships between properties of different figures through the students’ constructions.  Certain constructions, such as parallel lines being cut by a transversal, have relationships between angles that fall in to place.  This program has tools for the students to construct parallel and perpendicular lines, angle and segment bisectors, various transformations, as well as basic lines, angles, polygons and circles.  The students must know the properties of a figure in order to determine which tools to use in their constructions.  Geogebra also has tools to measure and label angles and segments. When the students have completed their construction, they must use this feature to label the necessary measurements to prove the figure they constructed is precisely drawn.

The students could take screenshots of the images with their labels and copy and paste them to a word document to be submitted for a grade.  If you would like to take the assessment even further, you could ask the students to construct multiple figures and compare and contrast the defining properties of these figures.

These are just a couple of the ways that geogebra can be used to assess your students.  If you go to geogbra.org the website has a ton of ideas and classroom resources that have already been created to assess and guide your students!

Reflection:

I really enjoyed creating this podcast.  I believe this podcast was helpful for me as it forced me to organize my thoughts in a clear and precise manner.  Since this is a podcast that was going to be published everywhere, it gave additional value to this assignment.  By publishing this podcast, other educators are able to listen to my thoughts as well as use and adapt my ideas.  I think this would be a great tool to implement in my classroom as I could have the students reflect on the tools they found beneficial in their learning at the end of each unit.

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Using Geogebra to Assess Students by web 2.0 tools in education

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Using Geogebra to Assess Students by web 2.0 tools in education

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Hi there! Today I want to tell you about one of my favorite Web 2.0 tools to use with my geometry students. The tool is called geogebra and the link is www.geogebra.org/geometry. This free web based tool allows the students to create and manipulate geometric figures.

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Link: https://spark.adobe.com/video/ieiCn2vTZ2CW4
Script

Slide 1:  This image was found on discovery education.  The image focuses on honey and lemon tea.  Despite only showing three simple ingredients, there are many reasons why someone may be preparing this beverage.  In my own experience, I had the unfortunate event of dealing with kidney stones.  After completing an analysis of my kidney stone, the doctor recommended I drink lemon water to prevent getting more kidney stones in the future.

Slide 2: I have also heard lemon helps to clear acne.  As I have struggled with acne in the past, I have tried many different cleansers to clear my skin.  Over the years, the best remedy I have found is soaking a quarter of a lemon in water for 30 minutes before drinking the water.  After seeing the benefits of lemon in my own life, I decided to take my research beyond personal experience to learn about the benefits of the ingredients in this image.

Slide 3: It is known that lemon is high in vitamin C.  In a healthline article, written by Jillian Kubala, it is supported through scientific research that lemons can help to prevent kidney stones.  Lemons also have nutrients which reduce the risk of heart disease.  Kubala shares that honey is also listed to have health benefits.  There is scientific evidence supporting the benefits of honey in healing burns and wounds when applied to skin.  It is also listed to reduce coughs in young children. (Kubala, 2017)

Slide 4: By combining honey and lemon in water, there are some additional benefits such as losing weight, keeping your immune system healthy, and improving your digestive system (Kubala, 2017).  A very popular way to combine honey, lemon, and water is in hot tea.  After completing my research on the benefits of honey and lemon, I can see there are many possible reasons for this image I found on discovery education.

References

Getty, Hot Tea with Lemon. [Image]. Available from http://www.discoveryeducation.com

Kubala, J., MS, RD. (2017, December 28). Honey lemon water: An effective remedy or urban myth? Retrieved March 29, 2020, from https://www.healthline.com/nutrition/honey-lemon-water

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HighSchoolMathTeacher

@HighSchoolMath3

participated in #edtechchat Scheduled Monday, March 30th 8pm-9pm

Topic:
This twitter chat was open for anyone to ask questions for the group.  The chat focused on the transition from traditional learning to virtual learning.  Tools, fears, and concerns were shared and built upon within the group.  Due to the coronavirus, there were a lot of new people joining #edtechchat.

Reflection:
I really enjoyed my experience participating in an educational twitter chat. I found this experience to be beneficial as I was able to learn and collaborate with a group of professionals that I may never have met without social media.  This was especially beneficial as we are all facing a new challenge as educators.

I did a little research before starting the twitter chat and found the resource, tweetdeck.  Tweetdeck simply acts as a dashboard where you can search a hashtag and that search will continuously update allowing you to keep up with the conversation.