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Topic 1: Bloom’s Digital Taxonomy file

Kathy Schrocck’s Guide for Educators: EdTech blogs       http://www.schrockguide.net/edtech-blogs.html

Topic 2: Bloom’s Digital Taxonomy file

Topic 3: PowerUp book, chapter 9, pages 177-201

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In Unit Four, we examined the understanding and applying levels of Bloom's Digital Taxonomy to help us evaluate how we can support higher level thinking in our classrooms. In this unit we:

Found ways to implement technology and Bloom's Digital Taxonomy into our teaching practices.

Learned about information aggregating.

Learned how technology can be an effective classroom tool.

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After reading Chapter 9 in the “PowerUp Book” write a short paragraph reflection for this question in a discussion post in the “Chapter 9 Reflection” discussion group.

"Imagine that the school bells are silent and the clocks are frozen. How would you spend your class period if time were not constrained?

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In this assignment, we used the website Feedly, a news aggregator, to gather information from various teacher blogs about technology use in the classroom.

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This is what my Feedly main page looks like.

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Topic 1: Help files for Padlet: https://jn.padlet.com

The portfolio process: http://www.electricteacher.com/onlineportfolio/process.htm

Designing a portfolio program: https://www.teachervision.com/teaching-methods-and-management/experimental-education/4535.html

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In this final unit, we had to create a professional portfolio including all the material we completed for this class. That is exactly what you are seeing right now! Our goals were to:

Create a public, online portfolio to share with our peers.

Learn how to use an online to to assess students.

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Topic 1: Bloom’s Taxonomy PDF

Topic 2: Lecture video and sample story video

Topic 3: Neebe and Roberts, PowerUp, Chapter 10 (pages 201-216)

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Topic 1: Bloom’s Taxonomy PDF

Topic 2: Bloom’s Taxonomy PDF

Topic 3: PowerUp textbook: Chapter 8 (167-175)

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Topic 1: Bloom’s Digital Taxonomy

Topic 2: Kathy Schrock’s Guide to Everything: Sketchnoting (http://www.schrockguide.net/sketchnoting.html)

Schrock Sketchnoting Wilkes

Kathy Schrock’s Guide to Everything: Online Tools http://www.schrockguide.net/online-tools.html

Video from Discovery Education

Topic 3: Part 2 of “PowerUp” book: chapters 5, 6, and 7

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Topic 1: 2017 K-12 Horizon Report (https://goo.gl/oaqa6B)

2017 K-12 Horizon Report Discussion Questions

Specific sections outlined in assignments.

Topic 2: 2017 K-12 Horizon Report (https://goo.gl/oaqa6B)

Specific topics outlined in assignments.

Topic 3: Neebe and Roberts. Power Up. “Part 1: Chapters 2, 3, and 4”

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Overview of three theories. https://www.montereycoe.org/programs-services/ed-services/ed-tech/theory-frameworks/

Overview of TECH model: http://www.litandtech.com/2013/11/turning-samr-into-tech-what-models-are.html

Neebe and Roberts. Power Up. “Chapter 1: We have 1:1. Now what?”

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In this Unit, we focused on the creating level of Bloom's Digital Taxonomy. Our tasks were the following:

Create a digital story as an example of creating for a student model.

Use Twitter as a means to extend our professional learning networks.

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Provide a reflection on the following two topics in a single discussion post in the “Chapter 10 Reflection” discussion group.

What reservations (if any) do you have about using social medial for professional learning?

What are your concerns (or passions) about using Twitter or other platforms?

If you could pose a question about a classroom challenge to a wider network – beyond your school community – what would it be and why?

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One of our assignments for this course required us partake in a professional networking experience through Twitter.

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Twitter handle:
@SchmittHarmony

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In this assignment, we had to create a digital story based on one solitary photo that was found through Discovery Education.

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Here is the link to the video I created for this assignment. My topic of choice was the Hindenburg Accident!

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In Unit Five, we focused on the analyzing and evaluating levels of Bloom's Digital Taxonomy. During this unit, we completed the following:

Create an infographic to support the analyzing level of the framework.

Create a podcast to show how students can achieve the evaluating level in the classroom.

Learn about how to improve creative and innovative practices in the classroom.

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Reflect on the following scenario in a single post in the “Chapter 8 Reflection” discussion group.

Go back to the second half of chapter 8 and review the process for design thinking. Which steps could you easily leverage in your classroom? What roadblocks might occur? Brainstorm some ideas about how to overcome the possible roadblocks.

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For this assignment, we created infographics based on a set of data that was provide to us by the instructor.

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Here is a better shot of the infographic I created for this unit.

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This is my reflection script of a podcast that I created. For this assignment, I evaluated a Web 2.0 tool called "Storyboard That."

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Web 2.0 Tools - Storyboard That by Storyboard That - A Web 2.0 Tool

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Web 2.0 Tools - Storyboard That by Storyboard That - A Web 2.0 Tool

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Learn about the basics of the web 2.0 tool, Storyboard That! Podcast includes a brief overview of the website and how you can utilize the tool in your classroom.

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In this assignment, I created a model floorplan of my classroom.

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Here is a better shot of what my classroom floor plan looks like!

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In Unit Three, we were introduced to Bloom’s Digital Taxonomy and focused on the "remembering" aspect of the framework. In this unit, we had to

Explain how  Bloom’s Digital Taxonomy can be used in the classroom.

Model a sketchnote to be used as a student activity.

Use technology to support differentiation of instruction and assessment processes.

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After reading Part 2 in the “PowerUp Book” write a short paragraph reflection for each of these questions in a single post in the “Part 2 Reflections” discussion group.

Chapter 5: Helping students reach a larger audience can also raise privacy concerns. What are the norms for student privacy in your community? What steps will you need to take, such as obtaining permission from parents and administrators, before publishing student work for a larger audience?

Chapter 6:  What are the challenges of creating lessons that reach all learners?

Chapter 7:  Consider an upcoming assessment (formative or summative) for which you’d like to rethink the feedback process. Which of the six strategies identified in chapter 7 do you think can best support your students and ease your workload and why?

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This document provides a reflection on how I could use Bloom's Digital Taxonomy in my classroom to support teaching, learning, and thinking skills.

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For this assignment, I was required to watch a TED talk and create a sketchnote of the content within the talk!

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Here is my sketchnote in high quality resolution.

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In Unit Two, we investigated a series of expert-chosen emerging technologies for K-12. In this unit, we had to:

Research current emerging technologies.

Provide an updated list of our technology of choice.

Learn about the importance of the 1:1 model in the classroom.

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After reading Part 1 in the “PowerUp Book” write a short paragraph reflection for each of these questions in a single post:

Chapter 2: The roles of teachers and students often change in a 1:1 classroom. What adjustments do you anticipate? Reflect on one concern, as well as one hope for how the shift might lead to improvements in teaching and learning.

Chapter 3: Which of the five strategies for engagement are you most excited to try and why?

Chapter 4:  How could digital collaboration tools help you share resources and find time to work with your colleagues?

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Emerging Technologies in the Horizon Report

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Emerging Technologies in the Horizon Report

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In this assignment, we read the 2017 K-12 Horizon Report and chose an emerging technology that piqued our interest. Once we chose our technology, we reflected upon how this technology would be useful for teaching in a K-12 setting.

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For this assignment, we evaluated the technologies of Makerspaces, Robotics, Analytics Technology, Virtual Reality, Artificial Intelligence, and The Internet of Things and found resources online that would help us better answer questions we may have had about that particular technology.

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In Unit One, we were introduced to several pedagogical models used to infuse educational technology into the classroom to support teaching and learning. In this unit, we had to:

Research and evaluate these four models.

Explain how we wished to use these models in our own practice.

Share our ideas with our peers.

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Chapter 1 in the textbook mentions “shooting for the moon,” to envision greater possibilities for teaching and learning when all students have computers or tablets at hand.

What are your long-term goals for infusing technology effectively?

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This matrix shows a comparison of four different models of pedagogical teaching.

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This reflection provides an explanation of which pedagogical models I found beneficial to me and which ones I didn't.

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This is my final reflection on the creation process of this portfolio!