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The knowledge that I have gained through out this course has really helped to open my eyes to the different ways that I can incorporate technology into every unit I teach.
Firstly, I had never heard of Padlet before this course. I believe that Padlet is a great way for students to (1) own their learning, (2) use laptops in the classroom, and (3) get students typing. It can be used to help students express what they already know, or to assess what they have learned.
Second, I have been partial to using hands on manipulative's in the classroom, but understand that the use of electronic manipulative's in less expensive, and more enjoyable for a lot of students. Middle School students are always up for the challenge when the challenge is presented on their laptops. This I must come to terms with, as I often get students walking into my classroom asking, "Are we using the computers today?".
Thirdly, my resource catalog assignment gave me a lot of new insight on what technology is available to teachers at Carson, and how to use those resources to my advantage. For example, I had no idea I could check out calculators, a document camera, or even a computer cart from the library if I may need it in my class for a couple of days.

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Using Padlet to See What They Know - Explore & Reflect

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Using Padlet to See What They Know - Explore & Reflect

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Next year I want to use Padlet to explore what my students already know about integers, absolute value, and addition/subtraction/multiplication/division. I also want to use Padlet to assess what they have learned at the end of the unit. I have created a sample padlet that I could use, and it is attached. Each student would simply go to the website, type in our code, and start typing away about what they know. I would prompt them with questions like:
1. What can you tell me about absolute value?
2. What can you tell be about distance?
3. What can you tell us about integers?
4. When do you use integers in the real world?

I would also provide sentence stems, and individual think time before allowing them access to our Padlet.
Sentence stems may include:
1. I know that an integer is...
2. The distance between two points...
3. An integer is a...
4. I see integers in the real world when I...

Connection to Standards:
ISTE:

The use of padlet would connect to 1(a) and 1(c) because it is promoting student reflection and innovative thinking.

CCSS:

The use of padlet connects to CCSS standard 7.NS.A.2 because they are applying what they know to what they are going to learn.

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Row-Row-Row Your Boat Integers Addition/Subtraction Theme Song

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Row-Row-Row Your Boat Integers Addition/Subtraction Theme Song

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This song is used to drill the adding/subtracting integers rules into their heads, and help them remember! I showed this video in class multiple times, and we all sang along until they had it down!

Connection to standards:
ISTE:

The use of videos in class connects to ISTE - T standard 4(b) because it means that I am addressing the diverse needs of all learners.

The use of this video in class connects to ISTE - S standard 5(c) because we are expressing the rules of adding/subtracting integers in away that is digestible.

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Interactive number lines are electronic number lines that students can use to help grasp the idea of adding/subtracting/multiplying integers. This is also a great opportunity to use laptops in class.

Connection to Standards
ISTE:

The use of laptops in class connects to ISTE - S standard 2(c) because students are continuing understanding of and respect the rights and obligations of use of technology at school.

The use of laptops and interactive number lines in class connects to ISTE - t standard 6(c) and 6(d) because students are communicating ideas through creating and presenting content that helps them explain the idea to their group members.

CCSS:

The use of interactive number lines in class during group work and independent practice is addressing CCSS 7.NS.A.1 and 7.NS.A.2 because we are representing addition/subtraction/multiplication/division on a horizontal number line.

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The best way to peak student interest is to connect what they are learning to the real world. The first way that i did this in this unit was through a video. In this video we connect absolute value to adding and subtracting integers through the ideas of gravity, matter, boiling/melting/freezing points, and electricity.

Connection to standards:
ISTE:

The use of videos in class connects to ISTE - T standard 4(b) because it means that I am addressing the diverse needs of all learners.

The use of this video in class connects to ISTE - S standard 7(a) because we are learning how what we are learning connects to the real world, and connecting students from different backgrounds.

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real-life stem video: tornado! (section 6.3)

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Big Ideas Math - Real-Life STEM Video: Tornado! (Section 6.3)

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Real-Life STEM Video: Tornado! (Section 6.3) -

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Electronic Integer counters are a great way to save money (by not having to buy counters), and use laptops in class.
My students used these integer counters to explore how to  add/subtract/multiply/divide integers.

Connection to Standards:
ISTE:

The use of laptops in class connects to ISTE - S standard 2(c) because students are continuing understanding of and respect the rights and obligations of use of technology at school.

The use of laptops and interactive number lines in class connects to ISTE - t standard 6(c) and 6(d) because students are communicating ideas through creating and presenting content that helps them explain the idea to their group members.

CCSS:

The use of electronic counters in class during group work and independent practice is addressing CCSS 7.NS.A.1 and 7.NS.A.2 because we are representing addition/subtraction/multiplication/division on a horizontal number line.

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My Common Core Standards Addressed in this Unit

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My Common Core Standards Addressed in this Unit

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7.NS.A.2

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7.NS.A.2

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7.NS.A.1

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The following ISTE-T standards are being met by the teacher in this unit:
1(a), 1(c), 3(a), 3(b), 4(b)

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The following ISET Standards for Students are being promoted through students' use of electronic counters, interactive number lines, Padlet, and more:
1 (d), 2(c), 3(d), 5(c), 6(c), 6(d)

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7.NS.A.1

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1.1 - Absolute Value
EQ: How can you use integers to represent the velocity and the speed of an object?
1.2 - Adding Integers
EQ: How can we find the sum of two or more integers?
1.3 - Subtracting Integers
EQ: How do you find the difference of two or more integers?
1.4 - Multiplying Integers
EQ: How do you find the product of two or more integers?
1.5 - Dividing Integers
EQ: How do you find the quotient of two or more integers?