We recognize and celebrate the benefits of technology to promote collaboration and inquiry for all learners by cultivating learning communities of students, parents, and educators.

Vision 

We encourage digital citizenship and literacy  in JFK’s global community using transformational technology to engage ever-changing, diverse learners. 

Goals

Working towards this mission and vision for technology at JFK, 5 goals are listed below. 

Goal 1

Empower teachers to expand learning through the transformational use of technology.

Goal 2

Promote digital citizenship among students.

Goal 3

Increase awareness of global challenges and inspire students to seek solutions.

Goal 4

Prepare the community in the use of digital tools for communication and collaboration.  

Goal 5

Increase availability of infrastructure and devices.

More specific PLG:

By the end of this school year, I will have implemented at least three activities that challenge students to:

1. Use of technology tools to create innovative solutions or improving existing solutions to identified problems -Real-world problems- (e.g., environmental issues)

2. Communicate their design process and solutions effectively through presentations, prototypes, and written reports.

Students understand fundamental concepts of how technology works, demonstrate the ability to choose and use current technologies effectively, and are adept at thoughtfully exploring emerging technologies.

1.3.a Effective Research Strategies

Students use effective research strategies to find resources that support their learning needs, personal interests and creative pursuits.

1.7.a Global Connections

Students use digital tools to connect with peers from a variety of backgrounds recognizing diverse viewpoints and broadening mutual understanding.

https://padlet.com/guaro2605/personal-technology-plan-lupita-dbt0bxmtk413ef5f

"the researchers in this study wanted to focus on teachers’ opinions to see a 21stcentury classroom from their unique perspectives." (Göçen et al., 2022, p. 85)

"this study examines teachers’ perceptions on new classrooms along with technology integration and intended pedagogy to uncover what educators desire in future learning environments to keep up with the developing world." (Göçen et al., 2022, p. 86)

Students prior knowledge:

Students usually struggle with Stoichiometry because they need science prior knowledge and several basic math skills I need to know ...

1. Chemical knowledge (atoms, compounds, reactions)

2. Science language knowledge ( chemical nomenclature)

3. Basic science principles (law of conservation of mass, balancing chemical equations)

4. Math skills (multiplication, factors, associations numbers)

5. Chemical skills: Predict the initial amounts of reactants given the amount of products and leftovers using the concept of limiting reactant.

6. Translate from symbolic (chemical formula) to molecular (pictorial) representations of matter.

   Before technology this Stoichiometry problems were presented to students on a worksheet. The teacher displayed the worksheet on a whiteboard and solved the problem on whiteboard with dry erase markers. Students were not given practical problems to solve and thus, no ability to practice or knowing the application of solving similar problems.

1. How to create a google slides presentation and access to images from my computer and internet

2. Show my students how to access google slides & follow instructions

3. Show my students how to access phet colorado simulations and apply it to solve everyday problems like making sandwiches to predict amount of reactants and products.

4. Show my students how to publish and share their questions, doubts and results.

"What does society desire to attain, and with what kind of education? How will it be reached with what sort of human resources, physical status, and curriculum?‖" (Göçen et al., 2022, p. 86)

"The following questions were asked in this study regarding these considerations: a) What are the teacher views and expectations regarding future classrooms? b) What could be the needs of the teachers who will work in future classrooms?" (Göçen et al., 2022, p. 88)

"The study was conducted with 11 participants who completed training on the FCL during the 2018-2019 academic year. Criterion sampling is used." (Göçen et al., 2022, p. 89)

"The researchers determined the criteria according to the expertise in the target topic and thus assumed that the FCL Turkey Local Ambassadors and teachers who completed FCL trainings or participated in face-to-face FCL sessions in the regions as the most appropriate participants for this study." (Göçen et al., 2022, p. 89)

"The participants claimed that the presence of fully equipped technological equipment is a necessity in future classrooms." (Göçen et al., 2022, p. 91)

"Nesrin stated her opinion: ―A" (Göçen et al., 2022, p. 91)

"A classroom where there are sufficient technological devices for each student and a strong Internet infrastructure; STEM, robotics and coding education could be delivered; there are virtual reality tools and a 3D printer.”" (Göçen et al., 2022, p. 91)

"Melisa stated that a future classroom is ―a" (Göçen et al., 2022, p. 91)

"a modern educational understanding where students are in the center; flexible learning spaces are included; group work and collaboration are easily fostered, and peer learning is supported.”" (Göçen et al., 2022, p. 91)

"Neriman expects ―teachers from multiple and different subjects to deliver integrated courses in a single lecture/course” in future classrooms." (Göçen et al., 2022, p. 91)

"About Individualized Education, Mehmet emphasized individualized learning: ―The subject delivered will be more individualized in future classrooms.”" (Göçen et al., 2022, p. 91)

"Halise stated her opinion: ―Students should be free in choosing which station they want to work in groups, and classroom design should be like the design of FCL (flexible learning environment) rather than a classical cinema layout.‖" (Göçen et al., 2022, p. 91)

"Hasan stated, ―It should be completely studentcentered, unlike teacher-centered classes today.”" (Göçen et al., 2022, p. 92)

"Nesrin emphasized the 21st Century Based Pedagogical Classroom by defining the future classroom as ―a classroom where students feel pedagogically free, and have the opportunity to investigate, inquire, present, and share knowledge.‖" (Göçen et al., 2022, p. 92)

"For Technological/Innovative Teacher, Nesrin mentioned, ―A teacher should be improving himself or herself with innovative approaches away from traditional teaching methods, have a command of the technology use, and be in collaboration with colleagues and other education stakeholders.”" (Göçen et al., 2022, p. 92)

Is there any meaningful level difference in scientific operation skills, problem solving attitudes and academic success of the science teacher trainees who are using problem solving methods and classical methods?" (Dogru, 2007, p. 10)

"The study has been carried on with 102 students of Gazi University, Gazi Education Faculty, Primary Education Department, and Science Teacher Sciences of 2003-2004 Academic Years." (Dogru, 2007, p. 9)

"As a result of the analyzes, it is found that the science teaching based on problem solving improves scientific operations skills of the teacher trainees, increase their attitude points towards problem solving and increase their grades to be obtained in environment success tests." (Dogru, 2007, p. 9)

"Problem solving should be used as learning strategy in the class ambient, but the teacher has to think very carefully and make a good plan. On the other hand, it will take time to get used to solving a different type of problem that especially the students will be active and will have time to think on (Lally, 1998)." (Dogru, 2007, p. 17)

"In this paper, the digitization of New Product Development (NPD), a subset of innovation, is studied to pursue two research questions: (1) How has the digital tool landscape in NPD changed over the past 15 years, and (2) how have these changes affected how firms innovate?" (Marion y Fixson, 2021, p. 192)

"Research Question 1: How have digital tools that support design activities changed over time, and can this changing landscape be synthesized to make sense of it?" (Marion y Fixson, 2021, p. 196)

"Research Question 2: How have these evolving digital tools influenced changes in NPD activities for individuals, teams, and performance outcomes?" (Marion y Fixson, 2021, p. 196)

"multiple interviews were conducted with engineers and engineering managers at five firms, including defense, robotic, and multiple design and engineering firms." (Marion y Fixson, 2021, p. 197)

"Participant observation and interviews were used to collect qualitative, ethnographic data on the firm and development projects." (Marion y Fixson, 2021, p. 197)

"Effects of Changes in Digital Tools Effect on the individual. For product design tools, it was observed that a migration from traditional engineering methods (e.g., early hand sketching, scale drawings, etc.) to proceed to design in a near-complete digital fashion has taken place. This also applies to analysis and software development." (Marion y Fixson, 2021, p. 203)

"this research represents a comprehensive study into digital design and communication tool changes and how these tool changes have impacted work in multiple projects," (Marion y Fixson, 2021, p. 211)

"Future research could include other industries such as biotechnology or software development." (Marion y Fixson, 2021, p. 211)

"First, the accelerating pace of digital tool development will have significant implications for work and organizations." (Marion y Fixson, 2021, p. 211)

"For example, the emergence of artificial intelligence solutions and their integration into various tools and systems will have substantial implications of what innovators do and how they work" (Marion y Fixson, 2021, p. 211)

"the Covid-19 pandemic is racing around the world. Its force to shift many work processes to a virtual and online format will only accelerate the effects described in this paper." (Marion y Fixson, 2021, p. 211)

Substitution: I need to know....

How to use google slides as an instrument of communicating instructions and substitude white board and markers

Augmentation: I need to know...

how to use of phet colorado simulations to substitute the traditional tool but with added functionalities by handling digitally daily life items or models (sanwiches) o make relationships and calculations instead of paper and pencil

Modification: I need to know...

how to use collaborative tools (like Google Docs) for students to work together on a document in real time, which transforms how the assignment is completed.

Redefinition: I need to know...

How to use padlet for students to share their findings live and globally.

1.) Guided activity: Students learn better when allowed to interact with a pedagogical agent who helps guide their cognitive processing. Guided activity encourages essential and generative processing by prompting students to engage in the selection, organization, and integration of new information

2.) Reflection: Students learn better when asked to reflect upon correct answers during the process of meaning making. Reflection promotes essential and generative processing by encouraging more active organization and integration of new information

3.) Pacing: Students learn better when allowed to control the pace of presentation of the instructional materials. Pace control reduces representational holding by allowing students to process smaller chunks of information in working memory

Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3).

My question is: If you've tried technology in your class like Phet Colorado (which I think is super cool), did you notice a big difference in students' level of engagement? Do they prefer technological simulations like that to more traditional experiments like in the lab?

Using storytelling to narrate the use of the simulation and its importance has been an excellent idea, I am sure that students will go straight to the simulation to expand on the knowledge presented in the storytelling.

I think I will try this combination next time I use Phet.