Chapter 21 Reflection

Unfortunately with the current state of our economy, the improvement needs in the section “Needs and Future Direction” from chapter 21 seem unlikely to happen for many school districts. I agree schools need to rethink how they are allocating their current resources. I can’t tell you how many wasted dollars my district has spent on school improvement conferences. A new “piecemeal” change is taught at each conference to improve our district. Everyone leaves excited to use the new guidelines in hope of improvement. Within a few months principals stop holding staff members accountable, teachers become disinterested, and go back to the old routine. Don’t get me wrong, I am all for guidelines that will transform education. I just want everyone to stay onboard whether they truly agree or not. This brings me to positive modeling from school leaders. I truly feel a good leader models the correct methods to improve a school as well as encouraging the facility to continue implementing the systemic improvement. This is the first step to school improvement. We can continue to spend money and time to learn the systemic improvement transformation process but without good leadership any improvement model will fall to the wayside. I also believe policymakers are ultimately responsible for developing a systemic improvement transformation process in school districts that actually works for both students and teachers. So many districts are struggling financially. Teachers are spending money out of pocket for classrooms. Policymakers need to realize the expense it takes to do right by our students. They need to stop decreasing federal funding for school districts to compensate for other areas and look for the money elsewhere. I believe systemic transformation is needed to improve school districts but policymakers need to fix themselves before schools can reap the benefits.

Google Maps

I came up with a lesson in which my students will create their own Google Map for a research project on biomes. The maps will be used to assess the student’s knowledge of animal and plant relationships in an ecosystem specific to a geographical location on Earth. Each group of students will research and collect information for each biome such as average temperature, physical features, types of plants and animals, and interesting facts. Students will go to “My Map” on Google to create a presentation for their biome. They will create a new map with the biome as the title and a short summary in the description box. I will have the students start with the shape tool and shade in the location of the biome. Students will arrange placemarks throughout the area that contain the researched information. I will require students to use a variety of media for each placemark such as videos, hyperlinks, and plain text. After the presentation is complete, class members will visit each other’s maps to complete a scavenger hunt using the information found on each biome map.


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Summative Reflection

EDT 5410 has been a great learning experience for me. Every technology related task was completely new but connected to education. Some tasks where more challenging than others due to their unfamiliarity. Once I “played” with the new concept, the undertaking became less confusing. I found myself working on improving a few assignments well after they were due. For example, I’m still adding pictures to my photo sharing site, improving my blog, and adding websites to my social bookmarking page. Even though some tasks felt too challenging, I found support through hyperlinks provided in the learning modules, class members, and Dr. Horvitz. Most support came from my class members which I believe has been a great way to network and learn from each other. The one area that I would like more support or an area that I would like to learn more about is ways to improve my blog design. In my classroom, I plan to incorporate most, if not everything I have learned in class, as I believe it will benefit my student’s academic success. I’m excited to use blogging for support teams and social bookmarking to allow for access to my favorites from anywhere. My vision is that students in my classroom will use technology to learn from one another just as we, the students in EDT 5410, have learned by supporting one another. EDT 5410 has built my confidence towards technology. I was able to conquer every task given which is a great feeling coming into this course with very little techno-knowledge. I feel that educational technology was the right choice for my master’s program.

Technology-based Instruction with Advanced Assessments

Technology-based instruction along with advanced evaluation techniques are two interesting ideas I would apply in my classroom to enhance learning. Adding technology to a lesson will promote active and engaged learners through visually stimulating activities. I would choose the best technology activity for each lesson that matches the curriculum standard. For example, Excel could be used to create a pie chart to illustrate recorded data in a science activity. I would also put the lesson into practice by using technology as a tool to expand the lesson’s objective. Technology should be implemented in the classroom to help students grasp the concepts they are learning not for just for the sake of using technology. Students still need to learn to listen and take notes for the initial information. Technology can be used to take the students to another level of active learning as well as support the teacher. I would use technology to evaluate student’s knowledge by replacing paper and pencil assessments. Ideally I would like do away with standardized tests and assess students learning in other, more creative ways. The minute you say test students cringe and often times their learning isn’t accurately reflected due to anxiety. I would like to incorporate as many technologies as possible to make test taking enjoyable instead of dreaded. To do this, I would choose a technology that best fits each unit assessment. I want to make my classroom unique through the use of technology such as lasers, Christmas lights, stereo, LCD projector, PowerPoint, etc. For example, I would use PowerPoint as opposed to the typical paper and pencil tests student are accustomed to. Hopefully, by providing a different mode of assessing, student’s test anxiety will be reduced. For all of us “going green” individuals, it has the added benefit of being a nearly paperless test. I believe technology will help me achieve my goal of removing standardized tests from my science curriculum.

Podcasting in the classroom

Podcasting might be a great way to incorporate science and writing. I am fond of listening to NPR Friday science news on the way to school. The information is short and to the point as well as recent. I usually end up paraphrasing the news cast to the students. Now I will download the podcast. The students will listen and write a short summary. I feel podcasts are a great writing prompt for middle school science students.

Chapter 14 reflection (week 7)

I believe our school is using a program similar to the HPI approach called CECA, challenging each child to achieve. As a whole, our school is trying to increase our standards of teaching by incorporating Michigan’s new grade level content expectations as well as the new graduation requirements. CECA enables teachers to collaborate and design individual plans to meet the needs of each learner while integrating the Michigan GLECEs. Students are tested three times a year, once in the fall, once in the winter and again in the spring, using the MAP computerized test. Teachers are divided into CECA teams according to subject and grade level. CECA teams meet three times a year right after the MAP test data is posted to evaluate each learner and the class based on MAP data (present and past), MEAP data history, and teacher assessments. In the fall, teams meet for the first time to develop grade level criteria for accelerated learners in math and reading, at-risk learners in math and reading, and general math and reading that are specific to a learning goal. Learners are grouped according to the criteria for a content area or a learning goal. For example, content area for reading or learning goal for informational text comprehension might be used. Teams concentrate on the at-risk learners as one group. A list is formed with the level of intervention needed and an action plan to help the at-risk learner succeed. Along with the intervention list, teams define how they will assess the learner periodically throughout the next few months and determine when the interventions are no longer needed. The process is repeated for accelerated learners. Finally, teachers contact accelerated learner’s and at-risk learner’s parents to discuss the individual plan designed for their learner’s needs. Teams meet again in the winter for a checkup and in the spring for the final evaluation of the learners to create tips for next year’s teachers. The cycle begins again next year. CECA is one technique that approaches the idea that students are not one-size-fits-all learners.

Educational Podcasts

My interest is science. I teach all areas: earth, life, phsycial, and scientific methods. My podcasts center on these areas of science. I placed my podcasts to the right in the gadget section. Take a look or should I say listen. :)

The Internet and World Wide Webs impact on grades K-12

I believe the Internet and World Wide Web has a major impact on educational programs at grades K-12. I agree with the authors that the impact can be both positive and negative. The internet has many positive attributes for instructional learners. First, the students have a variety of information at their fingertips. A wealth of resources exist to help students research the internet for information on a project, find answers to questions, and look up school related photos. Internet technology allows teachers and students to keep up with current news events in the world. Students benefit from the convenience and flexibility of the Internet and World Wide Web. Additionally, learning through interactive websites has many advantages. Interactive websites allow students to practice academic techniques. For example, one interactive website is set-up to build your own roller coaster using gravity, mass, acceleration, and speed. This website is a great method to apply learned ideas. Interactive websites will also give learners individual attention. They are given the opportunity to practice learned ideas without the fear of completing a task incorrectly in front of peers and feeling embarrassed. Work becomes play and is more appealing to any student. On the other hand, email has become a great way for students to interact with each other. There are always a handful of students that are uncomfortable talking in class. On-line discussions are easier for these students since communication is anonymous. Furthermore, computers equipped with Internet and World Wide Web access have become an indispensable part of every classroom. I personally use the internet on a daily basis to find information for science activities, visually display images using the LCD projector, and downloading items free for science lessons. The Internet and World Wide Web creates fascinating ways for teachers and students to communicate, share information, and come together. It will continue to change the way we teach and learn. On the other hand, the Internet and World Wide Web has its disadvantages too. Students rely solely on the Internet for information. The Internet has made research too easy. Libraries are becoming a thing of the past. Students don’t realize there is whole world of information in books, magazines, and micro phish found at the local library. Moreover, students are exposed to an array of inappropriate material. This mass media opens up doors to pornography, sexual predators, and possible drug dealers. In conclusion, it appears that the advantages the Internet and World Wide Web provide outweigh the disadvantages.

Chasing the Laser

How to get to John Ball Zoo from Belmont

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Rubens Tube

Vacation Out West

My Thoughts on Photo Sharing and Chapter 2

Photo Sharing is an interactive way for students, parents, and teachers to share photos, create projects, and display students work in one central location. Teachers can set up the original photo sharing site and only open it up to parents. Albums can be created for each event related to the photos taken. For example, pictures taken during field trips, sporting events, in-class activities, and extra-curricular activities can be placed in the appropriate album. Parents will be able to load pictures to the albums instead of emailing or burning CDs for the teachers. Along with the photos, anyone can add comments to the message board about the shared pictures. Furthermore, teachers can create virtual projects online using photo sharing. Parents can access the project from home to better understand the project or retrieve the information for a sick child. Teachers also have documentation of projects to use for the next year. Last, photo sharing is a great place to exhibit students work throughout the year. Parents can get online any time and view what their scholar is accomplishing in academics. Parents and teachers can use the message board to communicate in regards to students work. Photo sharing is a great way for teachers, parents, and students to interact in one location.

Photo sharing poses a few concerns about safety. Anyone can view pictures that are open to the public. Students may place revealing photos of themselves with too much information online. Or students may use false profiles with an incorrect age. Predators may discover the location of an individual and act on it. There isn’t a great way to monitor how students use their account other than teachers checking each website every day. Another concern is how the pictures are organized on the website for public view of all photos. When I went to “explore” zoto.com, my pictures were intermingled with someone else’s photos depicting a woman doing obscene things with a Barbie Doll. I don’t want to be associated with those photos. I thought my photos stayed only on my account not out there with other account members.

The benefit of photo sharing is the ability to interact with friends and family through sharing photos and comments in one central location without a hefty cost. You can upload photos to an album and send the link to friends and family to view online. I believe photo sharing will replace sending photos via email or mailing CDs. With unlimited storage, you can store as many images as you like for as long as you want. Anyone from any location in the world at any time can access a photo sharing website to view photos for enjoyment, entertainment, and research.


The authors describe the process of instructional design similar to a lesson plan. I find myself using most of the (ADDIE) characteristics when developing a lesson plan just in different orders depending on the goal of the lesson. (1) I start a science lesson plan with a measurable objective that follows the Michigan standards. (2) I use data from MEAP and NWEA tests to classify students into learning types. (3) For every lesson, I create a related hands-on activity to strengthen the objective. I carefully choose a variety of media for every hands-on activity. I want to touch on all the multiple intelligences to keep every student involved. (4) I supply students with the proper materials to complete projects, activities, and experiments. (5) I end every unit with an assessment. Usually science assessments are not pencil and paper. I use alternate tests such as centers, projects, or experiments. These types of assessments will demonstrate the student’s ability to use the materials to solve a problem.

The differences I found in the instructional design were team effort and lack of live teachers. The authors describe team effort as large groups with complex ideas which include members with specialized skills and a variety of tools. My lessons often use teams or groups of students. The difference is my groups of students are small where everyone tries their best to express “complex” ideas. Each student contributes their own unique skill to enhance the outcome. The author’s description of team effort is too complex for middle school academics. Furthermore, the authors make several references to not having a need for live teachers for students to achieve an objective. I strongly disagree with this statement. No matter how great an instructional design may be a live teacher will always be needed for interaction and guidance. In fact, the authors go on to say that instructional design centers on business, industry, government, and military. I feel education uses instructional design as often if not more than the above mentioned.