678 Artifact Reflection #1

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In Module 3 we were asked to do some brainstorming to generate ideas for possible Project/Problem-Based Learning (PBL) units. Problem-solving and critical thinking experiences are the types of learning I hope to offer my science students every day and these types of activities align with the expectations of the Next Generation Science Standards. It's not my present reality, but with time, effort and collaboration on my part, several well-designed PBL units could be implemented in my classes. This instructional shift would ensure relevancy and keep the students coming back for more.

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Keeping the end in mind is a good mantra to recite for anyone in education, but especially with PBL, a teacher needs to stay the course and keep the kids focused on the outcomes. Sustained inquiry can be a challenge for teachers to maintain with their students, no matter what level of experience they might have. Teachers definitely need to be flexible and adaptable with PBL and also willing to learn with her students and make some mistakes along the way.

There are MANY resources on the internet that include great PBL lessons and units that could be implemented right away. Finding the TIME to wade through the information is a reality most teachers, including myself face. Best advice for any teacher considering incorporating PBL: take it slow and collaborate with like-minded people to achieve the best unit that packs the most punch for student learning. You can find my brainstorming document HERE.

713 Artifact Reflection

As I reflect on the class, Engaging e-Learning, I am excited to think of the new opportunities for organizing my curriculum and presenting it to my students. This course provided many useful tools and resources that enhance my science curriculum and support my goal of incorporating more technology into my units. Working on the unit plan for the muscular system helped me to see which parts of the unit were supported and where gaps existed. By adding multimedia and open educational resources, the gaps were filled and the unit was more robust.

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In module 4, I learned how to research and incorporate OERs (open educational resources). I have found "free" resources in the past and have used them as extension activities for a lesson or unit, but I didn't really comprehend until this course, just how many great OERs there are. For the muscular system unit, I chose a case study through http://www.oercommons.org titled Wearing on Her Nerves Exploring the Interrelation between the Nervous and Muscular Systems. To facilitate their learning, students will be asked to analyze this case study related to their study of the muscular system. Most of my high school anatomy students plan to major in pre-med/dent/vet/nursing. Continual exposure and review of muscle content is a must for success in a post-secondary program. A case study like this would lend itself to the type of learning they would get in college. The more I can prepare students for real-world scenarios, the more successful I hope they will be.

In module 5, I learned how to use Pear Deck as part of a multimedia lesson for muscle identification. Having Pear Deck as an add-on for Google Slides really convinced me of its usefulness in class. It raised the level of student engagement and I found better retention of muscle groups as demonstrated by their performance on a formative muscle review several days later.


Labeling diagrams can be tedious, but in an advanced elective class such as Anatomy & Physiology,  students require constant review of muscle names, while connecting origin and insertion points on bones. This activity certainly challenges the student - if they can label muscles in this activity, they are on their way to successfully mastering the muscular system.

675 Course Reflection

As my coursework in EEND 675 comes to an end, it's time to reflect on my learning the last eight weeks. Each week I learned something new that engaged me and improved my level of understanding in educational technology. Being introduced to the ISTE standards was one of the bigger takeaways from this course. Not only am I responsible for my content standards, but I should also take an active role in teaching my students and modeling the technology standards in order to make them "future ready".

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The collegial discussions that took place each week were interesting. Gaining new insight and understanding people's perspectives definitely enriched my learning experience. The discussion I most enjoyed was the 5th C. Every "C" that was suggested made me consider how it would impact my teaching and my student's learning.

My favorite assignment was the Multimedia Project from Module 4. I enjoyed creating the activity because it incorporated many resources in one location and it's ready to be used in my Earth Science curriculum for next school year! The project made me reflect on how important it is to have a variety of lessons that incorporate technology and make them engaging enough to draw students in day after day.

As I mentioned in a previous blog post, I've really worked hard at becoming a connected educator. My participation on Twitter has increased, as I've followed many people that I think will suggest ways to be a better educator and individual. Twitter is there when you need it; you shouldn't feel compelled to check it every day like other social media platforms. A quick 10-minute stream scroll or search is all it takes to make sure I'm plugged into my PLN.

Path to Success

Professional development in educational technology can sometimes be absent within a district or building, yet it's a necessary form of education that all teachers should regularly participate in. This course is my first in the USF Educational Technology Endorsement program and I look forward to continuing my journey of understanding and incorporating technology as it relates to me both personally and professionally.

675 Artifact Reflection

As I reflect on the class, Foundations of Educational Technology, I am compelled to consider how this introductory class has impacted my teaching and learning. When first introduced to the ISTE standards, it resonated with me how important the technology standards were. If ISTE standards are not taught in conjunction with content standards (for me its NGSS), there is a gap in understanding! That gap hinders my students from practicing, refining, and mastering the 21st-century skills needed to be successful. In recognizing this gap, I shifted my perspective and hope to implement more ISTE standards that correlate with the current science standards I address throughout the school year.

The two artifacts I'm choosing to highlight in my reflection post include my Collaborative Assignment from Module 3 and my Multimedia Project from Module 4.

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In Module 3, I learned to create a collaborative assignment that included student perspectives on a topic related to glaciers. After watching the movie trailer for Chasing Ice, the assignment asked each student to respond to the question "How are portraits of people’s faces and portraits of ice the same thing?" Students were directed to a collaborative tech tool called Lino where they posted their responses and were asked to share their favorite glacier portrait. In posting to Lino, students could see each other's posts and compare pictures. In creating this assignment I had to be aware of the ethical use of other's pictures and plan to use this lesson with my high school Earth Science students to demonstrate fair use, copyright, and plagiarism.

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In Module 4, I added to my collaborative assignment by creating a multimedia project that incorporated a variety of media to enhance my lesson on glaciers in the United States. Within Google Slides, I was able to embed a topographic relief map of Alaska, add a YouTube video of Glacier Bay National Park, and hyperlink text and photos to various website links to create a multi-day activity that studied glacier formation and movement. In creating this project, I again had to be aware of the fair use of media in education. I liked how this project turned out because of the variety of multimedia tools I incorporated to engage my science students.

In looking ahead at future courses within this endorsement program, I'd like to continue to explore and implement the TPACK framework, and SAMR and RAT models to create, develop and enhance my units and lessons. In order to cross the threshold between substitution/augmentation and modification/redefinition, I need to study my science lessons closely to see how they tie to the ISTE standards and carve out some time to reflect and make changes to those lessons when necessary.

Trends in Technology #6: Twitter

Lately, Twitter has taken on a new meaning in my life. I tweet what goes on in my high school science classroom. I tweet reminders about club meetings. I retweet interesting science information from people and organizations I follow to use as a kickstart to classroom discussions in my Earth Science class. Twitter is a representation of my professional life. It allows me to follow a variety of people, organizations, professionals, and groups without being bogged down by lots of personal information.

Twitter is unlike other social media platforms in that it shares information instantly with thousands of followers. There are no frills, no extras - just up-to-the-minute information about things you want to know about. Twitter is being used by schools, districts, students, teachers, and parents to inform and stay informed.

I personally like Twitter for the connections I've made with educational professionals the last several years. I've been able to expand my understanding of educational technology, grow as a science educator, and increase my global awareness and appreciation of science.

I also like Twitter for the #hashtags. Hashtags act like filters to siphon the extra stuff and help find you the information you need. If I want to search #STEM, I might find tweets about educators who are implementing STEM lessons in their classrooms. If I search #eclipse, I might read about all kinds of eclipse stories from the August 2017 event or #CaliforniaWildfires from the December 2017 outbreak.

I wasn't instantly won over by Twitter when I first got started. My advice is to get yourself a Twitter handle - that's tech talk for a Twitter identification - and start exploring. Follow some groups, organizations, or people that know their stuff. Retweet a few stories that you like and want others to see and know about. When you're ready you'll know when to tweet your first time. Plus, you shouldn't feel compelled to check it everyday like other social media platforms. Twitter is there when you need it!

Trends in Technology #5: Blendspace

Blendspace, which is now called TES Teach, is an interactive dashboard that allows an individual to organize resources related to a certain chosen topic. The grid style of the dashboard allows a user to pull a collection of resources together that can be either web-based or self-created.

Let's say I want to create a lesson on Greenland's melting glaciers. To enhance my lesson, I might want to search YouTube videos, find related web articles, locate pictures or add my own documents. The menu/tool bar allows me to search for content, click to review the content, then drag and drop onto my gridded dashboard. The tiles can be moved around and ordered in whatever way a user likes. From the tool bar a user can do the following:

• search YouTube
• search Google
• search Google images
• search Flickr
• insert a Webpage
• insert from Google Drive
• insert from Dropbox
• upload Media/File

A completed dashboard can be used as a teacher's central lesson area or the dashboard can be shared in its entirety with students via a shared link, Google Classroom, or a QR code. TES Teach also allows for Common Core standards to be linked to lessons based on grade level.

I have used this for two lessons in my high school Earth Science course and have found it an easy one stop shop educational tool. I've also had my students create their own gridded dashboards in preparation for a Socratic discussion related to a specific topic. I really like this educational tool and find my students do too. This is another great educationl technology tool that more teachers should try!

Trends in Technology #3: Thinglink

I had seen Thinglinks on Twitter and on a really good ed tech email list that I subscribed to, but never really considered the benefits of using one for my high school science classes. So I created an account and made a generic thinglink about glaciers that ties to a unit for EEND 675. It was easy to upload a background photo and even easier to add links and edit the word bubble that pops up when you hover over the bullseye marker with your mouse. I liked this tool for its ease of use, its potential to engage students, and its ability to pull resources together for a lesson or activity. I made the assumption that this tool was better suited for K-8, but I've changed my opinion and feel this could be a good tool every now and again to change things up and bring variety to my day-to-day instruction.