677 Artifact Reflection #1

My high school Earth Science students have been engaged in a unit related to sustainable farming. In the last four weeks, my students have looked at the past, the present, and the future of farming in the United States. I would like to share my thoughts on two multimedia tools that I was introduced to in Module 2 and how I used them to create an EdPuzzle video related to the 1930s Dust Bowl.

The first resource I learned more about was a site called Listenwise. This is a free platform that provides snippets of National Public Radio (NPR) shows as podcasts for teaching and learning. Every day, NPR puts out many incredible stories and some of those stories have tons of learning potential for teachers and students. These stories go beyond the written text in helping teachers and students connect to topics like never before.

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I thought a library of podcasts that a person could keyword search was pretty impressive, but Listenwise goes further in providing comprehension questions, discussion themes, vocabulary, listening graphic organizers, quizzes connected to the podcast, transcripts so that students can read along, and class activities related to external resources.

Although it didn't directly relate to the creation of my EdPuzzle video, the Listenwise resources I found helped supplement my unit. I look forward to using this platform in the future for other units I teach.

The second resource that I used to create my Module 2 assignment was the website called Critical Past. This is another free platform that provides historical video clips and images. The collection has thousands of videos and thousands more of still images. All the media are available for viewing online, or for immediate download. Critical Past includes some of history’s most notable moments.

I was looking for some media on the Dust Bowl of the 1930s and the Great Depression and found a speech that FDR gave to a crowd of citizens from the Great Plains during his presidency. Critical Past's site is well-organized and easy to use. With a few different keyword searches and some time to listen, I had found what I was looking for! And because EdPuzzle allows users to upload their own videos, it was easy to download a video taken from Critical Past and turn it into a teaching tool for my farming unit!

I found Listenwise and Critical Past to be very useful multimedia tools. I even went so far as to suggest these two platforms to several science and social studies teachers at my school. After reading this reflection, I hope you too have an opportunity to discover these versatile resources!

Ed Tech Hopes and Dreams for 2019

January 8, 2019

1. I would like to learn and implement two new ed tech tools in order to incorporate their use in my classroom and possibly apply to my unit for EEND677.

2. I would like to expand my use of EdPuzzle and Padlet in my classroom.

3. I need to finish this endorsement program by this summer so (please) it would be great if EEND 680 was offered this summer.

713 Course Reflection

As my coursework in EEND 713 comes to an end, it's time to reflect on my learning. Each of the last eight weeks I learned something new that pushed me to step outside my box and try new ideas in my classroom. Through my work with the Next Generation Science Standards and my department's quest to redevelop units that align to these standards, I found the evolution of an e-learning unit moderately easy to create and manage for an Anatomy & Physiology unit of the muscular system.

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In modules 1 & 2, my group developed the initial phases of our muscular system unit. Identifying outcomes for learning and finding important resources to support weekly lessons was valuable time spent with my group. It was important for us to find a variety of online tools and resources for the students because, unfortunately, high school students lose interest quickly if it's not new and/or engaging. In module 3, we began developing our assessments and rubrics. This unit has two assessments: a cat dissection practical and a summative exam.

In the weeks that followed, we learned about open educational resources (OERs) and multimedia resources. I was introduced to multimedia resources in EEND 675 but had never understood the value of OERs until this course. My classmates provided some great resources as they worked on their e-learning units and I look forward to using OERs regularly as I continually develop and improve my units.

The remainder of the work on our muscular system unit centered upon our creation of a roadmap - a hyperdoc that laid out the specifics of our unit and communicated how students could get from point A to point B. Hyperdocs are a great tool for sharing information with students, parents, teachers, and administrators because it organizes everything in one spot. The development of our hyperdoc was time intensive, but the final product was ready to roll out to our students immediately.

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I'd like to thank my classmates for offering great feedback and resources. Our weekly discussions were enriching and enlightening. The discussion I found most rewarding was week 2's discussion about technology tools for engagement. Classmates suggested some great tech resources, and as I progress through this endorsement program, I continue to add to my educational technology toolbox.

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. The more my PLN grows, the more tuned in I feel as an educator. To think that I could reach out globally to other educators was not something I envisioned when I first became a teacher 16 years ago. I'm glad for the technology and will continually strive to use it regularly in my classes.

EEND 713 is my second course in the sequence of courses for the Teaching with Technology Endorsement. I've enjoyed this course and the information it provided. I'm continually looking to improve my curriculum and my educational philosophy as it pertains to science and technology, so I look forward to continuing my work in this program.

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 #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!