For our remix assignment, we were asked to work in groups/pairs to create a fun way to explain a topic that related to our individual areas.
Elizabeth Ferry and I chose to work together. We both teach mathematics and Algebra at that. We decided that we wanted to incorporate some type of "rap" video with a cartoon, but we were not sure where to begin.
We started by creating a Google Doc where we could collaborate and write the lyrics to this "rap". To see the lyrics click here.
The next part was the tricky part. How would we get these lyrics put to a video with music. After creating the lyrics, I decided to look to Powtoon to create some slides. However, I was still stuck with the thought of getting music in the background. We had toyed with the idea of the app Smule, which takes your spoken words and turns them to rap, but it would be difficult to get these to properly fit each Powtoon slide that I had created.
As I was playing with Powtoon, Elizabeth sent me a link of a video she had created using GoAnimate. The only downside, it was not our entire "rap" because it was only 30 seconds long. Therefore, we decided to create two videos. I made the second one and was excited when I finished, but then it would not save. I tried this numerous times as I lost about three videos. I finally figured out that in order to save, I needed a specific type of GoAnimate. ( I don't know how Elizabeth saved hers.....).
I finally decided to purchase a three month subscription. (It was only $18.) This gave us the option to create one video instead of two. The one video include the entire "rap" as well as fun commentary. I was also able to make some fun video for my first day of school! So after the very long and trying issues, we finally came out with a great finished product.
I hope you all enjoy our GoAnimate Video on Solving Two Step Equations
Friday, July 25, 2014
Friday, July 18, 2014
An Introduction to Socrative
At this point in the IT&DML Program, making a tutorial seemed pretty straightforward to me. However, I still seemed to have to stop and restart about a hundred times before I got it right!
Of course I have to use my ancient computer to record and then send to my chromebook because I have no speakers, it really is an ordeal! I then tried a new chrome app called WeVideo to crop my video since it was too long for Youtube.
I could not seem to get this to work right, so I moved on to the next app called video cutter. This still did not work right.
I then decided to see if I could just upload the video to YouTube and it worked. Turns out there was not a maximum on time.
After all of that, I hope you enjoy my Introduction Video on how to use Socrative: An Introduction to Soctrative
Of course I have to use my ancient computer to record and then send to my chromebook because I have no speakers, it really is an ordeal! I then tried a new chrome app called WeVideo to crop my video since it was too long for Youtube.
I could not seem to get this to work right, so I moved on to the next app called video cutter. This still did not work right.
I then decided to see if I could just upload the video to YouTube and it worked. Turns out there was not a maximum on time.
After all of that, I hope you enjoy my Introduction Video on how to use Socrative: An Introduction to Soctrative
Friday, July 11, 2014
Ed 7730 - Philosophy Statement (Updated Version)
I believe that everyone has a place in the educational world. You can say I believe that everyone has a divine right to be educated. My philosophy over my years of teaching is changing as technology is changing. I aim for the success of all students and I give equal chances to all students, no matter who they are.
I meet the standards of the curriculum in my district each day that I instruct my students. There are rubrics set in place for such things as reading writing, and technology in my district. Each day, I try to follow these rubrics in some way so that the students can get the most out of their education.
Coming from the new generation of learners called the "Net Generation" (Bennett, p 776) born between 1980 and 1994, I lived in an educational system that was semi-immersed in technology. As I went through my schooling, technology was as its growing stages. By the time I reached high school, computer labs were surrounding me. I worry about our students now and how they have grown up in an educational system completely immersed in technology, yet having teachers that know less than they do. Many of the teachers try to use these technologies, but do not know a lot about it. (Bennett, p 778).
I plan to give the students choice and to discover and learn new things that interest them the most. There are many different techniques and ideas that can work for different students. Every students learns differently and I will speak to the visual, kinesthetic, and auditory learners.
In teaching mathematics, there are so many ways that you can learn one concept. I am always prepared to teach concepts in different ways so that all of the learners in the class have a chance to understand the concept. I always try to give the students chances to work together to help each other. Oftentimes students can explain topics in different ways than I can. When they work together in small groups, they explain topics in different ways and understand each other in away that I could never interpret. Technology is giving us a chance to do this now more than ever before with videos and online tutorials that students can use as guides to improve their understanding, it makes learning more exciting.
The technological breakthroughs have brought my teaching to a whole new level. When I began teaching, I had a piece of chalk and an eraser. I now teach using a SMARTBOARD and internet access. When the SMARTBOARD is not working, I feel like my entire lesson is completely washed out. For some of the newer teachers in the "Net generation" not having technology for a lesson can be life altering. Using the technology every day in class keeps my students engaged. I use this technology as a reward, offering the students credit for coming to the board (they truly do get enjoyment from feeling like the "boss" of the class for a few moments). I also look up videos to engage them in some of the more tedious topics that we do go over in mathematics class. When they see these fun things, I inform them that these are videos and topics they can look up at home or on their own devices to gain a better understanding if needed.
In my district, this upcoming year, all students and teachers are receiving a Samsung Galaxy 3 Tablet to be used in the classroom. With each student having access to technology right in front of them, the opportunities are endless. Students can collaborate on projects, use their tablets for information, or take quizzes online during class.
In conclusion, I have noticed a great shift in my teaching with the use of technology. I learn more and more each day due to technology and look forward to sharing all that I have learned with my colleagues. If we all take the time to use technology a little more each day, it will get easier. Technology is always changing and we need to keep up with it before it leaves us behind.
I meet the standards of the curriculum in my district each day that I instruct my students. There are rubrics set in place for such things as reading writing, and technology in my district. Each day, I try to follow these rubrics in some way so that the students can get the most out of their education.
Coming from the new generation of learners called the "Net Generation" (Bennett, p 776) born between 1980 and 1994, I lived in an educational system that was semi-immersed in technology. As I went through my schooling, technology was as its growing stages. By the time I reached high school, computer labs were surrounding me. I worry about our students now and how they have grown up in an educational system completely immersed in technology, yet having teachers that know less than they do. Many of the teachers try to use these technologies, but do not know a lot about it. (Bennett, p 778).
I plan to give the students choice and to discover and learn new things that interest them the most. There are many different techniques and ideas that can work for different students. Every students learns differently and I will speak to the visual, kinesthetic, and auditory learners.
In teaching mathematics, there are so many ways that you can learn one concept. I am always prepared to teach concepts in different ways so that all of the learners in the class have a chance to understand the concept. I always try to give the students chances to work together to help each other. Oftentimes students can explain topics in different ways than I can. When they work together in small groups, they explain topics in different ways and understand each other in away that I could never interpret. Technology is giving us a chance to do this now more than ever before with videos and online tutorials that students can use as guides to improve their understanding, it makes learning more exciting.
The technological breakthroughs have brought my teaching to a whole new level. When I began teaching, I had a piece of chalk and an eraser. I now teach using a SMARTBOARD and internet access. When the SMARTBOARD is not working, I feel like my entire lesson is completely washed out. For some of the newer teachers in the "Net generation" not having technology for a lesson can be life altering. Using the technology every day in class keeps my students engaged. I use this technology as a reward, offering the students credit for coming to the board (they truly do get enjoyment from feeling like the "boss" of the class for a few moments). I also look up videos to engage them in some of the more tedious topics that we do go over in mathematics class. When they see these fun things, I inform them that these are videos and topics they can look up at home or on their own devices to gain a better understanding if needed.
In my district, this upcoming year, all students and teachers are receiving a Samsung Galaxy 3 Tablet to be used in the classroom. With each student having access to technology right in front of them, the opportunities are endless. Students can collaborate on projects, use their tablets for information, or take quizzes online during class.
In conclusion, I have noticed a great shift in my teaching with the use of technology. I learn more and more each day due to technology and look forward to sharing all that I have learned with my colleagues. If we all take the time to use technology a little more each day, it will get easier. Technology is always changing and we need to keep up with it before it leaves us behind.
Thursday, July 10, 2014
ED 7730- Mapping out my Portfolio
As we come to the last classes of out IT&DML program, I am filled with a lot of emotion and information. As I thought about all of the ideas and programs we learned during this past year, I was puzzled with one very large question:
What do I include in my portfolio and what do I discard?
As I made my map of what I wanted to put into my portfolio, I realized that I sorted my ideas very much like I would in a live binder.
I have a section devoted to an introduction to me. This is split into sections:
- Philosophy Statement
- Resume
- Links
- Purpose
I then have a section devoted to Artifacts:
- Multimedia
- Collaborations
- Learning Communities
- Tutorials
I also have a place for reflections:
- Likes
- Dislikes
- What I now know and wish I could go back in time to change
The last place I would like to talk about is feedback. I would like to incorporate feedback into me portfolio as a place where people can share, but I will have to approve their comments before they are able to be posted.
This has really shown me that a live binder is the perfect format for me. I would like to make my digital portfolio using this format.
Here is a link to my map of my digital portfolio I made using coggle:
Thursday, July 3, 2014
ED 7730 - My idea for a Digital Portfolio
After beginning this program one year ago, it is crazy to think that I am coming to the end of the program. As I think about my own digital portfolio, I want it to have a basis that relates back to this program.
Many of the ideas that I learned and that I plan on integrating into my teaching in the next year, are from this program. I would like to create a digital portfolio that other teachers can use that will help them better understand technology (especially when they are having trouble). I know I often became frustrated at times, so I would like to "pay it forward" as they say.
My audience would be strictly teachers that are utilizing technology in the classroom as well as those who have enlisted in this program in the future. I want to help give guidance and put them at ease.
I hope to be able to obtain as much feedback as possible through this class from my peers and professors. I am looking forward to creating this digital portfolio and I hope it can be useful to many.
ED 7730 - The Elements of an E-Portfolio
When I think of the word portfolio, I think back to my second year of teaching and working on my BEST portfolio. My BEST portfolio was a large stack of papers, copied in threes, with a videotape (in VHS form of course), and all I could think was this would be so much easier if I could send this electronically. However, I had to send it by mail, and hope that it got there safely. Yet the results were sent electronically. Was I missing something?
We are now coming to a time where many of our work has become electronic. From signing documents to taking tests, the use of technology has increased exponentially in just the past few years.
A portfolio is a collection of resources and accomplishments that represent an individual, group or organization. This is usually in paper format.
An e-portfolio is a digital collection of resources, accomplishments, and artifacts that represent the individual, group or organization. These resources can be video or audio clips, text based, and graphics.
So what is the difference? Couldn't I just take all of my paper documents and make them electronic and then I have a portfolio? In essence, you could, but that would not be a very exciting portfolio.
The most important part of your e-portfolio is your purpose.
The next part of your e-portfolio is the collection of artifacts.
We are now coming to a time where many of our work has become electronic. From signing documents to taking tests, the use of technology has increased exponentially in just the past few years.
A portfolio is a collection of resources and accomplishments that represent an individual, group or organization. This is usually in paper format.
An e-portfolio is a digital collection of resources, accomplishments, and artifacts that represent the individual, group or organization. These resources can be video or audio clips, text based, and graphics.
So what is the difference? Couldn't I just take all of my paper documents and make them electronic and then I have a portfolio? In essence, you could, but that would not be a very exciting portfolio.
The most important part of your e-portfolio is your purpose.
- What is your portfolio about?
- Who is your audience?
- What are the goals?
The next part of your e-portfolio is the collection of artifacts.
- This is the bulk of the portfolio. You will include your information here.
- Videos
- Text based writings
- Audio clips
Once you have collected your artifacts, you must provide a reflection on them.
- Why are you including these pieces?
- What do they mean to you?
After reflecting on your artifacts, this provides an opportunity for dialogue and feedback between you an others that have access to your e-portfolio (such as a teacher).
- Teachers can provide feedback as to what needs to be re-worked
After you have been provided feedback for all artifacts (numerous times), your e-portfolio is ready to be evaluated.
- Be sure to reflect and obtain feedback continuously before getting a final evaluation on a portfolio.
Lastly, your e-portfolio is ready for publication!
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