Assignment 9

http://artpad.art.com/?nge1qjazpog

My picture shows how my view of technology evolved over the semester from hating it to learning to like it a little more.

  • Visualize: Begin by looking back at your first assignment (A1: TPACK Beginnings). Create a revised version of the self-assessment Venn diagram of your own TPACK to show how you think about technology integration now at the end of the semester.

Personal- I use twitter, facebook, email, and instagram on a regular basis.

Professional- I use email, smartboards, and edmodo for class.

Both- I use email for both school and personal use.

  • Describe: Discuss how you perceive your TPACK to have changed throughout the semester (compare and contrast A1 with your newly revised version).

My TPACK did evolve a little bit over the course of the semester even though I am still set in my non trusting technology ways. I learned that technology can be a lot more reliable than I previously thought. I still do not feel like it is something that you should put all your trust into when designing a lesson. I could see myself using a technology now as a supplement to my lessons where as at the beginning of the semester I really did not think that mathematics had any place for technology.

  • PBL Impact: Discuss if the PBL unit planning experience had any impact on your evolving TPACK.

Using the PBL unit was very helpful within enhancing my TPACK because instead of just looking at the technology as a tool and not ever applying it I would start every assignment looking for the application of one of the acceptable tools to my PBL unit. This also made the assignments have a lot more direction than they would have if I would have just been making random artifacts.

  • Technology Framework Impact: Discuss if the scaffolded experience of using the “Practical Technology Integration Framework” had any impact on your evolving TPACK.

I really thought that it did because every week we built on something that we had learned before. For someone who is as technology challenged as I am, this gave me a level of comfort when starting the assignments. This allowed me to be much more confident and much more able to learn the material that was presented.

  • Implications for Future Practice: Discuss how you plan to apply your evolving TPACK to technology integration in your classroom practice in the future.

I could see myself using a little bit more technology now than I could before I took this class. I always planned on using the smartboard, but I never thought my use would go too much further than that. This class has taught me a variety of ways that I could integrate technology into my classroom.

Discussion 7

Respond to the following by creating a new post on your newly created blog:

  1. In your own words describe the characteristics of the types of tools in the category, and how the category connects to Bloom’s levels.

These tools fit in the creating category because the student takes information that has be synthesized and creates a video using it.

  1. Describe an “ah ha” moment that you had while working on this learning module.

After learning how to use keep vid and this tool together was a cool moment to combine two tools.

  1. Identify an additional tool to fit in the category and explain how it fits. Include the link to the tool for your classmates’ to investigate.

YouTube would be a tool that could be a platform for all the things you created.

Assignment 8 Post

  1. Choose one or more tools from the Creation & Editing Tool – Part 2 category to create a digitalstory and an informal summary of a lesson idea that connects to your PBL unit. Submit the following information as part of a new post on your blog:
    • Teacher Use (worth 2 points): what the teacher will do with the tool including practical issues such as instructional strategies, classroom management, time, access to technology, etc.,

The teacher will use MovieMaker to evaluate the students research of reliable sources. The students will have to go into the community and interview someone who has some expertise in football about the most important statistic that was determined by their study.

    • Student Use (worth 2 points): what the students will actively do with the tool including active, hands-on interaction and creation using the technology tool, and

The students will get the unique opportunity to look at their research and determine if the communities perceptions fo important statistics are consistent with what actually determines the outcome of a game.

    • Content Connections (worth 2 points): how the tool(s) connect(s) to the content being explored including relevant TEKS).

This tool satisfies the teks for the 111.37. Advanced Quantitative Reasoning course because it allows them to test their conclusions drawn from their research.

    • Impact of Engaging in Digital Storytelling Process (worth 1 point): how the process of digital storytelling impacts student learning (i.e. creativity and negotiations that involve scriptwriting, storyboarding, recording one’s own voice, video editing process, etc.)

I thought this was a cool tool because it allows the students to create something that visually shows all that they have done within a unit. It allows them to present their findings in a professional way without too much expensive equipment.

  1. Create an example digitalstory artifact using the chosen tool(s) to serve as exemplar for your lesson idea (worth 4 points).

Discussion 6

  1. In your own words describe the characteristics of the types of tools in the category, and how the category connects to Bloom’s levels.

These tools fall into the analysis and synthesis levels of Blooms taxonomy because it allows the students to take information, analyze and then synthesize it before creating an artifact.

  1. Describe an “ah ha” moment that you had while working on this learning module.

I thought that building an app would be really easy, but after getting into it, I had the ah ha moment that it was incredibly difficult.

  1. Identify an additional tool to fit in the category and explain how it fits. Include the link to the tool for your classmates’ to investigate.

The c++ programming tool could also fall in this category if you were working with a more advanced group of students who knew code.

Assignment 7

  1. Choose one tool from the Creation & Editing Tool category (or ask for approval to use another related tool that you have discovered). Create an informal summary of a lesson idea that connects to your PBL unit that includes the criteria below.
    1. Teacher Use (worth 2 points): discuss what the teacher will do with the tool including practical issues such as instructional strategies, classroom management, time, access to technology, etc.,

The teacher will be able to look at a document the students create and quickly identify the biggest statistic indicator that the students found in their research.

    1. Student Use (worth 2 points): discuss what the students will actively do with the tool including active, hands-on interaction and creation using the technology tool, and

The students will use artpad to create a drawing that displays the findings after they review all of their data.

    1. Content Connections (worth 2 points): discuss how the tool connects to the content being explored including relevant TEKS).

This tool satisfies the teks for the 111.37. Advanced Quantitative Reasoning course by allowing students to create an artifact to present their findings in a research project.

  1. Link to your newly created example artifact – make sure the link is publicly viewable to others (worth 2 points).

http://artpad.art.com/?neli651audn8

Creation In Class Post #2

  1. After reviewing the suggested tools in this category, earn two bonus points by creating a new blog post to:
    1. describe your initial reaction to the variety of tools available in this category,

After initially reviewing the tools, I was a little bit intimidated by all the tools in the category.

    1. discuss which tool you are thinking about using and how the tool relates to your PBL focus,

I am thinking about using an app builder to predict the outcomes of games.

    1. discuss 2 specific things (i.e. function within a tool, etc.) you want to learn more about, and

I would like to learn more about the actual coding part of all of these tools, as well as learn a little bit more about the 3d modeling tools.

    1. discuss 1 thing that you are confused about and/or is driving you crazy.

I do not like not knowing what goes on behind the apps. The code drives me nuts.