Ed Tech Project 4 Survey Monkey

Link to or pictures/videos of technology artifacts:
http://www.surveymonkey.com/s/7GJSNDJ    (copy and paste link)

Description of and rationale (linked to learning theory/Bloom's Taxonomy) for how the technology might be used with and preferably by students: The rationale for using SURVEY MONKEY in the classroom enables students to express what they have learned in class through surveys/ quizzes about topic material. The students will find that SURVEYMONKEY will open the door to them for many parts of Bloom's Taxonomy. The students will find SURVEYMONKEY as a great tool to help them remember material from class by Creating surveys as a review to keep on top of current class issues. Understanding is another part of Bloom's taxonomy that would be enabled when using SURVEYMONKEY, the students will be able to save posts and surveys that they made to return to and to help them better understand material. Students will also Apply what they have learned from SURVEYMONKEY and by using it they will find different ways to use it. They will learn that by using SURVEYMONKEY the student can review, store, create and enjoy learning and find that SURVEYMONKEY can be a resource for many school related projects. Evaluating and justifying work a student has done will become easy when using SURVEYMONKEY. Students will be able to stand on a decision when using SURVEYMONKEY by addressing their school work in the form of questions making only one possible answer as the correct one. Finally by using SURVEYMONKEY students will remember large amounts of information at a time in the form of quizzes and surveys and will be able to test each other to make the remembering process even more concrete. 

Consideration of struggles for implementation (student, systemic, and/or hardware: SURVEYMONKEY can be hacked and may not keep all student surveys and work private. The number of surveys you do a day can be limited when using the free version of SURVEYMONKEY. Requiring work to be done at home could become a struggle for students who don't have internet access making most of the computer time done in class. Another struggle would be that students can't comment on each others surveys. 

Consideration of the biases and trade-offs of the technology: SURVEY MONKEY is biased towards students with less financial help, making SURVEY MONKEY more accessible to students with money available to upgrade to more intense versions. SURVEY MONKEY can make teachers bias to having quizzes or surveys done on paper. It is also bias towards group activities and outspoken students. Tradeoffs for using SURVEY MONKEY would be, no oral presentations in the classroom, not much interaction between students unless working on a survey together. No pressure would be on the students to complete the survey or quiz in a timed manner unless specified and they wouldn't get the competitive atmosphere of doing a quiz orally or in front of the class. Surveys could be used the wrong way, by asking the students to compete for the best survey and questions instead of engaging their learning and remembering of material. 

Explanation of how the project meets the selected teacher standard and student standards: SURVEY MONKEY meets INTASC standards 4, 6 and 8. 
4) As a teacher being aware of using technology in a poor way, they will understand instructional strategies to get students using SURVEY MONKEY in a review, homework and performance way. 
6) A teacher will be able to give the students verbal instruction about how to access the website and general idea of it but then letting the students explore and make their own creative surveys. 
8) The teacher will be able to assess the progress of students based on the surveys and quizzes they make. The teacher will be able to evaluate their interest level, academic progress and enjoyment by monitoring the website. 


Teacher Tech Standards
 1) SURVEY MONKEY is a great tool to encourage and inspire creativity with students to explore how to better learn material by creating their own learning tool.
TS4) SURVEY MONKEY promotes digital citizenship and responsibility of their own creations and how to exhibit ethical and appropriate wording for how to learn with SURVEY MONKEY. 


Student Tech Standards
1) Creativity and Innovation are key aspects that come with using SURVEY MONKEY with it being a great tool for students to create on their own and who their learning style. 
4) With SURVEY MONKEY, not only will students get to be creative with their own survey creations but will also use critical thinking, problem solving and decision making when completing a survey/quiz online made by the teacher or other students. 
5) Digital Citizenship will be a main concern and learning oppertunity when using SURVEY MONKEY. The students will get to monitor their own survey creations as well as get ideas from others and not taking credit for it as their own. 

Music Lesson Plan

Joleena and I will be doing a beginner music lesson in Ed 261/109 today. The rational for this lesson is to have students engage in creativity by understanding notes on a staff as well as note values which will in turn give them access to create their own music. The students will hopefully remember the lesson by using the technology of their pencil and staff paper and making scales and taking notes of the lesson. Other technology that will be used is the piano but will be accessed online. The students will use the pianos to visualize the lesson plan as well as hear it from the teacher. We hope the students will understand the material they will be given today to help them better understand music in the future. The lesson plan will be   for beginners but the technology used will hopefully be familiar to more advanced academic students. By using the staff paper, the students will apply information given to them and will have the knowledge to use it in different ways. Aside from staff paper and online pianos, Joleena and I will also be using a white board to assist us with our lesson plan and give the students a general place to access information that is being discussed. We will also use google docs when discussing the names of notes on the staff, for students to come up with their own acronyms for remembering the notes on a staff. Struggles that may come into play for this lesson could be students not understanding the material and not sure what to ask to get help. Students who haven't been around a piano could have trouble understanding how the piano is beneficial to this lesson and what exactly all the piano keys mean. After this lesson students who are not interested in music or have music classes will most likely forget the material discussed in class and therefore won't engage themselves as much as they could. The technology being used will be familiar to several of the students in Ed 261 today but could take more learning time in a younger aged class.
The lesson plan outline and plan will go as follows. We will start with having the students access piano keyboards on their computers and having them become more familiar with the technology by messing around with it. Then we will discuss the names of notes on the staff using the white board and then have the students use google docs to come up with their own acronyms for remembering the note names. We will then discuss the whole and half steps between the notes and then proceed to note values. After note values have been introduced we will then talk about key signatures and how to remember them. Once note names, note values and key signatures have been touched on, we will then have the students make their own music scale using the staff paper given to them. We will walk around the class room and assist students who are having trouble. Once all of the key points in our lesson have been addressed, we will do a review of the material and end the music lesson.

Ed 109 #3 Projcet: Penzu

PENZU IN THE CLASSROOM (An online Journaling website)


Link to or pictures/videos of technology artifacts: Penzu     then click "go back to pad"              






Description of and rationale (linked to learning theory/Bloom's Taxonomy) for how the technology might be used with and preferably by students: The rationale for using PENZU would be to get students writing everyday about things they are learning, struggling with and enjoying in school, at home and in a private secure way. The students will use many aspects from Bloom's Taxonomy learning theory including "Creativity", the students will be creative in their writing and how they choose to express their thoughts through words, also "remembering", with PENZU a student can write down notes from class or thoughts they might have about a certain topic and can return to that journal entry to review. A student will also "understand" better when using PENZU by writing notes and thoughts in their journal, and then ask questions about a lecture based on their notes to better know or even better understand what they have wrote along with what they have heard. When using PENZU a student may "Apply" what they have learned from their journal entries by keeping a log of something important and applying it to an assignment in class or to try an experiment at home. "Analyzing" is another part of Bloom's Taxonomy that a student will use when working with PENZU, they will learn to distinguish between different parts and journals they can use. They can use PENZU to have different journals about school, home, a diet, relationships and more. Finally a student can "Evaluate" when using PENZU, they can always return to previous journal entries to help sort through assignments and remember why they chose a certain area or topic over another. PENZU is also never stolen or lost, you don't waste paper and its completely private.




Considerations of struggles for implementation (student, systemic, and/or hardware): Struggles with PENZU can always be lack of internet for the students at home or in the classroom. Other struggles or issues found with using PENZU is that you can't access PENZU if there are parental controls on your home computer, resetting you PENZU password doesn't always work, journal entries can miss text you have written and it can't be recovered, and journal entries can be deleted if the PENZU account is left un-active for a long period of time.


Consideration of the biases and trade-offs of the technology: PENZU would be bias against group activity and oral presentations or of a class explaining their summers orally, instead they would write them in a journal. PENZU is also bias toward lower social classes, a student with more money can purchase PENZU PRO and have more ways to journal in different styles and colors and etc. Trade-offs for using PENZU would be less peer interaction and friendships due to more individual work among students, having to wait for students to finish their journal entries and in return lose class time for new material, learning personal information about your students that may cause a teacher to treat a student differently, and students not using the journal time wisely and write about non assignments or waste class time.


Explanation of how the project meets the selected teacher standard and student standards: 
TS1: A teacher will facilitate and inspire students to be creative in their writing and encourage them to improve their written skills.
TS3: The teacher will show knowledge of the PENZU website and what skills will be needed to use the website. Also the teacher will be able to monitor the internet use and the website by her knowledge of the website.
TS5: The teacher will use PENZU to encourage the students to turn away from the notebook journal and into technology. The teacher will have ways to journal effectively and safely.

STS1: A student will learn to be creative when using PENZU and bring their thoughts to digital paper.
STS5: A student will learn about digital citizenship when using PENZU and how to make their journal entries private and what is appropriate to put on the internet.



                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                          

Ed109 Tech Project #2. Jeopardy Labs

Jeopardy Lab Games for exam review and creative ways of learning information! 



Link to or pictures/videos of technology artifacts. 
 jeopardylabs.com/play/all-things-music. 




Description of and rationale (linked to learning theory/Bloom's Taxonomy) for how the technology might be used with and preferably by students: The rationale of using jeopardy labs in accordance with Bloom's Taxonomy in the the class room would be to encourage envolvment in a class topic, peer colaboration, creativity of designing their own jeopardy lab game about the current topic, understanding of the current topic in words, applying the information they know to the jeopardy game in a way that they like and understand and can teach others, and remembering what they have learned by applying it to a game and having to write and discuss and think about the game in a review setting for an exam. 




Consideration of struggles for implementation (student, systemic, and/or hardware): Struggles for the student using jeopardy labs could be trouble with thinking of creative ideas for jeopardy questions, coming up with different ways to view the information they have learned in the classroom, not having internet available at home, difficulty making a jeopardy lab game that is different from their peers but still beneficial and creative, the jeopardy lab website may be down, and inappropriate jeopardy questions could be made by students.




Consideration of the biases and trade-offs of the technology: A bias for using Jeopardy labs could be towards students who are naturally good writers and would be against those who aren't. Another bias could be that for students who are comfortable with lectures and listening to class review may not benefit as much from the jeopardy labs. Another bias could be against students who don't do well in high stress game situations that Jeopardy labs may cause. Tradeoffs could be competition between the groups of students making the jeopardy games, a specific group of students who makes a jeopardy review game will already know the answers and therefore can't participate in the class review, difficulty of review questions made by students may not be difficult enough to get a good review for the test, students may not take the jeopardy game seriously as a lecture and not pay attention, test scores may go down due to not having enough review from the jeopardy game, and students will become nervous in the jeopardy game setting and won't answer as well and may become frustrated for the exam. 




Explanation of how the project meets the selected teacher standard and student standards: 
TEACHER TECH STANDARD #1: I as a teacher will have knowledge of how to make and use a jeopardy lab in the class room and spark interest and creativity for students to make their own.
TTS#2: I will be able to design and develop a jeopardy game for the class to use as review for a test and enjoy their time reviewing as well. 
TTS#5: I will continually improve my jeopardy lab games with harder questions and one that will keep them reviewed about the skills and information they are gaining in the classroom. I will exhibit leadership of finding new websites and ways to spark student creativity and learning in the classroom.


STUDENT TECH STANDARD #1: Jeopardy labs are a great tool for student creativity and innovation. The students will get to create their own jeopardy lab game based off what they have learned in class and make it creative to them. 
STS #2: The students will work in groups and have to collaborate with fellow classmates and the teacher about the assignment and how to make the jeopardy game beneficial to them and fun with their classmates.
STS #3: The students will have to look up research and information that will flow well in a jeopardy game well. They will have to learn how to states facts in the form of questions and review that will help them be prepared for the class exam. 

Ed 109 7/6/11 youtube in the classroom Mary: First Ed tech Project

Link to or pictures/video of technology artifacts. 



Description of and rationale for how the technology might be used with students: 
In a music classroom. Youtube can be used for helping to learn about different instruments and getting a nice variety of different musical genres. Students can also have the possibility of making their own youtube video about music whether it being a music video or a how-to video. The students can be given specific instructions about what to put in their music video and how to make the greatest sound quality.




Consideration of struggles for implementation ( student, systemic, and/or hardware):
Students may not feel comfortable with using youtube and posting videos on the internet. Student videos wouldn't be private. Not all students may have access to internet at home or at school if the internet was down. There could potentially be problems with computer cameras working correctly.




Consideration of the biases and trade-offs of the technology: A bias could be less communication about questions with the teacher when making videos at home. Trade offs could be: Not all students have internet at home, inappropriate videos could be made, less focused time in the classroom, more speaking and less writing skills are being used. Less focused and more fun time may be used by students when making youtube videos and they may not take the assignment seriously. Competition could become a problem among students if the videos are viewed in class by all students.




Explanation of how the project meets the selected teacher standard and student standard: TEACHER TECH STANDARDS : Facilitate and Inspire Student Learning and Creativity: My knowledge of how to make a youtube video and post online will help to inspire students to do the same efficiently.

Model Digital-Age Work and Learning: My knowledge as a teacher about youtube will help to keep it exciting yet safe and educational.

Promote and Model Digital Citizenship and Responsibility: By understanding local and global societal issues with youtube, as a teacher I will be able to explain and keep close watch on how the students are correctly using youtube. I will be able to provide a safe environment for parents who have concerns and to students who aren't familiar with the digital world.

STUDENT TECH STANDARDS: Creativity and Innovation: Youtube will be a great tool for students to express creativity and innovation. An example of a project could be that a student is given a list of tools or words to be used in a video but the scene and the story could be left to the students imagination.

Communication and Collaboration: A student would have to use communication skills to make a youtube video as well as collaboration with the teacher to make sure the topic is appropriate and with anyone they would wish to have in their video. A youtube project would be a great project for student to work in groups and bounce ideas off of each other. They could have lots of fun creating a story and acting it out for the video.

Technology Operations and Concepts: By being well versed on how youtube videos are accessed and can be uploaded, I am able to help students become familiar with a technology that is similar to other sites like youtube.

First day of ED 109

Hello Everyone,

Today was a very interesting day for me. To begin with I had to work Saturday and on the 4th of July outside for several hours and got sunburnt a bit. On top of that I had a nasty cold all weekend and its not wanting to go away. I was quite embarrassed of my speaking voice in class and now I just feel like a class weirdo who no one can understand. In the past I've been very clueless and scared of technology. I don't always understand it and I often don't see the reason for it. I'm a private person so its hard for me to really get into blogging and twitter but I'll give it a shot. I'm not the fastest at computers but I can get by with what I know for the most part. I'm looking forward to gaining a lot from this class so I can use technology in the class room and for myself efficiently. I think one of the hardest things for me is learning all the short cut keys on the computer. Ideally I want to be a person who can eventually be good with technology and computers and be able to understand enough to teach myself what I don't know. I'm relatively new to Drake and my experience hasn't been the greatest but I've found comfort in the Education department and I'm looking forward to learning more. I hope I get to know everyone better as the semester continues.

Mary

Ed 109

I'm a transfer student and this will be my second year at Drake. I'm taking vocal music education and I'm not the best at technology but I'd like to get better. I hope to learn a lot in this class and to become more comfortable with technology!

Mary