Category Archives: Emerging Technologies EDET 693

EDET678 Funding Proposal Screencast-O-Matic Parts I and II Links

Aleta May

EDET678

Part I of the Emerging includes a proposal that serves to define why it is important for schools and other stakeholders to invest in our technologies that challenge our students and go beyond computer programs designed only to instruct without much interaction:

Screencast-O-Matic Link for this presentation:

http://screencast-o-matic.com/watch/cDj6rYi7wh

Part II of the Screencast-O-Matic presentation demonstrates how an Understanding by Design two week unit can serve to connect what students are learning when they use Arduino Electrical Circuitry (as one example) to the Alaska State Technology goals and standards, as well as to endless examples of content area standards that may be met by using Arduino.  In the unit I have written–students are studying middle school or older electric circuitry in physics as they learn to use coding in technology for future career goals.

Screencast-O-Matic URL for UbD unit lesson:

Link embed for Screencast-O-Matic UbD unit lesson:

http://screencast-o-matic.com/watch/cDj6rCi7xn

EDET 678: Funding Proposal–Part II UbD

Aleta May

Understanding by Design Template 2.0

Emerging Technologies 678, with Dr. Lee Graham

August 2016

Funding Proposal to go with detailed report description is attached. This is an example of how using Arduino electronic can lead students to deeper understanding of science, which will transfer to coding that crosses content areas.

Stage 1 Desired Results
ESTABLISHED GOALS

Technology:   Alaska Standards with Content Standards B. A student should be able to use technology to explore ideas, solve problems, and derive meaning.

1)     identify and locate information sources using technology;

2)     choose sourses of information from a variety of media; and

Technology:   Alaska Standards with Content Standards C. A student should be able to use technology to explore ideas, solve problems, and derive meaning.

 

A student who meets the content standard should:

1)     use technology to observe, analyze, interpret, and draw conclusions;

2)     solve problems both individually and with others; and

3)     create new knowledge by evaluating, combining, or extending information using multiple technologies.

Alaska Standards *Content and Performance Standards for Alaska Students Revised March 2006

The information the students learn will transfer to other content areas and more advanced coding skills.

 

Students will be able to independently use their learning to…move on to the next project in Arduino Electronics with less teacher facilitation
Meaning
UNDERSTANDINGS

1.     Students will understand voltage as compared with the analogy of water pressure; and two sides pushing electrons through a circuit.

2.     Students will understand that when resistors are each the same, then the voltage between A & C will be the same.

3.     Students will understand that current is measured by how many circuits flow per second—voltage pulls electrons; current is measured in amps.

4.     Students will understand that Ohm’s Law is what is used to calculate current that is needed to run through the circuit.

<type here>

ESSENTIAL QUESTIONS

1. Why does it matter what volts (the difference in pressure between 2 points in a circuit) are between two points?

 

2.   Amps measure current—or electron flow.What happens when resistance is added?

 

 

3.   When resistance is measured my ohm resistors, what keeps the flow of the current even? Give an example

4.   What does it mean to have volts push electrons through ohms of resistance? Why does this matter?

Acquisition
Students will know basic circuitry, and understand resistance. This will allow them to move on to deeper understandings and more meaningful/engaging projects like parallel circuits.                                                                

 

Students will be skilled at understanding basic circuitry and be ready to change preset computer code; eventually changing coding a lot to create project ideas for the real world.
Stage 2 – Evidence
Evaluative Criteria Assessment Evidence
Students will be evaluated based on participation with a partner or small group, with the use of a rubric. PERFORMANCE TASK(S):

Using an Arduino breadboard, students will demonstrate their understanding of Volts, Amps, and Ohms. They will talk about what they are doing with peers, ask appropriate questions, use research to look up video demonstrations of how to do a project and be able to analyze errors to correct problems with a group/

The breadboard project will judge electrical circuitry success through the use of LED lights and coding that shows the middle volt (B) is 5.0 while A and C volts are equal to A and C OTHER EVIDENCE:

Students will be provided sentence stems to use for explaining what they learned about simple circuits the first week. Each student will be given a different color of pen to show their contribution to the explanation—which may include a drawing.

 

The second week, students will write use the words Volts, Amps and Ohms to explain in writing and or drawings what they learned about resistance.

 

Stage 3 – Learning Plan
 

Students will work on this project over a two week timeframe

With 1 1/2 hours per week:

The first week students will create a   simple circuit

The second week they will to create a more complex circuit using a battery box, where they will be given time to understand the circuit and resistance in two different ways.   Students will watch a non polarized resistor that allows flow in the current to go either way, and light up an LED when electrons lose energy.

Volts, Amps, and Ohms, students will watch video clips together in small groups that explain

 

 

 

EDET 678 Week 12 Funding Proposal Final Project–Part I (see UbD for Part II)

Aleta May

EDED 678 Emerging Technologies

Shared District and School visToday I wrote an email requesting that I be allowed to attend the following District Wide In Service (DWIS) trainings. Usually there are many required special education trainings at these DWIS, I received special latitude as a half time special education teacher to attend technology trainings. To me, this states our school’s vision:

Robert,

For the DWIS I am interested in taking Robotics training, ALEKS (math) and STEM.  I believe Ashley Crace (Sped director) will be flexible with us on my receiving alternative trainings, since Dan is the primary sped teacher at our site.  She sounded flexible as well.

Aleta

Robert’s reply was:

Since your electives keep our school vision in mind, I’d say you picked some great classes.

Sent from my iPhone

For the Lower Kuskokwim School district, there is now a 2016-2019 Technology Plan Timeline at that has been added to the recently expired Technology Plan: http://www.lksd.org/lksd/tai/LKSD%202013-2016%20Official%20Technology%20Plan-1.pdf

This has been embedded within the LKSD Educational Technology Plan dated July 2013-June 2016. The categories are outlined below:

  • Goals, Standards, and Strategies;
  1. Internet Access–evaluation of Network District Technology needs (Bandwidth). TAI Budget
  2. Continue E-rate Process (contract Expires June 30, 2017)
  3. VTC details. (TAI Budget—General Fund)
  4. PD (TAI Budget—General Fund)
  • Technology Integration
  • Access (TAI / Site Budgets)
  • Professional Development
  • Assessment
  • skipped F
  • CIPA

Evaluating Innovation

Under each heading, there are details that have been addressed, and will continue to develop over time. I believe each and every category listed above affects buy-in to my proposed emerging technologies ideas for our schools. More specifically, we need the most improved internet access possible, technology needs to be integrated within interdisciplinary content areas, and I noticed that several areas listed above specify which categories funding is likely to come from for our school in particular.

The kits and equipment, kits, and supplies for each of electronic sewing, Tesla Bluetooth Circuitry, and Discover Circuits + Arduino each range in cost between $70. to $100. The products may be shared by students and items may be gradually added to and replaced

Connecting this Vision with My Vision for Embedding Emerging Technologies into the Primary through Middle School Classes:

I searched through our District Technology Curriculum and found several matches to emerging technologies I am interested in.

In Phase 2 of the Technology Curriculum, http://www.lksd.org/lksd/TAI/Tec_Curriculum.html

Under Ethics E3 it is stated that students should “Work cooperatively to share resources & networked information. This is under performance Indicator SS-Social Studies and Tech Standard C.2.” The connection I find for my proposed Arduino project (middle school and up) and Tesla Circuitry Kit for younger students, as well as, using Aruino Flora LED lights for sewing/art, is that students will work together grouped by interest. Phase 8 includes Continuing to learn basics of Internet:

    Identify different types of hyperlinks, anchors and URLs A.1. & A.2.
    Use search engines (e.g. Alta Vista) using appropriate syntax A.2., B.1. & B.2.
    Use Sherlock (Mac) or browser (Netscape/Microsoft) search tool to locate information on a specific web site A.2., B.1. & B.2.
    Use Boolean search strategies to narrow Internet searches A.1 & A.2. A.2., B.1. & B.2.
    Print specific web pages with teacher guidance A.2., B.1. & B.2.
Participate in at least one telecommunications project (either Apple Mail or an approved email system or web) W A.2., B.1. & B.2.

In Phase 8 of our Technology Curriculum Plan, I view using Arduino Flora sewing projects as part of teaching students to add Arts to Science, Technology, Engineering, Arts, and Mathematics (STEAM). Students can learn how basic circuitry works by using conductive tread to sew into fabrics and add LED light designs. This is student centered in that some students are much more likely to have a desire to engage in learning where art and fashion are involved.

Meanwhile, there are so many tools already available to educators online, what is really needed are models that “connect curriculum to life outside the classroom . . . real-world application that is experimentation . . . and opportunities for vision and leadership” (Johnson, et. al., p. 6). My favorite is STEAM. The A in STEAM stands for arts+. Of course, teachers need support in “leveraging technology to connect teachers and students inside and outside of the classroom” (Johnson, et. al., p. 7).

There are some students who may be attracted to programming and electronics by using it for art and clothing, who would otherwise never be interested in electrical circuitry or computer programming. Mellis, (2014) Leah Buechley created the LilyPad Arduino.

This quote really stood out to me: “We aimed to design projects that are fun and whimsical but also complex and challenging. We assume that our readers have no previous experience, but limitless ability.” The projects listed for children in this article sound exactly like what I would like to try with our students.

As I looked over a FLORA Ardino Compatable Wearable platform, then read down to where it suggested a mico-lipo charger to reduce fire risks (especially with fabric), my first reaction is that they should just raise the price and put this into the set. When compared to the Lilypad, the FLORA is lighter, has bigger pads and the with larger holes that are easy to use with alligator clips (which many prefer to use). It is a Field Transmitter that now works with Arduino devices (and others) that have alligator clips. (7/13/2016).

The light up and flash skirt (with LEDs) is activated by the FLORA motion sensor. It is connected to with pixels through conductive thread that is all connected to the FLORA mainboard. The code can be adjusted for sensitivity to motion by changing one number. The battery is removed to hand-wash clothing. Air-dry all the way before adding the battery back in. This looks very popular for prom night: https://www.adafruit.com/products/659

However, incorporating emerging technologies (ET) and an instructional design approach with a constructivism paradigm is disruptive to traditional education. Therefore, stronger research support for validating change in educational practices is needed (Veletsianos, 2010). Further, we need to consider what innovations are sustainable. Contextual factors need to determine what works for the students. In order to promote reform, there needs to be change that is deep enough to alter how teachers view their roles, change needs to be sustainable over time, cross over to other classrooms (especially other subject areas) and teachers need to assume ownership of their innovative teaching pedagogy (Herro, 2016).

How does the electronic circuitry and more advanced Arduino projects will further the vision of the school?

For students 8+ years, there are kits listed at $99.99. I purchased mine on sale for 69.99. These kits are durable and reusable. Students could work in rotating groups to use kits, so that it is more cost effective. This is a LightUp Tesla Kit (Bluetooth Edition) that gradually increases the difficulty of students understanding basic circuits, all the way to beginning to write code for the microcontroller. This kit uses magnets to connect pieces for a variety of projects and includes a learning app for guidance. The magnetic circuit blocks snap together and with an iPad app (LightUp Tesla Kit Bluetooth Edition

www.lightup.io/app) that is included, students may hover over the connections to see the visual flow of circuitry (like x-ray vision) to not how it works. An Arduino Kit, alternatively, uses a breadboard with positive / negative wires and LED lights with wire legs that would be difficult for younger students to use. Here is a site where a starter kit called Discover Arduino Bundle may be purchased for 81.99. There are smaller kits available. The kits are well organized with pieces in packets and there are online resources with an electronics group you can join. http://learn.sparklelabs.com/electronicsgroup http://learn.sparklelabs.com/electronics

Lessons include 3 to 4 minute video clips that explain the concepts that build background knowledge—For example: As electrons and protons transfer through a conductor, they can shake electrons around as they move from high pressure through the conductor. This can make light; electrical waves; magnetic waves as it moves through the conductor. Then there are tutorials students may watch and review for how to make the electrical connections with the computer connected by USB cord, where students begin to learn how to use computer coding. Here is an example of a tutorial: http://learn.sparklelabs.com/electronics/2010/10/22/volts-amps-and-ohms/

As I teach using Arduino and other circuitry materials, according to the updated policies listed below, I will have permission to have students looking up information on their personally owned devices, such as video clips about how to complete the coding within an Arduino project:

Meanwhile, it will be important that stakeholders be convinced that middle school to high school students are based on five qualities and behaviors “for fostering a constructionist learning environment:

~~Keep it brief, relevant, and open;

~~Model the maker mindset;

~~Act like a scientist;

~~Reward curiosity and passion with rigor; and

~~Keep it safe   (welcoming, friendly space that is as free as possible from the pressures of time . . . students participate in their own assessment, allowing them to see its value and to gain literacy and autonomy through it” (Flores, 2016, pp. 17-18).

The cost of the Discover Electronics + Arduino Kit that can be obtained from timberdoodle.com and is connected to sparklabs.

Students need to learn basic electronic skills; such as coding, electrical circuitry as it relates to content areas while using the computer in ways other than blended learning programs and test taking. To compete in the 21st Century, our students need to see how, for example, using an Arduino kit with sensors they connect, then touch affects a baseline and comparison body temperature reading on the computer screen; as well as how to solve the problem of adjusting the code in the program to match the ambient air temperature in the room to be able to see LED lights light up when the touch or not touch sensors.

This technology will further this goal by doing the following for students: Presently, coding is a part of the many apps we use daily, and the uses include “thermostats, cars and just about every device we own” (Sehringer, M., 2016, p. 2). . Coding coursework prepares students for college-level courses and jobs (Shueh, 2014). Shueh, J. (2014, 25 June). Advocacy groups push coding as a core curriculum: Students must learn how to create technology to prepare for a computer-driven workforce.

Since a student’s day can be so filled with required curriculum standards and coursework, (Guest Author, 2015), the answer is to hybrid courses—“replace your math class with a math/CS hybrid class” (p. 2). We are already going this route when we declare that every teacher is a reading/writing teacher in every subject area. I agree. I am opposed to not adding coding into the curriculum after reading all the literature as to how much a part of our students’ lives computer science really is. Therefore, the cons are impossible for me to find.

I am proposing starting a low-key makerspace to bring in emerging technologies across primary through at least middle school grade levels

Flores (2016) noted that Vygotsky (1978), “introduced the concept of allowing learners to step beyond themselves” and to use each other as a resource to find this ceiling by letting students bump into the wall and then figure out how to get unstuck. The key would be to balance frustration that is productive with asking students leading questions that may get them to think about what to try next instead.

These are taken directly from the LKSD Policy:

Personally Owned Devices

Students may use personally owned devices (including laptops, tablets, smartphones, and cell phones) at any time during school hours—unless such use interferes with the delivery of instruction by a teacher or staff or creates a disturbance in the educational environment. Any misuse of personally owned devices may result in disciplinary action. Therefore, proper netiquette and adherence to the acceptable use policy should always be used. In some cases, a separate network may be provided for personally owned devices.

  1. Examples of Acceptable Use

I will:

    • Use school technologies for school-related activities and research.
    • Follow the same guidelines for respectful, responsible behavior online that I am expected to follow offline.
    • Treat school resources carefully, and alert staff if there is any problem with their operation.
    • Encourage positive, constructive discussion if allowed to use communicative or collaborative technologies.
    • Alert a teacher or other staff member if I see threatening/bullying, inappropriate, or harmful content (images, messages, posts) online.
    • Use school technologies at appropriate times, in approved places, for educational pursuits only.
    • Cite sources when using online sites and resources for research; ensure there is no copyright infringement.
    • Recognize that use of school technologies is a privilege and treat it as such.
    • Be cautious to protect the safety of others and myself. (p. 13)

Students need to have this digital citizenship taught to them. If they do not have an opportunity to be involved in using a variety of technologies, whether from school or brought from home, they may find out the hard way in the workplace.

Conclusion

 As a school district, we need to change “the culture of instruction” . . . “Technology does not change the cognitive rules for learning, but offers ways to better deliver the learning experience” (Hess, et. al., p.9). Our district (as well as many others across Alaska) needs to use technology in ways other than testing and pre-made programs. For example, I do use Lexia for reading, Dreambox for math, and we have Read 180 that is set up to be a blended learning environment with built in rotations. What we need to do district-wide (and perhaps beginning at our school) is strongly emphasized integrating technology into every subject area and use an interdisciplinary approach. I could be teaching science and use a breadboard not only to teach electronic circuitry, but to also calculate the difference between my body temperature in Celsius with other students, and we could discuss ambient room temperature and how that affects what we are seeing on the computer screen from the code that was copy and pasted in and then adjusted. Further, our students need to learn how to use coding—this may include gaming, which may in turn involve math or story telling.

The outlook for available funding for interdisciplinary uses of technology are very positive, since schools have been recognized as having students who are engaged in purposeful learning will be students who are prepared for the job force and be motivated to graduate. The E-Rate program was developed by federal policymakers; this program is called the Telecommunications Act of 1996, and “is a discount on telecommunications services for schools and libraries “ and it is “overseen by the Federal Communications Commission (FCC)” (Hess, Hochleitner & Saxberg, 2013). This program is up for expansion of provisions for high-speed Internet to 99 percent of America’s students by 2017” (Hess, et. al., p. 2). President Obama and his education team calls this “ConnectED.” This is major for our school district!! The higher speed of internet we have, the more the equipment we already has can be effectively used to make available courses and/or tutoring they need.

References

 Adafruit—FLORA – Wearable electronic platform: Arduino-compatible – v3. Flora arduino microcircuits (projects at the bottom):

Qi, J (2012). Interactive light painting: Pu gong ying tu (dandelion painting). Retrieved 7-17-2016 at: https://vimeo.com/40904471 Sparkle skirt with flora motion sensor: https://www.adafruit.com/products/659

Buechley, L. (November 15, 2012). Leah Buechley: How to “sketch” with electronics (Sketching Electronics)  Retrieved 7-17-2016 at: https://www.youtube.com/watch?v=vTBp0Z5GPeITed Talks 

Flores, C. (2016). Fostering a constructionist learning environment: The qualities of a maker educator. In P. Blikstein, S. L. Martinez, & H. A. Pang. Meaningful making: Projects and inspirations for fab labs and makerspaces.

 Hess, F., Hochleitner, T., Saxberg, B. (2013). E-Rate, education technology, and

 3 Reasons coding should be a core subject by Guest Author, September, 29, 2015 From Getting Smart. Retrieved 6-20-16  http://gettingsmart.com/2015/09/3-reasons-coding-should-be-a-core-subject/

Herro, D. (2015). Sustainable innovations: Bringing digital media and emerging technologies to the classroom. Theory into Practice, 54:2, 117-127.

Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium.

LKSD Educational Technology Plan dated July 2013-June 2016: http://www.lksd.org/lksd/tai/LKSD%202013-2016%20Official%20Technology%20Plan-1.pdf

Arduino kits: http://sparklelabs.com/index_store.php

Sehringer, Mendix WIRED Retrieved 6-20-16:  http://www.wired.com/insights/2015/02/should-we-really-try-to-teach-everyone-to-code/

Timberdoodle.com– LightUp Tesla Kit Bluetooth Edition:  www.lightup.io/app

Veletsianos, G. E-learning, Ideas open sharing work. Posted November 18th, 2015. In G. Velesianos (Ed), (2010). A definition of emerging technologies for education (pp. 3-22). Edmonton, AB: Athabasca University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (14th ed.). Cambridge, MA: Harvard University Press. (Reference found in Malpica article)

 

EDET678: Reflection for Week 11

Aleta May

Reflection for EDET678 Emerging Technologies Week 11

Essential question: What specific policies will help your district prepare student for current and emerging technology use? How can you help lead your district in creating these policies?

At this site, our school district has a list of forms for acceptable use policies (AUP): http://www.lksd.org/technology/aup.html

This particular AUP for students seems to have been recently been updated and more detailed since the last winter semester when I reviewed these. I want to find the version I was shown at that time and compare them next; especially since our Technology Assisted Instruction (TAI) Director had told me the policies were being updated for the 2016/17 school year at that time. Here is the current link:  http://www.lksd.org/technology/aup/Acceptable%20Use%20Policy-%20Students.pdf

Gerald made the statement that “it starts with a motivated teacher!” I agree. Motivation needs to come with support as well. This comes in many forms. Policies are a great way to start.

The Learning and Technology Policy Framework from Canada seems to be a great fit for our state of Alaska as well. Although each of the 5 policy directions has many details under each category, each school district will need to go through these with a careful eye for how and what applies to their district specifically. This may involve a few additions, deletions and rephrasing in order to make it work. Every district, and even each school, has unique qualities to consider.

I really like the way some school districts have made video training clips for their district’s AUP and divided these further into videos for teachers and other staff members and a separate one for students.

References

Josie,

As I read what you wrote in your post: “School policies should be written in an easy format to comprehend,” I thought about how I found acceptable use policies (AUP) for teachers and other YouTube clips for students.

The balance between keeping students secure and not overly restricting the use of a variety of devices and Internet resources is difficult, but necessary if we are to move into the 21st Century technology skills use for our students.

Your post looks so clear and the way you applied each section of the k12.blueprint.com to your school district helped me think more in depth about how our school (and district policy) should look.

Aleta

Sarah,

I agree that it is so important to follow the district policies daily. At certain times of the school year, it is easy to relax on following these standards. We need to be vigilant on following policy and review these as a staff and with our students across the school year.

We do need to teach students to be responsible users of the Internet and follow acceptable use policy (AUP). Although it is not necessarily the easiest road to take, it is an important one. There will be students who continually test the system, and abuse it. Does this mean we should restrict everyone’s access? Though it may be difficult at times to locate the specific system abusers, we need to continually find ways to supervise students, and have a step plan for consequences and how we will solve the issue(s). One way is to have a point person in the school who can be talked to by students, anonymously, about issues such as cyberbullying and hacking around the schools safety net system.

Thank you for such a great post!

Aleta

Gerald,

Equitable access to broadband is so important. In our school, it seems to me the best way for this is to improve our wifi access in the classrooms and to continue to increase to higher speed access, especially for high demand times. Student resources in my mind include not only devices to use, but human resources for using computers and iPads in ways never before considered in our school (Arduino and electronic coding training, as well as creative and artistic applications).

Blended distance learning in our school needs a designated person to oversee student progress. When this is added to classroom teachers in middle through high school, it is like teaching two classes at one time. The problem with this for our secondary teachers is that they are already teaching multiple subject areas throughout their day. Until we reach the point of interdisciplinary instruction, adding to the plate of our upper level teachers is too much to ask. Maybe I will be the designated person; who knows. Each year is a bit different for me.

Aleta

EDET 678 Week 11: Essential question: What specific policies will help your district prepare student for current and emerging technology use? How can you help lead your district in creating these policies?

Aleta May

Initial Post for Emerging Technologies Week 11

EDET 678, Dr. Lee Graham

Essential question: What specific policies will help your district prepare student for current and emerging technology use? How can you help lead your district in creating these policies?

There are five Policy Directions detailed in the Learning and Tecnology Policy Framework (2013):

  • Policy Direction 1: Student-Centered Learning
  • Policy Direction 2: Research and Innovation
  • Policy Direction 3: Professional Learning
  • Policy Direction 4: Leadership (building capacity within the system to leverage technology for student-centered learning)
  • Policy Direction 5: Access, Infrastructure and Digital Learning Environments

In my estimation, our district is working to improve in all of these areas, and this is no easy task when it is across the great vast tundra of western Alaska. For each of the above categories listed above, there is a chart that lists detailed descriptions of what these look like. I believe that this framework would work well for our district as one to hold our special technological challenges up to.  I am visualizing our’s mirroring this framework. It is very important to note that Canada faces many of the same challenges we face in Alaska. For example, there are wide expanses of tundra, woods, mountains, rivers, that hold within these students who deserve the best education available. This means that reaching across the wide-expanse needs to involve close connections to Internet providers, satellite companies and for us an understanding of funding through E-Rate.

The E-Rate program was developed by federal policymakers. Telecommunications Act of 1996, the E-Rate program “is a discount on telecommunications services for schools and libraries “ and it is “overseen by the Federal Communications Commission (FCC)” (Hess, Hochleitner & Saxberg, 2013). This program is up for expansion of provisions for high-speed Internet to 99 percent of America’s students by 2017” (Hess, et. al., p. 2). President Obama and his education team calls this “ConnectED.” This is major for our school district!! The higher speed of internet we have, the more the equipment we already has can be effectively used to make available courses and/or tutoring they need.

As a school district, we need to change “the culture of instruction” . . . “Technology does not change the cognitive rules for learning, but offers ways to better deliver the learning experience” (Hess, et. al., p.9). Our district (as well as many others across Alaska) needs to use technology in ways other than testing and pre-made programs. For example, I do use Lexia for reading, Dreambox for math, and we have Read 180 that is set up to be a blended learning environment with built in rotations. What we need to do district-wide (and perhaps beginning at our school) is strongly emphasized integrating technology into every subject area and use an interdisciplinary approach. I could be teaching science and use a breadboard not only to teach electronic circuitry, but to also calculate the difference between my body temperature in Celsius with other students, and we could discuss ambient room temperature and how that affects what we are seeing on the computer screen from the code that was copy and pasted in and then adjusted. Further, our students need to learn how to use coding—this may include gaming, which may in turn involve math or story telling.

Additionally, our district needs a policy that is very clear on how to appropriately use social media in school, safely. According to an interview in an article by Winske (2014), we need to prepare our students for appropriate use of social media, since they will be facing this in workplaces anyway. If we overly restrict or ban YouTube, Facebook in order to prevent the possibility of cyberbullying, we are removing the opportunity for students to learn how to handle situations. I agree with this quote,

“I actually think one of the things that might happen if you open these resources (social media, YouTube, etc.) to use in schools is not necessarily that you’re going to see more bullying, but that you might create an opportunity for a teacher to see something and say hey what’s going on? Is this common? Are you doing it? Is it being done to you? “ (Winske, 2014).

A strong acceptable use policy (AUP) will guide teachers and students to consistently teach and refer to rules already set in place, while simultaneously teaching appropriate formal use of Internet spaces and how this is different from informal uses away from school (and futuristically in their workplaces).

Basic Acceptable Use Policy Tech Training YouTube clip from Magnolia ISD’s Acceptable Use Policy for teachers:

https://www.youtube.com/watch?v=0QQ1qqa4OQw

Acceptable Use Policy for Kids created by Kaitlin Fajks using PowToon:

https://www.youtube.com/watch?v=IbHxDIdS4q8

References

 Hess, F., Hochleitner, T., Saxberg, B. (2013). E-Rate, education technology, and school reform. American Enterprise Institude.

Minister of Education (2013). Learning and Technology Policy Framework. Edmonton, AB: Crown in Right of the Province of Albrta copyright. http://www.education.alberta.ca/LTPF (2013).

Winske, C. (2014). Tips for creating technology policies for K-12.

YouTube Video Clips:

AUP Video Clip for Teachers:

Griffin, K (April 25, 2016). How to deal with Acceptable Use Policies & Cyberbullying in the classroom.  Retrieved 7-31-16 at:  https://www.youtube.com/watch?v=0QQ1qqa4OQw

AUP Video Clip for Students:

Fajks, K. (September 14, 2015) Acceptable Use Policy. Retrieved 7-31-16 at: https://www.youtube.com/watch?v=IbHxDIdS4q8  (created using powtoon: http://www.powtoon.com/join )

 

Reflection for Week 10, EDET678; Essential Question: How are electronics viable additions to “crafting” for today’s young person?

Aleta May

Reflection Post for Week 10

EDET678

After such a wonderful day going to the coast and breathing in the fresh air, I am so refreshed!

How are electronics viable additions to “crafting” for today’s young person?

The answers to this question are so expansive, I cannot even imagine covering it all.

According to Wohlwend and Peppler (2015), “Playshops bring together childhoold strengths with school curricula in play, collaboration, new technologies, and a content area such as literature, arts, and sciences.

Further, they argue that children use play to open access to rigorous learning—new knowledge is connected to their personal experiences by learning with a variety of learners (Wohlwend & Peppler, 2015, 26). The picture from this article reminds me of the Ted Talk video clip I watched this week about how home made play dough is made more from salt and is more conductive of electrons than the store bought brands which are stiffer and made more from sugar. With positive and negative wires and electronic circuits.

Learning is not all rigor and no play! (1)

There is a “false dichotomy of reducing playtime in favor of more time to lern math and literacy. But pay can deepen learning even in core content areas” (Wohlwend, & Peppler, 2015, p. 22) I don’t agree that the Common Core forces schools into this false dichotomy—in fact, I believe the Common Core Standards (CCS) allow us to write our own curriculum as long as we can justify it with what is outlined that students need to learn at a variety of grade levels. In fact, I would reach further than both the authors of this article and the CCS and proclaim that we need to blend playtime styles of learning with CCS, thus exceed the expectations of both.

I have much experience with both teaching freely—then being pushed into a testing vortex …

I gained so much inspiration this week from reading other’s posts, commenting on these, participating in a Twitter Session and reading/watching pertinent video clips on how to weave play, electronic circuitry, and content areas into the learning process. This was a very inspiring week!

Discussions from Week 10’s Blog:

Josie,

First, I really enjoyed reading your post! I really did not realize just how much technology has spread across the arts and wearable fashion. When our students have time for creating, they are amazing at it. From past experiences I have had with them, I believe this Bike Turn Signal Jacket would be awesome! Our students at Lewis Anagapak Memorial School would probably have different applications to their design; since they ride bikes usually in daylight (after the snow has melted). The issue is more about seeing kids walking on the boardwalk during daylight hours with 4-wheelers and snow machines riding by.

That craft site with beginner tutorials would awesome—especially projected onto a Smartboard and having students draw on the board.

Thank you for sharing that Chibitronics video!

Aleta

 

Tricia,

Wasn’t Jie Qi’s dandelion painting beautiful. And yes—an awesome example of how we can incorporate art, technology (electronics) and science.

I noticed the classroom pack as well—but missed the educator discount. This sounds like a great deal for getting started. Then we can take off on our own as facilitators of teaching circuitry and art.

Aleta

I replied to Daysha’s initial Post:

Daysha,

It seems like young kids will be very non-threatened by using Chibitronics. One problem we may encounter is that they will need to begin with those specific instructions, and likely want to jump ahead. If we as facilitators can control the urge to teach “why” (circuits, etc. ), and slow them down to follow directions for how to make it work first. Then the next project can be more of their own creation and some explanation of positives/negatives/ neutrons etc. woven in.

My bachelor’s degree was in Home Economics–Social Services. When you talk about uneven seams, this definitely brings back memories! Sewing with electronics is something I am going to do.

Play dough circuits sound so fun! AnnMaria Thomas: Hands-on science with squishy dough; demonstrated that homemade playdough has half the resistance (meaning it will conduct electricity) of commercial playdough. Sugardough has 150 times the resistance of salted dough. Combining these can mean parallel and series circuits, LED lights work when the legs are separated in the dough not work when the dough is pushed together.  So I bookmarked the links to the videos you shared: http://stthomas.edu/SquishyCircuits

Thank you for sharing the CircuitSticker Storytelling YouTube (Chibitronics): https://www.youtube.com/watch?v=MQtPhaVraZA I saw the potential!

Daysha replied to my initial post:

daysha2016 says:

July 24, 2016 at 1:09 am

Aleta, I agree that crafting may be another avenue to teach electronics and programing to students who might not be interested in it otherwise. I also love the idea of the light up Kuspuks! What a great way to blend cultural traditions with new technologies! Can you imagine if they designed it to look like the northern lights?

I replied to her on my post:

Daysha, I had not even thought of the northern lights idea! A fading in and out on curved lines going down the back (especially in colors from whitish to greens! I was trying to think of using LEDs on the ric/rac zig/zag design they usually sew in, but didn’t really feel that was creative enough. We have group intellect going on here! Thank you for that, Daysha, because I am beginning to better understand how powerful that can be.

Aleta

Reference

Wohlwend, K. & Peppler, K. (2015). All rigor and no play is no way to improve learning. Kappan, 96, pp. 22-26. kappanmagazine.org,

EDET 678 Week 10: Essential Question: How are electronics viable additions to “crafting” for today’s young person?

Aleta May

Emerging Technologies

Initial Blog Post EDET678 Week 10

Essential Question; Week Ten: How are electronics viable additions to “crafting” for today’s young person?

There are some students who may be attracted to programming and electronics by using it for art and clothing, who would otherwise never be interested in electrical circuitry or computer programming. Going through to look over what is available for younger students through high school was very fun and very eye opening to me.

Specially designed Kuspuks might interest some of our students as well. This image was taken from Bing:

th-2

th-1

As I watched the light show of Qi’s Interactive light show, I saw nature expressed as clouds, the effect of time lapse and the overlapping of music and drawing. Then I saw Qi blow on the white puffs to watch the seeds disperse, generating new flowers— with the use of LED lights with sensors receptive to her breath, a science lesson was taught through art.

How beautiful it was to see that the drawings were exposed to be copper tape, buttons and what looked like a connecting piece that may have connected these copper conductors to microcontrollers. I clicked on the embedded link and learned that I was right about the circuitry being made up of microcontrollers, LEDs and of course microphones to produce the music. Programmable Paintings take in elements of art and painting, with the addition of “interactivity of electronics and computation” (http://technolojie.com/pu-gong-ying-tu-dandelion-painting/). I clicked here for the sound code: http://technolojie.com/wp-content/uploads/2012/04/Dandelion_painting.txt This could be used much like the Arduino kit, but I would need to dig a little deeper to find out where to actually copy and paste the code or how to use it for a project with students.

I have a Circuit Sticker Sketchbook by Jie Qi that I recently received. I was excited to dig deeper into Qi’s Dandelion links to reach this link: http://technolojie.com/circuit-sticker-sketchbook/ This book is designed to build into the pages in the book. From there, there is a Sketchbook sample for creating a book that combines circuits + origami. I found out by going to the chibitronics store, they sell a classroom pack (for 30 students) for $110. This would be a good way to get kids started since it has templates to follow.

Designing electronics is generally cumbersome and expensive — or used to , until Leah Buechley and her team at MIT developed tools to treat electronics just like paper and pen. In this talk from TEDYouth 2011, Buechley shows some of her designs, including a paper piano you can sketch and then play. This came from Leah Buechley: How to “sketch” with electronics YouTube link: : https://www.youtube.com/watch?v=vTBp0Z5GPeI

Mellis, (2014) Leah Buechley created the LilyPad Arduino. The projects sound like such a fun way to teach basic programming and electronics. Leah’s graduate student , Kanju Qiu, is a co-author with her for Sew Electrick: A collection of DIY projects that combine fabric, electronics, and programming. This quote really really stood out to me: “We aimed to design projects that are fun and whimsical but also complex and challenging. We assume that our readers have no previous experience, but limitless ability.” The projects listed for children in this article sound exactly like what I would like to try with our students.

I agree with Buechley that there is a strong “creative artistic medium” to sewing electric, and making “mass produced products” may occur, but then the personal uniqueness intrigue will be lost. Wow—she is drawing in on large-scale architectural work now—even designing a home and studio with her partner to develop a maker space. As Buechley articulated, “It’s wonderful to be soldering, programming, sewing, and painting again!” I can see myself doing this grandma style a year from Christmas break in our outside room Dan and I are building for ourselves next summer.

Using a LilyPad to communicate with a computer, students can “build a soft piano that plays music both on your computer and through a sewn-in speaker” in about 4-10 days. Electronic materials for this include: Lilypad Arduino simple snap, LilyPad speaker and protoboard, FTDI breakout board, conductive thread and a mini-USB cable.

Piano2

As I looked over this FLORA Ardino Compatable Wearable platform, then read down to where it suggested a mico-lipo charger to reduce fire risks (especially with fabric), my first reaction is that they should just raise the price and put this into the set. When compared to the Lilypad, the FLORA is lighter, has bigger pads and the with larger holes that are easy to use with alligator clips (which many prefer to use). It is a Field Transmitter that now works with Arduino devices (and others) that have alligator clips. (7/13/2016).

The light up and flash skirt (with LEDs) is activated by the FLORA motion sensor. It is connected to with pixels through conductive thread that is all connected to the FLORA mainboard. The code can be adjusted for sensitivity to motion by changing one number. The battery is removed to hand-wash clothing. Air-dry all the way before adding the battery back in. This looks very popular for prom night: https://www.adafruit.com/products/659

References

Adafruit—FLORA – Wearable electronic platform: Arduino-compatible – v3. Flora arduino microcircuits (projects at the bottom):

Qi, J (2012). Interactive light painting: Pu gong ying tu (dandelion painting). Retrieved 7-17-2016 at: https://vimeo.com/40904471 Sparkle skirt with flora motion sensor: https://www.adafruit.com/products/659

Buechley, L. (November 15, 2012). Leah Buechley: How to “sketch” with electronics (Sketching Electronics):  Retrieved 7-17-2016 at: https://www.youtube.com/watch?v=vTBp0Z5GPeI  Ted Talks

Mellis, D. (Feb. 4th, 2014). Sew Electric with Leah Buechley—Interview.

Chibitronics (2014). Electronics for everyone: Create, craft, code with Chibitronics circuit stickers. https://chibitronics.com

Chibitronics: http://store.chibitronics.com/collections/all

Fabric piano: http://sewelectric.org/diy-projects/5-fabric-piano/

Einarson, E. (01.01.13). Go bionic with these wearable arduino projects. Retrieved 7-17-2016 at: http://www.wired.com/2013/01/wearable-arduinos/

Soft Piano Image:

http://sewelectric.org/diy-projects/5-fabric-piano/

Picture for Kuspuk pictures were found on bing by typing in kuspuk images.

 

Week 9 Reflection EDET678; Essential Question: Does every school need a “BYOD” policy?

Aleta May

Emerging Technology EDET678

Week 9 Reflection

There are so many facets to bring your own device (BYOD) policy. Bring your own technology (BYOT) is another way to word this. There are concerns like students being distracted or finding their own ways to work around network sites that are not allowed. Stenger, in an article by Bruder (2014) shares the concerns of some other people that a gap for lower income students would be widened and that it “enshrines inequity” (p. 15). Stenger also questioned the impact BYOD would have on teachers. Others bring up the fact that “banning technology devices is fruitless” (Bruder, p. 15).

The advantages, in my opinion; and after much research and discussion with classmates during a Twitter session this week, and feedback on my blog post; far outweighs the disadvantages. We need to prepare students to use devices with proper etiquette for the school setting to prepare them for the more formal workplaces and/or college programs they will be in. Some examples include using cell phones in class for research, to participate in or create live polls, Skype with people in other schools across the country or even across the world (Bruder).

A list of rules and consequences for appropriate/inappropriate use of BYOD needs to be created and enforced by the entire staff. The issue of teachers consistently enforcing rules came up in a blog post. I believe if a teacher has a project going on that may appear to “expand the rules,” this could alleviate mistrust among staff if this is communicated at a weekly staff meeting ahead of time.

Security of devices can be handled in many ways. One example from the Bruder (2014) article is to keep student devices secured in a cabinet or by locking a classroom, such as during gym time or class transitions if needed. I think the main point is that we can manage the use of devices and educate our students about why we are following these policies so they may learn.

This week, I expanded my understanding on BYOD, though I had studied about this in a course last semester. This topic is extensive! But it is worth addressing and adjusting later on down the road as issues arise or unforeseen apps come out.

Reference

Bruder, P. (2014).  Gadgets go to school:  The benefits and risks of BYOD (BYOD).  NJEA Review, 87 December 2013.

Below are blog responses I received this week and the replies I gave to each:

Friday Posts:

Jessica,

Week 9 BYOD Policies

I have the very same concerns when a handful of staff members enforces any rules. With technology devices, this is an even bigger concern! There are many dangers, and distractions that come with students not following device Internet use policies. Every district needs an effective device / Internet use policy with or without BYOD. It is a matter of safety, respect, learning etiquette. Also, when students are freely using devices in several classes, some of our students are actually being asked by adults outside the school to come home to babysit or to meet them with 4-wheeler keys. While in our community just about everyone knows everyone, we have had an incident where someone was called / texted and someone came flying in threatening one of our students. This created a school lockdown—it all began with inappropriate cell phone use at school during class time.

I agree that the positives of BYOD far outweigh the negatives! Policies and insistence from leadership that everyone reinforce policies (from custodians who know the rules and see students, hall monitors, teachers, teacher assistants, and any staff members) are absolutely needed. Educators need professional development on ways to monitor use, teach policies to students and why these are important, in the classroom.

Aleta

Camille,

What a great way to track students, such as the “identity-based policies for web and network access” and “Location-based BYOD technologies” you wrote about.

The questions asked on the BYOD in the ASD flyer serve as an outline to put the issues of many parents’ concerns right out on the table. The school can control this well, but we still need to invite parents to contribute to ways to solve these problems with the school. I view our roles as interwoven—parents are responsible for their students, and at school, we share this responsibility and need to review BYOD positives and negatives with the school board in an open session with all stakeholders.

I believe I would be a parent who would want my child to carry a cellphone—for their own safety and to communicate with me regarding transition to afterschool activities. What if I got delayed in traffic? I want to be able to contact my child and school in order to make a plan.

Your post really got me thinking—thank you for the insights!

Aleta

Josie,

aletakmay

July 15, 2016 at 11:49 pm

Your comment is awaiting moderation.

@Jjleach757Leach Hi Josie 🙂 I responded to your awesome post! It is waiting for moderation. Aleta

That is awesome—I did not know that you were a tech for the ASD for over 5 years! Good point that students’ technology devices opens up so many opportunities, possibilities and never thought of previously, avenues for learning.

I wonder if some of the programs (such as certain math or reading programs purchased by the school) they need are contracted for school use devices only? Fortunately, I know that some programs are catching on to allowing students the option of using programs at home as well, which means the program would be on their own personal devices anyway.

Pre-sessions with instructors would help. Also, having links for teachers to click on that connect to how to use the 100+ mobile devices would save teachers so much time to not have to look these up on their own.

Great idea—having students sign-up on a sheet to report problems, sounds like a way to report issues. Were these only problems that regard the mechanical operations of the device? I wonder if they had a place to anonymously report device abuses.

Aleta

Melissa,

I agree that we need an overall district policy that leaves room for school adaptation to their unique needs. This may also be run past the larger school board to avoid too many limitations that overly restrict each school’s autonomy.

It does seem fair that each student’s family should take responsibility for providing their own device, if they already own one and bring it to school anyway.   The question I have then is how fair is it to have several students using the one student’s personal device? There are potential abuses here as well.

Teaching students “to bridge the gap between school and home” with their own personal devices, especially since parents usually want their child(ren) to have a cell phone at school anyway, seems to be the best route to take. Teaching students how to use devices make it more useful to them for homework and draws them into general research of their own interest. Brining their phones to school improves communications between students and family as needed at school—it also seems fair then that students (and their parents) would be willing to allow teachers and administrators to quickly look at texting to make sure it is being used for home communication and not social media that has nothing to do with school projects.

Aleta

~~~

From Gerald:

One Response to EDET678 Emerging Technologies: Essential question: Does every school need a “BYOD policy?

                  unicyclepro says: 
.comment-author .vcard July 16, 2016 at 5:27 pm (Edit) 
.comment-meta .commentmetadata I am very lucky to be in a district that values technology, and encourages its use in the class or in any manner that would increase student achievement. Our high school has an array of airports in all parts of the school, a large amount of laptops, iPads, Chromebooks, and graphing calculators. Not quite a one-to-one school, but probably close. I’ve talked to the IT director on a regular basis, and even though we have the devices for students to use, there is always the issue of maintenance, repair, and loss of equipment. No technology lasts forever. (Well I’ve used some 1990s graphing calculators that still operate great!) But our budget is shrinking, and the district can foresee the use of BYOD in the near future. So they have put a lot of their funding to the infrastructure(increasing broadband width, increased wi-fi access through airports, increased monitoring of network use) It is working, but teachers are slow to use BYOD in the class. Soon we will be forced to have students use BYOD. It will be a challenging transition.

To Gerald,

aletakmay says:

July 17, 2016 at 5:20 am (Edit)

Hi Brian,

I’m so glad your district is so supportive of technology. Ours is as well. I believe it would help to keep our IT’s across such a wide exspanse of land area up-to-date with repair a little better; with that said–this is no small job!! I’m glad your 1990s graphing calculators work great; I hereby grant a hopeful blessing on your getting updates as well. With 2017 you may soon have calculators that are 30 years old–I want the best for you.

I agree, after all the reading that moving funding toward infrastructure is majorly important. We have great devices, and I believe we need increased wi-fi access through airports for the same reasons you describe.

Thanks for the conversation!

Aleta

triciaturley05 says:

July 17, 2016 at 3:20 pm (Edit)

Aleta,

I knew that fairness was a big concern through my own research on this topic, but considering it a matter of civil rights takes that fairness to another level. I don’t think that fairness would be a problem if the BYOD policy was used for those students who just choose to bring devices, if they are not required to use them in class. However, requiring students to bring their own devices to use, or providing students with a device that is inferior to those devices of their peers is a big deal and should be made a big deal. Schools will need to take extra precautions to prevent this inequity from occurring.

To Tricia,

Tricia,

The point you make between students just being allowed to choose to bring devices, as opposed to being required to bring devices is just a good way to compare/contrast the differences. Thank you for your input!

EDET678 Emerging Technologies: Essential question: Does every school need a “BYOD policy?

Aleta May

EDET 678 Emerging Technologies

Week Nine: Does every school need a “BYOD” policy?

Essential question: Does every school need a “BYOD policy?

At Wikipedia, it says there are other terms similar to bring your own device (BTOD); bring your own technology (BYOT), bring your own phone (BYOP, and bring your own personal computer (BYOPC). Since these are part of the business world, we need to get on board with setting policies for our school districts to prepare students for future careers. Maybe we need to go to observe, interview and further research a variety of businesses who already have policies in place. They have already negotiated at least privacy issues, and workplace etiquette we can replicate.

Northeast of Atlanta is a large suburban school district. They began by setting up a team with chief academic officers (CAOs) and chief technology officers (CTOs) who created an online portal for housing “lesson plans, digital textbooks, videos, grades, and more helpful information like “grades, test scores, attendance, discipline records, and professional-development tools.” (Heitin, 2016, p. 1). Part of the effort was in order to analyze the second set up data that would flag students beginning in 3rd grade who were at risk academically (of retention or dropping out). Then the team would target specific weaknesses and develop extracurricular activities.

Over the nearly 10 years I have been in my school district, I have seen similar efforts build. We started Rubicon for English that would guide teachers through classroom texts. Additionally, online curriculum was locally developed locally and in Yup’ik (a language that had a history of being primarily a spoken rather than written); and had had been primarily created by teachers.

Our school district, like the district northeast of Atlanta, is focusing more and more on ways to make district wide technology available and useful to teachers, and in our case, across a very large expanse of land accessible by plane, boat or snow machines. I would like to see us use more online discussion boards so that students can meet with each other or educators across a variety of villages (we have about 27 schools). We do see the use of polycom courses increasing, but discussion boards are collaborative and reinforce learning. I like the idea of students having Dropboxes on their own devices that they bring to school for turning in assignments.

Forsyth County, Ga. was one of the first in the country to quickly bring in a bring your own device (BYOD) policy. Although it has not been many years since schools banned cell phones, now new policies for having student BYOD come to the schools. With 87 percent of Writing Project teachers expressing that “these technologies are creating an ‘easily distracted generation with short attention spans” (Holeywell, 2013, p. 2) in advanced placement courses, this just speaks loudly to me that we need policies and shared ideas between teachers for how to teach students to use devices formally in school. For example, students speak to their friends in informal ways; but when they give a speech to a crowd, they need to use formal speech. This holds true with how to use electronic devices in class—especially with advanced students! We are preparing students to understand electronic etiquette in the workplace and how that might look using the same device at home with friends on social media. Also, taking away an electronic tool for research is akin to in the old traditional days of hard copy Encyclopedia sets being held back from students, or even textbooks for that matter, because they may tear a page or write inappropriate comments inside these.

Policies for BYOD begin with discussing updating and refreshing student devices that students own—or even if devices are checked out to students like textbooks would be. According to Heitin (2016), two very big challenges with using such a variety of devices are “protecting students’ privacy and making sure systems are interoperable, or can communicate with one another” (p. 3). Besides, in K-12 Bluepring, “3 out of 4 students prefer tablets over textbooks!” (p.1). Maybe vendors need to come onboard with, yes, making money, but providing affordable freedom of use in a district and promise to keep the books up-to-date as an advantage over hardback books. Also, “2/3 of students prefer their own mobile device for learning”—most companies provide books on their own tablets.

Another major issue schools face is shrinking budgets. Keeping up with technology equipment, especially since we are still purchasing textbooks in most school districts instead of having them downloaded onto iPads or laptops at reasonable prices from companies we purchase them from, is very difficult. Tucker (2016), maintains from her experience as a High School English teacher the importance of having “a robust infrastructure that can support large numbers of devise on Wi-Fi” (p. 26). She also emphasized that professional development is highly important. These both outweigh heavy purchases of hardware when students can BYOD instead. I know that at our school, we need more Wi-fi Airport devices in our school, and on top of this, their capacity needs to be increased so we can access the bandwidth we do have. Before even setting BYOD, we need to put into place, quickly, a plan to have more students on line at a time.

In North Carolina, a statewide education plan was developed by Corn’s organization to analyze data, in order to communicate the true needs of their school system to the based on an 18-month Digital Learning Plan (DLP). They honed in on “infrastructure and devices, professional development, instruction and assessment, and funding” (Nagel, p. 34). Some results of the DLP that resulted from the study was a focus on “the creation of a larger network of PD facilitators devoted to helping teachers adjust to digital-learning concepts, such as blended instruction” (Noonoo,, 2016, p. 36).

Education reformers may be and have been met with persons high up in the U.S. Department of Education’s Office of Educational Technology who begrudge the opportunity for BYOD policies based on being “potentially illegal” (Nagel, 2016). From another perspective, a very high percentage of people have personal devices that include tablets and phones that may be highly valuable for students to use for accessing research. Maybe one of the issues of concern is the civil rights of students who may be issued devices by the school inferior to most of their peers. This is another policy concern that needs to be addressed at our school (via the school district policies). There are also concerns with providing Internet access in students’ homes called “hot spots” for those who do not have access at home.

Finally, K-12 Blueprint, has an embedded BYOD Toolkit Resource Matrix (see: https://www.k12blueprint.com/sites/default/files/BYOD-Toolkit-Resource-Matrix.pdf)

Bring in Child Internet Protection Act (CIPA), and Privacy Laws will need to be a part of policy as well. This topic is very extensive, so it will not be deeply addressed in this blog post.

References

BOYD K-12 Blueprint. Retrieved on (June 10, 2016). https://www.k12blueprint.com/toolkits/byod  Tech& Learning Clarity Innovations.

Bring your own device from Wikipedia, the free encyclopedia. Retrieved on (June 10, 2016). https://en.wikipedia.org/wiki/Bring_your_own_device

Four Challenges that can cripple your school’s BYOD Program (December 22, 2013). Teachthought: We grow teachers.   Retrieved on (June 10, 2016). http://www.teachthought.com/uncategorized/4-challenges-can-cripple-schools-byod-program/ There are several BYOD Toolkit PDFs at this site.

Heitin, Liana (2016). Ga. District Puts Data to Work. Education Week, 35(26), pp. 1-5

Holeywell, R. (September 3, 2013). BYOD Policies, Growing More Popular, Create Challenges for Schools). Retrieved on (June 10, 2016). http://www.governing.com/blogs/view/gov-byod-policies-create-school-challenges.html

Nagel, D. (2016). Technology and equity. T.H.E. Journal, 43(4). thejournal.com

Noonoo, S. (2016). The digital learning plan every educator should read. The Education Digest, pp. 33-36. www.eddigest.com

Tucker, C. R. (2016). Creatively teach the common core literacy standards with technology: Grades 6-12. Thousand Oaks, CA: Corwin, A SAGE Company.

Link from Lee on twiter class for July 14, 2016: pic.twitter.com/XLz

EDET678 Emerging Technologies: Reflection to Essential Question: What Minecraft game could you create that would help students learn?

Aleta May

EDET678 Emerging Technologies

July 10, 2016

Reflection to Essential Question: What Minecraft game could you create that would help students learn?

I got so many more ideas for how to use Minecraft in the classroom this week. During the Twitter Session, I got to speak with a high school math teacher about using Minecraft for highschool math. I found a YouTube example of using Minecraft for teaching Pabolas in the real world. He thanked me for sharing is clip:   https://www.youtube.com/watch?v=NMuUKaMMRQg He responded to me on Twitter and replied by saying:

Gerald Scarzella ‪@unicyclepro@aletakmay I thought about this concept, but seems like a lot of work to incorporate some algebra in MC thanks for sharing!! He is right about time. Daysha had a similar concern about teacher time spent in helping to create a world for students.

Here is her Twitter reply: Daysha Easter ‪@Daysha_Easter#uaemergtech I wonder how long it takes to create a world? How much will the kids learn versus the amount of time I spend?

Maybe Daysha’s idea from her WordPress post is a better way to go for starters—allowing students to take a course in Minecraft that would teach them important computer skills, then the students could start helping to create Minecraft problems for other students to follow for a variety of subjects.

Another answer to this time factor is for me to learn how to use Minecraft better and better, then I can lead students to create scenarios for students to get them started and inspired. Also, I could be the secret surprise person to “show up” in their environment as they work together for a class project.

This Twitter exchange back and forth below discussion was so inspiring to me!

Aleta May ‪@aletakmay @brianavatar @Daysha_Easter #uaemergtech Do you think architects would use this for prototyping to collaborate their next bldg. blueprint?

Brian Mason ‪@brianavatar    @aletakmay @Daysha_Easter It would be perfect for creating scale models of the building they are going to build.

 

Aleta May ‪@aletakmay

@brianavatar @Daysha_Easter #uaemergtech Do you think architects would use this for prototyping to collaborate their next bldg. blueprint?      


As I read through ideas of classmates on how they might use Minecraft in the classroom, my thinking was expanded from their perspectives from what they read. Also, by reading their ideas and watching their YouTube clips or following links embedded in readings through my own research, I understand more now why and how Minecraft is an example of an interactive, collaborative environment where students can build skills they will use in future careers.

WordPress Replies I gave:

Anastasia,

@adishnook Hi Anastasia. I posted a reply to your Week 8 blog post.

I tend to think of teaching more than I know as when I am a facilitator of learning. I am not really teaching more than I know, so much as I am teaching students how to learn on their own. If I can pick up a manual and teach myself, I am teaching students to pick up a set of instructions (such as graphic novel formatted instructions for how to do different activities in Minecraft).

Empowering students to learn reminds me of the ‘can do’ Mindset. If we model this in front of students, they may at first be surprised to find out that the teacher is learning as they go, or just barely ahead of the students. However, we are teaching them that our job is really to teach them how to learn.

I think my favorite in the key trends in your list is “Introverted students are finding ways to participate in class discussions online.”

I really enjoyed reading your post! Thank you for sharing.

Aleta

Gerald,

After watching Middle School and High School teachers teach across wide subject content areas in our school. Also, at one point I taught a High School English class (my area of specialty then was K-12, mild – severe cognitive impairment; special education)with 14 students and 5 books, and no teacher guide as I waited for the new system to take place (which ended up taking longer than anticipated). Fortunately, I had purchased a book for English teachers that had blackline masters—and we took off on learning about writing using metaphors, analogies, etc.

It seems like there are many rural areas across the nation that have had a hard time filling (and retaining) positions with teachers who are highly qualified. Therefore, the Makerspace idea in my mind is part of connecting subject areas. Subject areas overlap in many ways. Also, teaching thematically, while using making to express something a student made from Minecraft into a physical model of a house with proportional measurements, using Arduino electronics with LED light switches and incorporating art would be a way to tie it all together.

Overly restricting internet access, then, creates a digital divide. Some districts find ways to manage student/teacher internet usage, while others just restrict it to the point that using video clips to teach students in a teachable moment is out of the question. How can we teach students research skills to answer their own questions if it is overly restricted?