Category Archives: Standard 2: Development

Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

No texting while driving…in Espanol

Wow…this app taught me quite a bit!  I am not sure I am completely understanding how to put it all together from scratch on my own, but I am learning.

The purpose of this app was to create a way for drivers to hear a text from someone and send them a response letting them know that I am unavailable.  This message can change depending on why I need to stop receiving texts.  The user also receives my location as well.  I don’t know if I would ever use that component myself as it seems kinda creepy that someone could always find out where I am.  But, maybe that is just me. 🙂

I wanted to see how difficult it was to change languages.  I created a component to change the language of the text to speech to spa (I had to look up the three letter code for spanish).  I think this could be useful to help sell the app to users all over the world.  I started to create a menu of languages the user could choose from (in the form of buttons), but realized that would be too much work.  The GPS used was not completely accurate.  My street name was correct, but my house number was not.

I am learning!  I am starting the app developing unit with my kids next week and I am excited to see what they do!

QR Code:

textingScreen Shot 2014-09-27 at 8.09.39 PM

Mole Mash — aka Spartan Mash

Reflection:

As I reflect on the apps I create throughout this course, I am thinking of them both as an app developer for this course as well as a teacher.  I plan on teaching a little unit of app development in my Intro to Programming course so part of my thinking will be discussing that component.

The Mole Mash app asks the user to click on the mole.  When the user does so, a counter is added so he can see their score.  I learned how to create a counter by initializing both the misses and hits counter and then adding one when the object was hit or missed respectively.  I also learned how to do a countdown timer (by subtracting one).  At the end of the timer another screen (the game screen) was opened.  I couldn’t really figure out how to time it right.  It seems to go too quickly from the gunshot to the next screen.  I really wanted to end the game after the user had 10 misses, but that block of code did not work.  I tried an if/then/else loop stating if the misses counter = 10, then close screen else add one to the counter (if the spartan was missed only).   But, nothing seemed to happen.  Nothing closed and the spartan continued to move.

I wanted to add a more personal component on this app so I adapted it for our Homecoming game.  I changed the image sprite to a spartan and the background to a football field.  The idea behind it was that when you clicked the spartan you actually “tackled” him and the tiger roared.  I sent this on to our staff and for those who have Android devices, they were able to view it and enjoy it.  I have been researching ways to be able to take my App Inventor source code and adapt it for a Mac device (our school is very Mac oriented) but I could not find a way to do it.  There has to be some way as I see the same apps available for both platforms often.

I am starting to have many people in school ask me for apps!  I still have a lot to learn before I can conquer their requests, but I look forward to doing so.

spartan_mash

 

 

 

 

Paint Pot — App Creation 2

paintpot

Screen Shot 2014-09-21 at 7.05.05 PM

 

 

 

 

 

 

 

 

 

 

The basics:

In this app, we added on components from the first Hello Purr app.  Things we did in this app:

  • added buttons that changed the paint color of the canvas when clicked
  • added a canvas to draw lines and draw on top of existing images
  • implemented a camera object to allow the user to take a picture and use that image as the canvas background
  • used a wipe method to clear the screen of annotations
  • used a big dot and small dot button to change the size of the pixels

Add ons:

I added a couple of new components to this app.  They are:

  • added an introductory page with an image and a button
  • utilized multiple screens.  When the intro button was clicked, the canvas screen was activated.
  • added multiple color buttons

Things I tried, but did not work….

I tried to add a color palette for the user to choose from.  I couldn’t figure out how to save the color and then go back to the canvas page to use it to draw.  I tried to animate the text on the front page, but that did not work.

 

 

Hello Purr — App Creation 1

Basics

In this first app, I created a label for the app entitling it Pet the Kitty as instructed. We were asked the change the properties of this label (background and font color). We inserted a button and a cat image to serve as the button’s image. I stretched the label and image to center both items on the canvas. It distorts the image a bit which I don’t like, but overall it looks ok. I don’t like everything left justified. The goal was to have the cat meow and purr (phone vibrates) as if to emulate a cat being petted. We added a meow mp3 file and embedded that action within a block that asked the user to click on the cat. Once the cat was clicked, the cat meowed and the phone vibrated. There was also a block created that made the cat meow if the phone was shaken.

Things added…

As mentioned above, the label, image, button and text boxes were stretched to fit the canvas to appear centered. The second addition I made was to create a text to speech effect. When the button was pushed, the instructions from the text box were communication to the user in speech. I started to add more, but I realized it was better to take one step at a time. This is going to be fun!

The evolution of my app creation

I tend to be one to like to play around with a new tool.  I also tend to play around for hours on end.  Given I have a full time job, I did not allow myself to do that this time.  I am very excited to learn more and more about app development.  In this first exercise I learned about uploading and creating images, buttons, text to speech and labels.  I learned about designer view and blocks view.  It seems similar to software like Alice where the user becomes familiar about the concepts of coding, but has to do very little coding itself.  I am excited to apply this to use in my math classroom as well as in my Intro to Programming class!

Screen Shot 2014-09-14 at 12.18.53 PM

 

 

Screen Shot 2014-09-14 at 12.14.48 PM

 

Multimedia Screencast Tutorial

I am a math and technology teacher so this is something I do everyday in my classroom.  This tutorial is a video for my animation class. If students need extra explanation or they are absent, they can refer to the video to gain further instruction.  The intention was to limit the amount of visual and audio interaction with the student.  I tried to limit the text used and explained the images with narration.

Shape Tween – Broadband from Beth Cerrone on Vimeo.

Digital Storytelling

In this assignment, we were asked to create a digital story.  The purpose was to explore different tools for digital storytelling.  I will certainly use digital storytelling in my classroom as it allows students to express themselves in a creative manner.  It gives students an opportunity for a different type of assessment.

I am in the process of recreating my school website.  Part of my website is an About Me page that describes me and my teaching experience.  To kill two birds with one stone, I decided to create a digital story about my journey into teaching to put on my website.  I wanted to keep it simple so I highlighted my education and work experience.  I plan to make another later on about my philosophy of teaching.  I felt two and a half minutes was enough information for my first one.

The video is below:

My Journey Into Teaching from Beth Cerrone on Vimeo.

Tiger Talk Podcast

Project #2 asked us to create a podcast.  I decided to create a Tiger Talk Podcast as we are the Erie High School Tigers.  The purpose of the podcast is to serve as a portable audio version of the news portion of our website.  Parents and students can access the podcast on their phone and listen to the informational podcast as they workout, drive, etc.

This is going to be a weekly podcast informing the Erie community of the events going on at the school.  Students and/or parents can ask questions and those questions can be answered on this podcast. Questions can be phoned in to the office or sent via email to the school webmaster.  If there are no questions asked for that week, the podcast will share any new news and events.

I would like to create one for my boys tennis team as well.  My plan is to call it Tiger Tennis News and send it via group text to all of my parents and players.  If I get it done before Tuesday, I will post that one as well.

The link to my podcast is here.

 

AECT Standards:

2.2 Audiovisual Technologies:  Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages.

In this project, we clearly used auditory messages to create a podcast.

4.4 Information Management:  Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.

In this project, we were required to upload our mp3 file to dropbox.  This allowed us to store the file and gave us the capability of sharing as well.

 

 

Project 1

The lesson I created is that of teaching students to calculate the slope of a line given two points.  This is the second of three lessons on calculating slope.  Students are first asked to review the concept of slope as it appears in real life.  Next, students are led through demonstrations of how to find the slope once both points are plotted and a line is created.  From there, students will be assessed on their understanding by doing the two question quiz (practice) on their IPads.  Next year all students will have their own mini IPad.

I really tried to utilize images that added something to the lesson.  The first image depicted a real life scenario of slope. The remaining images helped display the instructions. I tried to limit the text throughout and let the images further describe the lesson.  The images were aligned next to the text to help enhance understanding.  The contiguity principle was taken into account by putting both the images and text on the same page to help the flow of the lesson.

The file type pptm was not allowed for insertion, so I uploaded the file to my school website and the link to that is here.  I used Visual Basic to create the quiz.  Please click on Enable Macros to allow the user to interact with the quiz.

 

AECT Standards:

  • 2.3 Computer-Based Technologies:  Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.   In this assignment I used presentation software to deliver a lesson to students.

 

Creating a Learning Log

At the beginning of my EdTech experience, I was asked to create a learning log utilizing WordPress.  The beauty of WordPress is that it allows the user to create a website using one of the amazing templates that are created.  This allows the user to create an individualistic look for their website.  By embedding images and videos it completes the unique look.  The blog component of the website allows both the student and reader to comment on their work.

For the EdTech courses I believe WordPress (or any blogging site) allows the student to create a portfolio of their work.  Included with the work designed is a reflection on each assignment.  For the company or individual viewing the blog it allows him to see the complete process of the body of work.  For the student it allows him/her the ability to reflect on each assignment.  The degree ending portfolio course allows the student to look at the entire score of his/her learning.

This assignment utilizes the AECT standard 2.3 Computer-Based Technologies.  It delivers information using a micro-processor (or computer).

 

 

Obstacles of Utilizing Technology in a Classroom

According to the National Council of Teaching Mathematics, (2000, p 24), “technology is essential to teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning.  Teachers’ attitudes play an important role in using technology in teaching and learning mathematics.”

Math is such a visual subject.  Technology can enhance the visualization of an otherwise complex topic.  For example, in geometry, Geometer’s Sketchpad can help students explore geometrical relationships and develop reasoning skills.  Olkun (2005), suggests that it is effective to integrate math content and technology in a manner that enable students to make math discoveries in a game or playful environment.

Obstacles to Integrating Technology in a Math Classroom

  1. Getting teachers on board — As mentioned above, technology is useless without teachers being on board.  How do we get teachers to buy in?  Providing thorough and continuous training is a first step.  Teachers are overwhelmed with work as it is, so the implementation needs to be as easy as possible.  Also, teachers need to be shown ways that technology can be used in the classroom.  There is no need to recreate the wheel, so providing a resource page of how particular pieces of equipment or software is used would be useful.
  2. Money — Technology is expensive.  However, there are many technology grants out there to help diffuse the cost.  Another important expense is technology support.  This is very important in ensuring that the equipment will be working consistently.  Teachers will not use equipment if it is not reliable.  Creating a technology expert, so to speak, within each department will help keep the costs down and have a go to person close by for all teachers.
  3. Filters — Many districts and school have filters on the internet to prevent students from accessing social media, youtube, etc.  This can restrict the use of technology within a classroom.  Removing these filters and providing students with knowledge of how to be a responsible digital citizen would alleviate this obstacle

The key to implementing technology in an effective way is to provide training and resources, show teachers the power of using it within their lessons, and collaborate together to share ideas.  Embracing technology for what it is — a means to enhance a lesson — will help alleviate the fear of the unknown.  It is not replacing teachers, it is helping us teach students in a way we could never do before.

 

References:

National Council of Teachers of Mathematics (2000).  Principles and standards for school mathematics, Reston, VA.

Olkun, S., Altun, A., Smith G. (2005).  Computers and 2D geometric learning of Turkish fourth and fifth graders.  British Journal of Educational Technology, 36(2), 317-326.