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.
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!
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.
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.
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.
- 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.
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).
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
- 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.
- 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.
- 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.
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.