I recently taught summer workshop for teachers on how to use and implement SMART Response technology into the classroom.  I conducted a half-day training, which was four hours.  The lesson up was broken into three phases to inform and engage the learners. I taught a group of 14 teachers, the majority were middle school teachers.  A few of the participants taught in grades 4 or 5.    

Each portion of the lesson built upon another, and learning was visible in each phase of the lesson. During the first 90 minute session, I taught teachers how to use the technology.  This consisted of behaviorism-based direct instruction as I walked teachers through the set-up of Teacher Tools and through building and analyzing SMART Response assessments. Teachers took copious notes during this section and did have opportunities to test and walk through the process with me during this section. 

The second part of the lesson consisted of me giving teachers an assessment on what they learned.  The assessment was authentic, as teachers experienced the tool in a real setting. I evaluated their understanding of SMART Response. At the conclusion of the assessment, teachers could see their scores, as could I. During a break, I used the Teacher Tools on my computer to analyze the group’s results and put them into groups for part 3.  

During the next phase (guided practice), constructivism was present as teachers created their own SMART Response assessments using content specific to their classrooms.  This section of the training allowed them to use the content in ways that were meaningful to their own environments. Based on the assessment given in part 2 of the training, I put 6 teachers who scored a 90% or better on their assessment together as an advanced group.  The other 8 worked with me in a group. With the group of 8 I did more scaffolding and active guided practice.  The advanced group relied on peer collaboration when questions arose. 

The learning goals focused on teacher use of this tool in their own classrooms.  I felt these goals were accomplished. Teachers left the class knowing how to operate the program from their own computers and also created a SMART Response assessment that could be used with kids next school year.  

Through each phase of training, teachers experienced the content in different ways.  Teaching content through direct instruction, guided practice, and scaffolding aided in solidifying understanding of the tool.  Time seemed to be a constraint of the training.  As is the case in many learning environments, there never seems to be enough time. Some teachers made multiple assessments, while others worked at a slower pace and struggled to finish one assessment during the training session.

This training was voluntary. Some in attendance had a previous overview of how SMART Response worked, but most came in with no prior knowledge.  The intent of the training was to engage teachers and enhance their competency using technology to engage students and to inform instruction.  By using results from the SMART Response assessment of the tool, the teachers were grouped based on ability, and were able to work at a pace that was comfortable to each individual.  

The role of technology was unique in this training, as the technology was the content and means for learning.  The learning goals and objectives tied directly to the use of the tool.  Because the technology was the content and means for learning, the advantages of using it were somewhat hard to decipher.  Using the technology as the students would was a major advantage of this training lesson.  Teachers were able to have a hands-on experience with the tool from the perspective of the students.  This hands-on experience, that then lead to creation with the tool, facilitated the learning and allowed teachers to apply concepts learned earlier in the training. 

Based on the learning goals, it was my expectation that teachers would leave the session understanding how to use SMART Response and to have one or more assessments ready to assign for the next school year.  The issues that arose during the lesson were those of functionality and how to work certain elements of the tool.  The majority of questions surfaced when it came time to start an assessment for students.  I re-iterated the process and showed teachers where they could locate video tutorials for help in the future.  Overall, the teachers did very well with learning the new tool.  The phases of the lesson and differentiation allowed teachers to feel safe with the pace and process of their own learning.  

SMART Response Training Lesson

Lesson Plan: Learning to Use SMART Response to Enhance Teaching

Lesson Overview:  
This lesson is a training session for teachers on the use of SMART Response to be used with our school’s ipods (as clickers).  The lesson will be broken into three parts.  The first is focused on directly teaching the functionality and set-up of SMART Response.  During this time I will be teaching the teachers how to set up their Teacher Tools, create an assessment, start an assessment, stop an assessment, and collect student data that can later be used to inform teaching.  The second part of the training will be an authentic assessment using the ipods as clickers.  The teachers will be given an assessment on the information learned during Part I of the training.  The third portion of the lesson will entail teachers using what they have learned about SMART Response to create an assessment of their own, related to content they teach.  These assessments created by teachers will be made in order to use next year with students.  

Content:
This lesson teachers will be introduced to the SMART Response system.  The lesson will focus on setting up Teacher Tools and gradebooks as well as creating and analyzing student assessments.  The challenging content of this lesson really comes in the explanation of the process for using this tool.  Setting up and using SMART Response with students is a multi-faceted process, so teaching the procedures and navigation of the technology will be challenging.  This lesson fits within the NETS standards for teachers:

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES
Teachers plan and design effective learning environments and experiences supported by technology.  

A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

III. TEACHING, LEARNING, AND THE CURRICULUM
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:

A.  facilitate technology-enhanced experiences that address content standards and student technology standards.

B.  use technology to support learner-centered strategies that address the diverse needs of students.

IV. ASSESSMENT AND EVALUATION
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

A. apply technology in assessing student learning of subject matter using a variety of assessment techniques.

B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

Essential Questions:
How can you use SMART Response with your students?
Why is SMART Response an effective teaching tool?
How should you begin to implement SMART Response in your own classroom?


Pedagogy:
This SMART Response will be a hands-on training where the teachers become the students and experience the technology first-hand.  After some direct instruction on the basics of SMART Response, the teachers in the training will be assessed on their understanding of the program.  This assessment is actually the key to the lesson as it allows the teachers to experience the use and power of the clicker system.  After the conclusion of the SMART Response assessment, teachers will work to build one sample assessment on a topic they will teach next year.  During this time they will have guided practice while creating their own assessments to use with students.  

There is both constructivism and behaviorism in this lesson.  Because some of the information has to be directly presented in a step-by-step format, that portion of the lesson will be more trainer centered.   Upon completion of the lesson portion of the training session, the teachers will have an opportunity to use the response system in authentic setting as they are assessed on their understanding of the tool.  During the guided practice portion, where teachers will be making their own SMART Response assessment to use next year, more of the constructivist approach to learning will be present.  Participants in the training will be applying what they have learned to their own environment.  

I will have a vast array of teachers in my training session so I need to take all needs into consideration when planning the instructional strategies of this lesson.  Some more reluctant tech users need the slow-paced step-by-step model of instruction if they are going to be able to use this in their own classrooms.  By having the participants in the training actually go through the process of taking an assessment as a student, this allows them to see the whole process in action.  


Content & Pedagogy:
Because there is a great amount of content to cover in this lesson, I need to employ each of the three phases (direct instruction, authentic assessment, and guided practice) in order for the teachers to truly be able to walk away and use this great tool.  Much of the content being taught is procedural and has to be both taught and demonstrated directly.  Teachers will be able to understand how the student-side of the tool works through the sample SMART Response assessment I give them.  By providing opportunities for guided practice the teachers in the training will be able to internalize the process of creating assessments using this tool.  In order to be more likely to use SMART Response in the future, this last guided practice portion of the training is essential.  Doing, in this case, translates to a deeper understanding.  


Technology:
The technology is the focus of the lesson/training.  I will be demonstrating how to use the SMART Response software, Teacher Tools, and how to access and take the assessments using the ipods as clickers.  The use of technology is absolutely necessary in this case because the technology is the focal point that teachers will use to both assess content and analyze student progress.  


Technology & Pedagogy:
Because the technology is actually the content, similar points can be made for the tech and pedagogy connection as can be made with the content and pedagogy connection.  I have chosen to actually use the technology tool as part of the teaching process.  Participants in the training will be assessed on their understanding of the content.  Not only will this be a good example of how the technology works, but also will have pedagogical significance as the teachers will be able to see their progress and get a better sense of where they need more help in using the tool.  The last guided-practice portion of the lesson also aids in enhancing the understanding of the technology itself and allows for the participants to have another hands-on experience with the tool.  

Technology & Content:
Since the technology is the content, the two go hand-in-hand.  During the session the big ideas and content focus on learning to use and implement the technology being taught.  Because the training offers opportunities for active learning, the participants will be able to test their learning in a hands-on, authentic way.  

Assessment:
The participants will be assessed in multiple ways during the training session.  Most obviously, their understanding of the SMART Response set-up process will be tested through an actual SMART Response assessment using the ipods.  Participants will be able to see their progress and can even set goals for future learning or be able to focus their questions more closely to their needs.  This assessment data will also help me as the trainer to group them in ability groups for the guided practice session.  I will group more advanced learners together and those needing more assistance together.  This way, I can focus my training efforts more closely on those needing more assistance, and the more advanced group can offer peer support as well.  The other assessment for this training is the final product.  It is the goal that all teachers leave with one assessment created.  

CEP 800- Digital Storytelling

Below is my digital story on teaching a context clues lesson to 6th grade ELL students in a reading intervention course.  The lesson is based on the Gradual Release of Responsibility Model.

CEP 800 Interview- Audio Production

I chose to interview my current assistant principal.  As a data and technology coach in my building, it is my job to aid teachers in meaningful technology integration.  I work with teachers to plan and implement curriculum which systematically blends content and technology to improve student learning and engagement.  I chose to interview my assistant principal.  I really wanted to gauge his understanding of 21st Century Learning and technology integration as our building moves forward toward these goals.

Click this link to listen to my interview

Final Wicked Problem Project

Problem:
I chose to focus on the problem of how to create more opportunities for integrated units between core content areas.  It is a goal of our school to begin working toward fostering more of these learning experiences for students, and I set out to connect content areas through technology.  According to research done by Anthony Jackson and Gayle Davis in the book Turning Points 2000:  Educating Adolescents in the 21st Century, students greatly benefit from structured interdisciplinary learning experiences that allow them to connect concepts from different content areas.  For the Wicked Problem Project, I focused both on educating teachers and students through the planning and creation of an integrated Math and Social Studies project.  

My goal in all the work I do focuses on creating opportunities for deeper engagement in 21st century learning experiences for students. One other problem I sought to address in the Wicked Problem Project was how better we can teach students the skills of logic and computational thinking as those skills are often not explicitly taught.  


Solution
The solution to both issues came together through the lens of Scratch, a tool that introduces students to basic programming skills.  Scratch was the glue that would bring the content of 7th grade math and social studies together.  For the project, students would use Scratch in both math and social studies to create animations, games, reenactments, or digital stories based on the events surrounding the Battle of Gettysburg.   Scratch has a strong foundation in math, and it would allow students to apply concepts they have learned through the year to the creation of a project.  The projects they are in the process of building are based on their understanding of Civil War events.  Students will be asked to both apply their understanding of Math and social studies in order to create a successful final product in Scratch.  

The technology is serving as the solution for meaningful  cross-curricular integration and is  also solving the problem of teaching students the necessary skills of computational and logical thinking.  While building and creating their Scratch projects, students are engaged in these 21st century skills.  


Process:
After identifying the problem for the project, I went to one team I felt would be willing to try an integrated unit.  The math and social studies teachers expressed interest and we began meeting in March to plan the project and timeline.  During planning meetings we set out to begin teaching Scratch in math during the first week of April.  With the teachers, I scheduled co-teaching opportunities.  The teachers both felt that they could give up one day per week for Scratch lessons and project work time.  With the math teacher, I taught scratch introduction lessons for the first three sessions.   At this point, the students were not aware that the project they would eventually create would be based on the Civil War.  After the introductory lessons in Math, the Social studies teacher and I began integrating the historical component during social studies classes.  

The students are currently in the midst of building their Scratch projects, and can choose from creating an animation, game, reenactment, or digital story based on the specific details of Gettysburg, and specifically, Pickett’s Charge.  

Two days per week (once in math and once in social studies) the students will work on creating their projects.  During the week of May 20th students will meet in small groups or pairs for a peer review.  They will make the needed adjustments to their projects and begin presenting their work during the week of May 24th.  


Technological and Pedagogical Connection:
Technological knowledge worked in conjunction with pedagogical knowledge as the technology facilitated quality learning experiences for students. This project was designed in order to allow students to engage in complex cognitive tasks that they experienced  through the technology itself.  Students utilized the higher-order thinking skill of application as they planned and constructed their Scratch projects.  They were required to apply math concepts like:  number sense, equalities, geometry, and trigonometry in order to navigate and use the program itself.  Students were required to apply their understanding of Gettysburg and Pickett’s charge to plan, script, and program their animations or games.  


Technological and Content Knowledge:
The content from both math and social studies came alive through technology.  In math, students used math concepts and content in an authentic way.   This type of connection is sometimes hard to incorporate within the math class, and applying mathematical content to real life is sometimes difficult for students.  Through the technology in this project, students applied content knowledge in authentic ways.  

The technology and content also came together in the building of the final product.  Students were required to know and use content in order to bring the events to life through Scratch.  This project gave students a totally new experience with the content.  


Pedagogical and Content Knowledge:
This project was designed to solve the problem of creating a more meaningful integration between content areas.  Content knowledge interacts with pedagogical knowledge as the project required students to utilize higher-order cognitive skills.  These skills were used as students applied content knowledge to the creation of their Scratch projects.  The Scratch project is also acting as an authentic assessment for both content areas.  Offering students opportunities to demonstrate knowledge in meaningful ways is essential in order to promote enduring understandings.  

Group Leadership Project- Google Collaboration

Click here for a larger view of the video on YouTube

Tool:

Our group chose to focus on different aspects of the Google Suite of applicaitons.  The goal was to show how each of those tools (presentations, spreadsheets, drawings, and sites) can be used in collaborative ways. All members of my group were interested in utilizing google applications in the classroom and wanted to show the versatility of google tools.  We chose to focus on all four tools because we have all had success in using them in the classroom as powerful collaboration tools.  


Key Takeaways:

I was responsible for the section on Google Drawings as well as for recording and editing the entire project.  In the recording phase, I became very familiar with the content of each of my group member's work.  I use google tools with students on a daily basis, but my peers opened my eyes to new features and functions of some of the Google tools.  I got greater insight on using templates in both Google Sites and Spreadsheets.  In addition to learning more tips and tricks with some of the Google applications, I also learned a great deal more about Window’s Movie Maker.  I recorded our slideshow using SMART Recorder, which is part of SMART Tools, and uploaded those recordings into Movie Maker.  I am much more familiar with iMovie.  All teachers in my district got new Dell laptops and I chose to do this project on my work computer.  This was helpful for me because all our student netbooks have Movie Maker, and now I am much more skilled with this program.  

As always with group projects, collaboration is a learning experience.  Balancing schedules is extremely difficult in an online course where all group members work and/or take other classes as well.  This group project, like others, taught me about how to work together to balance time and tasks.  I also feel like I grew in my ability to communicate with others as well as how to ask for help.  


Different Approach:

Group work is extremely challenging in online courses where students all have full-time jobs and/or are taking other classes simultaneously.  It was a challenge to coordinate all of our busy lives.  At the time of planning, I felt like our idea was really solid and that we would be very successful.  It was not until everyone had completed their parts and we were ready to record, that I noticed a red flag.  I was responsible for the recording, and through the process, came to the realization that we all had contributed way too much for our designated tools.  It was extremely challenging to get in touch with everyone regarding specific changes to their parts in order to pare down information.  If I were doing this project again, I would suggest only picking one or two tools to use for the tutorial.  

I also think we could have benefited from one more web-conference.  Our group had two web conferences and emailed back and forth often, but it would have been easier for me.in organizing the video, to have us all in one place at one time.  

Professional Learning Plan

I chose to create my professional learning plan using Google Presentations.  I created a slide cast in which I narrated and recorded using SMART Recorder.  The video was then uploaded to Youtube for sharing.

Click this link to view video from YouTube

Click this link to view the Google presentation without narration.  

Mobile Technology

I opted to utilize Poll Everywhere.  Our school currently has a set of 90 ipods for teachers to check out and use with kids at school.  We typically use SMART Response for surveys or assessments using mobile devices.  The district has, however, begun to toss around the idea of BYOD (Bring Your Own Device).  Although such an implementation would need to be done with caution, I think it would have a great impact on learning and engagement.  I could definitely see using a tool like Poll Everywhere for less formal check-ins or surveys than what teachers do with SMART Response.  Currently I am working with teachers to develop SMART lessons with periodic check-in questions.  In addition to those types of activities with SMART Response, teachers in my building are also using the ipods as warm-up or exit activities.

I also use the Response system with teachers during staff meetings or professional development opportunities.  I could see using more mobile devices with staff, as the majority of them would have a cell phone or mobile device they could use to participate.  Integrating mobile devices into the learning environment has the power to offer more direct feedback for instructors and to engage learners.  

Integrating mobile devices can and has presented issues in the learning environment.  In our school, with 90 ipods, we have had issues when connecting multiple devices to the wireless network. Our wireless infrastructure is in the process of being re-vamped in order to accommodate more devices, as we have had some hiccups with neighboring teachers attempting to use mobile devices and netbooks simultaneously.  Our access points have gotten overloaded resulting in frustration in attempting to use mobile devices.  

If we were to allow students to use their own mobile devices, we open the door to a whole slew of potential issues.  We would have to set up a system that would safeguard our networks from students’ personal data.  The school or district would have to draft a very specific AUP if we did offer that students could bring their own devices.  It would be important to lay ground-rules for usage in order to ensure that these tools were enhancing the learning environment rather than becoming a distraction.  

PART D- Findings and Implications

Formative Implementation:
The project is still in the midst of being implemented.  Because I work with all teachers in my building as a technology coach, I do not have the ability to plan projects at will.  I opted to use this Scratch project for the WPP assignment because the plans for teaching kids computational thinking skills through interdisciplinary connectedness fit within the task of solving a problem.  The Scratch project, however, did not fit within the time parameters of the WPP assignment or the CEP 812 class.  I knew going into this assignment that some of the project would be left to complete after the conclusion of CEP 812.  

From my perspective on what we’ve taught and completed so far, the project did get implemented as planned.  I have been working with the math and social studies teachers and we have followed the schedule we created during the planning phases of the project.  The students had introduction lessons in Math for two weeks and began creating their Scratch animations in social studies during the third week.  They will continue to work two days per week (one is math and one in social studies) to build their projects based on the Civil War. 

We did make one minor change in the focus of the project.  The social studies teacher opted to offer 5 different choices for students to base their projects on.  Initially, he wanted to just have students apply their understanding of Pickett’s Charge to their Scratch project.  After our most recent planning meeting, he felt strongly about giving kids a choice so we opted to allow students to pick an event to re-create in Scratch.  Students were given the following choices:  Pickett’s Charge, The Gettysburg Address, Little Round Top, or an Interactive Civil War Map (Depicting battles, movements, industry, death tolls, etc.).  


Summative Evidence of Success:
The implementation of the project up to this point has been successful.  Obviously we do not have finished products to assess, but when looking back at the goals of the project (fostering interdisciplinary contentedness and computational thinking skills) I see signs of success.  Up to this point, at my school, the only interdisciplinary work teams have done has been focused on a novel.  Typically the Language Arts teachers read a text that relates to topics in social studies, and that is the extent of the interdisciplinary project.  I set out to foster a real, meaningful connection between content areas and I believe I was successful.  Not only did the teachers work together to plan the project and implementation schedule, but the students are accessing Scratch and learning the program in both Math and Social Studies.  In addition to working on their projects in both classes, I have observed students engaged in both math and social studies content in both classrooms.  Students are using content language from both subject areas whenever they work on their projects, and this is a success.  It has been pleasantly interesting to me, when observing students build their projects, to see them utilizing language and content knowledge from both subject areas as they discuss the mechanics and background of their projects. They are utilizing terms and concepts without being prompted and the process feels very organic.  

In addition to seeing students use their knowledge of Scratch, social studies, and its connection to real-world math, I see success when I observe students coaching each other.  Not only is it apparent that they are utilizing and applying content knowledge, but their interaction leads me to believe that they are engaged and motivated to use Scratch.  Students are proud to show one another their projects and they have also been eager to have each teacher track their progress and various “cool” things they figured out how to do.

One other indicator of success I have observed is the change in attitude and motivation of students who often struggle.  They are excited to come to class on Scratch days, which is not typical for many of them.  In addition to being excited for Scratch days, this particular group of students is putting out quality work.  This is not a shock that these students are completing quality work, instead it is validation that they are capable.  Not only is this evident to teachers, but to the students as well. Although not complete, their animations or games are clearly showing their understanding of social studies concepts and of the Scratch program itself.  


Different Approach:
I would definitely do this project again.  I do not feel as though I would need to make major changes to the project.  From the social studies and math perspectives, the students are coming with the prior knowledge, so I would not necessarily change those content-area parameters.  From the Scratch perspective, I may teach the concepts of Scratch differently.  Ideally, I would do this project in my own classroom and have the liberty to schedule time as I wish.  It has been tough to try to fit this project within two different teaching schedules.  If I were re-teaching the project in my own classroom, I would have taught the introduction of Scratch all at once, and on consecutive days.  The kids do recall functions, but for some, remembering what we did a whole week ago is taxing.  By teaching the introduction to Scratch on consecutive days, the kids would get the basics quicker and be able to begin building projects sooner.  If I were ever to do this type of interdisciplinary project again, using Scratch, I would suggest, to the teachers involved, that we try to schedule more concentrated time at the start.   


Lessons Learned:
I am a very methodical teacher, and like to present content in a way that allows skills to build upon each other.  Teaching Scratch has been a whole different ball-game for me.  Yes, many of the functions do build upon one another, but it is not linear.  When teaching Scratch it is important to identify code that produces basic actions.  Giving kids those basics is key.  Although it was difficult for me to come to terms with this reality, I did learn that a teacher cannot possibly teach all of Scratch in a limited time, so its important to identify those basic pieces of code or actions and figure out how to equip students with the skills they can then use to build upon.  Along the same lines, teachers must be aware that students cannot learn Scratch in a day, instead its a process.  


Future Scratch Projects:
I do not know if I will ever be presented with an opportunity to do this same project again, but I would certainly suggest using Scratch as a way to integrate technology into any classroom.  Virtually any content can be brought to life through Scratch.  I would also definitely promote Scratch as a tool for interdisciplinary projects in the future as well.  Oftentimes teachers want to attempt these types of cross-curricular projects but it is a challenge to meaningfully plan such projects.  Using Scratch as a vehicle for that interdisciplinary collaboration has worked extremely well, and I would definitely use this tool again to promote this type of learning.  Not only are the kids engaged in meaningful technology, but they are truly applying and using content from each discipline.  

My job and role within my school is ever changing.  Because the teachers involved in this project experienced Scratch from a co-teaching perspective, I believe they would have the confidence to teach it on their own in subsequent years.  With this in mind, I do not know if there would ever be another opportunity for me to duplicate the project exactly.  I would, however, recommend this type of project again.  Aside from tweaking some of the timing and logistics of the project, I do not necessarily feel like any aspect of it needed major changes.  If more teachers and students had greater exposure to Scratch at my school, I may alter the assignment parameters a bit.  If the students were skilled in Scratch, I would create a checklist or rubric of specific codes or actions students must include or be able to execute in their projects.  

Part B- Story Board and Script

Below is the link to our group's storyboard and script for the Group Leadership Project.  We will be focusing on how teachers can utilize Google Applications in order to foster collaboration within the classroom.

https://docs.google.com/presentation/d/1cVFOZOwLBNOv1-aUZGVssLaKn08zo6e6sPx5KE8LgoY/edit

I will be creating the portion of the presentation on Google Drawings.  I will also be creating the slide cast and recording our script.

Recording and Editing Lab

Click this link to hear my WPP implementation podcast. 

PART C- Implementation

Project:  Interdisciplinary Civil War Project
Subjects:  Math and Social Studies
Grade Level:  7th
Technology:  Scratch

Overview:
Below is an account of my first few days implementing the WPP project.  I am a Teacher Leader for Technology in my building and have opportunities to work with all teachers in my building.  The WPP project has proven to be somewhat troublesome as I try to fit the requirements into my day-to-day work.  This is difficult because I am not at liberty to control the schedule of the project.  The project is aimed at working toward building a strong interdisciplinary unit that allows students to apply math and social studies content to the creation of Scratch projects.  While attempting to foster an interdisciplinary connection, we are also trying to expose students to more opportunities for computational thinking and programming skills.

Please click this link to listen to my initial experiences with the project.

Group Leadership Part A- Brainstorm

Link to Vyew Discussion Session:  http://vyew.com/go/invite/ec4c449a94a5c443a222f84fd

Our group chose to use Vyew as our tool.  Vywe allowed for easy sign-up and easy creation of the conference.  Through our Vyew web-conference, we have opted to create a tutorial focusing on how to foster classroom collaboration through the use of Google Tools(Google Spreadsheets, Google Presentations, Google Sites, Google Drawings).  During our Vyew web-conference, we each utilized head-sets in order to discuss the project and options related to completing it.  Initially, we used the chat feature until we all opted to talk live.

To begin, we added the assignment description for the Group Leadership Project to the shared screen.  Once we all re-visited the assignment’s purpose and goals, we began discussing topic options.  While we were discussing options and sharing ideas, some of us recorded notes on the sides of the screen, re-capping items discussed.  We decided to present our tutorial on collaboration by completing a slideshare as a final product.  The group decided it was important that we all be able to collaborate rather than having one person compile all the information, thus we chose to use Google Presentations.  It was also discussed that we would narrate the tutorial using a screencasting tool.  Along with a slide presentation playing, we will record using a tool like SMART Recorder or Jing.  After discussing the timeline of the project and the next piece, we set a date and time to complete another web-conference (April 11th) with Vyew.  

Aside from setting up our next web-conference time, we also set a tentative schedule and outline for accomplishing the entire group task.  Using the given due dates, we worked backward to all agree upon realistic dates we could have drafts completed in order for the work to be collaboratively reviewed. There was a bit of confusion on the part of the group regarding the next portion of the assignment, so we decided we needed clarification from the instructor before we moved forward with the specifics of the storyboard.  During the web-conference, we also created a shared Google Presentation that will evolve into our final product as well as a shared document to use for script writing.  

Vyew had many distinct advantages.  We all were easily able to access the conference and set up free accounts in order to collaborate.  Communicating as a group once we were all logged in was also fairly easy.  All of us began chatting in the built-in chat feature, and soon switched over to our microphones and head-sets.  I also appreciated the ability to upload and view shared files through Vyew.  We all began looking at rubrics and assignment descriptions on our own computers and that was a bit challenging, so we were able to upload those same documents to the shared space, and it made following along in the conversation and process much easier.  Vyew allows users to keep notes of topics and items discussed.  This was helpful for our group as we would share ideas and brainstorm, and after we came to a consensus, we would make notes of the actual action or plan we were going to follow.  

Although I felt that our chosen web-conferencing tool, Vyew, aided in our group’s progress, there were some disadvantages to it.  One of the most difficult issues was the lag time of the speakers/microphones.  We sometimes got tripped up on either waiting for the sound to come through or not waiting long enough.  As time went on in the session, I think everyone adapted to the lag time and it did not hinder our progress.  One other disadvantage with using Vyew was the confusion about finding documents that are uploaded.  A few of us uploaded documents that we were hoping would be viewable by all the group members.  They were easily uploaded, but they did not automatically appear, and it took some hunting to find the items we were all hoping to view together.  I did not particularly like the way Vyew organizes the notes we were adding to the shared screen.  They were alphabetized by the first word.  I would have much rather they were organized chronologically, as we found ourselves sifting through each note added in order to post a reply or comment.  

PART B- Application of TPACK

The teaching strategies used for this lesson will differ in the Math and Social Studies classrooms.  The instruction will differ because, although working together on a joint project, the Math learning goals are very different from the Social Studies learning goals.  Within the Math classroom, the teacher is seeking to engage her students in a deeper study of such concepts they have learned.  Students will be able to discover real-world applications for mathematical concepts learned over the course of the school year.  In the Social Studies classroom, students will apply those same mathematical skills to design and depict an animation or game to show their understanding of events surrounding the Civil War.  

Technological/Pedagogical Connection
In both the Math and Social Studies classrooms students will be engaged in complex cognitive tasks.  In the Math classroom, students will be asked to apply their understanding of math concepts like number sense, equalities, trigonometry, and geometry. Students must apply their understanding of these concepts when building and creating animations or games.  Similarly in Social Studies, students will be required to apply their learning about specific content to the project.  Students will re-create the events surrounding Pickett’s Charge by designing a game or animation.  In order to successfully do this, students must be well versed in and understand the causes and effects related to this event in history.  Engaging students in tasks steeped in application and critical thinking related to each content area is the pedagocial focus of this project.  

Using Scratch itself incorporates technological knowledge into this project.  Not only are students learning to use a new type of technology, but they are learning to manipulate the technology through programming language and computational thinking.  Because Scratch fosters this type of thinking and 21st century skill, the technological knowledge is deeply intertwined with the pedagogical knowledge.  The technology will be the catalyst for the application of and critical thinking  about  Math and Social Studies concepts.

Content/Technological Connection
The content from both math and social studies will truly come alive through technology in this project.  From the math perspective, students will be able to see and experience mathematical concepts in a real-world setting, and will be able to utilize those skills to create a product.  One key effort in teaching today is helping kids see how information learned in school applies to their real life.  This task is especially difficult in math.  Through Scratch technology students will be able to see how math is used for many purposes in the real world.  Not only will students be engaged in using math to create animations or games, but they will also be able to see how many of their most-prized possessions (video games, phone applications, websites, etc.) come to life through programming.  The technology of Scratch itself will make this real-world connection to the content possible.  

Technological and content knowledge blend from the social studies perspective as well.  The culminating activity for this project is an animation or game representing the events surrounding Pickett’s Charge.  Students must have a solid understanding of the social studies content in order to successfully represent the details of Pickett’s Charge.  They will be required to effectively use the technology to depict and show their knowledge and understanding of the content taught in class.  In social studies classes, kids often see reenactments of historical events, and are sometimes asked to re-create them in various ways.  By asking students to create a game or animation from scratch, using Scratch, the technology is allowing students to have a totally new experience with the content.

Pedagogical/Content Connection
This project was built upon the foundation of fostering interdisciplinary connectedness between two content areas; math and social studies.  The catalyst for creating this type of learning partnership is the technology itself.  In this case, Scratch is the glue that will connect the application of math and social studies content.  This particular project requires that students use and apply what they have learned in both math and social studies. The project acts as an assessment piece for both content areas, and the pedagogical strategies utilized come as a result of using Scratch as the medium.  Similarly with content knowledge, teachers will be looking to see how students use and apply the content taught.