Monday, April 30, 2012
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.
Thursday, April 26, 2012
Group Leadership Project- Google Collaboration
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.
Friday, April 20, 2012
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.
Wednesday, April 18, 2012
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.
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.
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.
Saturday, April 14, 2012
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.
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.
Friday, April 13, 2012
Wednesday, April 11, 2012
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.
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.
Wednesday, April 4, 2012
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.
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.
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.
Web Conferencing
Our group chose to use use the Vyew program to conduct our initial group brainstorm. Utilizing Vyew as the tool for discussion was a collective decision. Using Vyew had many advantages. It was relatively easy to organize and set up, and was also free to use. One group member set up the meeting and sent invitation requests to all other members. To join the brainstorm session, each of us simply clicked the link provided in the email. Each group member connected with headphones and a microphone and we were all able to communicate verbally.
Overall, the brainstorming session went very well and the tool, Vyew, aided in our brainstorm success.
To get the ball rolling, we began discussing ideas for the Group Leadership Project. We felt our first order of business was to decide on the topic for which we would be creating a tutorial. While trying to decide on our focus as a group, each of us shared certain documents or text by uploading files to the shared screen. Because we decided to provide our tutorial on specific Google Applications, we shared documents or ideas some of us have used in our own work settings. After identifying our focus for the project, we discussed how we would divide the workload both in the planning and in the actual finished product. Upon deciding on our focus and who would be responsible for which parts, our group re-visited the project requirements for Part B. We added the assignment description on the shared screen section of Vyew and all looked back at the requirements. We were able to set our schedule for accomplishing the tasks of Part B. All the while we were discussing topics, planning the execution of the project, and setting the timeline, we were both verbally discussion and adding notes onto the shared screen. These notes acted as summaries of what we had been discussing and the decisions that were made. At the conclusion of our meeting, we agreed upon a time to meet back on Vyew to make sure we on track for the submission of part B.
Vyew was a great tool that allowed our group to quickly and easily meet up online to discuss and collaborate on a joint project, however it did present some issues. One difficulty we had with Vyew was the delay in speaking. If you were speaking, you would hear yourself in real-time, but it would take a few seconds for others to receive the audio. This presented us with a few communication issues as we were trying to be respectful and not talk over each other, however with the lag time it sometimes seemed as if that was what was happening. In our efforts to respect one another, we would sometimes all wait, and then there would be some gaps of silence. Another element of Vyew that I found to be troublesome was the location of uploaded documents. It was somewhat confusing as to where the documents would appear when uploaded onto the shared screen on Vyew as they do not automatically pop onto the first page.
I think Vyew could be very useful to me when working with either students or adults. Much of my job deals with professional development. I can see utilizing Vyew with a team of teachers as we worked on a joint project. One of our goals for next year, as a district, is to get more creative with professional development. I feel that a web conference usint a tool like Vyew is one way we could initiate more diverse opportunities to learn about a specific tool or way to incorporate technology. Using Vyew with a small group of teachers would especially be beneficial if co-planning a project, as all parties involved could both discuss and collaborate on its planning and execution.
Overall, the brainstorming session went very well and the tool, Vyew, aided in our brainstorm success.
To get the ball rolling, we began discussing ideas for the Group Leadership Project. We felt our first order of business was to decide on the topic for which we would be creating a tutorial. While trying to decide on our focus as a group, each of us shared certain documents or text by uploading files to the shared screen. Because we decided to provide our tutorial on specific Google Applications, we shared documents or ideas some of us have used in our own work settings. After identifying our focus for the project, we discussed how we would divide the workload both in the planning and in the actual finished product. Upon deciding on our focus and who would be responsible for which parts, our group re-visited the project requirements for Part B. We added the assignment description on the shared screen section of Vyew and all looked back at the requirements. We were able to set our schedule for accomplishing the tasks of Part B. All the while we were discussing topics, planning the execution of the project, and setting the timeline, we were both verbally discussion and adding notes onto the shared screen. These notes acted as summaries of what we had been discussing and the decisions that were made. At the conclusion of our meeting, we agreed upon a time to meet back on Vyew to make sure we on track for the submission of part B.
Vyew was a great tool that allowed our group to quickly and easily meet up online to discuss and collaborate on a joint project, however it did present some issues. One difficulty we had with Vyew was the delay in speaking. If you were speaking, you would hear yourself in real-time, but it would take a few seconds for others to receive the audio. This presented us with a few communication issues as we were trying to be respectful and not talk over each other, however with the lag time it sometimes seemed as if that was what was happening. In our efforts to respect one another, we would sometimes all wait, and then there would be some gaps of silence. Another element of Vyew that I found to be troublesome was the location of uploaded documents. It was somewhat confusing as to where the documents would appear when uploaded onto the shared screen on Vyew as they do not automatically pop onto the first page.
I think Vyew could be very useful to me when working with either students or adults. Much of my job deals with professional development. I can see utilizing Vyew with a team of teachers as we worked on a joint project. One of our goals for next year, as a district, is to get more creative with professional development. I feel that a web conference usint a tool like Vyew is one way we could initiate more diverse opportunities to learn about a specific tool or way to incorporate technology. Using Vyew with a small group of teachers would especially be beneficial if co-planning a project, as all parties involved could both discuss and collaborate on its planning and execution.
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