Pray for Haiti

I spend a lot of time in Science talking about and discussing earthquakes and volcanoes. Even though I currently teach biology and physics, I still bring in current science events and my students discuss the implications of natural disasters and their effects on humankind.

I can't help but be overwhellmed with grief for the people of Haiti. A few years back, my wife and I had the opportunity to travel on a mission trip to the carribbean island of Tabaggo. While visiting that country, we couldn't help but notice how impoverished most of the residents were. There were some nice houses, but mostly we saw shacks and small houses. Some of those shacks had roofs, but some did not. As Americans, we have nicer garages for our cars than most of these people had to live in. I've never traveled to Haiti, but I can assume that living conditions were the same as Tabaggo (or more than likely, even worse.)

As I talked about the earthquake and it's effects on the Hatian culture, I couldn't help but remember a quote from Brian Willams of NBC News as he reported from New Orleans after Hurricane Katrina. He said simply "all of us, no matter where we live, are one natural disaster away from homelessness. Be thankful for what you have, and that you have it." We continued to discuss how natural disasters not only change the face of the planet, but also change the face of humankind.

Who cannot watch a video or look at a picture of the suffering in Haiti and not offer up a prayer.

Week 8: Review and thoughts on my GAME plan

My Technology GAME plan reflection:


My GAME plan is based on my desire to increase the level of technology interaction of my students in my science classroom. Based on the ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers, I am looking at specific indicators b and c from Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.

My Goals were to let students selectively determine which technology “path” to follow. Students will begin to manage their own learning and progress. They will be able to customize their assessments using technology. My second goal was to let students begin to choose the technology resources that best fit their learning style. (Students will be given the outline, but they can choose how to complete the test)

A - What actions did I take to achieve those goals?
I created my first technology based assessment that replaced the Semester 1 8th Grade Physics standardized test form. I recently implemented a “project-based technology” assessment that allowed students to opt out of the standard test in order to construct an on-line presentation of the same material.

M – Progress Monitoring?
Since I have access to all student information saved in the computer lab, I was able to log into student folders and look at their alternative technology assessment. I was able to offer comments and suggestions as I reviewed their technology pieces.
E - Evaluation.
The alternative assessment consisted of the choice of PowerPoint, Publisher, or Movie Maker.  I made modifications in some of the technology pieces for my ILP, RTI, ELL students in order for them to be successful. I will also developed short, specific rubrics that encompass various technology presentation formats. Through the duration of this coursework, I have learned the technology pieces and implementation strategies necessary to properly instruct students.

FUTURE OF MY GAME PLAN?
Like any game plan in sports, I now have a "repertoire" of classroom technology activites and assessments that will apply to almost any content and curriculum area. I will continue to look for new technology tools, and research new applications that may substitute for current software. In closing, this plan definately goes into my master education "play book."

GAME plan, week 7. NETS-S vs NETS-T

As I come to the end of my GAME plan process for this course, I am reviewing not only my GAME plan for my students, but more importantly, how to continue to incorporate the National Education Technology Standards for students and teachers. The technology may continue to evolve and change, and the software and hardware may go out of date, but the ideas of integrating technology will continue to press heavily on educators in the future.


As educators look to encorporate more elaborate programs for students, it is important to keep students thinking “creatively.” Technology is not a substitute for knowledge. As NETS-S Standard 1 states:

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students will apply existing knowledge to generate new ideas, products, or processes. Students will also create original works as a means of personal or group expression.

I believe the key words in that standard are “original works.” It doesn’t matter the software used, as long as studentscare taught to think “outside the box” and develop their own thinking.

NETS-S Standard 2 deals with students using technology to enhance communication and collaboration.

“Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.”

As funding cuts continue to wreck school budgets (Our local school district just announced that they will be $4.5 million dollars short next year), schools need to look for creative ways to allow students to work together, even though they may not be sitting in the same area. I will allow students to work with partners in other classes, as long as they find positive ways to contribute to each other’s project. With the continued integration of wikispaces and blogs, this type of partner work will get easier. I even see the day when possibly half of our class sits not in our class, but sits at their home computer and participates “virtually” online. School districts need to look at ways of enticing students to enroll, and at ways to keep students interested in class. Our students are already thinking in a technology-based 21st Century literacy style, it is time for teachers and administrators to also move to the next generation of schooling.

Game Plan - week 6

Game Plan – 4th and Goal!


• What have you learned so far that you can apply in your instructional practice?

I feel much more confident in my use of online collaborative tools, such as blogs and wikis. I now use a blog site for my science classes, and I am planning a technology lesson where students will interact via a wiki page to discuss and comment on some of the most important tool inventions of the 20th and 21st centuries. Through our coursework, I have been able to “troubleshoot” potential problems before they happen. I know not only how the pages are created, but I have worked on them enough to know what students are doing with just a quick glance.

• What goals are you still working toward?

I am working hard to keep the National Educational Technology Standards at the forefront of my lesson plans. Specifically, NETS-T 2.a - Design and Develop Digital-Age Learning Experiences and Assessments that adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

• Based on the NETS-T, what new learning goals will you set for yourself?

It is hard to give students the ability and opportunity to chart their own progress. But I am attempting to supply a number of alternate assessments for each science chapter. These assessments range from the tried and true multiple-choice test to an extensive PowerPoint presentation. I even plan to start letting students use the Promethean Board software to design their own teaching and presentation flipcharts. This goal comes from NETS-T 2.b Design and Develop Digital-Age Learning Experiences and Assessments: develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

• What learning approaches will you try next time to improve your learning?

I will look for continued education training in both interactive software and collaborative software. High school students in our district are checked out a laptop and are expected to use it in every class, every day (of course, probably not gym). Each class has it’s own Moodle page, and some courses use wiki pages. If high school students are using this, I need to find a way to incorporate these tools into my 8th grade classes. And while I’m at it, I might as well teach my 7th graders as well.

GAME PLAN Week 5

My GAME plan still hangs heavy on my mind (despite all the visons of sugarplums getting in the way). I am trying to encorporate at least two more technology based lessons and assessments prior to the end of the semester. Computer Lab time is pretty limited, so I may need to put one lesson "on ice" until next year. But at least my way of thinking is changing.

How effective were your actions in helping you meet your goals?
So far, I have developed one technology based lesson plan. This assessment allowed students to choose which version of a chapter assignment they wished to complete. The students had the choice of a PowerPoint slide show, a Publisher poster, or the "tried and true" poster board diagram. While students were given the chcoice, all opted to partake in the PowerPoint assignment.
What have you learned so far that you can apply in your instructional practice?
I have learned that the use of technology broadens the ability of ALL students to participate in chapter lessons and assessment - in a way "leveling" the playing field. Using technology also allows students to choose move ahead in lessons and gives gifted and talented students the ability to go beyond the lessons.
What do you still have to learn? What new questions have arisen?
I am still looking for online science resources for students to participate in while in the computer lab. I also look forward to bringing new types of collaborative lessons to my classes. I feel that it is important for students to be able to learn and explore educational resources in a little more unstructured environment. As long as class rules and behavior expectations are specifically spelled out, students need the chance to learn how to take a small amount of control over their learning - especially when it comes to interacting with others.

How will you adjust your plan to fit your current needs?
I find myself thinking about technology integration as I write my lesson plans. In the past, I would spend many hours trying to decide what specific lessons would work in the computer lab. Now I can virtually take any lesson to the lab and feel that I have the resources and education necessary to teach the students the technology tools needed to complete the lesson.

My Game Plan so far - hopefully better than the Broncos

Week 4 -  Happy Thanksgiving everyone!

My Game Plan (to review)

I plan to explore and begin to create technology based assessments that will replace the current book of standardized test forms. I have already implemented a “project-based technology” assessment that allowed students to opt out of the standard test in order to construct an on-line presentation of the same material. This project allowed students to either create "velocity" word problems in PowerPoint, or they could choose to take the section book test. All students opted for the computer lab, and the assessments were a big success. The scores on the end of chapter tests showed me that the students got the information and were able to process it. I had given extra-credit problems in the test assuming that the scores would be so low. It backfired on me and many students ended up with scores above 100%.

I need to continue to look for some new technology based assessment tools beyond the Activotes and and PowerPoint projects. I will explore the internet for different types of performance-based assessments in the life and physical science areas. While it may not be possible to get to the computer lab for each assessment, I can use my laptop and Promethean Board to provide "class" assessments in the classroom. Any Science teachers out there who have come across online dissection labs or on-line physics labs, I would love to share resources. I think my kids are about "mythbustered" out.

One issue I will have to address with my students when we return to the lab for the next technology based assessment is the fact that some of them are working to hard to get the project completed first. It almost becomes a competition to see who can finish with just the "required" amount of work. A few students went above-and-beyond on the last project, but most just wanted to know "is this this okay?" I finally had to tell them that if they wanted me to look at it - I probably would find something else to change or add. I need to prepare a better rubric for them to help cut-down on these problems.

But 4 weeks in, it is going well. We will only have 14 days of school after Thanksgiving break, and I have one more technology project planned. I want to get my students involved in a wikispace and have them research and collaborate on Breakthrough Inventions of the 20th Century.

Come on Broncos!

The Denver Broncos football team had just finished their daily practice session when a large turkey came strutting onto the field. While the players gazed in amazement, the turkey walked up to head coach McDaniels and demanded a tryout. Everyone stared in silence as the turkey caught pass after pass and ran right through the defensive line. When the turkey returned to the sidelines, the coach shouted, "You're terrific!!! Sign up for the season, and I'll see to it that you get a huge bonus." "Forget the bonus," the turkey said, "All I want to know is, does the season go past Thanksgiving Day?"