Wicked Problem Project

My wicked project need was a way to incorporate technology into my music curriculum.  The solution I found was several different interactive websites that I could engage my students in while using the Mobi View.  


The Mobi View will help support my delivery of the music curriculum.  Specifically, the Mobi View will allow for students to interact with the music curriculum in a way that was not possible before. I feel that if my students are able to work with music concepts in a different manner, they will learn and retain more. The Mobi View allows for this by enabling me to share with students and have them answer questions in a real time setting. On a daily basis, I am introducing new music topics or concepts. The Mobi View makes a more student-friendly way to introduce, model, practice, and assess student growth.


The Mobi View makes the music content more intellectually accessible in many ways. First off, they are better able to view a new concept. I will be able to use videos to introduce topics better with this technology. That will help students connect with new content. The Mobi View will also allow me to challenge students to interact with the curriculum by completing small quizzes and perhaps creating their own masterpieces. Many of my students understand things better when they are presented digitally and have the opportunity to be a part of the learning. When we can present things in a medium that relates to their lives, students will be more likely to take ownership in the learning process.  


When using the Mobi View I will be able to assess students in new ways. This technology will allow them to process information and be much more creative in how they demonstrate mastery of the content. I can use different applications of the Mobi View to meet with students one on one and have them show they have learned the material, as opposed to having them simply take a quiz or have me judge the class as a whole. This will also allow students to create, which will demonstrate their learning more than anything else.

Click here to view my PowerPoint

Click here to view my Wicked Project Script 

Group Leadership Project

Here is our video on using iPad apps in a 3rd grade classroom.  We used iMovie to create our final presentation and we uploaded it to YouTube so it would be easily accessible.  I think this process has taught me a lot about collaboration online and team work.  I think this has been my best online group project of my Masters program.  We worked really well together, each tackling our parts to put together this 10 minute video.  Danielle did a great job putting all of our pieces together, asking for our feedback, and editing the video for us.  I would love to do another video like this.  I have shared it with several colleges who have now asked if I can find them age appropriate apps for their grades and or subjects.  

Professional Learning Plan

Below is my professional learning plan that I created on Popplet.com.  It is a wonderful site and has a free app version!  Here is a link to my PLP on Popplet: http://popplet.com/app/#/211271

Part D - Findings and Implications

My initial educational need that I had was to find a way to incorporate technology into my 3-5^th grade music curriculum.  I wanted to find a way to engage my students using technology and specifically using the Mobi View I received through a grant. 

I have implemented the use of my Mobi View into my music classes.  By using this technology, students were able to use two different interactive sites.  Students learned about a composer during one interactive lesson, and students also used the Mobi View to create their own rhythms.  In the planning stages of this project I had really grand plans for implementing technology into my curriculum.  I believe I have done a good job implementing technology with these first two websites, and I am looking forward to finding and using more interactive websites. 

After observing students and things that worked, as well as what needed to be planned a bit better, I now believe I could more effectively use the Mobi View by setting up different centers around the room. I can then have the students spend time at each station during the class period. This would make the Mobi View more valuable by giving students more direct attention as well as better allowing me to evaluate their work. This would also keep the other students engaged a little better than with my original implementation of the technology. 

I know that using the Mobi View was a success because I could see how excited and engaged the students were in the two lessons I have incorporated interactive sites and the Mobi View into.  Students could not wait for their turn to use the portable interactive board. 

I don’t know if I would approach another project differently.  I feel I went in with a plan of finding interactive lessons in which I could utilize my Mobi View and engage students.  I feel this was a successful process and one that I could easily do again.  What I have found through my research is some wonderful resources other music teachers in my district could use, and I plan on sharing my final product with them.  

Classroom 2.0 & Mobil Learning

Web 2.0 resources are a wonderful way to integrate technology into core content areas.  I looked at a lot of the resources during the data visualizations lab and I am eager to try out several resources.

I found Classroom 2.0 a wonderful resource for teaching with technology.  I really wish I had known about this site last year when I was teaching computers to 4-6h grade students.  There are so many wonderful resources and peers that are more than willing to help out with any questions I might have had!  I found the conversation on cell phones to be pretty interesting.  Most people are using cell phones in similar ways that I have seen in previous class and from my own experience.  I am still surprised at how some people find it unrealistic to use cell phones in the classroom.  I sometimes wonder if it is a generation gap, or a difference in opinion from digital natives and digital immigrants.

I have recently taken part in poll everywhere surveys when my district attended a professional development on Marzano.  It was wonderful to see how so many professionals were so eager to have their phones out and get their opinion or answers on the screen.  I think that experience was a clear indicator for the excitement students would have if given the same opportunity.  I created a poll everywhere survey for my husbands US history class.  He is planning on using it next week.  I look forward to hearing about his students responses and reactions to being allowed to use their cell phones in class.

In my current classroom I use my iPod on a daily basis.  My students love selecting songs from my iPod to listen to while they are working on their music notation workbooks.  I recently brought in my iPad and the students went crazy over it.  I am looking forward to finding some iterative music apps and letting my students try them out!  Teaching music can allow for the integration of mobile learning in many ways.  The biggest challenge I am finding right now is finding quality resources students can use that helps meets the GLCEs, along with our no cell phone policy.

Data Visualization

Here is my Glog on Christopher Columbus:

Wicked problem Project: Part C- Implementation

PART B - Storyboard and Script

My group has chosen to create a presentation where the Ipad is utilized throughout a 3^rd grade school day.  Each member of our group has selected an app for a specific subject area that would be appropriate for a 3^rd grade student to use.  We have each written a script describing the app we have chosen and how it can be used with 3^rd grade students.  We will be individually recording our scripts and putting them all together for the final product.

The app that I have selected is K12 Timed Reading Practice.  This app is perfect to use with students when you want to work on fluency.  I downloaded all 4 of the apps and tried them with my 3^rd grade special ed students.  I took all of the pictures and videos for each of the apps that are seen in the script.  

For the final presentation we will have one person put together all of the images and our separate MP3 files into an Imovie.  This presentation will follow our script with an introduction, a description of an app with images appearing, and a short video of the app being used by students.  The video will end much like the school day, with a bell.  

Part B- Application of TPack

The Mobi View will help support my teaching the music curriculum.  Specifically, the Mobi View will allow for students to interact with the music curriculum in a way that was not possible before. I feel that if my students are able to work with music concepts in a different manner, they will learn and retain more. The Mobi View allows for this by enabling me to share with students and have them answer questions in a real time setting. On a daily basis, I am introducing new music topics or concepts. The Mobi View makes a more student-friendly way to introduce, model, practice, and assess student growth.

The Mobi View makes the music content more intellectually accessible in many ways. First off, they are better able to view a new concept. I will be able to use videos to introduce topics better with this technology. That will help students connect with new content. The Mobi View will also allow me to challenge students to interact with the curriculum by completing small quizzes and perhaps creating their own masterpieces. Many of my students understand things better when they are presented digitally and have the opportunity to be a part of the learning. When we can present things in a medium that relates to their lives, students will be more likely to take ownership in the learning process.

When using the Mobi View I will be able to assess students in new ways. This technology will allow them to process information and be much more creative in how they demonstrate mastery of the content. I can use different applications of the Mobi View to meet with students one on one and have them show they have learned the material, as opposed to having them simply take a quiz or have me judge the class as a whole. This will also allow students to create, which will demonstrate their learning more than anything else.

I really look forward to how the Mobi View is going to increase student engagement, participation, understanding, and ownership. The many advantages of this technology will be evident once I begin to implement this in my classroom.

Part A- Brainstorm Session

Our group decided to use Adobe Connect to conduct our web conference.  We chose this because it is a program we are all familiar with using and it has the longest available recording time. 


A few advantages to using Adobe Connect are the ability to share one screen and for our group to be looking at the same document at the same time. This helped our web conference go smoothly.  Another advantage is that we were able to discuss the entire project and ask one another questions and opinions for what we would like to do.  This also made our planning easier since it was in real time and everyone was able to participate.


One disadvantage of having a web conference is some of the technical difficulties that come with multiple people trying to use one program.  Our group struggled with microphones echoing.  Another struggle was when multiple people tried to speak at the same time.  Some of the conversation was cut off. 


Overall I felt our web conference went well and was very productive for our group project.  Here is a link to our web conference: http://connect.msu.edu/p8xuzeqz7v9/

Wicked Project Part A- Incorporating Technology into Music 3-5 Curriculum

An educational need that I currently have is a way to incorporate technology into my music curriculum. Creating interactive, relevant music lessons will help to get students more involved in learning about music. Technology can also allow students to perhaps create their own music or identify music concepts and implements in a more fun and memorable way.

I wrote a grant last year for a Mobi View to use when teaching technology. Now that I am in a new position I have yet to use it An article in Tech& Learning, “Product:Mobi View” describes the Mobi View and how it can be utilized in the classroom.

I would like to create technology rich interactive sites for my students in 3-5 music. I would like to locate sites that I can use with my music curriculum which would involve the use of the Mobi view and create an interactive music experience for my students.

My music units revolve around a 10 day block. I would like to find and create lessons that I will be able to use in the last 10 day rotation. Students grades 3-5 will all be utilizing the Mobi View and the interactive music sites. I will create lessons and mini lessons that allow for both individual and group interaction using the Mobi View.

After conducting a Google search I have come across quite a few resources. One site I found was Fun Music Company. This site emails you free music lessons to use with your smartboards. I also came across The Whiteboard Blog which had an article that talked about 11 Ideas for Music Lessons on your Interactive White Board. From this article I found a site called HelpKidzLearn where students can play a piano, they also have a DJ beat game where students can pretend to be a DJ. I also came across Music Shake which is a free online music creation site. I believe my students would love this site and be excited about being able to create their own music to save and share with others. Lastly, I came across a Music Wiki: mustech where music teachers have shared interactive lessons and ideas for using smartboards in the music classroom. I know that these are just a few of the many free resources available and I am looking forward to finding, organizing, and utilizing these within my classroom.

During this course I will incorporate the use of technology through use of the Mobi View with my current music students. I will continue to utilize the sites once the course has completed and if I am teaching music again next year I will continue to use the lessons and resources that I create during this course, as well as expand them into the units I have already taught this year.
I am planning on judging the outcome of incorporating interactive technology lessons by assessing the students learning while using the technology. I will have the students independently write three things they have learned while using the technology. I will also gage the success of incorporating technology by judging if the students are more engaged in the lessons.

CEP 812 Introduction Video

Final Reflections CEP 811

This class has helped me integrate effective technologies into my classroom. By following the universal design plan, I was able to better understand how to meet the needs of all of my students while putting together a technology-rich lesson. My belief that teachers should not just use technology for the sake of technology, but instead to enhance a lesson and supplement the original learning environment has definitely been strengthened by this class.

I have been integrating web-based technologies for at least 4 years now, so I feel that I was well aware of effective uses of technology before taking this class. I did not have a set evaluation system concerning web-based resources, however, so this class was helpful in that manner. Universal Design gave me a step-by-step method of evaluating resources to make sure they were not only effective, but also accessible by to all of my students.

My goal was to learn a more efficient way to choose web-based resources to include in my class. I feel that I was successful in meeting this goal. I feel better prepared to justify the use of the technologies I already use and may need support to continue using. This class gave me a plan to use to evaluate web-based resources and that was part of what I was looking for in this class.

I have had a long term goal of getting my endorsement in educational technology. In order to reach this goal, I plan on taking the remaining required classes that I have to reach this goal.

Online Teaching and Learning

There are many technologies that qualify as an online experience that I would be able to use in my classroom. As a music teacher for 3^rd through 5^th graders, however, it is difficult to create an online experience since my school does not have adequate access to computers.

In the past I was a technology teacher for 4^th through 6^th graders and used many of these technologies. One that was easy to implement in my curriculum was WebQuests. I have actually used quality WebQuests in every teaching position I have had. These have proven to be fun, educational, and interactive, and they have also helped students develop some lifelong learning skills.

When I created my WebQuest last year, I used it to integrate Social Studies into the technology curriculum.  I had my 5^th grade students complete a WebQuest on European explorers, which is a unit that they study in their 5^th grade classroom. The students seemed very excited to learn their material in a different manner than they had before.

When using a WebQuest, I first modeled what a completed project would look like by showing the students an example project. This gave them some idea of what they were going to be expected to do. We had already discussed and practice accessing information on the internet, so I then reminded the students some of the skills we had already mastered. I also gave the students’ time for guided practice and independent practice, which took up most of the assignment. I felt that the students were well prepared for this assignment both technologically and content-wise.

I think that because of the age group I teach, RSS readers are a difficult technology to teach. I believe that elementary age students may not get the purpose or idea of RSS readers, and how to use them for educational purposes. I also feel that teaching elementary students about online resource validation may be a difficult process. These students are just learning how to access information, and though I feel it is important to teach them proper search strategies and resource validation, it may be a little too soon. This age group is more apt to use websites that their teachers lead them to in order to find information.

Wiki

This week I created my first wiki page.  I set up my wiki for my personal learning community at my school.  My PLC consists of the “Encore” teachers, and we are in the process of creating our plan for the rest of the school year.

This page gives us the opportunity to communicate without actually meeting, since we have extremely busy schedules during the school day. This will also allow us to share new ideas in a real time format. Whenever any of us find something interesting online, or have an idea that pertains to the rest of the group, we can share it instantly and not have to worry about forgetting. 

  

https://smit1466.wikispaces.com/

UDL Guidelines – Educator Checklist for Cyber Safety Lesson

My lesson plan had many aspects of the UDL. The UDL checklist did however make me change or add a few items to my lesson that I had previously not considered. I discovered that I need to be more explicit in my teaching of key terms before letting students begin independent work. I also need to account for students who may need more structure than this lesson originally allowed. This checklist was beneficial to me as a teacher as it made me view the strengths and weaknesses of my lesson in a way that I previously would not have. Below is a link to my UDL Checklist for my lesson on cyber safety.

UDL Guidelines Checklist for Cyber Safety Lesson Plan

MERLOT Peer Review

One resource I found on MERLOT was a cyberbullying StAIR presentation. Below is my peer review and evaluation of the presentation

Quality of Content:
1. Does the software present valid (correct) concepts, models, and skills?
• Yes
2. Does the software present educationally significant concepts, models, and skills for the discipline?
• Yes
Potential Effectiveness as a Teaching-Learning Tool:
1. What stage(s) in the learning process/cycle could the materials be used?
1. Explanation or description of the topic/stating the problem
• A PowerPoint kiosk that teaches what cyberbullying is and how to prevent it.
2. Demonstration of the curriculum/exploration of the problem
• This kiosk explains the topic, provides ample examples, quizzes the learners, and asks how to handle different scenarios.
3. Practice using the curriculum/analysis of the outcomes from solving the problem
• After each video or article you are asked questions to check your learning.
4. Applying the curriculum to "new" problems/application of the outcomes to other problems
• You are asked to read through 3 different scenarios and choose how the people in the scenarios should respond.
2. What is(are) the learning objective(s)? What should students be able to do after successfully learning with the materials?
• Students are asked to take the knowledge they’ve learned about cyberbullying and create a blog post about what they’ve learned.
3. What are the characteristics of the target learner(s)
• The target learners are 5th-8th grade.
4. Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials?
• I think students would like the ability to link to videos and webpages to get additional information.
5. Can the use of the software be readily integrated into current curriculum and pedagogy within the discipline?
• This lesson uses Microsoft PowerPoint, which can be found in most schools.
6. Can the software be used in a variety of ways to achieve teaching and learning goals?
• You could present this lesson to a whole class using a projector, or you could have individual students complete this lesson using a computer lab.
7. Are the teaching-learning goals easy to identify?
• There are no specific goals listed in the presentation.
8. Can good learning assignments for using the software application be written easily?
• Yes
Ease of Use:
1. Are the labels, buttons, menus, text, and general layout of the computer interface consistent and visually distinct?
• Yes
2. Does the user get trapped in the material?
• No
3. Can the user get lost easily in the material?
• No
4. Does the module provide feedback about the system status and the user's responses?
• Yes
5. Does the module provide appropriate flexibility in its use?
• Yes
6. Does the learning material require a lot of documentation, technical support, and/or instruction for most students to successfully use the software?
• No
7. Does the material present information in ways that are familiar for students?
• Yes
8. Does the material present information in ways that would be attractive to students?
• Yes

Learning Styles

Growing up I have always known that I learn better when I can see what is being explained.  After completing the Learning Styles test I know for sure that I am a Visual Learner.  When reading through the visual learner’s definition I found myself saying this is me!  I tend to sit towards the front of classrooms so that I can see the teacher at all times.  I also like to see visual representations such as charts, graphs, and pictures. 

When teaching technology I tend to teach to the visual learners as well.  I always have the projector screen up and going so students can see what I am doing on the computer as I explaining a new concept.  I find that some students don’t even look at the screen and my explanations are enough for them, but I always remind students that as I am explaining what we are doing that they can look at the screen to be able to see what I am asking them to do.  I feel that I teach really well to the visual and auditory learners.  As a computer teacher I really struggle teaching to the kinesthetic learners.  Students each have their own computer and are completing different tasks, but I don’t allow students to roam or move around the classroom much for fear of computers crashing down.  I try to break up my 50 minute classes into a warm up or discussion, mini lesson, and work time.  Breaking the lesson into chunks helps keep all of the students’ interest for most of the period. I am interested to see how other tech teachers meet the kinesthetic learner’s needs.     

Although it is impossible to teach to all of our students different learning styles, I try really hard to make my lessons interesting both visually and orally.  I also try to find as many interactive activities for my students as possible.  I try to make sure that students have an opportunity to see, hear, do, and say something every class period.

Personal Learning Reflection

At the start of CEP 810 I listed 2 main goals for myself.  I wanted to increase my knowledge of different programs and websites that I could transfer into my curriculum, and I wanted to learn more about technology so I could be our buildings “go to” person.  In the last 5 weeks I have gained more knowledge about new technologies and how to make my life more streamlined than I have in the last 5 years. 

My first goal for this course was to gain knowledge of new programs or websites that I could utilize in my 4-6 technology curriculum.  I currently teach my students Microsoft Productivity Tools.  In the first session I learned how I could use Office Live, Google Docs, and Open Office to teach students about online productivity tools and how to use these tools in a collaborative way.  I was also excited to learn about Zoho and Prezi.  Both are collaborative presentation tools my students would love to utilize.  

Internet safety and copyright laws are two topics that I teach my students about.  I’ve gained some great safety tips to share with my students, such as copy and pasting any link into the Google search bar to see if the link is a scam or virus before they ever click on the link. Citing sources and using copyright free images is a constant struggle when working with students.  Attempting to explain the complicated copyright laws is a struggle.  The YouTube Disney video is wonderful, and I am looking forward to sharing it with my classes.  I also found the chart from Technology and Learning to be a user friendly chart when explaining what is allowed and not allowed when using others ideas, images, or products.  Creative Commons is also a great resource for students to use when looking for copyright free products.    

Digital storytelling is a topic that I had heard about prior to this course, but not one that I had taught.  I have learned so much about digital storytelling through my groups SIG project. For all of our great resources check out our SIG Delicious account.  I am looking forward to having my 4^th graders use Kapoof, and teaching my 5^th and 6^th graders how to use Microsoft’s Photo Story 3.  I believe digital storytelling is an excellent example of integrating Language Arts and Technology.  

Personal Learning Networks, Getting Things Done, and Netvibes are all three things that were introduced to me, and that have changed how I function.  At the start of this class I considered my Personal Learning Network to mainly consist of my colleagues at work and my peers through MSU.  CEP 810 opened my eyes to the many different PLN’s available within a click.  I have become an active member of Twitter and I am constantly checking to see what other tech teachers are saying.  Joining MACAL’s Ning has also provided me with a wealth of knowledge, and new ideas to try out in my classroom.   

Netvibes is a wonderful site where I can view all of my PLN blogs, websites, and social networks at one time.  Instead of spending time moving from website to website I can use Netvibes as a one stop spot where I can read up on technology trends, and what other technology teachers are doing in their own classroom.  I have discovered three teacher blogs where I have gained so many wonderful ideas that I can not wait to implement into my own curriculum.  Cool Cat Teacher, Ask a Teacher, and EdTechSandyK are three blogs that I have recommended to several of my colleges. 

David Allen’s Getting Things Done is a concept that I had never heard of.  This has tremendously changed how I function as a teacher, a student, a wife, and a mom.  I found a great free site (www.gtdify.com) and my husband and I have been using it religiously.  We share the same GTD account so we both don’t have to put some of the same projects down.  I can see what I need to get done today, tomorrow, this week, and this month in one click.  I know where my priorities need to be and if I complete all my tasks I can easily see what I should accomplish next.  I have noticed that the process of getting my endless to do list out of my head and into the GTDify page has reduced my stress tremendously. 

My second goal was to be able to be a “go to” person for technology in my building.  I have gained so many useful resources from this class.  I have decided to put together a Prezi presentation for my building administration on some of the beneficial websites our teachers should be utilizing.  I also want to present the idea of starting a collaborative Delicious account where teachers can post their useful websites and links.  As teachers we are constantly looking for new ideas and lesson plans that work, and at times we feel as if we are on an island all alone.  A school Delicious account would allow our teachers to share what they have found that works in one easy to access spot.  If teachers include detailed summaries, and tags we can easily create a collaborate site filled with countless resources for all. 

A new goal I am setting for myself, and hopefully the other technology teachers in the district, is to set up a K-12 technology portfolio system for our students.   Using the Michigan Educations Technology Standards and the National Educational Technology Standards for Students I would like our district to align our curriculum K-12 and see how we can successfully integrate other subjects into teaching technology.  This is a huge undertaking, but I believe it is a necessity for our students to be successful in today’s tech savvy world.  I believe using the TPACK model   would help us successful complete this task. 

Creative Commons

I've just discovered Creative Commons. This is a free search engine that filters copyrighted products. You can use the search engine just like any search engine and what is brought up are materials that can be used without fear of copyright infringement.

I found the following image by completing a Creative Commons search for computer classrooms. This is an image that I could potentially show my students of what a computer lab would look like in a college setting. I would ask them to compare/contrast our computer lab to the lab in the image.  I could also ask the students what they like about this lab compared to ours.  Our school district is considering technology update and it would be interesting to see what the students would like to see updated in our lab compared to the adults.   

Photo Attribution:

Original image: "Desktop PCs Warwick"
File:Computer lab showing desktop PCs warwick.jpg

User:Emijrp/Commons/es/10
By:User:Mike1024
Released under Public Domain.

This is an image I took of Alcatraz in May of 2009.  I added it to my flicker account and created a creative commons copyright.