Blog #6

I decided to do my PowerPoint assignment #1 on metric conversion. I felt that my presentation did an excellent job of discussing the learning objectives and assessing the student's ability to demonstrate their knowledge of converting one metric unit to the next. I even included animation that showed a step by step process for the conversion. For example, I demonstrated how to do the problem and then I provided an opportunity for students to work on a problem as I supervised them. Then I used the presentation to show how to correctly carry out the problem.

Here's an example of a problem that the students have to solve. So, I place it up on the screen and give the students time to work on the problem while I walk around the classroom observing:



The next photos show the presentation animation for how to solve the problem.









This was a great way to show how to do metric conversions, and enabled me to see how students progressed with each problem that was projected on the screen. It was interactive, the color scheme was not distracting, and the animation gave a clear explanation as to how metric conversion works. The only thing that might make a slight improvement would be adding some sound effects, but I wasn't sure if that would have caused a distraction, so I left it out.

Sometimes using computers in the classroom is not always a viable option. In such cases, there are other ways to integrate them in the classroom. For example, I have used overhead projectors to display graphs and tables that I created on a computer, but was not able to project them using an LCD projector. So, the next "best" thing was to print them out and make transparencies. I also have students do research projects and require them to put their data and results on a presentation board. These are some options that are possible if computers aren't available in sufficient quantities in the classroom.

Some ways that I could integrate peripherals and audio-visual technologies with computer-based technologies is by allowing students to work on projects together cooperatively and enable them to create a PowerPoint presentation for their peers. Another useful and fun, creative way is by having them create a podcast. There are numbers computer-based technologies that can be integrated in the classroom to enhance learning. In fact, there are software companies who design educational games that focus on big concepts in science. All are excellent methods to help engage students to explore more about the topics they're learning about in class.

In the last week, I learned how to improve my animation skills with PowerPoint. I was not aware that so many features were availabe on PowerPoint, and would have probably never known had I not taken a course. The "help" option usually yields very little explanations on how to use the program to do certain functions, so I felt that this was very beneficial if I wanted to make an animation that showed difficult science concepts such as diffusion or osmosis.

Practice with Inspiration

Mark's First Podcast

Post #3

I teach 7th grade Life Science, and use technology often in my classroom as a teaching tool, as well as a helpful resource. While teaching a unit on genetics, I wanted to ensure that students had a sound understanding of probability before delving into Mendelian genetics. So, I had students work in groups of 3-4 students per group. The task was simple. They used ten 3 x 5 cards and wrote washed on five cards, and unwashed on five remaining cards. The cards were place in a paper bag and mixed up well. Then a student reached into the paper bag and randomly selected one 3 x 5 card and read the word. Then the card was placed back in the bag and mixed up. This was done 100 times, and recorded on a table. Then they had to switch the probability situation to three “washed” and seven “unwashed” whereby they collected the data and wrote their results on a table. Again, the probability situation is switched to six “washed” and four “unwashed” cards, and the same procedure is followed as the previous steps. On the fourth situation, groups are allowed to make up their own probability situation. In all cases, the cards are randomly selected and placed back in the bag, and recorded on a table manually for each drawing. So, by the end of the probability lab, the students will have 400 data sets recorded. The groups were required to create a table in Microsoft Excel, and then generate a chart that showed the outcome for each probability situation. Then we discussed each group’s outcome. I generated a table in Excel and projected on the screen using my LCD overhead projector that is directly wired to my classroom computer. The students are able to see the table that I created, which I can then input the data for each group. Then I generated a chart based on the entire class’ data results. The chart allowed students to see that their hypotheses paralleled the expected outcome of each probability situation. The final part of the lab required that the groups submit a group lab report containing a title page, the data tables, charts, and a summation about what they observed and learned from doing this lab experiment. So, this gave them the opportunity to work with Microsoft Word and Microsoft Excel. I did have to teach my students how to create charts from their data tables, which included adding a title to the chart and defining each part of the pie chart. I also showed my class how to create different charts using their same data, and discussed how charts can give a nice snapshot of data in an easy to understand format rather than looking at a cumbersome data table chocked full of numbers. Having 12 laptop computers for this lab allowed each group to work together and afforded me the opportunity to walk around the classroom observing how the students worked together, as well as answer questions if they were confused about something. I can tell you that the students loved this experiment and using the computers, which made the lesson meaningful and fun.
Aside from using Microsoft Word and Excel, I also give my 7th grade students the opportunity to conduct research using the internet for a unit on cells. The assignment requires that students work together in groups of 3 – 4, and they have to use Microsoft PowerPoint to create a presentation that shows an analogy of a cell. I give them 5 days in the computer lab to work together trying to plan out their presentation and use the internet to find the required information covering the cell membrane, nucleus, and organelles. I try the best I can to group students with a blend of skill levels so that they can work together helping each other on this project. To avoid problems with students googing off or not being productive, the computer lab is set up in a horse shoe position so that I can easily have visual access to everything that the students are working on while in the computer lab. I make it very clear that they are to be working solely on their project and that consequences will occur for students who are using the internet to play games or to view other inappropriate material. This project is such a time demanding assignment that I have not had any student group misuse the time allotted for them in the computer lab. Nonetheless, my concerns, which were previously mentioned, are that they not access inappropriate internet sites or check their personal e-mails during class. The school has an excellent firewall that prevents them from accessing popular sites such as Facebook, MySpace, YouTube, or various e-mail accounts like Yahoo. All in all, this project gives them ample opportunities to use their creativity to design each PowerPoint slide, and makes the presentations fun and interesting to view.
Apart from using various Microsoft programs in the classroom, I also utilize excellent websites for students to view that I list on my personal website. If you check my personal work website, http://www2.fairview.leon.k12.fl.us/7th/dignan/default.aspx, you will be able to visit any of the sites by clicking on the hyperlinks located on the right side of the webpage. I also use United Streaming Videos to show various educational videos that align with the topics that we will cover throughout the year. The videos add another layer for keeping students engaged and involved because many of them have video quizzes that follow, which I could use for grades, or generate discussions about what they watched. The website for United Streaming is http://streaming.discoveryeducation.com/ , and requires a subscription or license, which our school has paid for so that teachers can use this resource in the classroom. Again, it is an excellent source of educational videos that I can show as an introduction to a unit, or as a way to reinforce a topic we are learning about in a unit. The site allows you to categorize the videos based on grade level, subject matter, or both, which makes searching very easy. I make an extra effort to find videos that are newer so as to avoid distractions such as horrible acting, corny music, and terrible fashion. This may seem odd, but 7th graders are easily distracted by these simple things. Anyway, take a look at some of the websites I listed on mine and let me know what you think.

Post #2

As I reflect on Chapter 9, I think of a time when I actually used a typewriter. Yes, I used the archaic machine for various assignments from middle school through high school. I remember being happy to be able to white out letters in case of a mistake. That was considered advanced technology in the realm of journalistic devices. Then Microsoft came up with a computerized word processor and writing exploded into a whole new stratosphere of possibilities. I was able to actually utilize the program to change the size and type of font or even insert a table for a science report. It allowed me a whole range of possibilities to organize reports that no typewriter could even come close to in comparison. In fact, MS Word is probably the culprit for killing the typewriter industry. My recollections of the use of word processing by any of my teachers was relegated to writing a syllabus, create worksheets, or write tests and quizzes. Aside from those, I cannot recall a time where a teacher used MS word for something that bedazzled me enough to remember. Today, most people use word processing as nonchalantly as talking on their cell phones, although I believe that these people probably are not as savvy with the full range afforded to an MS user. I used to think the program was quite basic, but it has evolved into a very powerful and extremely creative program. In fact, I am looking forward to learning additional ways that I can utilize MS Word that I was not familiar with in the past.

As a current teacher, I have used MS Word for simplistic creations as teachers before me such as making tests, study guides, tables, graphs, or notes. However, I feel that I have advanced beyond my predecessors by utilizing MS Word to design a brochure for certain events or programs that the school hosted. In fact, I created one for a science program that will begin in summer 2010. Working with that feature was new to me, but it was fun creating the design, and satisfying once completed. I was able to copy and paste different scientific photographs from the internet that added "pizazz" to the look of the brochure, and would catch the attention of the reader. Another creative aspect of MS Word that I was unfamiliar with was creating a newspaper. The textbook gave me an idea that I could develop for a future project with my science students. By taking a big unit, such as genetics, I am contemplating the idea of having students work together to design and write articles and format them into a newspaper. Before I attempt to tackle that project, I first need to learn how to do that, which is something I hope to learn while taking this course. I was unaware of just how versatile MS Word really is for users.

I have already learned some "tricks" with using MS Word that I was unfamiliar with, which I intend to use. Some of the short key strokes that we discussed and were shown in class are very useful skills for working more efficiently with MS Word. Additionally, I have also worked with MS Paint, which I was not too familiar with until two weeks ago. After playing around with it for a couple of hours, I was able to design a pretty cool underwater scene that I am proud to show. I took the idea from an internet website, and the fact that I was able to work with the MS Paint options to create it is a skill that I think is useful for designing future brochures, or even for prepared PowerPoint presentations. There is still a great deal that I am unfamiliar with regarding MS Word, however, I am confident that the skills we learn in this class will help me to implement them in my classroom, and share with my students to help them be more efficient with the program. After reading some of their typed essays over this past weekend, I see it is apparent that not all students are as technologically experienced as the teacher, therefore, I think it will take beneficial to take some time out of my normal curriculum to impart a little wisdom in their direction, and help them learn how to use MS Word better then before coming to my class.

I have included a copy of my MS Paint image that I created, which took some time, but I think it turned out alright. It is supposed to be an underwater theme. Let me know what you think.

Blog Post # 1

I believe that education has been replete with various types of reforms, but I feel that true educational reform will not be possible without the inclusion of technology. As education moves into the 21st century it is paramount that students and educators be versatile with their understanding of computers and other technologies. For educators, it is a way to enhance their style of teaching by bringing in new methodologies that will engage student learning and participation. Furthermore, teachers should set the example for their students by staying current with the times. I agree with what the textbook mentioned how it is unacceptable to have a student "show how to cut and paste" in a word document or some other software. In other words, if we expect our students to continuously learn then teachers must as well. In my class, I have seen the benefits of utilizing technology in the class from creating jeopardy review games to having students work in groups to create a PowerPoint presentation. Technology is leading education today and teachers need to keep up or they will find themselves being passed over by their colleagues and students.

I have been using technology in my class consistently for the past 5 years. In fact, I have several projects that I assign throughout the year requiring students to use that require computer programs. I have had them use excel to create data sheets based on their science lab data, and then they have to analyze and explain the results. I also have them work in groups to create PowerPoint presentations, which even I have learned a couple of tricks from my students for future lectures that I create in PowerPoint. Also, I have implemented various technologies for science labs such as digital microscopes, Texas Instrument Calculators, and LCD projector for displaying videos off the internet. Finally, I have a webpage that I update weekly that shows the weekly lesson plans, homework assignments, and any announcements of upcoming events that I want parents to know, which is very useful. What I hope to gain in addition to my repertoire of technology tools is anything newer that I can utilize in the classroom. I have already learned about Jing, which I am practicing with in order to be more proficient with it. Furthermore, I know that I will learn new ways of doing something that has gotten old. I am interested in finding out more about podcasts, as well. How can I use them in the classroom? So, I am excited to see what things I will learn about in the coming months that will make my classroom an updated technologically saavy science classroom.


I am proud to say that I will be able to apply for my professional certification with FLDOE after this semester, and will be certified to teach science for grades 6 - 12, which I could not be happier. Teaching has been a wonderful experience and career, and I have seen the intangible benefits of making a difference in my students' education and lives. That is why I am looking forward to taking this course; to see what new things I can bring into my classroom to help teach, and inspire students to learn. I feel that my first day in this course has proven itself already since I created my first blog ever. This is a new area for me, and I believe in time, I will get better at using this tool in my classroom. So, I will look forward to learning new skills over this semester that I will be able to impart to my students.

Blog Journal # 0

I have been working with various types of technology such as PowerPoint presentations, Microsoft Word, Microsoft Excel (limited usage), United Streaming videos for science class, Microsoft Movie Maker, and often use my overhead LCD projector. I have also used Texas Instrument calculators (TI-83) with various types of Vernier probes, which my students have a great time using. However, I have had no experience writing any blogs, nor have I had experience creating HTMLs, but I am looking forward to learning about how to use these technology resources within my classroom.

I hope to learn new technology applications that I can bring into my classroom to allow my students additional options for learning. I envision incorporating the use of blogs to allow my students to work on science homework, as well as different science projects. I believe technology is something that needs to be in the classroom to engage the students in their own learning, and is an alternative resource for teachers to help stimulate student motivation within the science classroom. I feel that this course will equip me with the opportunity to engage my students with new ways of disseminating knowledge about scientific concepts.


I realize that I am a kinesthetic learner. I work best when I can actually do the task as I am learning. I am confident in how I learn best and in what modality best suits my learning style. I was surprised by one aspect of the learning styles survey, which determined that I do not look at the big picture first when deciding how to approach a problem. I typically think that I do, so I will refer to an old musical lyrics from the 90's which is "Things that make you go....hmmmmm."