My final project is a classroom blog created on Blogger. I will start with the students commenting on my posts first and then decide how I will have student create their own posts. There are two additional pages that contain information on tips on how to post comments and a page on website links.
I started by introducing the blog and how the students will be graded on comments. The first post includes a video about blogging from the “In Plain English” series to familiarize all students to blogging. The next video is a video I created on osmosis. The students should watch the video and then post any questions or comments.
The next part contains a VoiceThread using a peppermint candy demonstration. The demonstration shows the process of diffusion. In the past, I have done this demonstration using the overhead projector. I thought using VoiceThread would be an updated way to do this demonstration.
I modified the blog’s template background and colors and added my own picture. It is a waterfall picture from Belize taken when my husband and I traveled there two years ago. I show students pictures from Belize to help describe a rainforest environment.
Click the following link to see the new blog page for my biology classes.
Biology Class Blog
Friday, July 23, 2010
Peppermint Candy Demonstration on VoiceThread
I created a VoiceThread to add to my final project. The peppermint candy is added to a dish of water and students observe what happens and try to explain the process that is occurring. I do this demonstration as an opener to our transport chapter discussing diffusion and osmosis. I normally put a petri dish with water on the overhead projector and add the candy. It shows up very clearly using the overhead. The colored bands of sugar move out into the water by diffusion. The bands don't mix, so you can see the red bands move out and away from the candy. It takes a few seconds to get started, so the kids are intrigued at what is going to happen.
I decided to try a little more technical way, by recording it with a camcorder and then adding it to a VoiceThread.
I decided to try a little more technical way, by recording it with a camcorder and then adding it to a VoiceThread.
Thursday, July 22, 2010
Class Discussion Reflection
It is encouraging to know that most of the teachers in the class have similar feelings about using technology in their classroom and how this class has opened our eyes to new web tools. Even though we are at different schools, teaching different levels, and have different access to some technology, we have had similar experiences with this class and what we can do with this new knowledge for the upcoming school year.
This class has given the teachers an opportunity to look at new websites and actually use them and discuss how we can use them in class. We usually don't have time for this searching during the school year. It was very helpful to read other classmates blogs and how they used the web tool. It encouraged me to also try the web tool or try it in a different way.
The concerns seems to be how to give equal access to technology for the students in the our class if they don't have computer access at home or time during the day to use it at school. Another concern is how to exactly implement some of the new tools and if there will be too much technical difficulty getting the tools to work.
This class has given the teachers an opportunity to look at new websites and actually use them and discuss how we can use them in class. We usually don't have time for this searching during the school year. It was very helpful to read other classmates blogs and how they used the web tool. It encouraged me to also try the web tool or try it in a different way.
The concerns seems to be how to give equal access to technology for the students in the our class if they don't have computer access at home or time during the day to use it at school. Another concern is how to exactly implement some of the new tools and if there will be too much technical difficulty getting the tools to work.
Another Look at My Guiding Principles of Technology
After working through this class and visiting many new websites, I have added a few new principles to my original list. I see believe in my list I created during the first week of class, but feel that there could be some additions.
These are my original guiding principles that I think are important for using technology in a high school classroom.
1. Using technology to enhance content learning for students.
2.Using technology to enhance content learning for the teacher.
3.Using websites that engage students in learning and not just to play games.
4.Having students use technology that they already know how to use and have an interest in (cell phones, texting, blogging, social networking, digital cameras)
5.To show experiments or procedures that would not be possible in a high school classroom.
6.Allow students to collect data and do research for inquiry based experiments.
7.Teach students how to find relevant sites, monitor students use of the technology, and provide feedback on better ways to use the technology.
New principles I have added after learning more about using technology in the classroom.
8. Be aware of copyright laws.
9. Have the students use the web tools to create their own projects instead of just having the teacher use the tools.
10. Use technology for students and teachers to collaborate on projects.
11. Create a professional learning network to help increase teacher knowledge and to be connected with other teachers.
12. Technology is not going away and student need to use technology appropriately to help them prepare for their future.
These are my original guiding principles that I think are important for using technology in a high school classroom.
1. Using technology to enhance content learning for students.
2.Using technology to enhance content learning for the teacher.
3.Using websites that engage students in learning and not just to play games.
4.Having students use technology that they already know how to use and have an interest in (cell phones, texting, blogging, social networking, digital cameras)
5.To show experiments or procedures that would not be possible in a high school classroom.
6.Allow students to collect data and do research for inquiry based experiments.
7.Teach students how to find relevant sites, monitor students use of the technology, and provide feedback on better ways to use the technology.
New principles I have added after learning more about using technology in the classroom.
8. Be aware of copyright laws.
9. Have the students use the web tools to create their own projects instead of just having the teacher use the tools.
10. Use technology for students and teachers to collaborate on projects.
11. Create a professional learning network to help increase teacher knowledge and to be connected with other teachers.
12. Technology is not going away and student need to use technology appropriately to help them prepare for their future.
Monday, July 19, 2010
Week 6 Tool Exploration
I spent some time last week looking through the Top 20 list. I tried a few of them last week and will continue to work through some of them this week. I set up a wall on Wallwisher and have included the link. It is nice that the creator can approve the comments before everyone can view them. I'm not sure if I would use this in class, if I was already having students comment on a blog site, but it is a simple and fun site.
http://www.wallwisher.com/wall/jmayer
I made a short movie using xtranormal. It is a fun tool to play with and would give an interesting look to a short presentation. I can see students enjoying making a project with this tool.
This week I also created a "In Plain English" video on osmosis and how cells deal with osmosis. I plan on adding it to my classroom blog for my final project. I have also included it here. I recorded it with our camcorder and a tripod. Next time, I would try to make the print in focus a bit more and zoomed in. I wanted to show everything in one frame, so it ended up to be a little smaller than I originally wanted.
http://www.wallwisher.com/wall/jmayer
I made a short movie using xtranormal. It is a fun tool to play with and would give an interesting look to a short presentation. I can see students enjoying making a project with this tool.
This week I also created a "In Plain English" video on osmosis and how cells deal with osmosis. I plan on adding it to my classroom blog for my final project. I have also included it here. I recorded it with our camcorder and a tripod. Next time, I would try to make the print in focus a bit more and zoomed in. I wanted to show everything in one frame, so it ended up to be a little smaller than I originally wanted.
Tuesday, July 13, 2010
Week 5: Tool Exploration Part 2: Wordle
I have seen and tried Wordle once before. I created one using words about cell organelles. Students could use this tool to create a visual list of vocabulary words for a chapter or to show key words from a project. I don't see a lot of value in this tool, but it may be a way to add something extra to a project or blog to create interest and some discussion. It is a different way to look at words. It is very quick and easy to use. The site is www.wordle.net
Monday, July 12, 2010
Week 5 Reflection: Blogs and Wikis
Blogs have many possible uses in a classroom from class discussion on a specific topic or chapter, digital lab notebook, peer reviews of projects, and a way for students and teachers to connect and collaborate. I looked at many different teacher blogs and got some good ideas on ways to use a blog in the classroom. The "Endless Forms Most Beautiful"blog listed tips for students on how to blog and how to make comments. It also included a list of website sources and journal articles for students to read to start a discussion on their blog. I think it is very important to give students some structure and guidelines for blogging. I wondered if the teacher expected students to write a certain number of blogs and comments or if it was just an added part of the class to increase discussion and learning about different topics not direcly covered in class.
I looked at Dale Blaser's blog and noticed a blog on Noah's Ark Waterpark's new looping waterslide. There was a link to a Popular Science article on how the slide works. (http://www.popsci.com/science/article/2010-05/how-it-works-computerized-looping-waterslide) I had the opportunity last week to try this new waterslide, Scorpion’s Tail . My husband and I had been discussing how the waterslide works and reading the artcile was very insightful. After waiting in line for about 15 minutes and watching and listening to others go down the tube, I stepped into the plastic chamber and the attendant closed the hatch. I crossed my arms and had my hands on my shoulders. A computerized voice counted down from three and then the floor dropped out. I dropped down the 55feet chute and was going about 30mph to ascend the loop and out to the runout pool. It took about 10 seconds from start to finish and was very thrilling and disorientating. There is a lot of water and you really have to close your eyes for most of it, so it was hard to tell that you were really looping upside down at the 60 degree angle. Probably the worst part was reading the sign while in line that told you what to do in the case that you got stuck in the tube. Be calm and an attendant will get you out through the hatch at the top. Luckly, we both made it out just fine, but didn't need to do it again.
I would like to try blogging with my students. I like the idea of having them comment on specific questions on our current chapter. It will give students that like to have more time to think about answers to have a chance to answer questions when they might not in class.
The wiki page by Damian Braxica had good information on how wikis can be used in a classroom. I also learned that wiki means quick in Hawaiian.
I joined two wiki sites (wikispaces and PBworks) to see which site I might like to use. I used wikispaces a few years ago. Our school allowed teachers to link our own webpages to the school webpage and we used wikispaces as our webpage. Teachers were the only ones allowed to edit it, so there was no collaboration with the students. It was really just used as a webpage to list assignments, syllabus, and links to other websites. It is fairly easy to use and update. I do like the look of PBworks a bit better then wikispaces. It has been helpful to use PBworks in this class to see the potential of how it can be used.
Here are the links to my two wiki pages. I have not added any extra pages or links yet.
http://joymayer.pbworks.com/
http://biologymayer.wikispaces.com/
I looked at Dale Blaser's blog and noticed a blog on Noah's Ark Waterpark's new looping waterslide. There was a link to a Popular Science article on how the slide works. (http://www.popsci.com/science/article/2010-05/how-it-works-computerized-looping-waterslide) I had the opportunity last week to try this new waterslide, Scorpion’s Tail . My husband and I had been discussing how the waterslide works and reading the artcile was very insightful. After waiting in line for about 15 minutes and watching and listening to others go down the tube, I stepped into the plastic chamber and the attendant closed the hatch. I crossed my arms and had my hands on my shoulders. A computerized voice counted down from three and then the floor dropped out. I dropped down the 55feet chute and was going about 30mph to ascend the loop and out to the runout pool. It took about 10 seconds from start to finish and was very thrilling and disorientating. There is a lot of water and you really have to close your eyes for most of it, so it was hard to tell that you were really looping upside down at the 60 degree angle. Probably the worst part was reading the sign while in line that told you what to do in the case that you got stuck in the tube. Be calm and an attendant will get you out through the hatch at the top. Luckly, we both made it out just fine, but didn't need to do it again.
I would like to try blogging with my students. I like the idea of having them comment on specific questions on our current chapter. It will give students that like to have more time to think about answers to have a chance to answer questions when they might not in class.
The wiki page by Damian Braxica had good information on how wikis can be used in a classroom. I also learned that wiki means quick in Hawaiian.
I joined two wiki sites (wikispaces and PBworks) to see which site I might like to use. I used wikispaces a few years ago. Our school allowed teachers to link our own webpages to the school webpage and we used wikispaces as our webpage. Teachers were the only ones allowed to edit it, so there was no collaboration with the students. It was really just used as a webpage to list assignments, syllabus, and links to other websites. It is fairly easy to use and update. I do like the look of PBworks a bit better then wikispaces. It has been helpful to use PBworks in this class to see the potential of how it can be used.
Here are the links to my two wiki pages. I have not added any extra pages or links yet.
http://joymayer.pbworks.com/
http://biologymayer.wikispaces.com/
Week 5 Tool Exploration Part 1: Prezi
After looking throuh many different blog examples and student projects, I wanted to try Prezi. One of the student projects used a Prezi to show ideas about global warming. I liked how it zooms in and moves around. I watched one of the demo videos on creating the Prezi and learned how to create the Prezi , but also how to make it most effective and how not to the make the viewer dizzy. It is fun to use, but does take some playing around with the circle zebra tool. I would need to spend more time to create a more detailed path to zoom in on all of the details.
This Prezi shows the seven characteristics of a living thing which I present during the first week of school. It is definetly more interesting than a linear PowerPoint Presentation. Some of the pictures are my own (ones of my daughters), the other pictures I searched for on Creative Commons.
This Prezi shows the seven characteristics of a living thing which I present during the first week of school. It is definetly more interesting than a linear PowerPoint Presentation. Some of the pictures are my own (ones of my daughters), the other pictures I searched for on Creative Commons.
Wednesday, July 7, 2010
Week 4 On-Line Data
Data collection can often be a time consuming process in an experiment. It is important for students to know how to collect data, so it should not be removed from laboratory experiments. Using on-line data sets can be added for additional experiments where collecting the data in a classroom may not be possible or too expensive. Using the Generating an Argument model by Sampson and Grooms is one way to use data sets in the classroom. I can also see using a data set to have the student practice graphing. I go through the steps of making a title, labeling the x and y axis, making the proper scale, and graphing the points. Students often have trouble with graphing and need practice. The second step is to interpret the graph and answer questions using the graph. I would have the students graph with graph paper first and review the basics. The next step would be to have them generate a graph using the Create a Graph on-line tool. The tool allows you to choose a type of graph, label, and set a scale. I can see myself creating graphs with this tool and adding them to a presentation to the class.
I do a class simulation on the spread of a viral disease. Each student receives a small cup of a clear liquid. One cup contains the “virus”. The students are told that they are to interact with two other people. To interact, they pour their liquid into another student’s cup, back into the other cup, and then take half back into their cup. The students are asked to predict how many people will be infected after two interactions. The students then interact. The teacher then tests the cups by adding a drop of phenolthealine. If it turns bright pink/purple then they are infected. All the cups have water except one that contains a weak solution of NaOH. The students then raise their hand if they were infected. A graph is plotted for number of interactions to number of infected students, starting with zero interactions, one interaction, and then the two interactions. The students then receive new cups with again one person infected. The students predict how many people will be infected after three interactions. They interact and see how many are infected. It is exponential and clearly shows how bacteria and viruses can spread quickly through a population. There are questions to discuss about the graphs and how the simulation compares to the real world spread of disease and ways to prevent the spread.
I can see projecting the Create a Graph tool on the board and graphing the data as the student get it instead of just drawing it on the whiteboard.
I spent some time looking at the different data sets listed in the textbook. I had some difficulty in loading and getting some of the data. I often found maps with shaded in colors that would be interesting to show, but would not be useful in generating graphs. I can see that there would be many applications for the data sets for earth science with the different sets on weather, water, earthquakes, glaciers, and volcanoes. Many of the life science data sets involve migratory patterns of animals and human population studies. I would use a data set on one of the migratory data sets for graphing. I would use some water data when I discuss the water cycle and sources of water.
I do a class simulation on the spread of a viral disease. Each student receives a small cup of a clear liquid. One cup contains the “virus”. The students are told that they are to interact with two other people. To interact, they pour their liquid into another student’s cup, back into the other cup, and then take half back into their cup. The students are asked to predict how many people will be infected after two interactions. The students then interact. The teacher then tests the cups by adding a drop of phenolthealine. If it turns bright pink/purple then they are infected. All the cups have water except one that contains a weak solution of NaOH. The students then raise their hand if they were infected. A graph is plotted for number of interactions to number of infected students, starting with zero interactions, one interaction, and then the two interactions. The students then receive new cups with again one person infected. The students predict how many people will be infected after three interactions. They interact and see how many are infected. It is exponential and clearly shows how bacteria and viruses can spread quickly through a population. There are questions to discuss about the graphs and how the simulation compares to the real world spread of disease and ways to prevent the spread.
I can see projecting the Create a Graph tool on the board and graphing the data as the student get it instead of just drawing it on the whiteboard.
I spent some time looking at the different data sets listed in the textbook. I had some difficulty in loading and getting some of the data. I often found maps with shaded in colors that would be interesting to show, but would not be useful in generating graphs. I can see that there would be many applications for the data sets for earth science with the different sets on weather, water, earthquakes, glaciers, and volcanoes. Many of the life science data sets involve migratory patterns of animals and human population studies. I would use a data set on one of the migratory data sets for graphing. I would use some water data when I discuss the water cycle and sources of water.
Tuesday, July 6, 2010
Week 4: Exploring Web Tools
The on-line simulations are very interesting to explore. I used several different simulations in my biology classes already and I am always looking for new ones to add. I added a few of the sites I use to the wiki page. I enjoyed looking through some of the simulations listed in the textbook. The Explore Learning site has many biologys simulations including mice breeding for genetics and DNA simulations.
The cell biology animations at www.johnkyrk.com had many different animations to look at and I would include some of them in my lectures on the cell. The cell function and cell anatomy animations were very good. The Interactive Human Body site allows you to see different organs and body systems and to read some descriptions. I didn't think this site was as interactive as the other sites. I will be teaching a chemistry class next year and the Visual Elements site has a nice interactive periodic chart that would be a good reference for students.
I spent some time at Google Earth and flew to my house, a tropical island in Belize that I had visited two years ago, to the rainforests of Costa Rica, and to Devil's Lake State Park. My family is driving to Devil's Lake this afternoon for a three day camping trip, so it was intersting that Devil's Lake was one of the place our teacher had recommend to look at. I looked at several of the education galleries, but I am still not sure how I would use this in my biology classes. I noticed one of the gallery tours was on the spread of bird flu which I could use during my chapter on bacteria and virus. I also thought I could go to different biomes to show my class during our ecology chapter. I like the idea of preparing and recording your path or tour and showing that to students. It would be nice to have it prepared ahead of time.
The cell biology animations at www.johnkyrk.com had many different animations to look at and I would include some of them in my lectures on the cell. The cell function and cell anatomy animations were very good. The Interactive Human Body site allows you to see different organs and body systems and to read some descriptions. I didn't think this site was as interactive as the other sites. I will be teaching a chemistry class next year and the Visual Elements site has a nice interactive periodic chart that would be a good reference for students.
I spent some time at Google Earth and flew to my house, a tropical island in Belize that I had visited two years ago, to the rainforests of Costa Rica, and to Devil's Lake State Park. My family is driving to Devil's Lake this afternoon for a three day camping trip, so it was intersting that Devil's Lake was one of the place our teacher had recommend to look at. I looked at several of the education galleries, but I am still not sure how I would use this in my biology classes. I noticed one of the gallery tours was on the spread of bird flu which I could use during my chapter on bacteria and virus. I also thought I could go to different biomes to show my class during our ecology chapter. I like the idea of preparing and recording your path or tour and showing that to students. It would be nice to have it prepared ahead of time.
Thursday, July 1, 2010
Week 3: PhotoPeach Slide Show
After trying a slide show on PhotoBucket, I wanted to compare it to another site that also made slide shows, PhotoPeach. PhotoBucket and PhotoPeach are similiar to use and created the same type of slide show. I had a little easier time with PhotoPeach since I didn't do any editing of the pictures and the captions were easier to do. I used most of my own pictures that either I or my husband took. The archaebacteria at Yellowstone National Park, butterfly, flower, and fungi were all our pictures. I did use CreativeCommons to get the bacteria and protist pictures.
I think either site would be good for students to use. PhotoBucket has a lot of extra graphics and borders you can add. I didn't find how to add music to the slide show for PhotoBucket, but I did add music to the PhotoPeach slide show. It was the last step in the process and I used one of the songs from their list.
Six Kingdoms of Life on PhotoPeach
I think either site would be good for students to use. PhotoBucket has a lot of extra graphics and borders you can add. I didn't find how to add music to the slide show for PhotoBucket, but I did add music to the PhotoPeach slide show. It was the last step in the process and I used one of the songs from their list.
Six Kingdoms of Life on PhotoPeach
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