Curricular Project: Analysis Stage

1. Who is the audience?
• High school students (9th-12th grade)
2. What do they need to learn?
• Goal 
• Create an interactive presentation displaying how to solve systems of complex inequalities using Vuvox or Prezi online presentation software
• Objectives
•  Thorough and complete solution and presentation that can be used by other students to aid in their conceptualization
•  Effective and acceptable use of technology in line with ISTE NETS standards
• Peer review of classmates Vuvox presentations and their use of the technology
3. Create a concept map based on preliminary research
• Products of a series of brainstorming sessions, and are the starting points for the flow charts providing clear directions for the production of the product
4. What are the delivery options?
• Students will use a interactive lesson prepared using iBooks author in order to obtain the concepts covered in this lesson
• Student presentations will be completed using Vuvox or Prezi in order to prepare their interactive presentations to be shared with their classmates
5. What constraints exist?
• The main constraint will be the availability of the computer resources (laptop/macbook cart, computer lab)
• Time will be an issue with the already busy and hectic curriculum that we are asked to cover thoroughly (very limited instructional flexibility)
• Varying levels of learners (mathematics)
• Varying levels of learners (technology)
6. What will the students do to determine competency?
• Peer review of other presentations will be the main gauge for the conceptualization of the instructional goal
• Students will take a quiz following completion of the lesson, and a test following the completion of the unit
7. What is the timeline for project completion?
• The timeline will take roughly 7 classes to complete (90 minute block)
• Completion of Systems of Complex Inequalities lesson in iBooks (2 classes)
• Introduction and Exploration of Vuvox and Prezi (1 class)
• Actual solving of group task - system of complex inequalities (1 class)
• Prepare and execute interactive presentation (2 classes)
• Share and peer review (1 class)
8. What are the classroom/Web learning differences?
• The lesson will not be completed in our traditional teacher and student format.  Students and their groups will be working at their own pace to complete the lesson using the iBooks lesson developed 
• Internet literacy, ISTE NETS standards, Acceptable Use Policy
• Ensuring the proper citation of borrowed resources, images, links, information, etc.
• Monitoring full participation of group members
9. What are the pedagogical considerations?
• Instructions will be presented using a presentation tools (Powerpoint, Prezi, etc.)
• Refresh prior knowledge of inequalities and graphing coordinate points
• Formative assessments will be used throughout class to ensure understanding
• Quiz and test will be developed as a summative assessment of understanding

NMC Horizon Report

As I read this report, I was obviously intrigued by the emerging technologies of the mid-term and far-term horizon, but I was honestly most excited by the technology of the near-term horizon (mobile devices, apps, and tablets).  Although the augmented reality and the video game education is a fun concept that may certainly impact our futures, I am concerned a lot with the here and now, which is why I wanted to write my thoughts about mobile devices and their apps.

It struck a familiar note with me because I have used the same website that they refer to (polleverywhere.com) in order to formatively and anonymously assess my students understanding at the end of a lesson.  However, when I shared the idea with some of the other teachers, I was caught with a lot of hesitation and resistance by the vast majority.  One of the main reasons is due to our school's strict policy on students mobile devices.  They need to be out of sight and silent/off at all times of the day, and teachers are given (and many times excercise) the right to confiscate any mobile device they see during the school day.  Many schools have a similar policy in place, but to me it seems hypocritical and shows our lack of belief in the students responsibility.

Personally, I have my phone on me throughout the day and I know I am guilty of texting, emailing, searching the internet, and using apps occasionally throughout my day.  I use it to get information and communicate with others, and our students are even more experienced doing the same.  Also, in my undergrad and graduate college classes it is common to see everyone with their smartphones out on their desk or being used, and it seems unfair that we expect it to be acceptable for us in an educational setting, but not for a high school student.  Now, I am sure there will be some who abuse their rights, but it becomes a discussion of risk and reward with the integration of these devices.  Not to mention we already reprimand and discipline the use of mobile devices, so it removes that if they become an accepted norm.

There are so many benefits to including mobile devices and their applications in the classroom that they drastically outweigh the negatives.  There number of wallet friendly and effective applications is overwhelming to me.  New research is being completed (some included in the horizon report) that shows the efficacy of mobile devices in the classroom.  There are new educational applications and uses being developed as we speak, and to reject this movement is an injustice.  We have an avenue to peak student interest, expand accessibility, and improve their learning in the process.  It feels like we are delaying the inevitable, which I hope is sooner rather than later.  Our students have access to new information in an instant at their fingertips once they leave the school, why would we want to take that from them in a school?

Karen Cator

As a younger teacher with a huge interest in the use of educational technology, Karen Cator’s message sits wells with me.  The direction that the National Education Technology Plan is working towards is one that falls in line with my views as a 21^st century educator, and my belief in what the students of today and tomorrow will need to be successful in life. 

            Although I am in support of educational technology, I do grow concerned with the future of our profession when I try to envision where this will take us.  Last year, my school district adopted an online course (APEX) in order to fulfill our required senior year math credit.  With this program, one teacher is able to manage a student load of nearly 130 students.  Meanwhile our other full time classroom teachers vary with student loads ranging from 40-70.  Although Cator claimed that educational technology would not replace teachers, this example seems to go against that claim.  I know it is only one example in one district, but my first question for Karen Cator stems from this example.

“With the growing popularity of online courses, and the growing efficacy of the self-paced online courses, how can we avoid the loss of teaching jobs?”

            Another issue that comes to mind when I think of educational technology and the push for universal accessibility in the classroom is teacher preparation.  It will be impossible to successfully implement classroom technology to the extent that Cator foresees without properly preparing the current and future teachers for that change in classroom dynamic. As an undergraduate, I do not recall the University of Delaware even offering a course based on educational technology, let alone a requirement for teacher candidates to take one.  Furthermore, currently at West Chester I am working towards the Educational Technology Certificate, but there is no requirement for Master’s Degree candidates to take an educational technology course.  If I did not have an interest in Ed Tech, I could be in my same position without having taken one single educational technology course along the way.  From this train of thought, I have my second question.

“Will there be revised requirements in order to include educational technology courses into the degree requirements for nationally accredited teacher preparation programs?”

            My last thought was about a fun question that I would love to ask her whether she could answer it or not.  Also, I would love to read how members of our EDT510 class would answer.

“Suppose this movement is successful and we see accessible, effective technology available for all students and properly implemented at all schools.  What do you envision when you think of the classroom of the future?”