My Professional Learning Plan

Below is a video cast of My Professional Learning Plan.

Group Leadership Project - Final

Our final Group Leadership Project was produced with Camtasia.  We chose Camtasia because everyone in our group had interest and had desire to learn more about Camtasia.  There was actually a broad spectrum of knowledge in our group; some having former experience and some having never used it.

I learned a lot during the development process.  One thing I learned was how many other screen recorders are available to use.  I was surprised to learn that Jing (a free screen recorder) is actually a product of TechSmith which also sells Camtasia.  Obviously there are differences in each product and I wish I had more time to research and compare all of them.

If I were to do a similar project again, I would recommend that the group spend more time reviewing each other’s portion of the project.  We spent a lot of time working together and figuring out what we were each to do, but did not spend as much time working to improve each other’s part of the project.  I think our project turned out well, but I also think we could have done better and made things look and sound a little more consistent and professional.  I also think we should have developed and recorded the script first and then created the video to go with it.  There is more silence in the video than I would have liked, and I think that is because the video was done first and the audio last.

Below is our final project:

PART D - Findings and Implications

My project has changed over the course of this class.  I originally planned on creating a video of a dissection in my wife’s classroom.  Carrie, my wife, does not have any samples left over from previous dissections, and no more planned for this school year.  We tried to pick up some squid for a test video; however the only squid I could find were already “cleaned” – so there was not much to dissect.  To complete this task, we opted to change to a lab project that students would miss out on if they were not present during the day of the lab.  Being absent the day of the lab proposed the same issues if the students were absent for a dissection, so this seemed like a perfect fit.  We have recorded the lab and placed it on my wife’s web site.

Current practice would have the student who missed the lab sit down with their scheduled lab partner(s) to discuss the lab, take notes and complete the worksheet.  The student would miss out on the actual lab and would not be able to see the lab happen, and the learning from that experience.  Of course, this puts both students a little behind in the class when they are performing these tasks as the class moves on to other lessons.  A video of the lab would allow the absent student a chance to view the lab as if they were there to see it happen.  Residing on the web, the student can also view the video after class so they do not miss the current class in session, or distract their lab partner(s) from the current lesson either.  This is a win situation for more than just the absent student!

I would love to do more of these projects, but there are a few things I would change in the future.  For one, I would get a regular video camera instead of using my smart phone.  At this time, this was the only equipment available to us.  A regular video camera would have optical zoom instead of only digital zoom which my phone has.  I would also use a tri-pod to hold the camera in place and keep it steady during filming.  I thought the audio was acceptable in my test, but I might add a microphone to get clearer audio next time.

It is definitely much easier to perform this function with technical help while you are trying to perform a lab.  Other options are available, but assistance makes it much easier.  The areas of improvement discussed above would also be suggestions for others who might want to perform this task.

This project was done as a test and not performed in class as originally planned.  There are some benefits to doing it this way as you don’t have the classroom distractions.  Doing the lab ahead of time allows the presenter to be totally prepared, but it also requires more supplies if you are still doing the presentation live for the students.  Doing the taping in the classroom allows for questions to be heard, but also allows for distractions and less prep time to finish the recording and posting it.  I can see myself utilizing both conditions for future recordings.

Here is the videocast of my project:  http://www.msu.edu/~carlrobe/CEP812/BobCarlsWPPVideo.mp4

H: Mobile Lab

MOBILE TECHNOLOGY: 

Not currently teaching in a classroom limits my access to try some of these mobile technologies in the classroom, but I have recommended and helped fellow educators with some of these technologies.  I have encouraged staff to use digital flashcards, shared documents, polls, surveys, tests, podcasts, iPods, iPads, tablets, flashdrives and general research on mobile devices.  I have seen most of these being utilized around our buildings from 5^th grade on up.  Of course there are the social media which is constantly being used by students and staff alike.  Our district has wireless in all of our buildings; however, they are used so much that the district cannot keep up and is continually adding bandwidth.  Being a richer district than most, most students have smart phones and mobile devices and the district has started to restrict bandwidth so everyone can utilize it.

Our school board encourages mobile learning, but I think many of the teachers are still a little hesitant to use it in the classroom setting.  I believe that if rules are put in place, to have the mobile device on the desk, turned off, and flipped upside down during tests, the devices can be utilized in the regular classroom setting.  During instruction, teachers can also indicate it is a no-device time and have the students put their devices where they can be seen by the teacher to help eliminate distraction.

I would LOVE to utilize mobile devices in my own classroom – if I ever get the chance again to teach!  Being a business and technology teacher, it would be expected to utilize these technologies in my classes.  Until then, I would like to help my wife video some of her lessons and make her classroom more mobile and automated by utilizing Web2.0 technologies.

POLLING:

I created a poll on PollEveryWhere.  Here is a link to my poll if you would like to participate:  http://www.polleverywhere.com/multiple_choice_polls/LTM1NDY4OTk3MQ  Here are my results so far:

CELL PHONES:

I have also joined the Classroom 2.0 group “Cell Phones in Education” and selected Elise Jury’s “Appropriate Grade Levels for Cell Phone Integration” posting.  I am still waiting approval of my membership – as can be seen here:

 I plan on posting this response when my membership has been approved:  

“I am not currently in a classroom setting, but I have worked as a Technology Teacher, Technology Assistant, and Technology Integration Assistant.  The district I am currently in is considered a rich district, where most students (middle school on up) have smart phones.  Our district is designed and encourages technology in the classroom.  However, there may be a few students who do not have this technology, so we have to be careful that these technologies do not become a requirement.  I have also worked in a poor district where many of the kids do not have smart phones, or even a cell phone.  If there is technology available for the classroom, such as a tablet for those students who do not own this technology, then I feel it is totally OK and appropriate to use this technology in any classroom – regardless of the age.  I have a three and six year old who regularly use their own tablets at home and are quite efficient with them!”

PART C - Implementation

For the Wicked Problem Project - Part C, Implementation, I have created the podcast below

PART B - Storyboard and Script

Our group has been working on our storyboard for our Final Project on Camtasia.  The storyboard was created in Google Documents via the Presentation tool.  This allowed all members of the group to collaborate and actively contribute to the project.  We felt that each slide would act as a portion of time for the final project and we could indicate script and visuals on each slide.  Everyone was responsible to review and add input to each section.

The original plan was for me to start the storyboard and then the others join in with parts or duties; but as our group entered further discussion, we split the project into four sections since we have four members of our team.  As we progressed, I took the introduction, Sharon took section two, the “how to use” part, Jon took the third section on “uses of the technology”, and finally, Eric was assigned the conclusion section, but Jon actually created it.

Our schedules have not always allowed all of us to meet at the same time to discuss the project; but we have had about two meetings each week so far.  Two of these meetings have been recorded, the others have not.  There has also been some communication via email to keep everyone up to date on the latest advances in the project.

The final project visuals are to be created in sections by the same corresponding people who created the storyboard sections.  Eric was assigned to assemble the final project and voice over with his voice to give the final project a more uniform appearance.

The storyboard can be viewed here:  https://docs.google.com/presentation/d/1ghI-w_Y8jF4PZqgKdvadusalDWmb-9dWN5GY3_aNGkc/edit

PART B - Application of TPACK

For my Wicked Problem Project, I chose to help my wife video a biology dissection in one of her 6th/7th grade science classes. This blog addresses the application of TPACK (Technological Pedagogical and Content Knowledge).

The TP (Technological Pedagogical) knowledge is supported through the actual demonstration of the dissection from the teacher. The teacher usually will demonstrate the dissection to the class of this age group before the class does the dissection on their own. Due to the small size of the object being dissected and the size of the class, it is often difficult for all students to clearly see the teacher’s demonstration. This is where technology helps out. By recording the dissection, the teacher can get clear images; zoom in and out on areas of discussion and voice over the video, thereby ensuring that all parts of the discussion are covered for the class. This video then can be played to all students (even those who may be absent), allowing for a better viewing and understanding of the procedure.

The TC (Technological Content) knowledge makes the dissection demonstration more intellectually accessible through the viewing of the video. The video can show much more detail that what students would be able to see in a live demonstration. The specimen can be seen in more depth by zooming in and out on the subject. A voice over can then be applied, ensuring that all areas of discussion are covered in the video where a live performance might miss a few things since the teacher is concentrating on the dissection, and not the curriculum. Students who are absent on the day of the lab will have a visual experience without actually using a specimen. Students with allergies, visual handicaps or sickness due to sight or smell, personal beliefs will also be able to experience the dissection through this alternate/additional representation.

The TC (Technological Content) knowledge is also supported through the video. Students will be able to see more, and in more detail with the video than from across a table or room. The video will be able to zoom in and out on the subject matter, giving the students a detailed experience rather than viewed from a distance. Students can also replay the video if needed to help grasp the content, or pause the video to allow them to do the step before progressing. Currently, students who are absent on the day of the lab totally miss out on the experience. The video will allow these students to view the dissection in detail, even if they are not able to perform one on their own at a later date. Students having difficulty with hands-on due to smells or upset stomachs will also have an advantage with the detail of the video. Students with beliefs that prevent them from performing a dissection can also utilize the video to cover the material.

PART A - Brainstorm Session

1. What web conferencing tool did your group use?

A:  Our Group used Google Hangout and I recorded our session using Camtasia.

2. What were the advantages to using the web conferencing tool to discuss this project?

A:  Advantages to using a web conferencing tool to discuss this project included having all members present at the same time and being able to make decisions at the time of discussion.  It was also nice to put a face and voice with the name and get a little bit of personality from the experience than from just words in an email.  Overall, it was a good experience to have and I am sure I will use it again.

3. What were the disadvantages to using the web conferencing tool to discuss this project? 

A:  Disadvantages include finding a time when all of us could meet.  With different schedules and family situations, it made it difficult for us to come together at convenient times for members of the group.  There was also so much focus on the technology of making the web conferencing tool work, that some of the focus was taken away from the project.  There was also the part of getting this tool set up and keeping us all together.  Members would get dropped by computer malfunction, internet slowness or just plain hitting the wrong buttons at the wrong time! 

Here is the actual web conference brainstorm session recording:

 

Web-Conferencing

For our group project, we met utilizing a video conferencing tool.  A benefit to using a video conferencing tool is that you can see the people you are talking to and can take facial expressions into consideration when talking.  It was nice to be able to take care of the project in such a short time frame once we all got together; however, a pitfall to video conferencing is setting up a time that everyone can join the conference.  Our group had difficulty finding a time that worked for everyone.  We could have had our information exchanged in much less time by utilizing another resource, such as email or a collaborative document than waiting for a time that fit into everyone’s schedule.  As with any technology, there are pros and cons.

I have only used video conferencing a couple times, but this was the first time I used Google Hangout as a video conferencing tool.  I was impressed with the technology as I have never talked with multiple people with a video conferencing tool before.  We all had to set up Google+ accounts and activate a few plug-ins to make the system work, but once we did, it worked well.  We also used some features such as “Chat”, “Posts in our Stream” and utilizing desktop images.

We were able to cover a lot of information in a short amount of time; however, there were some things that probably should have been covered during the conference.  Not all of us seemed to know what the project was about or what was expected.  I believe that if all of us looked over the information before we started, and possibly shared a document with things to cover during the chat, we might have been more productive during the actual conference.

In the classroom, this might be a great tool to interview others for a report, such as professors, doctors, or other professionals in the field researching.  This might also be a great tool to communicate with sister schools – like connecting a foreign language class with another school in the world with that native language.  Another idea would be to share projects with other schools via this technology.  I was able to record our conversation utilizing Camtasia - which can be viewed below.  I am excited for the possibilities!

Technology Use

As part of our Survey lab, we created and distributed a survey on Technology Use.  You can look at and take the survey here.

Wicked Problem Project - Part A: Description of Need or Opportunity

Since I am not currently in a classroom setting, I have opted to help my wife in her 6^th & 7^th Grade Science classrooms.  Over the years, I have helped my wife, Carrie, with classroom dissections (with that age group and with sharp objects, it is always wise to have a helper in the classroom).  I have noted several issues with these dissections that I believe technology can assist with. 

First, there is the issue of having enough supplies for all students to perform their own dissection, including for the teacher to demonstrate on.  There is also the issue of students being able to see the teacher demonstration before the students try the lab on their own.  There are always some absences that occur during the labs which are then very difficult to make up.  And finally, students are sometimes sensitive to the odors that may accompany the lab.

So, how does technology save the day?  A video cast of the teacher performing the dissections would be a great asset in the lab.  A video of the dissection would use fewer supplies once the video is being utilized since the teacher would no longer have to perform the dissection for each class.  All students would have a better view of the procedure since the camera can get in close and zoom into areas of discussion.  With large groups, students are often looking over each other and not able to see detail.  A video of the lab also allows students who are missing or unable to do the lab because of the smells involved can view the dissection when appropriate instead of missing the assignment. 

While it can be argued that real dissections are no longer needed in education due to the virtual labs available, they are still part of the curriculum.  There are also videos already created and available online, but students would take the lab more seriously when they see their own teacher perform the dissection themselves.  This proves that the teacher, in fact, will still do the procedure and that he or she is not showing a video because they don’t want to do the procedure themselves.  I have personally heard student’s comments regarding their own willingness to do the lab because the teacher did it herself.

For this project, I would like to actually video my wife doing a dissection to be used in her classroom.  It may be a while before I get actual feedback due to the scheduling of curriculum, but I am already assured it will be a success for those students who missed the lab due to illness.