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.

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.

A Funny Thing Happened With Technology

Click here for my MP3