summer countdown

Monday, March 19, 2012

Tool 11

1) I think YouTube is a valuable tool in the wealth of visual demonstration of science concepts. At the beginning of a new section of material, I will have students find various videos of the science topics currently being covered to share with the class (but topics must be new and not stated in textbook)

2) Technology is the way students communicate and see the world so in order to really reach them, the material needs to be presented in their language, via digital tools. Homework and projects need to be transformed to incorporate technology. As this happens I believe teachers will see an interest and more vested approach to the students' schoolwork.

3) The user-friendliness of the tools was really nice. Using the various tools such as Twitter and imbedding videos from YouTube is actually very simple and something that can be injected into a lesson very easily in order to liven it up and generate interest from students.

Tool 10

1) Things that students should understand about being good digital citizens is not only pandering or contributing towards inappropriate web content (although that is one), they need to explore the web, taking advantage of the good there is out there, as well as contribute to the resource, create web-powered ideas that will foster web projects all over the world. They need to take the web to a new level and make people see it as a tool they haven't before.

2) Atomic Learning's Creative Commons workshop on licensing creative work will be helpful when encouraging students to create web work

3) A great way to teach digital citizenship is to compare how students learned 20 years ago and the capability of learning now with all the web tools available. I think it makes the current situation look very exciting.

4) I think parents will get involved by watching their children becoming engaged in their web projects. Through the projects the parents will see the true capabilities of the web and encourage this path of thinking.

Tool 2

1. followed blogs of marine biologists and commented

2. I believe that social networks are a useful tool for sharing ideas and thoughts on how to better our classrooms.  If one teacher stumbles upon a useful website that can help demonstrate a concept it can benefit everyone if that person can share the web address and put that "tool" in the hands of all concerned.  Although some thoughts really don't need to be shared publicly! 

3. A useful website for marine biology is which is staffed by students and professionals that allows us to look at plankton samples and ask questions.

Wednesday, January 18, 2012

Tool 8

After watching the videos/tutorials, list two to three things you learned about the device(s) that will be in your classroom this fall.

How to set up my iTunes account
How to take photos and video on Net books using the buttons/timer
How to Sync  iPad to  laptop once the iPads get here
Netbook operates on Windows 7 and has an SD card reader
What else can be accomplished on iPAD other than surfing and apps

How do you plan to manage the device(s) in your classroom? Do you have ideas/suggestions that others may find useful?

People should not be hesitant about using the new computers. Basic safety and respect- type rules should be practiced, expected, and monitored in a classroom.

The more you learn, the more familiar you are with tools. Become familiar with the Mac Apps ..Mac Apps are comparable to class projects and tools that can generate learning in the classroom..

My students should explore on the computers and explore the Apps. Most students are quite adept with the technology and can teach me a thing or two.

Friday, January 13, 2012

Tool 9

  1. Why do you think it is important to tie the technology to the objective?
Technology enhances the learning process and is a tool to engage the learner in the daily objective.
  1. Why should we hold students accountable for the stations/centers?
 We should hold students accountable for the stations to ensure that the students are on task and accomplishing the objective.  Technology, when not used properly, may distract the students from achieving the objective.  The students need to produce evidence of accomplishing the objective through completion of worksheets, presentations, short descriptions, etc.
  1. Visit 2 of the applicable links to interactive websites for your content/grade level
a. Which sites did you like?
b. How could you use them as stations? How can you hold the students accountable for their time in these stations?  

Website & Description
Natural Selection Game – students evaluate animals’ adaptations in response to environmental changes.  Goal is to get your population to live a million years.  
This activity leads into the natural selection activity “Tiger Stripes” where students create fictional animals with adaptations suited to their environments, followed by an environmental change.
Each group will review systems of the body using this website, followed by a quiz.

  1. List two to three apps you found for the iPod Touch/iPad that you can use in your classroom. What do you see that station looking like? How can you hold the students accountable for their time in these stations?
Apps for Biology:

Each module features supporting videos and animations. Topics in evolution, neurobiology, infectious diseases, and bioinformatics.

Provide an engaging way for students and the public to explore the realm of the human genome.  The app includes a total of 20 different pathways through the human genome to choose from, each highlighting 15 genetic points of interest.
At each stop in the genome, you will be provided with some background information, fun facts, and given the opportunity to test your knowledge with a trivia question. Get points by finding each location and answering the trivia questions.
5. I do see the students using the device for data collection, group presentations, video tutorials or possibly even for instructional purposes such as back channeling on Twitter.

Tool 7

Content objective:  Students will analyze data collected from typical oceanic plankton tows with samples collected from multiple aquatic science classrooms.

When you plan to implement: This will be implemented during the end of the plankton unit in biological oceanography to show how realworld data correlated to predicted data obtained from prepared lab samples.

What tool(s) you plan to use:  Google docs--spreadsheets; also Edmodo.

A brief description of the project (plan - two or three sentences):  Students will compare actual planktonic tow samples from biological research vessel tours to see how these samples vary according to location, water temperature, time of day, length of trawl, etc.  Students would then draw sample examples, research as to whether they are phyto or zooplankton and then plot the estimated quantities on a map.

Classrooms that would benefit:  high school aquatic science

Tool 6

For your Tool #6

I obviously have a Blogger account since I am posting there. This is useful in keeping the students up to date on various developments in the course.  I also set up my Google Docs account, , which I have already put to use with both my aquatic science and biology I students and the presentations that they have constructed.  They were able to share these with me and with each other.  The biology students constructed presentations on viral and bacterial diseases, and the aquatic students constructed projects on marine environments After constructing the presentations, they shared with me through the docs and then we utilized the programs to teach the class using the activboard.  

tool 6 google doc