EDU6215 Digital assessment

PLTW - Biomedical Sciences - PBS
Lesson 1.2.3: DNA Structure / Analysis
Target audience: 9th grade students

Knowledge and skills addressed - It is expected that students will:

- Recognize that gel electrophoresis can be used to examine DNA differences between individuals.

- Describe how gel electrophoresis separates DNA fragments

- Describe the structure of DNA

Assessment:

The digital assessment I decided to use is a quiz created in Google forms. It is a 7 questions quiz, 6 multiple choice questions and 1 short answers.

The purpose of this short quiz is to allow both the instructor and the students to see where they are excelling or need more focus. The most important part of this quiz is providing feed back to my students, it allows them to correct  their mistakes and have a better understanding of the learning objective.

 

Quiz
 

EDU6215 Article 3

Daniels, H. 2012. “Institutional Culture, Social Interaction and Learning.” Learning, Culture and Social Interaction

Taylor & Francis. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. [online] Available at: http://srhe.tandfonline.com/doi/abs/10.1080/03075079.2015.1007946 [Accessed 19 Jul. 2017].

In today's universities, instructors and students are changing the way we study. Gone are the days of lecture, and study time. In today's university, it's the use of technology and more collaboration in the classroom between instructor and student that is shaping the way we study.

Today's student strives to be more efficient with their time. At the end of a day, it's important to that student that they made the most of their time. No one wants to feel as though they wasted the day.

If a student can listen to a digital lecture where they can replay and repeat the lecture as needed, it seems to be the preferred method instead of interrupting the instructor to repeat what was just said. They can also easily replay the lecture if they need to review an idea or concept for their own self knowledge. By using this method, students have an opportunity to be more prepared in the classroom for classroom discussion.

According to Daniels, "the cultures of institutions and the patterns of social interaction within them exert a formative effect on the “what” and “how” of learning"; therefore it should not be surprising
the ways that undergraduate curricula are structured, the ways that content is created, delivered and received, and the ways that assessments and evaluations are designed' it's all included in the frame of what ‘digital technology’ means for many universities.

I think that universities and schools in general should continue to support those aspects of digital learning / assessments. However, I am also a strong believer that there should be a balance between the traditional and digital, to allow teachers to address a wide range of students' needs and learning styles.

EDU 6215 Article 2

Anon, (2017). Screencasting to Engage Learning. [online] Available at: http://er.educause.edu/articles/2012/11/screencasting-to-engage-learning [Accessed 18 Jul. 2017].


The use of Screencast has become a prominent user on the internet. Screencast provides the ability to share ideas, deliver content, and provide feedback from others. Screencast can also be used to describe a process, explain a concept, or even present with narration on Power Point projects.

In the classroom, the Screencast can be used as an instructional tool, or used as the lesson itself, by using the flipped teaching model. With the flipped teaching method, instructors can use Screencast videos for lectures, and also assign task/homework to the their students. In the classroom, students can ask questions on a particular lessons they normally would not ask when they at home.

Screencast is a robust, very effective learning tool that can be used across any curriculum.

EDU6215 Screencast

 

Project Lead The Way - Biomedical Sciences - Principles of Biomedical Sciences

Lesson 1.2.3: DNA Analysis

Target audience: 9th grade students

Knowledge and skills addressed in Lesson - It is expected that students will:

 

- Recognize that gel electrophoresis can be used to examine DNA differences between individuals.

- Describe how gel electrophoresis separates DNA fragments

- Describe the structure of DNA

 

 

 

I will implement this screencast in my class during Unit 1; the screencast will present my students a few tools that they can use to better understand the process of gel electrophoresis. This will allow students to have a strong background about this topic, prior to actually performing the lab in class. The screencast refers to an on line lab where students can perform the lab, at their own pace, pause when needed, and ask clarification questions.

 

EDU 6215 Article 1

Godsey, M. (2017). Using 'Serial' to Get Students to Read More. [online] The Atlantic. Available at: https://www.theatlantic.com/education/archive/2016/03/the-benefits-of-podcasts-in-class/473925/ [Accessed 17 Jul. 2017].

The author explains the process of integrating Serial podcast in his classroom. He observed students in his classroom that refused to read in class, however they were engaged when reading in groups. He noticed that while listening to an episode of Serial in class, students followed word by word on the transcripts displayed on the screen at the front of the room. During a unit on racial bias (first season of Serial) , students were engaged and eager to ask questions, evaluated clues, argued with each other, and wrote twice as much in their journal as they previously had. Another time one of his students told him that he would like to listen to another podcast, or listen to the podcast with the words on the screen.
The author presents the benefits of the audio recording for a large broader of students: "Some explicitly recognized that they could look back and re-read something they didn’t understand when they first heard it; others said they read slightly ahead and then could write down a quote while they listened to it. A student with eyesight problems said he appreciates the ability to take reading breaks without stopping his enjoyment of the story. A few students learning English as a second language wrote that they like how they can read the words and—as one student put it—promptly “hear how they’re supposed" (Godsey, 2017).

I think this was a very important study especially as teachers are using more technology and encouraging their students to complete tasks using computers or tablets. Using audio reflection / podcast can seem less daunting to students to read / write. New language is less intimidating - students have a tendency to revise and self-reflect when they speak / read. They will use a more elaborate vocabulary to get their point/message across to others, when exchanging ideas. Others are prone to use words that they can not spell. Even though the students may not use the proper words, they are still building their own vocabulary. 

EDU6215 Podcast

Project Lead The Way Biomedical Science is a new course that will be introduced at Oswego High School for the 2017 - 18 school year. The Principles of Biomedical Sciences (PBS) course is divided into six units designed to introduce students to the study of human biology and medicine. The targeted audience will be 9th grade students. The reason why we choose to begin with 9th grade is due to the fact that PLTW is a four year curriculum: Principles of Biomedical Sciences (year 1), Human Body System (year 2), Medical Interventions (year 3), and Biomedical Innovation (year 4).

 

Please listen to the following podcast which will provide you with a brief description of  PLTW for year 1 - Principles of biomedical Sciences.

PLTW Biomedical Sciences - PBS. 

EDU6250 Journal # 3 of 3

Jisc. (2017). Five emerging trends for innovative tech in education. [online] Available at: https://www.jisc.ac.uk/blog/five-emerging-trends-for-innovative-tech-in-education-25-sep-2015 [Accessed 14 Jul. 2017].

 

Summary: The world of technology is looking at new innovations for education.

AR or Augmented Reality: By using a simple IPad App, you can frame shots in combination with a 3D structure sensor to measure camera depth. Used in the film industry now , this allows the filmmakers to load any models into a program and stick them onto a live image, so they could ‘see’ where their models would be, including judging depth, height and angle.

 

VR or Virtual Reality: Employing the use of VR through gesture-based controllers, users are able to peel back various activities, see detailed cross sections and run quality assurance testing without having to create clay models, which can be costly.

 

Gamification: Young people were used to playing graphically polished games with rich interactivity; some of the big game engines, including Unreal Engine, Unity and CryEngine, offer an opportunity to develop photorealistic games and experiences for education that can transcend the traditional gap between games and learning.

 

Reflection: This new technology is shaping the world of industry and education for years to come and it can only be the beginning of something great. Students are more engaged and likely to continue studying these subjects an in turn address the enormous skills shortage in this area.

EDU6250 Journal # 2 of 3

Felt, W. A. (2013). Teaching science in a technology-rich environment: The impact of three innovative tools on secondary science classrooms. Dissertation Abstracts International Section A, 73,

 

 

Summary: This case study focuses on the impact of technology tools on secondary science classrooms. Observational data, student surveys, and teacher interviews are used to provide differing perspectives on how the three tools (document cameras, student response systems, and probe ware) are utilized during their first year of implementation.

Literature was also used to help determine recommendations for best practices for a more successful implementation of each device, including barriers to success and the professional development needs associated with their integration into science teaching. The potential for inclusion into an inquiry-based science classroom that is enhanced by technology was discussed for each device. Designed as a descriptive study rather than to determine a causal or correlational relationship, detailed descriptions of how each device was used allows the reader to determine for themselves how these tools might be utilized in other settings

According to the study, if teachers are provided the necessary tools and appropriate professional development, the conditions for the shift to an inquiry-based classroom are more favorable. Recommendations are made for the acquisition and distribution of each device, as well as for practices that have been suggested for using them with favorable results in secondary science environments

 

Reflection: I really liked the fact that the study was done after teachers were provided with professional development. This was brought up in our class quite often, where teachers complained about the lack of training in the implementation of the tools in the content area.

EDU6250 Journal # 1 of 3

WeVideo, I. (0006, December). WeVideo Enhances the Multimedia Classroom Experience. Business Wire

Summary:  The main focus of this article was about how WeVideo enhances the multimedia classroom experience. It allows educators to group individuals (up to 50 people), view and comment on student work, and monitor the progress of video projects. According to this article ,“with the WeVideo, more than 30,000 educators and students will have access to create and edit videos for educational purposes. Educators can easily monitor the progress of student video projects and students can access their projects from home or school without the need for any special software installed.” School administrators can now centrally manage staff and student accounts.

 Premium editing features. Users can now experience more editing tools, including advanced cropping and scaling capabilities. Later this summer, WeVideo will introduce slow-mo/fast-mo techniques and green screen capabilities

The WeVideo platform is also available on Android and iOS-based smartphones and tablets allowing students and educators to capture video content and edit on their mobile devices

WeVideo also comes with an affordable plan.   $149.00 per classroom (up to 50 users) for six-months (semester) or $249.00 per year (annual) when paid in advance. For schools who subscribe before August 1, 2013, WeVideo is offering a special promotion of $99.99 per classroom (up to 50 users) for the first six-month semester, or $199.99 for the first year.

Schools can purchase subscriptions with the educational discount by visiting www.wevideo.com/education.

Reflection: After reading this article and researching this tool as one of the assignments, I am looking forward to implement it in my classroom. It allows students to learn or strengthen the social skills required to effectively work with one another; teaches students to monitor and pace their work and progress, analyzing what has been done, what needs to be done, and how can they contribute to their group success.

Remind 101 - Teacher - Student communication

• Remind101 aims to eliminate communication obstacles between teachers, students and parents. Across all grade levels and institution types, Remind101 provides a safe, simple communication solution to help teachers extend their classrooms.

PR, N. (2013, August 13). Remind101 Supports Back To School With Its Safe Mobile Messaging Platform That Improves Teacher-Student Communication In More Than 20,000 Schools. PR Newswire US.

The importance of parent involvement

• Parents who monitor their student's schoolwork and daily activities, communicate frequently with teachers and help develop schools and its relationship to student achievement have been widely studied. Nevertheless, many principals and teachers report that lack of parent involvement continues to be an obstacle to increasing student achievement at school. The purpose of this study was to determine whether emerging technologies facilitate better parent-teacher communication and parent involvement. The study revealed that parents and teachers both place a high value on proactive parent involvement. As access to technology continues to expand, the capabilities for connecting parents to schools will continue to grow.

Olmstead, C. (2013). Using Technology to Increase Parent Involvement in Schools. Techtrends: Linking Research & Practice To Improve Learning, 57(6), 28-37

A comparison of class dojo and paper-pencil methods

• Many teachers report using behavioral management charts in their classrooms as a means of managing student behaviors, but little is known about exactly what behaviors teachers are charting, or specifically how. This study sought to determine how teachers collect and track behavioral data. Researchers examined behavioral charts used by teachers in a Title I elementary school that reported using Positive Behavioral Intervention Supports (PBIS). Researchers evaluated charts for ten classrooms (~150 students) and compared the type of data collected by each teacher for each child. Findings indicated that teachers either used no system, their own systems, or a computer-based system (Class Dojo) for charting behavior. An analysis of each of these systems found that Class Dojo provided significantly more data (positive and negative notations) in general, as well as more reliable data than any other system reviewed.

Krach, S. K., McCreery, M. P., & Rimel, H. (2016). Examining teachers’ behavioral management charts: A comparison of class dojo and paper-pencil methods. Contemporary School Psychology, doi:10.1007/s40688-016-0111-0

The Future Ready Framework - Community Partnerships

As a teacher and a parent, I believe that we have the responsibility to prepare our students to be competitive worldwide, and this roadmap can be accomplished through a systemic approach to change, as outlined in the Future Ready Framework. There are seven (7) key categories, called "Gears", in order to ensure a successful process: Curriculum, Instruction, and Assessment, Use of Space and Time, Robust Infrastructure, Data and Privacy, Community Partnerships, Personalized Professional Learning, Budget and Resources.

Community partnerships include the formal and informal local and global community connections, collaborative projects, and relationships that advance the school’s learning goals. Digital communications, online communities, social media, and digital learning environments often serve as connectors for these partnerships.
The school serves as a hub of the local community. As such, it actively involves the community in achieving its learning goals, reaching out to the community to (1) extend learning into community centers, libraries, businesses, higher education institutions, museums, and other public spaces; (2) bring relevance to curricula through partnerships that take the shape of apprenticeships, community service, and the use of community-based experts and resources; (3) implement community-based exhibitions, reviews, critiques, and celebrations of student work; and (4) coordinate after school programs, including collaboration with the school and students’ teachers. Community Engagement and Outreach.
Creating a classroom connected with real world examples, and exposing our students to those types of problems, will prepare them to be successful for the next step in their life.


https://dashboard.futurereadyschools.org/framework/community-partnerships

The Good Behavior Game: Effects on and Maintenance of Behavior in Middle-School Classrooms Using Class Dojo

Classroom management is one of the key components for successful instruction and affects both instructors and learners. Although most frequent discipline strategies in schools involve punitive actions, research suggests that using positive statements to teach and reinforce desirable behaviors is more appropriate and effective. A form of a group-oriented contingency that focuses on desirable behaviors is a positive variation of the Good Behavior Game (GBG). The GBG has been used widely in its original form focusing on undesirable behaviors, and more research is needed on its positive version. Another strategy that can be used within classrooms is Class Dojo, a free Internet application that tracks student behaviors

Dadakhodjaeva, Komila. The Good Behavior Game: Effects on and Maintenance of Behavior in Middle-School Classrooms Using Class Dojo. Dissertation Abstracts International: Section B: The Sciences and Engineering, vol. 77, ProQuest Information & Learning, 2017. EBSCOhost, library.aurora.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2016-53065-216&site=ehost-live&scope=site.

Science and Technology Educators' Enacted Curriculum: Areas of Possible Collaboration for an Integrative STEM Approach in Public Schools

Brown, J., Brown, R., & Merrill, C. (2012). Science and technology educators' enacted curriculum: Areas of possible collaboration for an integrative STEM approach in public schools. Technology and Engineering Teacher, 71(4), 30-34


There is a strong need for collaboration between Science and Technology / Engineering teachers. This article is based on (a) exploring enacted curriculum of practicing public school STEM teachers, (b) explaining findings from a practitioner-based study focused on the content taught in science and technology/engineering classrooms, and (c) offering suggestions on how science and technology/ engineering teachers can create or enhance partnerships to better utilize the strengths of their disciplines.

There are numerous areas of growth between technology / engineering and science that could be sources of integration. A few examples of integrative classroom activities include:

• Biotechnology: Sample activities can be found in Promising Alternatives in Agri-Technology: Aquaponics (Childress, 2003); Connecting Biotechnology & Society (McLaughlin and Glasson, 2003); and Wind Farm Challenge (Roman, 2009).
• Medical Technology:Sample activities can be found in Conceptualizing Nanoscale (Tretter, 2006); Rev your Engines (Blanchard, Sharp, Sc Grable, 2009); Emergency Preparedness: Balancing Electrical Supply and Demand (Rose, 2006); and Temporary Housing for the Homeless: A Pre-Engineering Design Project (Schreuders, Salmon, and Stewardson, 2008).
• Engineering: Sample activities can be found in Conceptualizing Nanoscale (Tretter, 2006); Rev your Engines (Blanchard, Sharp, Sc Grable, 2009); Emergency Preparedness: Balancing Electrical Supply and Demand (Rose, 2006); and Temporary Housing for the Homeless: A Pre-Engineering Design Project (Schreuders, Salmon, and Stewardson, 2008).

True collaboration between STEM teachers can create partnerships in school settings that merge
abstract and previously isolated principles with practical application to provide a holistic perspective
of what science is and how science is used with technology to better our lives and the environment
around us.