Art and Introducing Technology in the Classroom

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TEDU 510 Final Project (Week 15)

Partner: Alecsys Brown

Timed Link:

Public Non-times Presentation:

Week 13 Blog Post

There are quite a few overlaps when looking at the resources from and the Virginia computer standards. I focused on the third-grade portion of both lessons to compare.  The lesson on has students learn about algorithms, looping, conditionals, and events. This overlaps with SOL 3.1 which focuses on algorithms and SOL 3.3 which has teachers go over loops.  While these standards are required they do not come without the difficulty of integration into the classroom.  An example of a challenge is the supplies in the school or funding which can hinder what is available to be used as resources for learning.  Another challenge can be teachers and students learning about technology at the same time. This can create an unstable lesson plan and possible chaos in the classroom. After using the Spheros in class I can see how students who were not technologically inclined struggled with using the program. This can only make me think of the struggles and teacher who has been in place for many years struggling or being negative with adding this into their lesson plan.

The Spheros overall is a great introduction medium for block coding which I am excited to integrate into my future classroom. So excited in fact that I have purchased my own BB8 Sphero to practice and play with at home.

Week 11 Post

  • Augmentation: the students are able to use than the Google slides as the worksheet. This allows them to keep the sheet completed without having to print it off and can current without a new on
  • Modification: the task is redesigned by giving assessment outside of the classroom to see students progress in understanding content which may allow the instructor to dig deeper into content or review based on scores
  • Redefinition: the lesson will allow students to explore Google maps or Google earth to find examples of what they are looking for to further understanding.3d satellite images of real places would not be available without the technology
  • Substitution: comes by using the slides as opposed to the worksheet and the Google classroom as opposed to an in-class quiz


Week 10 Blog Post

Content: 3.5 Students will read and demonstrate comprehension of fictional text and poetry.


Given a classroom twitter (teacher facilitated) based around fictional text and poetry, the students will be able to pick a text from the twitter account and distinguish the main idea and tell why it’s meaningful to them. The focus is on them being able to find the main idea and realize what it is.


Assessment: Students will choose a text or poem of their liking from the twitter account; they will retweet with a comment using the class hashtag while answering the objective. They also will have an option to share their own text/poem on Twitter. All of their responses will be able to be viewed through the specific hashtag. This assessment is to see where students are in reading comprehension. If students struggle the teacher will follow up in class if the students achieve then the teacher can expand on the lesson further with the students now having the base knowledge.



Pedagogy: Social Interaction (outside classroom whole group discussion)



Technology: Twitter

Week 9 Blog Post

Step 1

Step 1 is an overview of the meaning of a PLN. A PLN (personal or professional learning network) is a way for educators to connect with each other and to share ideas and/or resources. PLNs have many benefits as they allow people to connect through multiple media and interests. They allow people to globally connect and have access to information all say all the time. I did learn that PLNs are not a one-way avenue, the educator has to be active in sharing their ideas and research to continue to make a PLN function in its more functional form.

Step 2

In step 2 the section is about making connections and what avenues are available. Social media is a great tool to use in regards to making a connection, with Twitter being the most popular tool with the use of 53%. Twitter is not the only social media available as Facebook, Pinterest, Instagram, and Google+ are great tools as well, 84% of people use multiple sites.   Time must be invested in creating a footprint as a connected educator and if that time is not given a barrier can be made. Educators have to go out and get the information and not just sit and wait for it to come to them.

Step 3

Step 3 is an overview of how to use Twitter in building a PLN. Since Twitter is the most popular of social media in regards to educators it should be an integral focus when starting to develop a PLN.  The section then delves into the history of Twitter and the anatomy of an actual tweet to really dissect the media for people who have never been introduced. It is explained that Twitter is not just for fun but can also be used for personal development with like-minded peers, as long as you are able to reach out to already established professionals. The true key to all of it though is once you have created an account is to stick with it.

Step 4

Step 4 went over hashtags and how they function and could be used as well as Twitter chat. Hashtags allow tweets to be categorized and allows followers or others to easily find your posts. Hashtags are not created by Twitter but by its users to allows for searching as well as to see what is a “trending” event. In the event of creating your own hashtag, the teacher should come up with something memorable and then see if it is already being used by searching it before implementing it.  Tools such as can be used to find trending hashtags to help your posts be seen by a larger audience.  Twitter chats use hashtags to allow people to meet at a certain time and chat among another using tweet and referencing the hashtags to allows the rest to see. They usually use a moderator to keep the conversation moving and on topic.

Step 5

Step 5 goes away from Twitter and explores one of the other avenues a teacher can use to expand their PLN, a blog. A blog is a website that continually updates information but in reverse chronological order, allowing its users to always see the most updated post first. Blogs usually have an option for its readers to comment, allowing them to speak their opinion on the subject to spark conversation from like-minded readers or to ask questions to the writer to gain a better understanding.  It is not all about creating a blog thought educators have to be active in reading other educators blogs as well, this keeps them inspired with new ideas as well and get the vision of another educator from their point of view.  Reading the blog is nice but there is once more step forward that must be taken in order to take advantage of this avenue and that is commenting. Just as you would like seeing a person commenting and communicating on your blog a reader has to do the same and reach out with their opinion and questions to make it a full experience.


Step 6

Step 6 is an overview of curation which is a sifting of all information to find the most relevant and respectable resources and topics.  This is a necessary chore as the internet is overloaded with as much useless information as it is with useful. An educator with good curation skills can find the source of true information and share it to others making their PLN stronger as people will keep coming back for more knowing it is correct.  The basic steps when curating is to read, editorialize (find quotes or connect it with other work), and then share it.  The article then shares tools that are available for educators to use when curating such as wakelet,nuzzel, pocket, and diigo.

Step 7

Step 7 is all about taking the information that was gained from each step and implementing it to not only start creating a PLN, but to also make time to continue it.  To make sure the educator does not get overwhelmed they must start small and try to compete with a more established PLN. An educator should find their niche and approach it with their own point of view.  An educator should then set a routine and goals that they can meet to keep them posting and adding to their own PLN. It is easy to get away from using this tool due to the work but if you put a small amount of time each day it will allow a much more satisfactory experience for yourself as well as readers. Above all never give up.


What did I learn? I learned through these steps that building a PLN is not just starting a twitter and sharing posts. It takes research to make sure what you are posting is reputable as you are responsible for what is shared as much as the person who wrote it in the first place.  In creating a PLN Twitter is not the only tool to be used as blogs and other social media can be just as useful and should be used with Twitter. A PLN takes work but it well worth it to be able to exchange ideas and share an experience with people in the same profession to keep up with what is new and used in the field.

What did I do? In step 3 the article gave people on Twitter that an educator should follow to increase their reach on the social media platform. I followed all individuals listed involved with elementary school or technology in school. I hope to see the articles or experiences they share and tweet, and also how much they post, to get a more detailed understanding of what it takes to run a successful PLN.

Week 8 Blog Post

When developing the assessment I knew I wanted to include the use of google maps as it is a tool a student will be using in and out of the classroom. After figuring out how to use google maps with a SOL I had to figure out a way to have students show what they were seeing. At first, I had them just doing a print screen and pasting into a word document which was fine but was clunky. It was not until I attempted the assignment I remembered the snipping tool that is included on windows and was able to use that to get the shots I needed. This made the assignment much easier and more interactive as students could write on the image using the tool.




Week 7 Assignment

Instructions and Rubric


Week 7 Blog Post

Class Code: jwwq0y

4.3 The student will investigate and understand the characteristics of electricity. Key concepts include a) conductors and insulators; b) basic circuits; c) static electricity; d) the ability of electrical energy to be transformed into light and motion, and to produce heat; e) simple electromagnets and magnetism, and f) historical contributions in understanding electricity.
Objective: The students will be able to understand and identify the parts of a simple circuit given the youtube video, website, discussion post, and assessment with 80 percent accuracy.

PCK: Pedagogy supports the content knowledge by instructing them to watch the video and assess them based on their knowledge of circuits. Students can interact virtually through the discussion board about circuits they see in everyday life. The interaction with each other works as a group assignment would in the classroom.  

TCK: The technology support the content by letting the students independently learn the material by going by their own pace. Students can access this content at any time and makes it easier to put the pieces together. Students are also able to revisit material if needed to make sure the content is absorbed. 

TPK: The technology supports the pedagogy by giving them a hands-on learning experience to let them work at their own pace so that they can further knowledge through interaction. No way to do a simulation like this without the technology. The students can then use what was learned to bring the discussion into class and work on more advanced details or more complex circuits activities, example squishy circuits. 

Pedagogy: interactive website and YouTube video

Content: simple circuits

Technology: discussion board, activity and video

Week 6 Activity

SOL: 3.9 The student will investigate and understand the water cycle and its relationship to life on Earth.


Students will use google classroom with their computers to complete the lesson.
Students will work independently to watch the video and use the resources to help identify the properties of the water cycle. With this independent assignment, students are able to learn SOL tasks without face to face instruction from the teacher.

Not knowing the meanings and importance of the water cycle. The video will help the water cycle come to life as opposed to seeing it in a text. The worksheet and will reinforce what is learned, while the short answer questions will assess the quality of learning.

Google classroom allows students to access information at their convenience.
Students are able to see an animation video of the water cycle as opposed to a lecture while still receiving the same necessary content.
The technology allows the students to learn the content conveniently as many times as needed to comprehend.

Possible bridges of learning:

Experiments in the household to creat the forms or the cycle.

Class code


Week 5 Blog Post

What has been your experience with LMSs as a learner? How have they helped (if they have)? Do you envision using one in your future career, why or why not?

Most, if not all, of my experience as a learner throughout K-12 and college, has been with the LMS, Blackboard. That experience has been great for the most part for me but I recognize that it has been trouble for a lot of others.  I have been blessed with the ability to work better with technology than without so the Blackboard system came easy to me and was great to navigate. So I have found myself helping peers either access, navigate, or utilize Blackboard. This helped me understand that it is not as user-friendly as I had first thought.

I do envision myself using an LMS just for the sheer convenience over anything else. The ability for students to be able to access lessons, worksheets, forms for parents all to be uploaded and downloaded in one simple location.  Not only that but the ability to record grades for instant parental knowledge of progress and even communication outside of the classroom for parents and students are all resources given by LMS. I can only imagine how difficult the managing of a classroom would be without these systems and I am glad I will have the opportunity to learn, use, and grow with them in my career.

Week 5 Making Activity

SOL: 1.11 The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by a) identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty b) demonstrating respect for the American flag by learning about the Pledge of Allegiance.


Students will use Tinker Cad to construct an object to be printed off, using the 3-D Printers.
The students will work together constructing their game pieces, in which, they will be using to
mark their spot on the game boards. The pieces could include The Washington Monument, The
Pentagon, American Flag, eagle, etc. Teams will take turns answering questions related to the
SOL. If they are correct, they can advance. Some of these questions include pictures of different
symbols/monuments or facts about it.

Not knowing the meanings and importance of the monuments and symbols of America. This activity will also in force the theory of symbols and help students understand why they are used and their importance in society.

The 3-D Printer creates mini replica models for them to visually see what these
monuments and symbols actually look like in person.
Students are able to see foreign objects, in which, they may not have had the
opportunity to see themselves in person. In doing so, they are learning about these
concepts, and see visuals to aid in learning.
The technology allows the students to learn the content tangibly, rather than

Possible bridges of learning:

What is patriotism?

Virtual Tours

Symbols meaning

What Symbols do we see every day?


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