Showcase of Graduate Work
This showcase displays several of the multimedia works I have created while earning my Graduate Certificate in Educational Technology and Master of Arts in Educational Technology (MAET) at Michigan State University. My work focused on providing authentic ways to integrate and incorporate technology into the classroom. I have categorized my work into three groups Explore, Create, and Share based on the MAET motto.
All though the projects have been split into categories, I truly embodied the spirit of "Explore. Create. Share." while creating each one of them. Before beginning this journey I had very little experience with video and image editing, the maker movement, or motion detectors. But through the power of my learning network and exploration, I created authentic products to share. Click on the images to go to the original pages, click through the slide shows (or let them flip on their own), and click on the videos to play them.
All though the projects have been split into categories, I truly embodied the spirit of "Explore. Create. Share." while creating each one of them. Before beginning this journey I had very little experience with video and image editing, the maker movement, or motion detectors. But through the power of my learning network and exploration, I created authentic products to share. Click on the images to go to the original pages, click through the slide shows (or let them flip on their own), and click on the videos to play them.
EXPLORE
Physics Video
Learning through inquiry can be a powerful tool to use in the classroom. When students do the discovery work on their own, they are able to create deeper and more meaningful understandings of the material. For example, my group (STEM Squad) used inquiry and trial and error to answer the following questions.
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We video recorded the results from our trials and edited them together using Camtasia to create our final production. Click play to see what we found out.
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Sticky Ideas
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To help students remember concepts and ideas teachers need to design lessons so they are "sticky." According to Chip and Dan Heath in Teaching that Sticks, there are six traits that make ideas sticky. This project was my first introduction to Dan Meyer. Using some of Dan's work (video), we created in investigation based lesson using Google Slides. See how my group used these traits to design an introduction to the axis of symmetry lesson for Algebra 1.
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Understanding Understanding Research Project
In this group project, we chose to analyze people's misunderstandings and confusions about density. We used the main question of why do some things sink and some things float in water to uncover peoples' true understandings of density. We had them answer in as much detail as possible, and then they had to predict if actual objects would sink or float and explain why. The interviewees were then shown a video of the objects sinking and floating and explained which objects surprised them and why. Finally we followed up with the question, "What is density?" In this project, we tried to uncover peoples misunderstandings about density and why or how they exist. After conducting our research and analyzing the results we created a website and video to display our findings.
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Visit our website to read more about our project, read our results/findings, and watch our video that highlights our interviews and findings.
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CREATE
Interpreting Graphs Lesson Plan
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In this lesson plan that I created, students use CBR2s (motion detectors) to interpret and create distance vs time and velocity vs time graphs. After they complete the graphs and interpretations, students will use Popplet to make a concept map comparing and contrasting the different types of graphs. Included with the lesson plan are an exemplar video showing what the graphs should look like, a grading rubric, and an essay supporting the creation decisions made while constructing the lesson plan.
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i-Images
In these examples, I took pictures of nature. Then I taught my self how to use Pixlr, and I modified my images to highlight mathematical concepts in the real world Students could do a version of this assignment to demonstrate their understanding of a mathematical concept. |
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Dream IT
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I wrote a grant proposal for a classroom set of Microsoft Surface Pro 4s to increase my students' understanding and application of mathematical concepts to authentic scenarios. By incorporating the Surface Pros in a multitude of ways in my classroom, the students will become more proficient at the Standards for Mathematical Practice which will deepen their understandings of math concepts and in turn help them become better problem solvers. Check out my project by starting with Part I: Brief Project Description.
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Hybrid Class Using PowerSchool Learning
To extend my students' learning outside the classroom, I created an online module. In this hybrid style class, the students complete 3 lessons of online work at home and learn the basics about systems of linear equations and two ways to solve them. Then in class we use the skills they learned in the online lessons and apply them to real life scenarios. Each online lesson provides the students with a quick review of previously learned material they will need to know to be successful in the lesson, videos and readings about the skill in the lesson, a discussion board to post thoughtful insight or questions, practice problems, and an assessment with multiple attempts and helpful hints. In the end,
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the students will apply their understandings about systems to compare two companies and write a proposal about when each company is the better deal.
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SHARE
Ideas Into Practice
The EdSurge Article, What a Decade of Education Research Tells Us About Technology in the Hands of Underserved Students identifies 5 actionable tips or ways to incorporate technology into the classroom setting to close the gap between underserved students and privileged students. My group compiled a list of several digital tools and ways to use them in the classroom to meet the 5 actionable tips. As a cohort class, we compiled all the lists into the ITC in Education/Issues in the Use of ICTs in Education wikibook to share with the world.
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Exploring Key Topics Webinar
My group and I hosted a webinar to share ideas to help meet the diverse needs of the learners in the classroom. We planned and implemented the entire webinar from beginning to end from our individual homes across the state of Michigan. We communicated with each other and our panelists through Google Docs and Google Hangouts to develop a useful webinar that others could benefit from.
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Topic: UDL: Meeting the Needs of Students Using Assistive Technologies
Our panelists Stacy Turke, occupational therapist at Ingham ISD; Phil Booth, assistive technology consultant at Ingham ISD; Holly Engemann, second grade teacher at Queen’s School in Jackson, Michigan; and Keith Tramper, instructional technologist at KRESA highlighted ways they use technology in their settings to ensure that all of their students are actively engaged and learning. These educators work with young learners ranging from students with IEPs, including students with autism, to exceptionally high achieving students.
Posted on MAET - The Bridge
Posted on MAET - The Bridge
Maker Faire Project
My cohort class hosted the inaugural Maker Faire at MSU. We brought in community members and provided them with opportunities to learn through play. My group taught ourselves how to code in Scratch and created a pinball game using Scratch. We created a completed game for people to play so they could see some of the possibilities of Scratch. We also created a second game where people could follow step by step directions and add their own Sprites. Read about my experience in my blog post.
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Coach's Eye
Using my network of learners (YouTube and help forums), I taught myself how to use Coach's Eye so I could help my athletes perform at a higher level. Along the path of learning the ins and outs of Coach's Eye I documented my process.
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I created a video to help one of my athletes improve her overhand volleyball serve. She kept serving the ball deep and with a high arch because she was making contact behind her lead foot (with a severe arch in her back) instead of straight above her lead foot (with a straight back). After seeing this video, she was able to consciously work on improving her toss and her form.