Module 3 Comments and resources

How do I not get absorbed by all of the resources and time it takes to employ them in the classroom? Okay not an answerable question. How about, What can I provide to the students that are not as digitally fluent that would get them on par with the rest of the class and how do I accommodate the students that do not learn in that format?

 

I think in all of the provided resources it is apparent that useful integration of technology in the class is beneficial. But to some who have not had that exposure or are not able to focus on the digital task given to them when faced with those resources it can be challenging to all parties involved. So I would like to pick a resource that is both limited and simple to pilot with the class, and provide them with a large portion of class time at the beginning evaluating the ease of use with the students and prompt them for feedback on some practice examples first. I believe sending a letter to parents on the first day to introduce them to the instructional methods will also ease those less fluent onto the right path.

 

I would like to incorporate these online resources through Seesaw for my chemistry classes

https://www.boundless.com/chemistry/ (Links to an external site.)

Staying up to date with beautiful infographics in each class using these:

http://www.compoundchem.com/ (Links to an external site.)

 

I imagine I will still be using PowerPoint and the document camera, but I will have to spend less time creating lesson plans with resources like those listed above, allowing me to spend more time on building student relationships with the materials.

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Module 2 Comments and Questions

What software’s exist that integrates a language translation function to communicate with other countries?

http://usingtechnologybetter.com/google-translate-app/

I was thinking about integrating the Google translate capture image function with the seesaw software to see how well it could translate student made content. This could be integrated within the blog on seesaw as well.

https://www.youtube.com/watch?v=tlw-tUKvnNc

In reading “facilitating students global perspectives” I get the impression that setting up a classroom wiki of the content from seesaw would allow for cross-cultural communication. I wonder if the blog section of seesaw is exportable to a Web 2.0 application, will look into it!

Ertmer, P. A., Newby, T. J., Yu, J. H., Liu, W., Tomory, A., Lee, Y. M., et al. (2011). Facilitating students’ global perspectives: Collaborating with international partners using Web 2.0 technologies. The Internet and Higher Education, 14(4), 251–261.

Comments on Module 1 and ChemSketch 3D add on

First off I would like to say that I really enjoyed the resources in the guiding questions. I did end up using the Coggle.it but I ended up getting distracted because it really ended up inspiring me to fill out a family tree instead. I could see using it for work until I get more familiar with its potential applications in the classroom.

I was thoroughly impressed with seesaw which was a redirect from the shadow puppet link. I started a little fake classroom and thought I could end up using something like that for lab notebooks so that I don’t have to go carting around a bunch of paper every time I need to grade them!

I have used Prezi before for work, and I liked it a lot but its a bit cumbersome for large files and big presentations. So I was kind of thrilled about the Haiku link because not only did it have cool aesthetics but it also came with the image files already built in. I was a little sad that the free version doesn’t allow downloading but it makes sense.

Google forms and Survey Monkey are great, but I think the school that I use has some kind of functionality of clickers with surveys built into the PowerPoints. Desmos is AMAZING! How fun is that? I keep getting lost in these examples.

In exploring the reading for Module 1 I related most to the sentiments of Dillion in this quote “The noise of this digital information can be overwhelming. It can create a numbness to the outside world and limit the ability to retain and reflect on essential learning.” I was thrilled to see scientific journals among the reference resources and because I am more familiar with reading those and I am not sure my eventual classroom will have ipads (like in the Deaton paper) for everyone but I loved the idea of making stop motion films for science, and I appreciate that they used ImageJ for the first round of film production. Because it’s true that by the time a project like that is finished many of the students know it so well they could teach the materials.

I could not agree more with the statement from the Digital Storytelling paper by Robin “simply adding computers to conventional teaching strategies is an unsophisticated approach that, it is not surprising, adds very little to students’ experiences in the classroom.” I had witnessed that in the classroom I spectated last semester, all of the biology classrooms had computers at either each desk or each station, and all of them gathering dust. It must be as stated in the Explorations paper by Syh-Jong “Therefore, an important challenge for science teachers is to determine how to design science curricula in order to integrate effectively the use of technology in an effective and practical way”

So my question of “How can a Chemistry teacher incorporate new technologies within the current learning strategies in a meaningful way that overcomes the hurdles of contamination concerns (in-lab exercises) and overcomes the hurdles of complicated and/or proprietary resources and utilizes the schools provided resources and facilitates powerful follow up?” is based on witnessing the struggle of successfully using technology in the classroom and the question is getting trimmed down for this exercise!

What tools and models can I find for the use in a Chemistry class, that is of the Quandry, Code Academy and Desmos level? I took a class on POGIL creation this semester, and it took about 40 hours to create one (on paper activity) for the students and my peers tore through it in less than 10 minutes. So I imagine creating online resources like those mentioned would feel insurmountable for most teachers, and out of the scope of my abilities this quarter. But with that being said I did find some electronic resources that were already made that could serve as classroom materials:

Nave, C. (2012). HyperPhysics. Retrieved from: http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html

This hyperphysics site contains some interactive some chemistry models (even though it’s a physics site) in regards to radiation, matter and Thermodynamics etc.

As far as helping my future students withdrawing molecules this site looks promising! Its a function of ChemSketch that switches whatever they draw between 2D and 3D modes and would be valuable to incorporate with organic chem lessons.

http://www.acdlabs.com/resources/freeware/chemsketch/

I am still unsure how efficiently I would be able to incorporate this software into my class curriculum, but I believe that is something I would have to consider once I am immersed in the lesson plans. I imagine my first year of teaching will be a struggle for time when I am turning those vacant PCs into something useful for the kids.

Resources: