NU Class 2 reources
Kathy Shrock’s Bloomin Apps has connections between Bloom’s Revised Taxonomy and Web 2.0, iPad apps, Android Apps, Windows apps , Google Apps, Pinterest, and even Powerpoint.
We’ve been Looking Where the Light Is Good”: Using Epistemic Games to Help Change the Education Paradigm in the Digital Era. published with permission from Family Center on Technology and Disability Technology Voices April 2010
Tools for Student Programming/Coding.
- App Inventor
- Code Monster
- Gamestar Mechanic
- I like programming video
- Khan Academy Computer Science
- Kodu—game programming
- Learn to code
- Lego Digital Designer
- Makey Makey
- Mozilla App Maker
- Pyonkee (iPad app identical to Scratch 1.4)
- Snap!—runs in your browser
- Trinket (Block-based introduction to Python)
Quotes from Connected Code: Why Children Need to Learn Programming (The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning) by Yasmin B. Kafai, Quinn Burke, Mitchel Resnick
“...by learning to think like a computer scientist, students can solve everyday problems, design systems that we all use in daily life, and progress and innovate in other disciplines.”
“In 2006, computer science professor Jeannette Wing coined the term computational thinking in a short essay that was published in Communications of the Association for Computing Machinery...She defined computational thinking broadly as all “aspects of designing systems, solving problems, and understanding human behaviors. -- Computational thinking is often associated solely with computer science, but applies computer science principles to other disciplines to help break down the constituent elements of any problem, determine their relationship to each other and the greater whole, and then devise algorithms to arrive at an automated solution.”
“...does not necessarily involve the use of a computer. ...think systematically about solving all types of problems, big and small.”
“...having them design digital applications that are personally meaningful to the designer. Most popular are game designs, the construction and coding of robotics, and the use of media filters to collect and organize news information for more efficient journalism”
“Applications are designed for others to use, which means that designers have to consider human behavior as they design their systems and need to solve problems as they translate application ideas into code”
“Finally, the fourth authenticity is designing for real-world audiences, which prompts genuine feedback and meaningful and translatable assessment.
“The point of teaching young people to use introductory programming languages is not to help them become computer scientists or secure a spot at Google or Apple but rather to help them become more effective creators and discerning consumers of digital media.”
“Furthermore, participation in these activities, often motivated by teachers’ or parents’ encouragement, was highly correlated with later career choices in science, technology, engineering and mathematics (STEM) majors.”
Beauty and Joy of Computing curriculum (UC Berkley)
“Given the chance to learn, programming can also be accessible to many students who have not had success in areas they associate with computers and mathematics and science, or who do not picture themselves as programmers.”
Web 2.0 Tools
Video: CUE’s “Infinite Thinking Machine” explains IFTTT. (IFTTT: If this, then that performs “recipes” with Web 2.0 tools such as “if I post a photo to Facebook, save it to DropBox.”
By Gary Stager in Scholastic 2014
Quotes from Invent to Learn from Stager and Martinez (2013)
For the first time ever, childhood inventions may be printed, programmed, or imbued with interactivity. Recycled materials can be brought back to life.
Such concrete experiences provide a meaningful context for understanding abstract science and math concepts.
obliterates the distinction between a vocational and academic education.
Do not think there is any thrill that can go through the human heart like that felt by the inventor as he sees some creation of the brain unfolding to success. Such emotions make a man forget food, sleep, friends, love, everything. — Nikola Tesla
Making things and then making those things better is at the core of humanity.
“Students who are thus reputedly poor in mathematics show an entirely different attitude when the problem comes from a concrete situation and is related to other interests.” (Piaget, 1976)
The real cause of failure in formal education is therefore essentially the fact that one begins with language instead of beginning with real and material action. (Piaget, 1976)
Making lets you take control of your life, be more active, and be responsible for your own learning.
“The IKEA Effect” in which people who make things value their creations, even flawed creations, more than the same things created perfectly by experts.
When we allow children to experiment, take risks, and play with their own ideas, we give them permission to trust themselves. They begin to see themselves as learners who have good ideas and can transform their own ideas into reality.
In the practice of design, the purpose is not to represent what is out there (or model how things are) but to imagine what is not (or envision how things could be) and to bring into existence what is imagined.
The just-released Next Generation Science Standards state that each citizen should learn engineering practices that include “defining problems in terms of criteria and constraints, generating and evaluating multiple solutions, building and testing prototypes, and optimizing – which have not been explicitly included in science standards until now.” (“Next Generation Science Standards,” 2013)
Too often, we teach as if all scientific problems are solved and the steps are fixed.
Having a reflective activity at the very end of a maker class to see what tips they would give to the next class is a great idea. However, we wouldn’t actually give those tips to the next class; the powerful part of that lesson is not the tips, it’s the reflection.
Students engaged in direct experience with materials, unforeseen obstacles, and serendipitous discoveries may result in understanding never anticipated by the teacher.
TMI has only three – Think, Make, Improve
“I’m done” are two words you should never hear in the maker classroom!
Ask if the project is: Beautiful Thoughtful Personally meaningful Sophisticated Shareable with a respect for the audience Moving Enduring
Less Us, More Them (LUMT)
If the teacher is the source of all judgment, this impedes student learning.
students who are graded tend to differ from those who aren’t in three basic ways. They’re more likely to lose interest in the learning itself. They’re more likely to prefer the easiest possible task. And they’re more likely to think in a superficial fashion as well as to forget what they were taught. (Kohn, 2010)
Computer science is one of the jewels of human ingenuity. It is a legitimate branch of science that has influenced nearly every aspect of daily life over the past half-century.
Communicating a formal idea to the computer is also a powerful way to think about thinking.
Learning.com Adds Computational Thinking to Digital Literacy Curriculum By Joshua Bolkan 04/25/16
ThingLink Debuts VR Content App for Schools Joshua Bolkan 04/26/16 https://thejournal.com/articles/2016/04/26/thinglink-debuts-vr-content-app-for-schools.aspx
From Print to Pixel: The role of videos, games, animations and simulations within K-12 education Speak Up 2015 National Findings http://www.tomorrow.org/speakup/SU15AnnualReport.html
NU Library Resources
Library Search 1SU educational technology AND "best practice*" AND ( elementary OR secondary OR children OR teen*
An Analysis of Teacher Effectiveness Related to Technology Implementation in Texas Secondary Schools 2015 http://files.eric.ed.gov/fulltext/EJ1058187.pdf
Using Location-Aware Technology for Learning Geography in a Real Digital Space Outside the Classroom
OR adolescent* OR school-age OR school age OR high school OR middle school ) = 202 results http://bit.ly/1XWlaLM
Schooling Rebooted 2014 audio recording & PDF Education Next, v14 n2 p46-50 Spr 2014. 5 pp.
SU "educational technology" AND SU "academic achievement" AND ( elementary OR secondary OR children OR teen* OR adolescent* OR school-age OR school age OR high school OR middle school ) AND research = 353 results http://bit.ly/1QBbUqH
The App Map: A Tool for Systematic Evaluation of Apps for Early Literacy Learning.systematic approach to selecting apps supports teachers in their efforts to use apps that complement best practices for literacy instruction while fostering 21st century learning skills and digital literacies. Also has a rubric for evaluation. Reading Teacher, v69 n3 p339-349 Nov-Dec 2015. 11 pp.
Educational technologies and twenty-first century leadership for learning 2016
Textbook & Article Suggestions:
New Model Lets Students Rent Textbooks on Pay-as-You-Go Basis. By Michael Hart 04/12/16. https://campustechnology.com/articles/2016/04/12/new-model-lets-students-rent-textbooks-on-pay-as-you-go-basis.aspx
A new service allows college students to rent digital textbooks only for the time they need them, perhaps the first pay-as-you-go model for college materials.
Once students register with iFlipd, they can rent digital textbooks for as little as a week. Once they finish using a book, they can move it back into the digital catalogue, making it available to other students. There is a loyalty program that gives points toward free rentals.
Diamond, J, Gaier, M. (2014). Literacy Lessons for a Digital World: Using Blogs, Wikis, Podcasts, and More to Meet the Demands of the Common Core. A language arts and math teacher joined to create technology-rich lessons that teach the key literacy skills. (Easy to use lesson plans and ideas).
Valerie Morrison and Stephanie Novak have a series of books entitled Meeting Common Core Technology Standards: Strategies for Grades x—y Grades are K-2. 3-5, 6-8 and 9-12.
Meeting Common Core Technology Standards Strategies for Grades 6-8
Product code: TECST3. ISBN: 9781564843708. Expected publication date: 04/2016 Topics: Curriculum, Standards, Professional learning, Tools. ISTE publ.
Personalized Learning A Guide for Engaging Students with Technology
Peggy Grant and Dale Basye. Product code: PLEARN ISBN: 9781564843524. Published: 2014 (ISTE)
Effective Digital Learning Environments Your Guide to the ISTE Standards for Coaches ISBN: 9781564843678. Published: 2015. (ISTE)
Level Up Your Classroom: The Quest to Gamify Your Lessons and Engage Your Students Jonathan Cassie Head of School Sewickley Academy, PA.
Innovation Age Learning Empowering Students by Empowering Teachers
ISBN: 9781564843555 Expected publication date: 11/2015. (ISTE) Topics: Coding, STEM, Maker movement (Need to order)
Integrating Technology in the Classroom Tools to Meet the Needs of Every Student
ISBN: 9781564843456. Published: 2015
Topics: Curriculum, Technology infrastucture
Audience: Educators(K–6), technology coordinators, curriculum specialists, educators (6–8) <This book is very light. Doesn’t have enough depth for a text>
Dale Basye, Peggy Grant, Stefanie Hausman, Tod Johnston <Great case studies but not enough connections to online or to digital.>
Topics: Learning spaces, Maker movement, Personalized learning, Project-based learning. Publication date: 8/24/2015
The Positive Connection Between Games and Online Learning by Mitch Weisburgh, cofounder of Games4Ed (Use this link and resources for reading list on the topic)
Blogs, wikis, video, PowerPoint, Pinterest, Facebook, Twitter, WebQuests, Games, Simulations, coding, MakerSpaces, ClassDojo 9
Lots of YouTubes - Video capture/editing software, podcasts, Presentation Zen,
BrainPop, National Geographic, PBS, Gaming, Simulations
What apps are people using in training sessions to make learning creative, fun and engaging? https://www.linkedin.com/groups/27003/27003-6119263099016011778 - blog discussion.
Blogs, wikis, collaboration, screen captures,
Students will do a project in which they pick a commercial game and describe how it integrates with their chosen content area. They also need to watch kids play their favorite games and play alongside them, then reflect on those experiences.
This week, you will compose an APA style essay, a minimum of 2000-words that explores, discusses, and presents the technology you have selected from the emerging technologies list below. You must also cite two scholarly articles that support and defend the ideas you have explained in your implications section. The scholarly articles must be obtained from an online resource (the NU library and ProQuest Database is preferred) and include articles that are not older than 2 years. The in-text citations need to reflect the APA style.
In this essay, you will identify the media or practice from the possible list below and explain and defend the implications for teaching, for instruction, for training, or for learning.
A List of Potential New or Emergent Tools/Concepts to Explore
- 1:1 Computing
- Augmented Reality
- Classroom Responder Systems
- Cognitive Maps (online)
- Gesturing Technologies
- Google Tools
- Handhelds and Cell Phone Use in the Learning Environment
- Immersive Environments and Virtual Worlds (Second Life)
- Integration of Streaming Video and video download (Safari, United Streaming, California Streaming, YouTube, TeacherTube, etc.).
- Internet of Things (IoT)
- Interactive Games
- Interactive Whiteboards
- Locomotion Interface
- Nanotechnology and other chipping devices
- Open Source/Open Educational Resources
- Podcasting or using audio media for teaching and learning
- Social Networking and Social Media
- The Kindle and other eBook Readers
- Thin Client Computing
- Touch Sensors
- Vodcasting or using video and audio media for teaching and learning Webcasts and other Synchronous Voice Over Internet Protocol Systems
- XO Computer One Laptop Per Child (Massachusetts Institute of Technology) or the topic of Netbooks