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Interesting Grants for Teachers

My search for educational and technology grants was interesting.  I was surprised at how much was out there and how much money these organizations are giving towards education.  One Website that I found helpful in my search was Edutopia.  Edutopia lists not only grants, but contests and awards as well.

One of my favorite grants was the Pets in the Classroom grant.  When you apply, you must state what pet you want in your classroom and where you like to buy your pet supplies.  I have thought about having GloFish in my STEM classroom to serve as an example in my Genetic Engineering unit.  This grant would be a nice way to achieve this and enhance my students’ experience with that lesson.  Below is an image of different types and colors of GloFish.  These fish are genetically engineered to fluoresce under a black light; they do not exist in nature.

There was also a neat looking contest that has a grand prize of $25,000.  There are also smaller prizes of up to $5,000.  This is called the Engineering for You Video Contest.  To have a chance at winning, applicants need to make a 1-2 minute video about a large-scale engineering project.  Some examples of projects include sending a human to Mars, and sweeping the ocean of all plastic waste.  This sounds like a really cool competition.

Image of GloFish from: GloFish® Display. (n.d.). Retrieved April 24, 2016, from http://www.glofish.com/about/glofish-display/

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STEM Grants

Science, technology, engineering, and mathematics (STEM) has gained a lot of momentum over the last few years.  Due to a potential increase in STEM-related jobs in the future (see image below), as well as a lack of skilled STEM educators and students, there are a lot of federal grants geared towards the advancement these STEM fields.  According to President Obama, within a decade, American students must “move from the middle to the top of the pack in science and math” (US Department of Education, n.d.).

Image from http://www.ed.gov/stem

The plan is to support both teachers and students in STEM subjects through multiple federal programs.  Like many government grants, these require applications.  Some examples include The Race to the Top - District, Investing in Innovation, Teachers for a Competitive Tomorrow, and Teacher Quality Partnerships programs.  The goal of these federal programs is to assist educators in teaching STEM subjects effectively, and to promote interest in STEM in general.  Students in the 21st century need to be able to think critically so that they can possess problem-solving skills, and investing in STEM opportunities is a great way to achieve this.

Click here for References.

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One of the more scientific lessons that I teach involves the process and purpose of DNA extraction.  We use strawberries for this lab activity, but could use almost any fruit or vegetable.  You could even use your own cheek cells!

I find that visuals are extremely helpful in this lesson, as there are a lot of step-by-step processes to complete.  I could verbally explain a step multiple times before all students do it correctly, but time does not allow for this, so I use photos.  The photos are taken from the point of view of the learners, which makes the more accessible to them as they perform each task.  They also show all of the necessary equipment needed for the lab activity, so it helps the students to see the materials set up and used properly in the photos.

When I took the photos, I was completing the lab activity independently before the students, which is also very important since I could understand the processes and potential issues that may arise for the students.  The visuals include all of the elements that they need in order to be helpful for that specific step.  The image above shows one of the final steps, which is to observe the DNA (the gooey substance with bubbles attached to it) and write their observations.

Information of photography tips from: Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional technology and media for learning. Upper Saddle River, NJ: Pearson Education.

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I use visuals a lot in my STEM class.  When I teach my measurement unit I find that visuals help a lot.  6th grade students take time to grasp key concepts, so having visuals to help while I am describing the key concepts goes a long way.  In addition to the lesson and practice, I have an online measurement game posted to my Moodle page for students to access.

The first image is of a slide that I use in a PowerPoint during the informative portion of the lesson.  I give the students the option to use metric or standard, so we go over both.  This slide shows the details in a section of a standard ruler.  We review the lines on the ruler before the students practice measuring physical objects.

The second image is another slide about measurement, but focuses on metric.  We go over the details of the ruler, and then review the prefixes (centi, milli, deci) to help make a language connection in the math lesson.

In addition to the two images of rulers on the slides, the slides themselves are visuals used in the classroom.  The arrangement of text and images on the slides is important, as well as the size, color, and contrast of the components.  When creating this presentation, I made sure I used colors that contrast well.  According to the text, dark font on light backgrounds is easier for students to read.  The text and images are also well balanced on the slides, ensuring the students are not overwhelmed or distracted by the appearance.  Finally, the only animations on the slides are the colored texts, because they are answers to questions used to engage the students in the lesson.  One thing to change about the text would be to make it sentence-case rather than all upper-case.  This would make it easier for the students to read.

Information on Visuals from: Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional technology and media for learning. Upper Saddle River, NJ: Pearson Education.

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The above is an audio file from a Website called Vocaroo.  I couldn’t get it embedded as audio, so I tried using the embed code from the website to create a video post.  This seems to have worked.  When I use this in class, I just download the MP3 file and post that file to my Moodle page.  Vocaroo allows me to easily create audio files that can be downloaded as an MP3 file and accessed by students in may ways.  I could put the file in a shared folder, post it to Moodle, or put it into a slideshow or document.

Students can access this at anytime, which is a huge benefit.  I can spend more of my energy answering questions about content and unique problems rather than repeating instructions over and over.  All students can benefit from this, but students with learning disabilities, concussion plans, and vision impairments seem to benefit the most in my classes.  I am trying to get to a point where there is an audio file in all of my online resources so that all of my students can access the information both visually and audibly anytime, even when they are absent.  I thought about using this with the Flipped Classroom model, but too many of my students don’t have computer and/or internet access at home.

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When we go over a new topic in class, there is always a “lecture” portion of the lesson to give the students new information.  Sometimes the lecture is short and sweet, while sometimes it would be long enough that the students would lose interest or get bored.  One way to help this issue is to guide students into learning the information on their own.  To do this, I post resources to my Moodle page for the students to access during class.  One of the more effective resources comes in the form of video.

I use a Website called viewpure to trim an informative video into just the section that I want the students to see, and post the link to Moodle.  Using viewpure is also good, because it eliminates the comment section from Websites like YouTube.  That way, students cannot view inappropriate comments, or be distracted by them in general.

Above is a video that will be used this marking period in my 7th grade STEM class.  It describes how a wind turbine generates electricity.  We have a model wind turbine that students design and build propeller blades for.  The information in the video can help the students design better blades.  While the entire video is informative, the focus is on how the turbine works.  That is why viewpure is so useful.

Original Video from: Energy 101: Wind Turbines. (n.d.). Retrieved April 09, 2016, from https://youtu.be/tsZITSeQFR0

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Voice Recording as an Educational Tool

There are a lot of good reasons to use Moodle in the classroom.  I find it to be very convenient.  If a student needs instructions repeated or needs details on the assignments, they can all be found on the Moodle page.  One really useful tool that I use with my Moodle page is called Vocaroo.

This site allows me to record myself talking and save the recording as an MP3.  I can save this to my computer, or I can put it in a presentation or on my Moodle page for the students to access anytime.  This is beneficial because when students are absent from class they can still access all of the information.  Students can still learn at a distance.

The reason that this distance learning is important in my STEM classes is because I see the students every three school days for one marking period.  That is 15 total classes.  It is easy for the students to forget information, and if they are absent I usually don’t see them until they have class again.  This time period can be up to ten days with no STEM class, just from one absence.  With these tools, students can learn the specific content at a distance (without being in my classroom) so that they are not as far behind when they return.

I love using tools like this.  It is quite easy to make information accessible to students in multiple ways, and with my teaching schedule, it helps to keep the students accountable.

Image from: No time to assess all your students’ reading fluency?, use the magic of Vocaroo! (2013). Retrieved April 03, 2016, from http://bilingualmonster.com/teachers-corner/apps-reviews/vocaroo-com

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Using Moodle for Distance Learning

Students in my STEM class have access to tablets that we use for multiple pieces of our units.  We use them for virtual labs, to create and share documents and presentations, and to communicate with each other.  One of the best tools that I use for this is Moodle. 

I post slideshows, videos, documents, and other websites and resources to my Moodle page.  Students access these resources in class for lessons and activities.  I feel that this adds to the students’ educational experiences.  It is not technology for the sake of technology, but rather a quick, easy way for students to access information on their own.  All of the content is approved by myself, so I know it is appropriate and relevant.  At the same time, the students enjoy it and gain more from it as opposed to me lecturing them on the content.

Moodle also helps to eliminate the excuses.  Students can’t lose their work the same way they can lose a piece of paper.  Everything is saved to their account or created and shared through Google Drive.  Using Moodle also allows students to access everything at home or from the library, again, limiting the excuses.  Students can access the coursework and information any time from anywhere.

Image from: English How To Write An Essay. (n.d.). Retrieved April 03, 2016, from http://englishhowtowriteanessay.blogspot.com/2015/01/excuses-for-homework.html

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Preventing and Reporting Cyberbullying

With the amount of Internet access students have in the 21st century, it is no wonder that cyberbullying is such a major issue.  As parents and teachers we need to be aware of the risks and ensure that the students know what to do if they are victimized.  Stopbullying.gov has some great information about what cyberbullying is, how to prevent it, and how to report it.

To prevent cyberbullying, stopbullying.gov suggests that you must “be aware of what your kids are doing online”, “establish rules about technology use”, and to “understand school rules.”  While these are listed as suggestions for parents and kids, teachers can do these things in the classroom as well to promote a safe and positive learning environment.  Actively monitoring students as they work will ensure that they are not engaging in any inappropriate online behavior.  Having rules in place for technology use will also accomplish this.

To report cyberbullying, the website tells us to take screenshots and save evidence of the cyberbullying, to not participate in the  bullying, and to block the bully.  After this, it is important to tell the proper people about what is happening so that the bully and the victim can both get help with the situation.  People to alert about cyberbullying include parents, your online service provider (social media site such as Facebook or Twitter), the police,  and your school.

Image and Information from: Cyberbullying. (n.d.). Retrieved April 03, 2016, from http://www.stopbullying.gov/cyberbullying/index.html

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Cyberbullying in Middle School

Two weeks ago I had a student come to me and express frustrations about other students talking about her behind her back.  Apparently they were saying some pretty nasty things.  I asked when this is happening, and she said “mostly online.”  I directed her to the school counselor and reflected a bit on the situation.  I could see that she was upset and frustrated, and worried about how she would handle the situation.  Students have access to the internet through multiple devices, and often have accounts on multiple social media sites.  This makes it easy to participate in cyberbullying.

Our district does a lot to prevent this from happening, and to empower the students who are victims of bullying in any form.  For example, a couple days after the student approached me, we had a monthly “PRIDE” meeting.  PRIDE stands for People Respecting Individual Differences Everyday.  The topic of this particular PRIDE meeting was cyberbullying, and it was very informative.  We talked about examples of cyberbullying, roles that people play in the bullying circle, and what to do if you see bullying or cyberbullying happening.

Here is a picture of the bullying circle.  We discussed what roles the people in the cyberbullying examples were playing.

In addition the the PRIDE meetings, there are resources on the school website from a bullying forum held a few years ago.  There are also lockers in the school labeled “Helping Hands.”  Students can discreetly put notes in the locker about bullying issues that they see involving other students, or about themselves.  The notes can be signed by a student, or can be left anonymous.  I am glad that we have so much in place to help our students make educated and empowered decisions about the World Wide Web.

Image of the Bullying Circle from: Chacon & DuBois Studios. (n.d.). Retrieved April 03, 2016, from http://www.chaconduboisstudios.com/portfolio_pages/ark_bully.html

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Benefits of Tablets in STEM Classroom

One of the best parts about teaching STEM is that the students can explore and make connections on their own.  There is a lot of critical thinking going on, and the use of Lenovo ThinkPad tablets has benefited the students.  In general, I will introduce a topic, then the students will explore more independently using the tablets.

Sometimes they use online tools such as search engines and cloud computing technologies.  Students use Moodle to access specific assignments, instructions, and links to specific resources that I have approved.  They also use Google Drive to create and share documents.  Padlet has been used to answer essential questions and to guide research on a topic.

Other times, students use applications (apps) to explore a topic.  8th grade students use an app called iCell to see the individual parts of bacteria cells and animal cells.  They can interact with a 3-D cell and learn about the individual parts.  The image below is a screenshot from the iCell app that shows a plasmid within a bacteria cell, which is used a lot in genetic engineering.  We discuss how insulin is made using genetic engineering and plasmids.

My 6th grade students use an app called Bridge Physics to explore structural shapes and forces.  They use knowledge gained from this game to make educated decisions about their own design for their bridge.  All students also have access to a Khan Academy app that has information on multiple topics of interest.  This video shows an X Box 360 version of the same game, and one person troubleshooting to solve one of the levels.

iCell Image from: HudsonAlpha iCell. (n.d.). Retrieved March 27, 2016, from https://www.graphite.org/app/hudsonalpha-icell 

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Using a Smartphone as a Microscope

About a year ago I saw a video that had instructions on how to turn a smartphone into a microscope.  I thought that this would be a great tool to use in my STEM class, maybe with my DNA extraction activity.  Students would not be able to see the double-helix structure with this microscope, but they have the desire to observe it more closely, and this could be a budget-friendly way for them to be able to explore further.  Maybe they could view the strawberry cells before the DNA extraction to see the plant cells and chromosomes.

After more research, I found that now you can buy an attachment for your smartphone to give it capabilities of a microscope.  Here is an example of one that you can purchase from Amazon.

Even the attachments for smartphones are affordable, so I think this could be a neat way for students to use their devices in the classroom to enhance their learning.  The one in the picture is listed at $35.29 and is compatible with multiple brands and versions of mobile devices.

Image from: 200X Optical Zoom Microscope XFox® Mobile Phone Microscope with White Purple LED Lamp and Universal Clamp for iPhone6/6plus/5c/5s/4/4s Samsung Galaxy S6/S5/S4/Note 4/3/2 etc. (n.d.). Retrieved March 26, 2016, from http://www.amazon.com/Optical-Microscope-Universal-iPhone6-Samsung/dp/B014K5SP66/ref=sr_1_1?ie=UTF8

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The Discovery Strategy and Inexhaustible Energy

After we learn about a concept in class, I like to have the students explore further on their own.  Using their new knowledge, along with other research gathered along the way, students solve a real-world problem relating to the concepts learned.  The students use an Engineering Design Process (EDP), which is similar to the Scientific Method.  It is a step-by-step process that guides students to their best possible solution to the problem.

For example, my 7th grade students explore technology and the environment.  One topic that we discuss is inexhaustible energy sources like solar, wind, hydro, and geothermal.  Once the students learn the basics of how the power source works, they explore further by using inductive reasoning.  I start by having a mini-lesson on what inductive reasoning is so that students can be thorough in their attempts to solve the problem.  Then I give them a challenge.  The most popular challenge is for the students to design and build the most efficient propeller system for our model wind turbine from Kelvin.  The turbine that we have is a lot like the one in the image below.

Students design their propellers using the Engineering Design Process, and when they have their final idea they build it out of recycled or found materials.  Once they are built the students test them, analyze their results, and describe how they would improve them for next time.  If time remains, the students actually improve their design and re-test, which gives them the opportunity to compare/contrast designs and results.

After reading about the discovery strategy, I found that the advantages described were very accurate compared to my experiences with it.  Because we use the EDP in each STEM curriculum, the students become used to the procedure.  They also really enjoy the hands-on nature of the challenge and the friendly competition that goes along with it.  The students also have the opportunity to collaborate for the challenge.  These are all advantages to using the discovery strategy in the classroom.

The disadvantages that I read about were spot-on as well.  For one, time is a major factor.  Students work and learn at different paces.  It is definitely time-consuming for them to design and build a solution that they are happy with, especially if they collaborate and must agree on these things.  Some students work quickly, so it works well to have them improve and re-test their designs to see if they can generate a higher voltage.  However, there are always some students that need the extra time.  They come in for study hall to finish.

Currently, the only technology used in this lesson is the PowerPoint presentation that I use to go over wind power, and a video about real wind turbines in Denmark.  One way to add technology to this lesson would be for the students to use the tablets to document their EDP along the way using digital images and videos.  They could post these images and videos to a Google Slideshow and share it with me and other students.  This would help students remember progress points between classes (I see them every three school days), and would allow students who were absent to see what they missed.  It would also prevent students from losing their work, as it will be stored online rather than on a paper.

Image of Model Turbine from: KELVIN® Experimental Wind Turbine with Assembled Transformer / Wind-Up Generator. (n.d.). Retrieved March 20, 2016, from http://kelvin.com/kelvina-experimental-wind-turbine-with-assembled-transformer-wind-up-generator/

Information on the Discovery Strategy from: Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional technology and media for learning (11th ed.). Upper Saddle River, NJ: Pearson Education.

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Technology Tools to Enhance Demonstration in the Classroom

I teach a hands-on class, and therefore I do a lot of demonstrations.  For example, my 6th grade students are designing, building, and then testing balsa wood bridges similar to the one pictured below.  I demonstrate every step and every new skill that they need to use to complete the project.  I show them the safest and most efficient ways of cutting and gluing their pieces together, and in some cases, how to troubleshoot problems.

I find that I am often repeating myself when the students are working on their own, as they did not retain all of the information.  These days, students are not used to remembering information, because it is always a Google-search away. 

After reading about 21st century learning environments, I think that integrating a technology tool into my demonstrations will help my students.  I plan to start recording the steps with a digital camera and posting the video tutorials to my Moodle page.  Then students can access the information anytime on their own!  It will also be beneficial because not all of the students have a great view of the demonstration while it is happening.  If it were also on Moodle, it could be accessed anytime that the students are working on that skill.  Luckily I have Windows tablets with cameras built into them.  This makes taking and editing pictures and videos an easy task.

Balsa Wood Bridge Image from: Matt’s Balsa Bridge. (n.d.). Retrieved March 19, 2016, from https://www.garrettsbridges.com/photos/matts-balsa-bridge/

Information on Demonstration and Technology Integration from: Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional technology and media for learning (11th ed.). Upper Saddle River, NJ: Pearson Education.

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3D Printing and ASSURE

I have an awesome STEM-related technology tool to use in my classroom.  Right now I am in the earlier stages of the ASSURE model when it comes to implementing 3D printing into my curriculum.  I currently use a 3D Printer from Makerbot (pictured below) to show students how they can be used by printing existing projects.

I want my students to be able to design and print their own products.  I have analyzed the learners and found that they need an easy-to-use program for 3D design in order for them to have success in using the machines for design.  I have also selected the strategies and resources to accomplish the objectives.  I chose a program by Autodesk called Tinkercad, which is an online, cloud-based 3D modeling tool that is user-friendly.  I am currently working through the details of implementation, which includes planning my roles in the process, preparing the learning environment, and preparing the learners for utilization of the technology tools.

After my students utilize this technology and design and test a solution to a problem, I will evaluate and revise the lesson as needed.  I look forward to this step in the process.

Image from: Makerbot Replicator. (n.d.). Retrieved March 13, 2016, from http://www.makerwise.com/3d-printer/makerbot/replicator/

Information on ASSURE from: Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional technology and media for learning (11th ed.). Upper Saddle River, NJ: Pearson Education.

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Using the ASSURE Model in 6th Grade STEM

I currently use the ASSURE model in my STEM class with my 6th Grade Architecture curriculum.  I start with a pre-test to see what the students know and understand before we start.  In the future, I will use Kahoot! for this step rather than a pencil-and-paper quiz.  I use this information to guide the first few lessons in the curriculum.  I also use CDT and PSSA data using EdInsight to see how students score in content areas that we will be visiting in the STEM class.  For example, we use a lot of measurement and simple math skills, so I look at the CDT data on measurement to see who may need extra attention.  This all falls into the A in ASSURE, which is to Analyze Learners.

I also state standards and objectives in every lesson (the first S in ASSURE).  I have been working to improve the objectives for my lessons by including the conditions under which the students will be observed.  For example, what technology tools the students are using to achieve the objective.  Then I select what strategies and resources I will use with the students (the second S in ASSURE).  This varies depending on the individuals in the class and the amount of time that I have with the students (schedule changes due to weather, assemblies, etc.).  Mostly we use the Building Big website as a research tool, an app on the Windows tablets called Bridge Physics, and Padlet to review the essential questions and wrap-up the unit.  Below is a picture from the Bridge Physics app that demonstrates how it can be used in bridge design.

I always test the resources myself before I allow the students to access them.  Then when we utilize these resources (the U in ASSURE), I go over the technology tools with the students, review the procedure, and then step back and allow the students to collaborate on the task.  At this point I act more as a facilitator.  The students are actively participating in learning the objectives through practice (the R in ASSURE, to require learner participation).

Finally, I need to evaluate and revise the lesson (the E in ASSURE).  I am not just evaluating the students’ learning here, but I am making decisions on how well the technology used helped the students access the information.  I am always changing the ways that I teach these lessons, and I already have ideas that I will use the next time I teach it.

Image from: Bridge Physics – Windows Games on Microsoft Store. (n.d.). Retrieved March 13, 2016, from https://www.microsoft.com/en-us/store/games/bridge-physics/9wzdncrfjcgd 

Information on the ASSURE Model from: Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional technology and media for learning (11th ed.). Upper Saddle River, NJ: Pearson Education.

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Improving Learning Objectives in STEM Class

When I started teaching my new STEM curriculum, I thought that my objectives were stated well.  In college I remember hearing a lot about making objectives measurable, so that is what I focused on when I created them.  However, after reading the text, I realized that I am not stating the conditions in which the students will be assessed.  I often have the students use tablets with specific software or apps to perform a task and express their learning, but I don’t include this in the stated objectives.

For example, my 6th grade STEM students explore forces and shapes by using a website called “Building Big.”  They progress through the interactive labs, take notes as a group, and discuss how the information can be applied to their design challenge.  The objectives currently state “students will accurately define the 5 main forces” and “students will demonstrate their understanding of shapes in structural design by designing a sound structure.”  They should read something more like “after accessing the Interactive Labs on the Building Big website, students will be able to accurately define the 5 forces” and “after accessing the Shapes Lab on the Building Big website, students will be able to demonstrate their understanding of shapes in structural design by designing and testing a sound structure.”

Information on Objectives from: Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional technology and media for learning (11th ed.). Upper Saddle River, NJ: Pearson Education.