Monday, June 3, 2013

Tools 11:

1. What are your favorite tools you now have in your personal technology toolbox? Briefly describe a particular activity that you will plan for your students using at least one of these new tools.

My favorite tools have been learning to create websites and using them to post assignments, notes, and videos - these have been particularly useful during tutorials.  Students would use the iPads to watch and rewatch the examples and they were able to reinforce their learning.  As a teacher, I loved it because I was able to help more students simultaneously and many students became more independent on their learning.  I also like it because it was very useful to students who absent or are assigned to ISS - this way they have access to material they missed in class outside of class!

My websites are:

2. How have you transformed your thinking about the learning that will take place in your classroom? How has your vision for your classroom changed? Are you going to need to make any changes to your classroom to accommodate the 21st Century learner?

My vision has changed in the sense that I am more open to using the technology in classroom when I saw how it helped reach and address the individual needs of my students in mathematics.  Nonetheless, I still have my reservations, because I am first and foremost a math teacher with a multitude of math objectives to cover during the year - if technology (the means) helps achieve those math objectives (the end/goal), then I will definitely utilize it, otherwise I won't.  Therefore,  my vision is to utilize technology as much as possible, when I see that it is an effective means to building the learning of math concepts.  I see the use of the websites and videos as a great means to address students' learning gaps in greater numbers.  I hope to better incorporate the website this next upcoming school year.

3. Were there any unexpected outcomes from this program that surprised you?
The student response to the video lessons - they really appreciated them and made my tutorial times more effective.

For your Tool #10 assignment:
In YOUR blog post:

1. Discuss at least three things you would want to make sure your students understand about being good digital citizens.

I would want to make sure my students understand how to be safe when using social media technology, how to identify possible predators, and develop auto-control as far as healthy use of technology versus excessive uses and dangerous/harmful uses of technology.

2. Share at least one of the resources mentioned above or on the Ed Tech website that you plan to use instructionally.
One resource that I might use is budd:e cybersecurity.  I still need to do some more exploring, but at first glance - it seeems to be very interesting to high school students and informative.

3. Explain briefly how you would "teach" the idea of digital citizenship to your students
I would teach digital citizenship by including guidelines into my syllabus and discuss them in my first week of school, as well throughout the year as opportunities present themselves.  I would also model good citizenship in the classroom by showing examples of it whenever possible.

4. Explain briefly how you plan to share the idea of digital citizenship with your parents.
I would share the idea of digital citizenship with parents by sending information home in the syllabus  and during phone/email communications whenever necessary.

Tool #9 Assignment, create a new post in which you respond to the following:
Why do you think it is important to tie the technology to the objective?
     I believe it is important to tie technology to the objective so that way it will be incorporated into the student's learning.
Why should we hold students accountable for the stations/centers?
Students should be accountable for their stations so they will act responsibly and take an active participation into their learning objectives.
Visit 2 of the applicable links to interactive websites for your content/grade level.
Which sites did you like. How could you use them as stations? How can you hold the students accountable for their time in these stations?
I visited:
-manipula math: it has some interesting demonstration on the reflective properties of conics,
-math interactives: it has some interesting presentations and interactive lessons on parabolas,
- interactive: it some interesting graphs of comic sections where students can explore the different graphs of conics.
In order for me to use these sites, I would create a set of questions or taks they students could accomplish using the tools in these sites - these taks/questions would not only guide them on their explorations, but also hold them accountable as they progress through the taks.
List two to three apps you found for the iPod Touch/iPad that you can use in your classroom. What do you see that station looking like? How can you hold the students accountable for their time in these stations?

I found the following app worth exploring:
-free graphing calculator,
-Myscript- calculator ,
I need to explore each of these apps to further understand how they would help build greater I understanding of algebra 2 objectives.  I can see how these tools could be helpful in exploring problems and building new knowledges - they challenges lies in bridging these tools with Algebra 2 and time.
What about other ways to use the iPod Touch/iPad? Share another way you can see your students using the device as a station.
I foresee my students using the iPads to watch videos of class lessons that they are struggling with.  I tried some this year using my websites and - students really enjoyed and found them valuable.

Monday, March 18, 2013

For Tool #8, in your post:
  1. After watching the videos/tutorials, list two to three things you learned about the device(s) that will be in your classroom this fall. After watching the tutorials I learned how to use the Apple store and download apps. I since dowloaded two apps in order to sync my laptop with my ipad as to use it as a mobile whiteboard. I also learned how to organize the different apps on my ipad.
  2. How do you plan to manage the device(s) in your classroom? Do you have ideas/suggestions that others may find useful? Right now I plan to label each ipad and netbook and allow student to use it to go to the classroom website

Sunday, January 6, 2013

 Tool 7 assignment:

    1.  After visiting the resources above, design a collaborative project with another    classroom.

    2.  Post the following about the project:

Content objective

To compare different datas using scatter plot to determine differences between positive correlation, no correlation and negative correlation.
When you plan to implement

                   If time permits I will try to implement next year when we talk about correlation

What tool(s) you plan to use

                    google docs or other spreadsheets

A brief description of the project (plan - two or three sentences)

                    Students will collect data on different experiments
                    and build a table to be shared with other classrooms
                    via a collaborative spreadsheet.

                    Using their collaborative data, students will graph their
                    data into different scatterplots.  They will then post their
                    findings on collaborative document - where they will discuss
                    which better equation will represent the data (y=mx+b).

Thursday, January 3, 2013

Assignment #6:
  1. Choose at least two of the tools from the above list. Create an account for each (if required) .
  2. Use each of the tools you choose to create a sample of how you would use it in your classroom.
  3. Embed the sample (preferred) or link to the URL.
 Sample #1: - this wallwisher poster could be used to post deadlines for my classes and for students to post questions.

Sample #2: by joining edmodo students can dowload assignment handouts - especially useful for when students are absent.

     4.  Share your thoughts on how you see the tools being integrated into your classroom. How do you see them encouraging participation?

I can see using a web tool to have copies of the lessons, calendar, and handouts for students to look up when they are absent and/or lose the materials.  This will encourage participation, because absenteism is one of my concerns and challenges in my classrooms.
1.  Use at least two of the tools above to create products. Think about your content. Create a “set” for one of your lessons! Or, consider providing the site as a choice for your students to create products. Make a model for a student created product.
2.Then, embed both products in your blog or link to the products from your blog.

Project #1:

Project #2:
<iframe src="" width="504" height="312" frameborder="0"></iframe>

3. Describe for your readers how you think each tool can be incorporated into your classroom - how you could see the tool being used by you instructionally and your students to demonstrate their understanding of a concept or topic in your classroom.

I can see myself using these tools to help student understanding.  The amount of time needed to teach these tools and use these tools are too extensive that makes tme impractical for students in "an Algebra 2" class. 
Assignment #4:

1. Create at least one document in Google Docs and share it with a few others on your campus or within your department. It could a team member, a department colleague, or another teacher with whom you plan a collaboration. Ask that person to comment or chat and real-time edit the document with you.

I created the final exam draft and shared with two of my colleagues.

2. Create one form in Google Docs and send it via email to at least two other people and ask them to respond.

 I created a sample quiq and sent it to two of my colleagues.

3. Briefly discuss how you can use the tools in Google Apps with your team or department. How can you incorporate Google Apps as a tool in your classroom? Which tools are you excited about using with students?

To be sincere I was not really impressed with the google docs.  My main concern is that the forms do not support math type or graphs thus making it hard to use them when so much of my content need those tools.  As far the google drive, it is interesting but I have to upload and dowload the files in order to use and edit the files - I rather use dropbox. As far as my students I don't see me using these tools.  I will probably use for administrative uses within my department and school - as I already done in the past.

I would like to express a concern I have concerning technology.  There is a big push for us (teachers) to incorporate technology in the classroom in order to support content learning.  Sometimes I fear technology becomes the end versus the means to an end.  As a math educator, I know what my students need.   Therefore, whenever I see that  technology is a means to address a student need in the content, then I will use and incorporate it in my classroom.  On the other hand, I will not use technology just for the sake of using technology if it does not help my students learn the content - my students and I can not afford it.  There is not enough time to spare, there is math to be learned.  

Wednesday, January 2, 2013

Assignment #3
1)  Visit several of the video hosting/streaming sites mentioned above. Share with your readers which sites you found most useful for your content and why.

Of all the video hosting/streaming sites I visited, I liked
YouTube the most.  It had a greater variety of math videos in it than other places.

2)  Using any of the video resources mentioned above, find and select two videos that may be useful resources in your classroom.

 I found a video on solving systems of equations with matrices and TI-84 -- I embedded it into this blog earlier today.  I also created my own video on factoring by grouping and embedded it into this blog earlier.  I was able to do that by watching different videos on movie making and editing.  I am very interested in learning more about movie making, because that is something I feel I can use in my math classrooms.  I hope to make videos of my lessons for when students are absent and try to incorporate some of the flipped classroom strategies I am hearing about.

 3)  Articulate what you learned about copyright and fair use. What was new to you?

I learned that copyright is real and can get you into trouble if you don't make sure it falls into fair use.  Fair use depends on the nature, purpose, amount and effect on the value.  In short if the item has been repurposed or added value it is fair use.

4) Create  a Dropbox account and add some files to it  How could you use this tool in your classroom?

I created a dropbox and saved my Factoring by Grouping in it. I believe I can use dropbox to share handouts with students expecially those students who are constantly absent from class.
This a movie I made and edited using Microsoft Movie Maker and uploaded

This is the same video on the previous post, but this time I was able to embed the code.
 Assignment 3:  This a video on how to solve System of Eequations Using Matrices and the TI-84.  I used Tube chop to chop the video to the part which applies to objective of my Algebra 2 class.
I just completed tool #2 about online community.  I like to learn from others and online communities let me learn in my own convenient time and still make contributions whenever possible.  I have been using which is a blog from one of my colleagues.  I find it useful to share algebra 2 team planning ideas and goals.  I plan continue to use this blog/website throughout the year.
Blogs are new to me.  I am  still trying to find the value behind having a blog.  My experience so far has been fair, but I definitely want to find out more.  ( Assignment  # 1)