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:
http://wallwisher.com/wall/dealmeida_alg2_2012 - this wallwisher poster could be used to post deadlines for my classes and for students to post questions.


Sample #2:
http://www.edmodo.com/home#/join 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.
Assignment#5:
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:
http://prezi.com/b7rxqlw4gwjg/system-of-equations-using-matrices-and-your-ti-84/

Project #2:
<iframe src="http://www.xtranormal.com/xtraplayr/14072450/test-tomorrow" 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.
video
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.
http://www.tubechop.com/watch/808567
 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 infinitesums.com 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)