Category Archives: .P4 Practice the integration of appropriate technology with instruction.

Thank You OneDrive

I was paying $25/year ($2.083/month) for 50GB of storage on OneDrive.  I just learned that this plan is going down in price to $11.88/year ($0.99/month).  This seems to be in conjunction with the raising of free storage to 15GB for new OneDrive accounts.

Here is the pricing for the new storage plans on OneDrive:

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If you are keeping track, here are the storage plans for Google Drive:

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The fine print is good to note on Google Drive:

Store files up to 1TB each. Anything you create with Docs, Sheets, or Slides won’t use up any of your storage. [emphasis mine]

Attachments sent and received in Gmail as well as your email messages use your storage.

Photos bigger than 2048×2048 pixels use your storage. Everything smaller than that is free.

Apple iCloud storage is 5GB free with pricing plans per country for upgrades at 10GB ($20/year = $1.67/month) and 20GB ($40/year = $3.33/month).

Dropbox storage is 2GB free with pro upgrade plans at 100GB ($99/year or $9.99/month), 200GB ($199/year or $19.99/month), or 500GB ($499/year or $49.99/month).

WordPress storage is 3GB free, or 13GB ($99/year), or unlimited ($299/year).

SnapChat Leak: An Educational Opportunity?

If you’re following this story, then you know that SnapChat, a super-popular App that a large number of my high school freshmen have on their phones, had a security problem that allowed a hacker to get the usernames and phone numbers of 4.6 million SnapChat users.

[Was your data leaked?  You can check using this look-up tool.]

I was eager to see if any of my students were in the set of leaked accounts.  I wanted to create conversation around why data leakers do this, and what appropriate responses would have been for the users and creators of such technology.

So I did some poking around.  I downloaded the data (46MB ZIP).  I to open it as a CSV in Excel 2013, but it couldn’t.  I opened it in Notepad+ and searched for my number.  Not found.  I searched for anything in 425 area code (Bellevue-Redmond).  Nothing.  I searched for anything in 509 area code (eastern WA).  Nothing.  So none of my students were in the leaked data.

It turns out only a select few numbers in 76 area codes were shared.

https://i2.wp.com/www.snapchatdb.info/img/count.jpg

http://mashable.com/2014/01/01/tool-snapchat-compromised/

And it’s interesting that only 10,623 numbers in 206 area code (Seattle) were shared.  That’s only 1 part-per-thousand of the total numbers in 206.  Which is either a comment on the importance of SnapChat in Seattle or the underestimation of area codes to include from the hacker.

Or take a look at 815 area code in the picture above, if 215,953 numbers in 815 use SnapChat, that is 21 out of every thousand phones (or 2%)!  Not bad for a small App that doesn’t care about security.

So, can someone get me all the 509 numbers at SnapChat please?  It would help me in lessons at school next week.  Smile

Software Feature Requests–Bug Reports*

*from a former-Microsoft-test-engineer-turned-teacher.

RealPlayer

  • stop crashing on secondary monitor

PowerPoint 2013

  • stop crashing so much (embedding videos feature seems to have some bugs…)
  • don’t roundtrip to SkyDrive on the UI thread, save locally first, then do your network stuff
  • for teachers there should be a feature to display a timer on a given slide, the timer should count down or count up, have visual or audio clues while “ticking” and have visual or audio clues when “time’s up!”, to do this now I am embedding videos (2-minute, 3-minute, 4-minute) on each-and-every slide.

Adobe Acrobat Professional

  • don’t lock the file when you are previewing in Windows Explorer, when I open, edit and try to save, I can’t because Windows Explorer was previewing a thumbnail

Word 2013

  • stop hanging when I try to mail merge with an open Excel file.
  • stop hanging when I try to insert a hyperlink
  • I need a standard bullet that looks in-your-face like a checkbox.  It would be great if it really did check like OneNote (see below).

Excel 2013

  • I need a function CountDistinct() or CountDuplicate().  I’m using Excel to create random worksheets/quizzes from the periodic table and I need to know if a random sequence of atomic numbers has any duplicates.  For that matter, I need a RandomSequence() function that does NOT allow duplicates.

OneNote 2013

  • Need a standard bullet that looks like a checkbox, don’t know why we didn’t think of this sooner.  It needs to be an “in-your-face” checkbox, like CTRL+1, but a bullet.

Outlook 2013

  • I have this crazy bug where my insert hyperlink dialog freezes up or is very non-performant

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Windows

  • Suppose you have multiple monitors.  You move a mouse to a monitor and do ALT+TAB to find the application window that you want.  But:  ALT+TAB only shows you the application windows that are on that monitor.

WAS Day 3

Washington Aerospace Scholars, Summer Residency, Tuesday, July 16, 2013

After typing this report on Tuesday morning for Monday, I went and found our System Manager and gave her some feedback over breakfast. I think that was an effective move, but it was made possible or necessary due to reflections on the prior day and where we needed to go for the day ahead. I am reminded that daily or regular reflection on my teaching can have the same effect, namely taking stock in what has gone well or what could go better, helps make future outcomes better.

We started the day at the MoF in our Mission Briefing. Each team got up and gave a status of where their team was in the performing of various tasks. I think our session went well except for one of our team members who contradicted or sought to clarify our status. I will talk to that team member offline about how unprofessional that looks, since they should have clarified their status internally before going before the other teams and showing that our team had some internal disconnect. I’m proud of my team having concise status, being mostly on the same page, and being able to communicate what they might need from other teams, e.g. red flags or warnings about where they might be blocked or need further clarification. Status meetings are valuable things despite the general revulsion (anecdotal? See Dilbert cartoon.) that people have for meetings in general. I found some of my memories from my former life at Microsoft flowing back about how teams posture and sometimes put up smoke screens about progress that is communicated more glowingly than it actually is. How could status meetings be used in an educational context? The answer is fairly straightforward if students are working on a clearly defined project with dated deliverables and interdependencies with other teams that they need to resolve. However, how could they be used in a classroom that isn’t doing projects? Is there a way to couch a quarter or semester of learning goals as a project that students need to make progress on, and give them tools for measuring their progress, reporting on that progress and taking corrective action for lackluster results? I think the answer might be standards-based grading, and I think it is something to try which will serve students well in a variety of future careers. I don’t think students are naturally project-oriented, or team-status aware, but I think all can improve on those basic job skills.

Over lunch we spoke with a Geologist on MSL, the Mars Science Laboratory mission that is supporting the Curiosity Rover on Mars. We did so over a Google hangout with video and audio. The video and audio quality were good, but it very hard to see what was on the screen, and I sat closer than any scholar. From a tech standpoint, there must be a way to share desktop or documents in higher fidelity, or there might have been a way to get scholars closer to the screen so they could engage better. (I think I will ask some of my students today for some feedback on that session, to see if they noticed this same thing that I did.) As a footnote to my comment yesterday about the usefulness of bringing experts into the classroom, today was proof that you can bring those experts in virtual ways (video, audio) and still get good engagement or deliver good content to students.

Red Team had a phone conference call with a researcher working on fusion drive at the University of Washington today which went very well. I’m told that students even pointed out some ideas that researchers had not considered, which is always exhilarating. I didn’t attend the conference call as a way to support other scholars who weren’t involved in that topic (Propulsion). Here again I was reminded of some management learnings that I have gained from my prior experience. Namely, as a manager/leader it is not leadership to spend time with those workers that are highly motivated and have the same learning style as you. It is more effective leadership to speak with your whole team, i.e. apportion your time more equitably so that all your team knows that you are supportive and eager for them to succeed. For example, in our preparation for our second Peer Presentation, I realized that I didn’t really have a good grasp on the Reflectance Spectrometers that we were supposed to be presenting. Furthermore, I realized that the scholar on our team also didn’t have a good idea of what they wanted students to take away from her part of the presentation on those devices either. I realized that this was a coaching opportunity and a teachable moment. Both teachers and presenters need to know what the main goal of their presentation as information transfer needs to be. When I was able to coach my scholar on some presentation tips, they were more confident, the material was relayed better, and the overall presentation went much better. A comment from HQ was “I have not seen Reflectance Spectrometers presented as clearly as Red Team just did.” Nice work! Overall, we got $40 million bonus for a 9.3 score (out of 10) on our presentation. That goes a little way towards reducing the pain we feel from getting -$20 million on our first presentation.

We took a grand tour of Boeing’s assembly facility at Paine Field in Everett. I realized that what we were seeing on the tour were mostly skilled (highly skilled!) labor jobs, and not really day-to-day STEM jobs at Boeing when we tour that facility. I’m not so sure that students connected these massive machines with the pile of STEM work that goes into producing each one. Do I want to buy stock in Boeing based on their production estimates? Yes. Do I want to ride in a 787 Dreamliner? Most definitely! Do I know what the engineers do tucked away around those assembly lines all day? Not so much… Oh and one more question that is teasing me: does the production of airplanes with a high proportion of carbon fiber do a net sequester of carbon and thus help reduce greenhouse gases? I know the plane is green, but how green?

After the Boeing tour we spent some time at the MoF Restoration Center where aircraft are refurbished or stored when they are not at the Museum of Flight gallery. After seeing the massive amount of spare parts and tools and high-tech tools used on modern planes it was a little depressing to see the mostly volunteer, somewhat duck tape and baling wire operation that restoration is. However, I can appreciate the value of working on historical airplanes both as mechanical and engineering history, and as a “maker” type activity for students. I just didn’t find a lot of interpretive information at the Restoration Center. Not to belittle the volunteers who are contributing mightily to the preservation of our aeronautical heritage in any way!

As mentioned above, upon our return to MoF we had a successful Peer Presentation on Spectrometers. The team was very supportive of each other and wanted them to succeed. I should mention here that we timed our presentation and had scenarios we would do if we were over or under time. When we were under time, our presenter had a few questions prepared to ask the audience, and he did so, but somewhat humorously cut off the reply from the student answering the question to stay on our time, which he did, and our final time was 7:07.

I should note that Scholars are starting to show signs of being tired. Quite a few took a nap on the traffic-slowed return from Everett to Boeing Field. We ended our work on Tuesday with a Lego Mindstorm Rover development project. I was interested to see that almost every student was engaged in that project in task, with the usual type-A’s driving key tasks and the other other scholars taking supporting roles. The hands-on power of these projects cannot be underestimated. Students had to reason about gear reductions, and power limitations of small motors, of the flex and unexpected behaviors of lego structures, and how to program and test robot code. I can’t help but think that this type of work can only hone student’s intuition and experience which can enlighten their classroom learning. We need to more robotics, more maker-faires, more hands on if we expect future STEM professionals to be able to innovate and create. The time-pressure frustrated some, and invigorated others, the team still lacked some integration of efforts, but I think even that aspect of team work is best learned and honed through more of these activities. I am eager to do more hands-on, project-based, and team-oriented activities in my class room, because like the students, I will only get better with practice.

WAS Day 2

Washington Aerospace Scholars Day 2, Monday July 15, 2013

One other student and I found ourselves first down to breakfast at 6:10am. Breakfast is a buffet. I asked a couple of students what they liked most about the simulation from Tuesday. Both said that the tasks in themselves weren’t difficult, but that they felt the pressure not to let down the team, or their mission partners. That’s good motivation to harness for the classroom, but what is the team in a school environment? Scholars here have the benefit of being relatively unknown to each other and thus perhaps not willing to let the others see weakness or lack of motivation or (gasp) ignorance. Compare that with a classroom of students that are probably well-acquainted with each other, and who, instead of rising to an occasion, might tend to sabotage a similar simulation or do less than their best work.

My team’s main focus on this day was to select some key roles for 2-3 scholars to play on the team for the rest of the week. Scholars had submitted résumés to me and I had forwarded to our mentor (a Boeing Engineer). It was the mentor’s responsibility to pick the scholars for these team roles via interviews with scholars that had expressed interest in those roles. I’ll note here that group dynamics had started in full on this day. The students who normally assume leadership roles and postures in the group had done so, the students who might generally be characterized as passive in a groups had also slid into those roles. Those are natural consequences of any work environment, and any task that invigorates some and not others. [Later that evening I would confront a couple of those students that seemed disinterested or not engaged that day. 
One scholar said that they were off that day, probably tired.]

After the roles for our team were selected: (following from SR-AF Summer Residency Handbook)

“System Manager: coordinates subsystems; understands all project sub-topics; represents team at briefings.”

“Point of Contact: communicates with HQ and other teams.”

The team organized itself around the work/deliverables that were to be completed that day. Our mentor has given us some nudges in some good directions, and is creating an ethic on the team that “Red Team is Prepared”. I would say esprit de corps is high during the morning work session. “Red Team will help the other teams make good decisions. Red Team will poke holes in other teams’ plans. Etc.”

It is in that spirit that we went into our preparations for the peer presentations. Red Team went first. Although I had done a run-through with the rest of the team, and we were coming up short on time, I did not push the team to really nail content and technical depth. Thus, later in the day, when our score was given, we were fined $20 million for a presentation that was “the shortest and least developed of any presentation [she] had seen” according to HQ. Red Team was thus taken down a notch. It will be interesting to see how the team reacts to the setback, and who leads that charge. I can cheerlead, and I have an idea of who might bring us back. (Hint: our SM is charismatic…)

Over lunch we had an excellent talk from an Aerojet (Redmond) Engineer who has worked on rockets since 1997. Aerojet has provided rocket motors for many NASA missions for the past 30 or so years. The talk was engaging, the questions were relevant to the mission projects which all teams were working on (and especially Red Team’s), and I know I wished we could have heard more. My takeaway for the classroom is that students can sense when they are in the presence of a subject matter expert. How can I get similar people into my classroom with content that is engaging and a delivery that is also interesting. I can do some thinking on that now, during the summer.

After lunch we had some time to ourselves in the Museum of Flight and in particular, Red Team had a turn to tour the new Full Fuselage Trainer, which is a scale mockup of a space shuttle cockpit and cargo bay. [NOTE: 
I am way too tall to be of very much use in that cramped cockpit, interestingly enough.]

During our dinner back in our team briefing room at the Museum of Flight, we had a presentation from a representative from the College Success Foundation, talking in particular about the Washington Opportunity Scholarship. It was interesting to hear some students scoff when they heard that the qualifying gpa was *only* 2.75, and the household income cutoff was 125% of the median household income in Washington which was $142,000. [need to check those figures again…] To be fair these students at WAS might not stay in state (did I hear scoffing at the UW?) and might not need another $1000 their first two years, and $5000 in their last three years in college. In other words they have access to other streams of financial aid, or their parents will cough up some larger percentage of their calculated contributions. But, I was encouraged by the talk for my students that are underrepresented in STEM and Medical fields, and got the presenter’s card and will make sure that I put up posters in my room and hall to make students aware.

Our day ended with the beginning of two of the Engineering Challenges that we will be involved with this week. The first was to design a rocket. The rules of the Challenge are that we need to meet an objective, with limited resources, and with limited time. The first challenge is to launch a rocket, and the second challenge is to protect an egg during a drop from some height onto some smooth or “interesting” terrain. I was not really surprised that only a few students out of the 10 on Red Team had had experience in related tasks in their schooling or hobby pursuits. I tried to interject a bit of my understanding on the tasks, but mostly I questioned certain design decisions, and tried to make sure everyone was at the table. [There are, in all, probably four scholars out of ten that get a little overwhelmed in these group activities and show their withdrawal from the task through not saying anything or even sitting away from the table, while the others stand at the table
and sketch or demonstrate with their hands what their ideas are.] I should probably say something about this today urging students to try a different role than what they naturally choose—goes for both the talkative and the taciturn, and to remind them that we are a team and need everyone’s expertise, and warn them that the engineers that don’t speak up when they know a decision is being made that is bad are tantamount to those engineers that let shuttles fly with brittle O-rings, or attempt to land with damaged heat tiles. That’s coming down a little hard, but that, as well, is a stretch for me and what my role might be.

Our last Engineering Challenge of the night was designing the lander (egg drop) from a cup, a plastic bag, and some cushioning material. It is interesting to take a simple “dissipate some kinetic energy” problem from physics and hear how students imagine that this is best done. None would argue that a parachute creates a significant amount of drag and thus dissipates a majority of the energy an egg must survive in a free fall. But how to bring the rest of the problem home. I think in a future science class I could have a lot of good discussion about hypotheses that students might make about the energy dissipation properties of various materials, and testing those hypotheses before we commit to a design. I’m fine with the time pressure that we are under here as a simulation of the engineering and in particular space engineering environment, but I’m thinking a more methodical approach would help students of various abilities.

The final two peer presentations of the day were by other teams, and it was the announcing of their scores that brought about Red Teams funk. But we can own our past presentations and make sure that our next ones are better. [Excuses:  It is hard for a team to go first. 
It is hard for a team without an assistant mentor and with a new SR-AF to make a solid performance if they go first.]

Back at the hotel another SR-AF and I took some 17 students to Taco Bell (was closed at 10pm!) so we went to Jack-In-The-Box. The students were well-behaved and enjoyed a chance to satisfy their munchies. I was in bed by midnight, and am dragging a little this morning when I was up at 5:30am, and have typed this from 6:15am to 7:05am.

[Book Review] Where the Rubber Meets the Road

I’m reading a book by Richard N. Steinberg entitled An Inquiry Into Science Education, Where the Rubber Meets the Road.

Professor Steinberg took a sabbatical (2007-2008) from the City College of New York to teach high school physics in Harlem.  This book is a reflection on his experiences.

His themes are predictable if you’ve been following current topics in education.

  • teacher preparation
  • student apathy
  • classroom management
  • abysmal math fluency
  • standardized testing
  • teaching is a lot of work!

His more hopeful and helpful themes are around how he has stood for true inquiry in his science classrooms, and some lessons that he taught.  That plus some other references he cites as resources are worth the price of the book.

Steinberg spoke at a conference in Washington DC in May for the Robert Noyce Scholarship folks at PhysTEC, since he is also involved at that program at CCNY.  He doesn’t talk about PhysTEC in his book, but I suppose it would be out of context somewhat.

Technology Investigations / Applications / Tools [2012-2013]

This is a reprise/extension of a prior blog post where I discussed some things I had learned during the 2011-2012 school year when it comes to technology, applications and tools.  So here goes, what I have learned from another year (so far).

Description Student Learning Impact Teacher / Practice Impact
Dropbox A more prepared teacher is a more confident teacher.  A more confident teacher is a teacher that projects an air of organization and control.  Students can sense that. Absolutely nothing beats being able to create a student homework assignment, worksheet or powerpoint at home save it to a Dropbox folder and know that it will be on your computer at school when you need to look for it.
Microsoft OneNote I can grade student assignments quicker and more reliably when I have electronic access to my answer keys. I store all of my Algebra assignment answer keys in OneNote.  It replicates over Dropbox since domain live.com is blocked by my school.
Edline.com (now Blackboard Engage) Students who miss school and who have access to Edline can now go to the class they missed, click on the calendar for that day and download homework or view pictures of the whiteboard that was created during that class. This has helped my practice in being able to know that if one class is slightly different from the other I have a record of what was different and why.  This frees me up to improve classes that are repeating each day, but exempts me from the fear that I will be inconsistent or tell students the wrong thing.
KUTA Software Students freak out when they don’t know something.  They scramble to get answers and will copy homework and collaborate inappropriately on quizzes without qualm or thought to the damage they are doing to the learning process. Using KUTA Infinite Algebra 1, I can create homework assignments and quizzes quickly and easily.  However, most importantly, I can create 30 *different* versions of a quiz on the same material and thus remove cheating from the equation altogether.  Quiz retakes are not an issue, I just regenerate a new version of the quiz.
DataDirector from Riverside (Houghton Mifflin Harcourt) Students can take quizzes or tests on bubble sheets that are familiar to them from other standardized tests.

Question banks can also be used to help prepare students for the style or content of some questions.

Teacher can grade quizzes and tests quickly using a scanner or using other bubble sheet manual grading tricks.

I have found occasionally that there are problems with the questions in the question bank, but that there is also a way to submit your feedback on a question.  And, someone will read and act on that feedback!

Gradecam plugin for DataDirector from Riverside (Houghton Mifflin Harcourt) Students can do short formative assessment in class, and get results quickly.

This should revolutionize student motivation and ability to get formative feedback on their classroom work.

Teachers can set up bubble sheets that are graded quickly merely by holding them under the document camera.

Frees up the teacher from having to grade in real-time, and allows for discussion around what is not understood.

Holt McDougal Online (Houghton Mifflin Harcourt) Students can access the book and other educational resources over the internet. Teachers have exercises, quizzes, powerpoints, and other resources that help them differentiate their teaching quite easily.  Good stuff!
OfficeMax IMPRESS Print Center Students get homework that is well organized and printed in time to be useful for their learning. When a teacher needs copies and can’t get them in time from the district print shop, OfficeMax has a great service where you can upload PDF files and have them printed and ready to be picked up the night before.
Tyler Technologies Schoolmaster Web Classroom Students benefit from quicker and more accurate feedback on their grades. Allows teachers to access Schoolmaster from home, so that grades can be immediately entered, even when teacher is not at school.
Whiteboards and markers    
A laser pointer and clicker.    
RedOxygen as a provider for Outlook Mobile SMS “Johnnie, if you don’t get to work, I’m going to text your parent/guardian right now and ask them to have a talk with you when they see you tonight.”  Can you please focus? Ability to communicate quickly and directly with parents via mobile SMS from my desktop computer at school has been invaluable.
Teacher Created Materials   Another source of great content for instructional drill and homework.
DataScanner from DataDirector Quick turnaround on formative assessment has been shown to have positive effect on student learning. Having a page-fed scanner of my own that is compatible with ScanDirector has helped me provide quick turnaround to quizzes and tests that I have administered in classrooms.
     

Quizlet: Learn Abbreviations of Common Core Math Domains

Choose a Study ModeScatterLearnFlashcards

Technology Investigations / Applications / Tools

I describe below some activities or tools I have discovered during the 2011-2012 school year around technology.  I argue that if a technology or tool helps the teacher / staff person save valuable time, then it has indirectly had impact on student learning.  If a technology or tool has been used by the student, then it has directly had impact on student learning.  At least, that is the case I intend to make below.

 

Description Student Learning Impact Teacher / Practice Impact
Student project check-in form (Google Form).  A method was proposed whereby a teacher could review and record student progress on a project.  Goal was to facilitate the capturing of current state and next steps in a student project. No evidence that student work on projects has been increased or become more rigorous as a result of this work. Was used in April briefly by Jessica.

Samples were given to David, Angie and Steve as well, but this idea has not gained any traction yet.

Field trip calendar (Shared Google Calendar). 

NOTE:  although I didn’t create this tool, my adoption has meant that others can find the tool useful.

Students who need record of field trips to prove hours have found this invaluable.

I would also argue that the list of field trips is P2, H1, H2 and H5.

Although originally created by Megan, the calendar has been useful to both Dan and me, in the tracking of our trips, record of activities, weekly planning, and even keeping track of van usage/reservations.
Big Picture High School Transcript (PDF Form).  How I Made the PDF Transcript. Creating a durable record of student progress is useful for students, parents/guardians and teachers.  Enables quarterly progress reports, helping students know where they are at. I’ve already heard back from our office manager, from a senior advisor, and from my mentor teacher on the usefulness of this tool.
LTI Timesheet (PDF Form).  This was my first conversion of a paper form to a PDF Form. Enabling students to report their internship conveniently and accurately is a significant impact on their learning. I already cited a reply from the LTI Coordinator (Megan) about how the form has been gaining momentum.
STEAM Contact Triage (Google Form and Google Spreadsheet).  At the beginning of the year, as Dan, Jeff and I were brainstorming people and activities that would enrich our students, we decided to create a Google Form that talked to a Google Spreadsheet. By keeping track of contacts that may want to host students for tours, shadow days, informational interviews and full internships, we are having impact on their learning.  Every contact is a potential internship site, is a potential mentor for a student.

Just two examples: 

Fernwood contacts have led to significant interactions with our students.

Criminal Justice Training Center has also provided an internship for our students.

By putting a process into place whereby staff can share contacts and meet to triage new contacts and strategize next steps, I am improving the efficiency of my colleagues, I am sharing information with them and in the end I am making them more efficient at their jobs and our school’s mission.

NOTE:  I do not have proof that Dan or Jeff are using this tool actively, but I am and therefore it is an immediate resource for anyone who cares to see it.

LTI Site (Google Site).  This site is owned by Megan and is being used to store and communicate BPHS processes around LTI.

NOTE:  although I didn’t create this site, I have helped Megan edit/customize the site.

Students are impacted by easier access to LTI documents and a repository for more standardized process that they and their mentors can follow. Helping Megan be efficient at her job in the helps the entire school, staff and students effective.  By unblocking her understanding of how to edit and make the site truly her own, I have unleashed her creativity.
YouTube Videos of guest speakers at Big Picture High School. Students are obviously impacted in the live events, and by having the video available for future events, there is potential for more students to be impacted. Staff sometimes cannot make a lecture, so I have filmed the lecturer and gotten their permission to post on YouTube.  Speakers I have taped include:

Roger Fernandes, Native Storyteller.

Josh Ginzler, Licensed Mental Health Care Professional.

Adele Mitchell, Forensic Specialist / Geneticist.

Google Cloud Connect (Google Docs Toolbar for Word PowerPoint Excel) Since our school relies heavily on Google Docs, this tool that allows native uploading, downloading and sharing of Office Documents has been essential.  Not very many students have discovered it. However, certain staff (Ed first) have been very enthusiastic for the tool and I believe it has changed his whole workflow.
MailChimp (bulk e-mail tool for students, staff and parents involved with SAT Prep course).  Here is an archive of recent e-mails sent for the SAT Prep course. When a parent of a student in the SAT Prep course wanted to be kept aware of what was going on, I created a MailChimp Account Since this tool allows you to track when e-mails are opened, read, forwarded, and *not* read, they would be invaluable anytime an advisor/staff person is sending out bulk e-mails.
BPHS SAT Google Site This was a web site used to communicate between the staff and the students for coordination of the SAT Prep course. By keeping a calendar of activities in the course, I kept students informed of what was happening when, what we had covered, lesson materials, and links to YouTube Videos of class sessions. This web site enabled better collaboration with staff.
PollEverywhere.com (SMS Polling Tool)  By creating an account on this service and using in the SAT Prep course, I was able to engage students in learning activities. Initial results from an Action Research paper that I am producing for EDU6173 is that students rated their mathematics self-efficacy higher on days that we did SAT sample problems (from a sample test) higher if there were engaged via SMS/Cell Phone polling. General opinion of staff is that this service in general and my application on SAT Prep in particular has been beneficial / fun.
Classpager.com (Bulk SMS Sending and Polling Tool)  Used in the SAT Prep course. Similar to PollEverywhere but different, this tool allowed for students to register their mobile device in a virtual course.  Once they did that I could send them messages or take quick polls related to content / activities in the SAT Prep course. When I realized that students were not reading the class e-mails that I was sending, I was able to get them to register their mobile devices and thus have a more direct means of communicating to each of them en masse or individually.
YouTube Videos of me solving SAT QOTD (Questions of the Day) Similar to Khan Academy (person talking while solving a problem on a virtual blackboard / whiteboard), I created 20-30 videos of me solving some SAT Questions of Day, which the College Board puts out daily basis via e-mail. Making the videos was fun.  It gave some insight into Khan’s style and some of the technical challenges which he has solved to create his massive library of videos.
http://tiny.cc for shortening URLs  
Fluid Math from Fluidity Software tool I used to create the YouTube videos for SAT QOTD. Let’s you do math on an interactive whiteboard or laptop projection by using a tablet.
Vimeo This is another video sharing site and one which I had used extensively for my CSI Middle School Elective until I realized that YouTube had more space and no weekly upload limits. I am big on archiving instruction.  I think I have video for almost every classroom + teacher session that I have engaged in, except the Video Game elective I did in the High School.
     

Using Cell Phones as Audience/Student Response Systems

For my class at SPU numbered EDTC6500 and entitled “Educational Technology:  Math and Science”, I volunteered to do a presentation on cell phone clicker technologies.

The basic idea is a teacher can ask a question and then poll students/friends/internet for responses which they send via web or SMS (texting).

My presentation is here.

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