EDUC 6814 Scratch Storyboard and Project

Story Board for Scratch Project MJSwiger

Scratch Project Backyard Adventure

EDUC 6305 Advanced Educ.Tech. Self Grading Form Activity # 29

Creating the Solar System Quiz as a self-grading form was my first experience with self-grading in Excel.  Watching the video with instructions was helpful, but I also searched for other online demonstrations for self-grading.  I believe the more you use this method, the more efficient you will become.  I added a few extra formulas to my Self-Grading Form spreadsheet; class average and total points. I will use this activity in the future, and also introduce other teachers to the self-grading method.

NETS-T:  Teachers using self-grading forms are modeling digital-age work and learning.  Fluency in Google forms and spreadsheets is being demonstrated and communicated effectively.  In addition, modeling the effective use of digital tools and resources to analyze data is addressed.

EDUC 6305 Advanced Educ.Tech. Google Forms Activity# 28

My first experience with Google forms was actually about two years ago.  A colleague introduced Google forms to me, and I couldn't wait to use the forms with our staff.  So, instead of everyone signing up for a covered dish to bring to the end of the year celebration on a sheet of paper, I sent out a Google form for each person to list their item of choice. I emailed the link to the form and the the spreadsheet, so they were able to view all items for the celebration.  Since then, I use Google forms whenever possible (especially since it's free)!
Creating the 21st Century? form in Google was the first to time for me to create a form about something of personal interest. I decided to base my form on "Are you 21st Century?"  I'm interested in what people think 21st Century learning "looks" like.   Once responses are collected, you are able to view responses on the 21st Century Spreadsheet. There are several ways to share Google forms and spreadsheets. Links can be emailed or placed on websites.  For example, links can be placed on a school's homepage/website, facebook, myspace, diigo, blogs, portaportal, google+, Edmodo, and the list goes on....  Forms can be emailed to parents, or placed on the school's webpage.  The Google form can also be embedded.  For example, I've embedded forms on Google Sites, and in blogger.  The process of embedding includes, copying and pasting the embed code into the new document.  You are able to get the embed code, by viewing the spreadsheet and clicking "form", the drop down menu appears with choices to embed, send , view, etc...  A key factor in creating your form, is to make sure that you share the form. It's up to you as the creator to either make your form public, private, or share with specific contacts/email addresses.  To create Google forms, the user must have a google username and password.  However, you do not have to own a google username/password to complete the forms.  In closing, creating a form (to collect your information), and viewing a separate spreadsheet is an efficient 21st Century way of collecting information.  A feature I find helpful is Google's ability to "house" the documents owned by me and shared with me.  My preference to view forms and spreadsheets is to go to my g-mail page, click on documents, and view the list.  This is how I access all of our assignments for this class.

NETS-T:  Teachers creating and using Google forms are demonstrating fluency in technology systems and using digital tools and resources to collaborate and communicate.  Google forms may also be used to analyze, evaluate, and use information to support research and learning.
3.  Model Digital-Age Work and Learning
a.  demonstrate fluency in technology systems and the transfer current knowledge to new technologies and situations
c.  communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d.  model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

EDUC 6814 SCRATCH: Calculator, PacMan, Maze and Idea for My Game

Use my Basic Calculator!

Watch the Cat run through the maze!

Play this version of PacMan!

(Use the up,down, right, left arrow buttons)

The plans for my final scratch project include; creating an interactive story in which the user interacts with  characters and the plot.  To meet the requirements for the project, I plan to use a character that is on a quest for a Backyard Olympic Medal.  I plan to achieve at least" two levels" by giving the user choices on which direction to go, to find the Medal.  To provide feedback, I will use project notes or insert text into the story to provide assistance for the user.  Also, the computational concepts of parallelism and events (making things happen at the same time, and one thing causing another thing to happen)  and the computational practices of reusing and remixing will be used to design the interactive story.

EDUC 6814 DEJ# 7 High Tech Programmers in Low Income Communities

Why should programming be part of school curriculum?

Quote:

" For the first time, more expert youth were seen mentoring other youth in Scratch. Scratch experts had a high-status position within the local culture  and some youth had emerged as general experts that mentors, coordinators, and other  youth consulted for help with Scratch, while  other youth had specialized in certain genres or  tricks within Scratch."

Teaching our students to be creators (creative computing)  and not just consumers, allows the development of creativity and imagination.  Using programming in schools would create a network for students to become part of in various ways.  It's a given that collaboration  would occur and this in turn leads to different roles in the classroom.  The roles would become self-assigned in relation to your expertise with a particular program.  Students quickly become of aware of who to seek advice from within a particular context.  Using creative computing doesn't necessarily mean that students are going to continue in this  "field", but it does suggest that the skills developed would transfer across the curriculum into other subjects,

What are the barriers to implementing programming in schools? 

Quote:  

"For the last twenty years, issues of the  digital divide  have  driven efforts

around the world to address the lack of access to computers and the Internet, pertinent and language appropriate content, and technical skills in low income communities".

There are many barriers that would keep programming out of a school's curriculum. First, many educators and administrators would see a program like Scratch as "play".  If they do not recognize that a curriculum guide for Scratch would coincide with the established curriculum, it would not be implemented.  Second, educators are in extremely demanding positions with accountability, and sometimes creative computing takes too much time and energy on the teacher's part.  Also, I believe it takes an expert or well-spoken advocate to make creative computing part of any curriculum.  In addition, schools would need equal access to technology, and it's apparent that this is not in place. Too, many schools do not have the technical support  that is needed for equipment maintenance.  Finally, for educators, I believe there is fear in trying something new, fear of failure, fear of poor test scores and fear of learning the program.  

How can barriers to implementing  programming in schools be overcome?

Quote:

" We argue that youth require technological fluency of how to construct new media  in order  to become  critical consumers and producers. We think that such directions in community technology developments are particularly important for urban youth, who are often seen as pushing new adaptations and transformations of media, but are also perceived as standing on the sidelines of technology development and production."

To begin with, I feel strongly about having an expert or well-spoken advocate that is able to voice the need for programming and provide strong evidence of success from various research. Speaking purely from observations of public schools that I'm affiliated with, advocating for technology fluency isn't a major focus that receives the continuous needed support.  Next, would be equal access.  It's  2012 and there are schools that still do not have the needed equipment to be successful.  Listening to teachers talk about not having updated technology to use is most likely the reason for lack of interest. So, how do we achieve equal access?  (I probably shouldn't list my ideas for a budget plan here).  Lastly, train and train and train teachers to understand and use various programs.  I'm not talking about a 2 hour training with an hour lunch, explicitly train teachers with full support over an extended period of time with mentors.  

Reference: Kafai, Y. B., Peppler, K. A., & Chiu, G. M. (n.d.). High Tech Programmers in Low Income Communities: Creating a Computer Culture in a Community Technology Center. Retrieved March 9, 2012, from http://site.educ.indiana.edu/Portals/206/pdfs/HighTechProgrammers_ct2007.pdf

EDUC 6814 Scratch: About Me and CatLiB

About Me Scratch Project

CatLib Scratch Project

EDUC 6305 Advanced Educ.Tech. Excel 2 Activity #24

What factor, if any, does gender play in 8th grade math performance?

To complete activities Excel 1 and 2,  it required the use of data from the National Center for Education Statistics. Excel activity 2 focused on developing a research question, formulating a hypothesis, testing the hypothesis (two samples) and conducting a t-test. To conduct a t-test,  the NAEP 2011 8th Grade (WV) state math averages (male and female) were used.  
The Research Question: What factor, if any, does gender play in 8th grade math performance?
Hypothesis:  
H0: There is a difference between the male and female scores.
H1: There is no difference.(Null hypothesis)
After completing the t-test, (see chart above) the conclusion is: There is not a significant difference in male and female scores. We must Accept the Null Hypothesis. 
Designing instruction is driven by data and it's imperative for educators to disaggregate and use data in a meaningful way to benefit students.  For the most part, data is delivered to the public school teacher after high-stakes assessments.  The data is presented and teachers compile, plan and revise instruction accordingly.  So, the option of using the t-test for quantitative research in the classroom would be beneficial and provide the teacher with an option to compare two groups of interest.

NETS-T:  Teachers conducting quantitative research in the classroom, or analyzing the results of existing data exhibit leadership by implementing digital tools and resources.  Understanding the role of statistics in the classroom allows the teacher to continuously improve curriculum/instruction and personalize learning.
5. Engage in Professional Growth and Leadership
    c. make effective use of existing and emerging digital tools and resources in support of student learning

EDUC 6814 DEJ #6 Collaboration, Computation and Creativity

Quote: 
"Among a number of reasons that can explain this absence of interest is the lack of new technologies in the arts education curriculum."
Response:
For the past several years, the focus on reading and math has placed the burden on school systems to eliminate fine art courses in schools and also cut budgets for these programs.  Therefore, it's obvious that technologies are not prevalent in the art curriculum.   Reading various research articles has formulated my beliefs that the arts expand students depth of knowledge about the world in a global-community sense and provides the opportunity for self-motivation and teamwork. I'm not sure why some believe that creativity doesn't play a role in academic success or being prepared for the real-world? However, it's heartening to know at a recent conference the WV Superintendent of Schools was promoting Arts in the curriculum!  

Quote:
"As the title of our paper suggests, we are focusing on three aspects that we feel are particularly important to
media arts practices: computation, collaboration, and creativity."
Response:
The case study used in this article was an excellent example of computation, collaboration and creativity. As educators, I"m sure that most of us can relate to similar situations in our classrooms.  Here is an example of a student with a poor disposition in core subjects, but an acceptable disposition in technology class.  "Does not complete assignments in RLA, Math, Science and Social Studies, not prepared with materials, often disruptive"  During technology class: "focused on topic, often asks teacher for assistance, a desire to share completed projects with peers, and completes all assignments"    I'm sure that we all know the "doomed" outcome for this student.  As teachers we are expected to "personalize learning", but when all stakeholders are not committed to personalized learning, it's frustrating for the student.

Quote:
"Most importantly we feel that youth were able to creatively insert themselves and their interests into their media artwork."
Response:
This is an excellent example of using prior knowledge and experiences to complete a project.  When we allow students to have a "menu" of choices to complete an assignment with an intended outcome, then creativity and personal interests become evident and provides the student with a sense of security or confidence.  Also, when students are able to complete projects with the same outcome in different ways, the students become adept at explaining the process to others. 
Reference:
Peppler, K. A., & Kafai, Y. B. (2007). Collaboration, Computation and Creativity: Media Arts Practices in Urban Youth Culture. Retrieved March 1, 2012
Additional Resource:
"Edutopia paints a bright picture of how schools are forging innovative community partnerships to bring rich, academically integrated arts curriculum to their students"
Why Arts Education Must be Saved
Edutopia Staff. (2009, January 28). Why Arts Education Must Be Saved. In Edutopia. Retrieved March 1, 2012

EDUC 6814 SCRATCH: Interactive Story - Project Idea

12 SCRATCH Cards - Tutorial

After completing the Scratch tutorial, I've decided that my project's focus will be based on creating an interactive story.   

Fifth grade students in Marion County, WV are required to complete a Tech Steps Interactive Story project. The Tech Steps program provides directions, format and assessment.  Designing an interactive story in Scratch will allow the designer to create the directions, format and assessment. 

My interactive story theme will be "Backyard Olympics".  The participant will complete challenges to earn rewards.