Voice Thread

Creating the voice thread was a pretty simple task.  I actually thought it was kind of nice to respond to something by voice instead of text.  I think that by using voice thread, you could involve your students in a number of activities.

By using voice thread, you are able to meet three of the ISTE NETS Standards.
1. Facilitate and Inspire Student Learning and Creativity
Voice thread facilitates and inspires student learning and creativity because it is a new way to respond to a topic in class discussion.  Students might be more apt to pay attention and be intrigued if they know that they are going to get to record their voice.  This is something new that would engage students in class discussion. 
2. Design and Develop Digital-Age Learning Experience and Assessment
Using voice thread is a digital-age learning experience because it is something new. The students will record their own voice to respond.  This is current technology and the students get to be a part of it.
3. Model Digital-Age Work and Learning
By using the voice thread website, you are modeling digital-age work and the students will get to learn through you modeling voice thread.

Benderconverter

I created my presentation on the three states of matter. We discussed the three states of matter this week in science. The presentation includes basic information about solids, liquids, and gases.  The presentation is not too in depth because fifth grade mostly focuses on how the particles exist in each state.



This was a challenge for me because I struggled to post the presentation to my blog. I also had problems figuring out out the download the video.

This activity related to ISTE NETS Standards 2 and 3.
Standard 2: Design and Develop Digital-Age Learning Experiments and Assessments - The benderconverter activity meet this standard because the teacher is using current technology to develop a presentation that is going to enhance the content that they are teaching. It is also a learning experience for the teacher to use this type of technology to teach with.
Standard 3: Model Digital-Age Work and Learning - The benderconverter activity meets this standard because the teacher is modeling technology.  The teacher uses a form of technology that is current and promotes learning. By using this presentation, the teacher models the use of the presentation and video and it adds to the lesson.

Jing Screencast

Creating the Jing Screencast was fairly easy.  I do not have a mic at home so there is not sound.  If sound needs to be added I will borrow a mic from school and record sound.  Creating a screencast would be helpful for teaching someone how to do something.  Sometimes when I am trying to show my parents how to do something on the computer, I know I move too fast because I understand how to do it.  I could easily create a screencast of what they want to know how to do and hey could learn from that.

The Jing Screencast follows ISTE NETS Standards 1, 2 and 3.

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a.	promote, support, and model creative and innovative thinking and inventiveness.
b.	engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c.	promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d.	model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a.	design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b.	develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c.	customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d.	provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a.	demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b.	collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
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.

PCK Reading Two

The PCK reading really makes you think.  As a teacher, we know that pedagogy, content, and knowledge are all important.  Some of us may have a greater understanding of one of these and not know much about the other.  It is important that we understand all of them because PCK exists at the intersection of content and pedagogy. As technology begins to advance, some teachers feel that they have no intersection between content and pedagogy.  New technologies have changed the classroom is various ways and using technology to teach is one of them.  For example, if a teacher has a smart board available to them but they do not feel comfortable using it, they will not because they don't know how to teach the content using that technology.  As technology continuously changes, it is important that we as teachers take it upon ourselves to learn how to use the technology and learn how to teach with it.

This reading went along with ISTE NETS Standard 3.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a.	demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b.	collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
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.

Jeopardy

Creating the Jeopardy game was fun!  I had to create one for Instructional Technology as an undergrad and it was much more complicated.  The Jeopardy template is super easy to use.  I created my Jeopardy game on matter.  Matter is what we are currently learning about in the fifth grade science class that I am teaching.  Check out my Jeopardy game!

The Jeopardy game follows ISTE NETS Standards 1, 2 & 3.  I think that the Jeopardy game is a creative way for teachers to provide their students with practice.  It is always a way to model your fluency in technology.  As a teacher, you also have to design the Jeopardy game to meet the needs of your students.  Thus, I think that the Jeopardy game is a good way to meet multiple standards plus the students are going to be intrigued by the project because it is fun and interactive. .

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a.	promote, support, and model creative and innovative thinking and inventiveness.
b.	engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c.	promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d.	model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a.	design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b.	develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c.	customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d.	provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a.	demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b.	collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
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.