Hey there - Haylee here! I'm starting course 5 of 10 for my Master's in Curriculum & Instruction w/ an emphasis in Educational Technology. My original intro is available at this link, but here's a summary: I've been an educator since 2005 and have mainly taught middle school science and math, but I have also taught 5th grade and high school science, and have also taught PE, Health (online & F2F), and Introductory ASL. I LOVE integrating technology whenever possible because I know our students/children will need it more and more as they grow.
My current goal is to complete my Master's by December 2020. My future goals include obtaining additional Master's/Certificates in Math and/or Science C&I and Information Technology/Librarianship. I would love to be able to develop a technology learning program housed in a public library that would allow students and adults to advance their technology skills through a shared knowledge program. I know I want to add technology education to whatever I may do, and the age of the student doesn't really matter - I just need willing learners.
*Added 2019/08/31: As part of this course, we were asked to create a website and digital resume. Here's the link to mine: bit.ly/hayleecarroll
My learning activity for this class:
ISTE Standards for Students Knowledge Constructor indicator 3d asks students to Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions (ISTE Standards for Students, 2017). Students in 7th-grade science can integrate this and address science TEKS (2017) 5.10B, Organisms and the environment. The student knows that there is a relationship between organisms and the environment. The student is expected to describe how biodiversity contributes to the sustainability of an ecosystem, by researching and presenting potential ways to increase the populations of endangered species. Students could collaborate with other students in their own classes, other classes, or with other people they find through their research, so they may develop plausible solutions. They will then present their findings and solutions to their class and will share their presentations on their websites so others may see their work.
Connections to our readings:
Gura (2017) discusses kids needing to have open-ended assignments - something without obvious right answers. This assignment would provide that opportunity. There are so many potential solutions to the various issues that cause endangered species. This would also encourage students to collaborate with others to see what has already been tried or what is being attempted currently. Students will also be able to select species that they feel a connection with - something that engages them from the start. Whether they want to choose something close to home or something exotic, it will be their choice. Kolb (2017) recommends using technology in co-use environments. Any students considering similar organisms can certainly be partnered so they can have a close working relationship with another student in this project. As they work together they'll be able to discuss various scenarios to improve their potential solution for their selected organism. The Triple E Framework (Kolb, 2017) will help ensure student engagement by increasing time-on-task through co-use/engagement. The Triple E Framework will also be extremely helpful in this project. The technology will enhance the learning by allowing students to have access to information that is current and allows communication with field experts on their organism. The Triple E Framework will also allow for an extension of learning by helping students see how the selected organism may impact the environment and the organisms that are linked to it, whether direct or indirect.
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