EDUC 5333 - Digital Story Progress & More

This past week was productive. I managed to complete my story map and story table & script and added content to a Google Site I made for Braden's story. Much of the feedback I received about the initial story idea tried to address my concern about keeping the story within a 5-8 minute timeframe. After contacting my instructor I felt much relief. Evidently, the story itself doesn't have to be 5-8 minutes in length. Our summary and reflection that we present needs to be 5-8 minutes in length. Our peers are to view/hear our story before our presentation.

Gathering photos for this project and converting them from HEIC to JPG or PNG took much longer than I expected. Recording and adjusting the audio to have consistent quality across the whole site also took some time. Initially, I considered not adding audio, but I think it adds more feeling than what someone would experience by reading text only. The audio is an optional component but is available for anyone that would like to hear the story instead of, or along with, reading it. I considered using the Choose Your Own Adventure-style of storytelling, but I was feeling pretty overwhelmed with all of this to start. Maybe I'll try something like that later.

For the presentation during week 7, I plan to briefly walk-through the website I created for this assignment. I would like to demonstrate each of the components - audio, text, pictures, surveys, and resource links. I won't have time to go through all aspects of the site, but I hope to provide a sampling of each type of component.

Potential Resources to Use in the Classroom

There are several resources I could see my middle school students use. They're all so app-savvy, but they don't necessarily know how to use their Chromebooks - it's a work-in-progress. Here's a list of what I'd try first on Chromebooks with my group of 7th-graders:

Screencastify - I absolutely could see students using this to record an explanation of an assignment, to make a tutorial for other students, or to create a presentation for later viewing.

Soundtrap - I love this tool, all the options it has, and the ease of use for creating vocal recordings and music!

Comic Life or Motion Comics or Storyboard That - These could be fun for personal storytelling or for our succession comic assignment in the spring. (I've had students use Storyboard That before, so the other comic sites will be interesting to add in.)

Above resources were found here: 

Kapular, D. (September 7, 2018). Top 30 tools and apps for digital storytelling.  Tech & Learning.  Retrieved from:  https://www.techlearning.com/tl-advisor-blog/30-sites-and-apps-for-digital-storytelling

Community Assignment Precursor

As a precursor to an upcoming assignment, we are now asked to consider our audience, skills, and the impact this story may have.

Who is the authentic audience for this story? Who will be impacted by it? In what ways might this story resonate with this audience?

I suppose the target audience is anyone trying to better understand what a journey through ADHD diagnosis and treatment may look like. I hope my family better understands what led us to make some of our decisions about treatment and identification in school. I hope parents, educators, siblings, and other children will try the simulations available on Understood.org so they may better understand ADHD and other learning challenges. It's hard to accept what you don't understand, and Understood.org certainly takes some of the mystery away. I hope everyone that experiences Braden's story leaves with a bit more compassion and empathy for those with learning challenges - especially those challenges that are not visible.

What skills and knowledge have you developed as you created your story?

I have further developed many skills with this assignment. I've worked on photo editing, audio editing, website design, scripting/storyboarding, and research. I certainly have a greater appreciation for storytellers now. In addition to this course, I've also listened to an audio course about storytelling during my commute the past month. While the audio course is about live storytelling, not digital, I still feel I learned some tips and tricks that I hope to put to use in my classroom.

How might your community/students be impacted by engaging in digital storytelling? What role can I play?

I think my students would benefit greatly from learning to tell their stories digitally. Digital storytelling takes some of the discomforts of public speaking away. While the whole world can see the story, the pressure of dozens or hundreds of eyes on you during a recitation is absent. There is an opportunity to fine-tune and edit before publishing, and even after publishing, as needed. As students share their stories they may find they have more in common than not. So often, especially in middle school, students can feel alone and like there's no help or solution available. If they hear others with similar stories, maybe they won't feel so alone. Maybe they'll see a resolution to a story like their own and feel hope. Maybe they'll be the ones that provide hope to someone else.

EDUC 5333 - Considering a Digital Story

This week, we are asked to view one or more digital stories and to respond to a few prompts about it. I viewed several but decided to consider two in more detail.

#MetKids - Our Words, Our Stories: Digital Storytelling Lab

What are your overall impressions of what you saw?

In #MetKids, I felt good watching it. The kids looked to be enjoying themselves and the music was upbeat. It felt very professionally done but was still playful.

How could it be used in education?

#MetKids could be used to show how inspiration can come from many places and how collaborative writing might look.

What content area is addressed?

#MetKids seems to address art and history through the focus materials, and language arts through the product.

How would you assess what you saw?

I would want to #MetKids based on these criteria: research, project planning, story, and originality/voice/creativity. 

Did they perform research and document it? Yes - their research and documentation was completed as they viewed exhibits, drew sketches, and took notes. They even got to use Minecraft to redesign parts of the MET digitally. 

Did they actually plan their story, or did they wing it?  Yes - they did extensive planning - both individual and collaborative and on paper and with technology. One student mentioned the use of a site called Twine that I feel I now need to really check out! (Choose-Your-Own-Adventure books are some of my favorites.) 

How well did their story work? WOW! I feel their story worked wonderfully! They pieced together many options for storylines and endings and made it interactive. 

How creative was the production? WOW again! This project was hugely creative, collaborative, and put a fresh twist on how history could have gone. This project connects these kids to history, helps them better understand what was happening and why, and lets them put it all into terms they understand. What an amazing job they all did!

"Turn" - by Dana Atchley

What are your overall impressions of what you saw?

"Turn" reminds me of when we would get out the slide projector and look at photos of my mom's generation and my grandparents' generation growing up. It took me back to when I was a kid at the holidays - doing the same thing each year, looking at old photos and somehow reminiscing about a time I wasn't actually there.

How could it be used in education?

"Turn could be used as an example of how students could tell a story of themselves or their families. They could tell a story using clips or photos from their own past, or the past of others.

What content area is addressed?

The content addressed is personal history. You could also potentially delve into fashion, but that's a bit of a stretch.

How would you assess what you saw?

I would assess this digital story based on story, economy, flow, and presentation.

How well did the story work? I feel it worked well since it took me back to my own memories of looking at my mother's and grandparents' past.

Was the information presented without gaps or detours? I thought the story was rather concise and ended with a light bit that made me smile - showing the progression of his own father's growth and ending with what he became in his 30's.

Was the story well organized? I feel the sequential timeline from his father as a child, through his own childhood, and then with a still as an adult captured the motion of growing and the stillness of a moment in time of who we are at a single moment - implying if we were to unfreeze that moment we would continue on a journey of growth and change.

How effective was the presentation? I thought the narration of his own story was perfect. It allowed me to feel present in his family and let me connect to his personal story better than having an outsider narrate.

*For the assessment criteria, I selected from the "List of Digital Story Evaluation Traits" created by Ohler (2013, p.90). 

Reference

Ohler, J. B. (2013). Digital storytelling in the Classroom: New media pathways to literacy, learning, and creativity (2nd ed.). Thousand Oaks, CA: Corwin.

EDUC 5333 - Digital Storytelling - Introduction

Introduction 

New course = another introduction: Haylee here! I'm starting courses 6 & 7 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.

I presently work at DeWitt Perry Middle School in Carrollton, TX. This is my third year here - teaching 7th-grade science each year so far. I've worked diligently over the past three years, as we have become a one-to-one school district, to digitize our 7th-grade science curriculum. Students and teachers now have access to all assignments digitally, many hyperdoc activities, and many warmup activities that are self-checking Google Forms. The kids LOVE getting instant feedback and quick comments as they work on assignments! I love when they bring their Chromebook up to me, grinning so big, to show me they scored a 90 or 100 on a warmup or quiz. I love that they're proud of their work!

My current goal is to complete my Master's by May 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 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.

Storytelling Ideas

I've been thinking about ideas for the past several days, and I'm definitely having trouble deciding on a topic. I could focus on content-based material with a story to tie into the Catastrophic Events project we have coming up in December. I could also base my story on the Genius Hour/Coding week we will have right before winter break. I could go in a future direction with an idea I have for a "Real Skills" course - similar to Home Economics, but with a tech twist. I could also focus more on personal stories and share about my family. I could share my educational journey. I could share the story of my children. 

Trying to decide which story to tell is difficult. I know I need to select a story that will hold the viewers' interest and be informative. I suppose identifying my audience first would be helpful. Personal stories would certainly be better for non-academic viewers, but I think they would be nice for my children to view later in life. I still have time to decide. ;)

J. Ohler

Jason Ohler (2013) identifies 20 "Revelations" in his book, Digital Storytelling in the Classroom. The "Revelations" I find most pertinent to my storytelling adventure are numbers 3, 4, 9, 18, and 19. 

• Revelation No. 3: "Digital technology is assistive technology for the artistically challenged" (Ohler, 2013, p.4). Many students and adults are afraid to try artistic endeavors because they lack skills in specific media. Digital tools allow us to experiment and try new things, knowing we can undo, edit, or start over if needed. We can also usually find video tutorials that will help show us how to use the tools, which makes them less intimidating. 
• Revelation No. 4: "The digital revolution in a sentence: Finally, we all get to tell our own story in our own way" (Ohler, 2013, p.4). We can choose to tell our story in a variety of formats, like audio files, still photos, video files, or combinations of all of these. We can also choose whether or not to share our story, and even with whom it is shared.
• Revelation No. 9: "The attitude is the aptitude" (Ohler, 2013, p.7). I LOVE this one - probably my favorite. Since I'm going back to school for a Master's degree 20 years after graduating with my Bachelor's, I am definitely embracing the idea of lifelong learning. With rapid advances in technology, we have to be willing to constantly learn more or we will soon be unable to work with devices as they advance and we don't.
• Revelation No. 18: "Digital story creation offers an effective means to teach media literacy" (Ohler, 2013, p.12). Having the skills that enable us to use media in a meaningful way and understanding that the stories we tell can impact others are important. This is important not only for digital interactions but for face-to-face interactions as well.
• Revelation No. 19: "Digital storytelling helps students develop creatical thinking skills, merging creativity and critical thinking, to solve important problems in imaginative, thoughtful ways" (Ohler, 2013, p.13). Creativity and critical thinking are being called upon more and more as technology provides automation of everyday tasks. With the mundane taken care of, we need the creative minds to develop new ideas and we need the critical thinkers to pick apart those new ideas so we have fully refined products created in a more timely fashion.

A. Middleton

Andrew Middleton (2013) discusses the use of podcasting in its various forms - audio, video, audio and still images, and combinations of all of these. I like that there are many free resources available for podcasting. I tried my hand at podcasting in a class last term. My partner and I used Soundtrap to work asynchronously on our podcast. There were synchronous tools available, but we found that working asynchronously worked best for us. We did not use any video or other visuals in our podcast. In a later assignment though, I did use Screencastify to create a tutorial with audible directions to go with the video of the actual steps that needed to be followed as students started to create portfolios on Google Sites. 

Students should definitely be able to use these tools. The tools are very straightforward with how they work. The Soundtrap tools are rather extensive, but basic use is easy and there are many video tutorials available on YouTube. The Screencastify tools are very self-explanatory and make multiple takes unnecessary; if a portion of the video is not needed it can be cut and deleted instead of having to start over. The only problem I see in using these tools in class is finding a quiet time and place to record. When students are working on tasks that would require the use of these tools, they would definitely not provide a quiet recording studio feel.

References

EDUC 5313 - Intro & Learning Activity Selection

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.

References

Human & Physical Resource Inventory

**I'm not sure how I managed to NOT post this with my initial Needs Assessment. I'm going to post it now, as my EDUC 5373 class is coming to a close. 

Technology Resource Inventory

As part of our Technology Needs Assessment, we also created a Resource Inventory. Again, I will focus on my campus for this initial information.

Human Resources

• On-campus Technology Specialist - responsible for device maintenance and repairs; may also assist with local connection issues
• Technology Integration Specialist - responsible for assisting teachers in small groups or one-on-one with selecting appropriate tools for instruction
• Digital Learning Project "Googler" - responsible for implementing Google's Digital Learning Project protocols to identify challenges, propose solutions, and implement strategies to close those gaps
• Librarian - responsible for cataloging technology devices and processing repair requests
• Teachers - responsible for designing curriculum and delivering instruction for their specific content areas
• Administrators - responsible for decisions about technology procurement
• Students - responsible for learning curriculum delivered by teachers and using technology to enhance and share that learning

Physical Resources

• Chromebooks - one per staff member and one per student
• Desktops - one per staff member and 4 computer labs (each with approximately 25 desktops)
• Document Cameras - one per teacher
• Interactive White Boards (IWB) - one per teacher
• Laptops - approximately 50
• iPads - approximately 50
• Calculators - approximately 350
• ProbeWare - 9 class sets

Reflection on Technology Integration for 21st Century Learners

As I complete my first graduate school course, my final assignment is a reflection about technology integration for 21st Century Learners. 

This course has certainly opened my mind to a broader view than my island of a classroom. I chose to develop a plan to integrate technologies into our whole campus.  I feel that my experiences in this course have better prepared me to discuss options and help implement a new technology integration on my campus. Diving into all the resources, professional development, planning, budgeting, collaboration, and assessment of the plan was a bit overwhelming at times but very educational. This process has shown me many of the intricacies that I had previously not even known to consider.

As a teacher, we frequently hear of a particular device or piece of software and wonder why our campus isn't using it. Now, I know that not only is cost a factor, but a long-term view has to be evaluated, as well as how much training it would take to implement. Since teachers need instruction and time to adequately plan, it's important to have enough time and resources to train teachers far enough in advance that they're comfortable using the technology and they have time to integrate it into their lessons. At the top of my list for successful technology integration: having engaging PD sessions with options that meet teachers' individual needs and allows time to practice and plan. We can also use this learning model for our teachers to guide instruction for our students - meeting their individual needs with the assistance of appropriate technologies and allowing time for them to practice and collaborate with their peers while their teachers provide guidance.


One piece of research I read by McKnight, et al., Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning (2016), found six instructional strategies used by teachers when integrating technology:

1. communication and information management
2. direct instruction of content
3. access and accommodations
4. collaboration
5. research, exploration, and creativity
6. assessment and feedback 

These six strategies were found to be supported by five roles of teaching and learning:

1. improve access - This should allow students to have access to digital information anytime and anywhere and should differentiate their instruction to meet their level and needs.
2. enhance communication and feedback - This means timely feedback is given and instruction is adjusted to meet the needs of students. Multiple modes of communication can be used - email, chat, forum, face-to-face...
3. restructure teachers' use of time  - This transforms the teacher into a coach or guide instead of a source of information. Less direct instruction is needed and allows for more small-group and one-on-one discussion and assistance.
4. extend purpose and audience for student work - Students can now actively find information and share their creations with classmates and people around the world. Teachers that have their students write for a larger audience have found that their students seem to put more effort into their work, claiming that they want to look like they know what they're talking about.
5. shift teacher and student roles - Teachers shift to the role of facilitators instead of information sources and students shift to researchers and evaluators instead of consumers being spoon-fed information.

My take away from this article is that technology use without sound instructional methods embedded in lessons is just a digital babysitter. We must have sound pedagogy in place and support our learning objectives with technologies that are appropriate for the task to be completed. This is where collaboration is key. Nurturing our Professional Learning Communities and growing them to include sources from all around the globe can only give us access to more information and experiences that we can use in our daily instruction of students, which will benefit both us and our students.



Citation

Mcknight, K., O'malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning. Journal of Research on Technology in Education, 48(3), 194-211. doi:10.1080/15391523.2016.1175856

Technology Integration Plan - Moving Beyond the Vision

Last week, in my Innovative Leadership course, we were asked to compare and contrast Technology Integration Plans (TIP). We also started developing the Vision and Goals for our TIP. In week 4, we are asked to continue developing our plan.

What I have from last week:
Campus Technology Vision Statement
Campus educators will create a technologically rich learning environment to prepare students for a rapidly evolving global society through authentic learning experiences and seamlessly integrated technology in order to develop highly skilled digital learners.

Campus Technology Mission Statement
Campus administrators and educators will facilitate the seamless integration of technology into all areas of the campus, including student learning, the learning environment, operations, and interactions with the community.

Goals for Technology Integration Plan
Goal 1: Each student will show growth toward their individual goals.
Goal 2: Educators and administrators will ensure students and educators have equitable access to technology and the supports necessary for success.
Goal 3: Administrators will ensure appropriate technologies are utilized to support the efficient operations of the campus, especially concerning student data and communications.
Goal 4: Administrators and educators will encourage support and participation of community stakeholders as it relates to technology initiatives.

I'm working on my action plan now, and hope to start on the Professional Development Plan and Budget soon.

Guiding my work are several readings that were shared with us - cited below. The 10 Practices for High Achieving Schools and IDEALS discussed in Networking for Professional Learning Communities (O'Hair et al, 2005) overlap each other quite a bit. Three of the 10 Practices resonate with me immediately: #1 Shared Value System, #2 Authentic Teaching, Learning, and Assessment, and #5 Teacher Collaboration. These overlap with the Leadership (shared), Authenticity, and Discourse in IDEALS.

The 2017 National Education Technology Plan Update considers Learning, Teaching, Leadership, Assessment, and Infrastructure to be the areas of focus when integrating technology in education.

In chapter 10 of Renewed Accountability for Access and Excellence, (Shannon & Cate, 2015) discuss technology support for teachers being a sticking point as some teachers resent being pulled from class for technology PD while others don't want to show their skills for fear of their time being consumed by those wanting help. They also address how important it is to have support available on campus, as close to on-demand as possible.

There is SO MUCH to consider when implementing even a small change in technology. These resources certainly provide a good start!

Citations

Digital Devices and the Educational Experience

The use of digital devices in the K-12 classroom is becoming more commonplace. My son's district is one-to-one with iPads starting at grade 4. My district is one-to-one with Chromebooks starting at grade 6. In addition to Chromebooks, my district allows students to BYOD (Bring Your Own Device), which includes anything they can carry into the classroom. Lower grades in both districts have classroom access to various devices, mainly intended for whole-class or group activities. My daughter's pre-Pre-K class (she's only 4) even has a technology class twice a week!

Gura (2018) says technology integration needs to happen soon or we risk losing student interest in the classroom entirely. On days in my class when we shift away from technology, students go through a withdrawal. Students are much more difficult to keep on-task without technology since it's become such an ingrained part of their routines. Look at how much we use technology as adults. I grew up when the internet was just becoming "a thing" and dial-up was the standard. Our children, at least mine, have grown up with devices in-hand since they could hold a phone. 

Sheninger (2014) noted that internet use by Americans increased from 2.7 hours per week to 2.6 hours per day in the span of time from 2006 to 2010. Common Sense Media (2015) found that, on average, teens spend 9 hours, and tweens spend 6 hours online daily for non-academic purposes. Our children spend plenty of time using digital tools! Sheninger (2014) mentioned how it's hard to deny the creativity and collaboration inherently encouraged by using technology. As I watch my students complete assignments, they're constantly sharing work with their neighbors, asking if their work looks good, and researching more about something they find interesting. We need to give them enough room to explore, but we still need to be available to guide and support them in doing so safely and with reliable sources.

Bartholomew, et al., (2017) studied mobile device use by middle school students in an open-ended engineering project. They found environmental characteristics, like classroom norms and teacher guidance, had more impact on learning and achievement than mobile device usage. Both students and teachers noted that students were used to not having access to devices during class, and most students used devices less than 30 minutes of the 360 minutes allowed for the project. This would certainly not be the norm in my classroom! My students typically use their Chromebooks daily for at least 30 of the 50 minutes each class. Most of my students only use their smartphone if their Chromebook battery dies. They would rather use a device with a full keyboard and larger screen. Some students in the study mentioned that the mobile device they were given wasn't the right tool for the task they were to complete. Gura (2018) would likely agree since he notes teaching modality must be considered when selecting devices. Type and amount of information needed must also be considered when selecting devices.

Sheninger (2014) notes that student input is needed to properly reshape curriculum, pedagogy, technology purchases, and how time is allocated. Students in the study conducted by Bartholomew, et al., (2017) shared feedback on device type, and gave data on time allocation based on device type. I try to find ways to use software students already use, but I also try to locate innovative resources that they may find engaging and informative. One of my recent go-to resources is LegendsOfLearning - a website that gamifies science topics. 

Gura (2018) also considers the impact of the space we use technology in. When we launched our one-to-one initiative, I found myself standing at the back of the room so I could monitor screens. Now, I've flipped my students' desks around to face the back of the room. When receiving direct instruction, they turn their chairs to face the front and they don't have the distraction of a device in front of them. 

My students have choice of digital or paper for most assignments. They're split on how they choose to complete work, frequently going back and forth between paper and digital options. They need a digital break sometimes, and most students still enjoy coloring or doodling on assignments when they finish it on paper. While digital devices don't have to be integrated for every assignment, they are definitely here to stay and educators need to learn when and how to integrate them or risk becoming obsolete themselves. 

Citations

Ready to launch!

Hi there! Let me introduce myself and give a bit of history before we begin this blog to chronicle my journey into Educational Technology.

My name is Haylee Carroll. My husband, Daniel Carroll, and I have two wonderfully different and adventurous children! Daniel and I met skydiving. We recently introduced our children to the iFly wind tunnel and were thrilled that they had so much fun flying. We can't wait for their skill level to rise so we can fly together!

I began teaching in Houston, Texas, in 2005. I enjoyed teaching middle school science, math, ASL, PE, Health for high school credit (face-to-face and virtual), and a variety of other elective courses over a 10 year stay at Cornerstone Academy in Spring Branch ISD.

While at CSA, my husband and I welcomed our 1st child in 2009. I decided to move to the Dallas-Fort Worth area to be closer to family when my husband and I found out we were expecting our second child. She was born in October of 2014, and we moved to DFW in the summer of 2015.

After moving to DFW, I shifted from middle school to high school instruction. I taught high school biology, algebra, and geometry from 2015 to 2016 and then decided to try the stay at home mom gig for a while. I didn't last very long... I ended up working more by staying at home than by teaching because I was trying to keep myself busy by doing as much as I possibly could. I found a job as a community manager for a startup company called Favor. It was a very interesting and rewarding experience. I learned about so many new tech tools and kind of got a techie bug I guess. I started trying to figure out how I could use some of what I learned at Favor back in the classroom - I missed my students so much!

I rejoined education as a 7th grade science teacher in 2017 at DeWitt Perry Middle School in Carrollton-Farmers Branch ISD. I was very fortunate to be asked to join the Digital Learning Project that Google asked our campus to join in 2017. I just completed my 3rd cycle with the DLP in December of 2018. It has been a great tool to help focus energies on finding solutions to specific, identified problems. In addition to the DLP, I also joined a group on our campus that elected to try New Tech Network techniques on our campus during the spring and fall of 2018. Over the summer, I earned my Level 1 and Level 2 Google Certifications. This fall (2018) I decided that I needed to push myself farther and finally pursue my Masters Degree. I was torn between Curriculum and Administration, but I finally landed on Curriculum & Instruction with a focus on Educational Technology. (Those that know me agree that this is the perfect fit!)

Over the course of my teaching career, I've accumulated many certifications and I look forward to adding to the list! I currently hold seven certifications from the Texas State Board for Educator Certification: Life Sciences 8-12, Science 4-8, Math 4-8, Physical Education EC-12, Health EC-12, Core Subjects EC-6, and ESL Supplemental EC-12. Next, I will likely pursue a Tech Apps certificate in addition to my Masters of Education.

So, here we are - ready to launch!