Archive for the ‘INDT 501-02’ Category

INDT 501-02: New Technologies

Sunday, March 31st, 2013

TED talks Youtube channel

I’m just going to start off by saying that those TED talks are so interesting and awesome! I thought it was incredibly neat that when you “wore technology” you could just put your four fingers together and take a picture..of anything..ANYWHERE. That is awesome! That could definitely be beneficial in classroom. For only $350 (which doesn’t seem too bad), you could have one that the school can share.  It was be neat for classes to take this on a fieldtrip, that way a blog or school website could be updated instantly with pictures from the trip.  It would also be neat to have this in the classroom or in the environment when you’re outside with your students. I can only imagine that this would open up so many opportunities and ideas for the future generations!

I also thought that the ARIS game program was really neat. I would definitely try to use this as much as I could in a classroom. I read an article that an ARIS game was created which walked students through Vietnam protest on the University of Wisconsin-Madison campus. The students, “using their phones, the kids view footage of protests at the same spots where they’re standing. They also learn how the press covered the war and how that colored the protests”.  As I hope to teach History I think this would be an amazing app to walk students through the Fredericksburg Battlefields and spots around Downtown Fredericksburg where significant events occurred during the Civil War and such.  I would also want to incorporate the podcasts via mobile phones so that the students could immediately share with the class their feelings of being in the same spot that events occurred hundreds of years ago.

I would also like to have a class blog for my classes. I want the blog to be a source of information and creativity for my students. I like the idea that you can upload videos, texts and pictures from your phone to the blog (  This would give the students more opportunities outside the classroom to find information and immediately upload the information instead of waiting and forgetting. This would have made it easier for me as a student when I saw something that relted to my class while I was in another state or on vacation. If I could updated the blog and shared what I found instead of printing the picture, and writing up a reflection.  It’s important that as we continue to live in the 21st century that we try, as teachers, to incorporate as much of modern technology as we can. As teachers, we cannot fall behind into the traditional teaching model but need to embrace the technology, embrace our students needs and desires of learning and try our best to make learning hands-on and fun again!

INDT 501-02: Week 10 Mini Projects II

Sunday, March 24th, 2013



I really enjoyed learning more about Timetoast and GoogleTrek.  Timetoast was SUPER easy to use! I liked the idea that you could add more than just text to the specified date. I chose to do major events of the Civil War from 1861-1865. I had to cut down on some of the events due to the overwhelming events that occurred and I did not want to bombard the timeline with 100+ events.  I narrowed down to the ones that I believed were most important and that most people would know about. I would definitely use this in my classroom as a type of project for my students to do. I would want them to investigate a time period (in groups) and come up with the 10 most important events that occurred. This would be an easy website for the group to work on in order to put those events in chronological order. I also like the idea that your timeline get’s published so we could ask other students in other schools to weigh in on how they felt the students did on the timeline, or maybe we could even receive feedback from students that used our timelines in their class to help them!

GoogelTrek was also cool! I liked how easy it was, just put the place-mark and type your info and you were done! It was neat to have to choose 8 places to map out. I chose to do places in relation to the Holocaust (concentration camps, Anne Frank’s house, museum in DC, etc) in order for students to have to go through the journey of the concentration camps. Each place-mark was embedded with a link to that concentration camp’s historical webpage. Each place-mark also included a question to make the students think about what they had just read on the webpage, or gave them a question to think about before they looked into the camp/house/museum. I would want to use this in my History classes in order to map out the journey of voyagers or even map out major battles of wars in order for the students to get a feel for exactly where these events occurred. I could even tie together the timetoast timeline and the googletrek assignemtn in order to showcase both of the tools!

INDT 501: Mini Projects

Sunday, March 17th, 2013


I really liked the idea of choosing two technology tools to focus on this past week. I enjoyed learning about all of them but the idea of a Wordle and Voki really stood out. I was a little skeptical at first on how I was going to make these and what I would use as information in each one.

Let’s just start off by saying the Wordle is AMAZING. I thought it was so neat that it arranged the words for you and you could change around the colors and shapes. I would definitely use this in my classroom as an introductory page to the lesson we were going to begin, perhaps by putting all the important/key words or vocabulary words on the sheet in a neat shape to get the students attention. That way they could always relate back to those sheets when they needed to think of the word.

Creating the Voki was pretty fun. I had a sore throat this week and sounded kind of gross so I chose to just type in the information and then go from there. I chose to create a voki as if I was planning for my students to view it either the night before class or during computer lab time in class. It was a short sample of the beginning of instructions for a webquest to the Supreme Court website. I gave simple instructions on how to find the website and then gave two instructions for finding material on the website.   (view Voki here!)


 I would definitely try to incorporate both of these ideas into my lesson plans and offer them as choices for the students to do projects with too!


Information on Wordle: I chose a civics lesson from the state standard CE.3 (Social Studies, Grade7) from the Library of Congress website. This lesson focused on the values of American citizens. I decided to enter random words about America and civic duties to make into the wordle. I did not choose too many words in order to keep it pretty neat and clean. I think it came out nicely. I would want to play around with it more and add more words to it in order for it to mean a little more to the students and the lesson.


INDT 501-02: Shared Sticky Notes

Sunday, March 3rd, 2013


Wallwisher (now Padlet) is amazing. I thought this was one of the neatest tools to use.  It way super easy and allowed for anyone to post, and contribute to your “wall” with their own “sticky note”.  I would use this in my classroom as much as possible. I think it would be really helpful to use this when students are brainstorming ideas for research projects, brainstorming for a paper topic, or just to see ideas that students have.

I would want to use this within my classroom to really get to know how the students are feeling about a certain topic, and because you don’t necessarily need to put your name onto the post, it could be done anonmyously in order for the students to truly express their opinion of the topic they are learning or about a test they had just taken.  This tool allows for the students to get more involved without having to talk allowed in class. I would really want to use this as a secondary entrance or exit ticket. I would ask for the students to submit a “sticky note” in regards to a reading they just did for homework or to reflect and answer a questions (in their own words) about what they learned that day in class.

I chose to create a wall titled “Most Important Historical Figure”.  That way, with this topic, people coudl list anyperson that they wanted, with an explanation or not. I chose to submit JFK, and then post a youtube video of his famous “ask not what..” speech for others to view.


Feel free to click the link at the top and post your own sticky note!!



INDT 501-02 Blog 6: To Flip or not to Flip?

Sunday, February 24th, 2013


To be completely honest, I don’t really know how I feel about a flipped classroom.  To me, it definitely has its pros and cons.  I think it’s a good way to make a classroom more student-centered and to focus on what the student doesn’t understand.  However, I think we would like to believe that everyone in this day and age has access to internet and a computer, but that’s not the case.  I can’t see a flipped classroom being implemented in lower income areas, where it could be most beneficial.  It just seems to me students won’t be a receptive to an online lecture the night before a class.  Especially since most students dread having homework, and then on top of it they would have to watch a lecture or do an online lesson?

I like parts of the flipped classroom but I don’t think I would ever fully “flip” my classroom. I would want to take aspects of the flipped classroom, such as having a mini video or small online reading or research to do for homework to prepare them for the next day, but I would want to review the video or reading the next day in class to make sure that the students understand what they had watched.  I also like the idea of how the flipped classroom got started.  I would love to be able to video my class discussions and lectures so students who are absent, or even students who did not take notes, or who did not understand the lesson fully could look back on the video to see what I had discussed in class that day.

I don’t think this is the best pedagogy.  It cuts down on the actual face time with students and becomes impersonal.  It would be hard to really see how students learn if you are only spending time with them to help with homework.  What if the students aren’t learning this way? And instead of a flipped classroom improving passing rates, it hurts them? Then the school system is back to where it started and would have to go through another “flip”.  I think it would be best to only use this method in certain classes, with older children.  Perhaps a high school science class could watch a video about a dissection they will be doing the next day in class.  Or a history class watches a lecture on the civil rights era and does their homework in response to the video.

INDT 501-02: Creating a music video

Sunday, February 17th, 2013


When I first saw that we were creating a music video, I had this idea that it would be a video of me singing about a lesson, and quite frankly I was scared.  However, learning that it would be done via pictures on really soothed me!  I thought the website was easy to use.  I watched the tutorial, which was quick and easy.  I decided to do a lesson on the Emancipation Proclamation.  I thought this would be a good topic to introduce via pictures that way students could really see what was going on at the time of the Civil War instead of reading about it in a textbook.  The only issue I had with the making of this video was finding pictures that were “free to use or share” on Google images.  Most of the pictures ended up coming from, because I kept getting strange pictures of people on Google.

I would definitely use this as a tool often in my classroom.  It could be a little tedious to make a longer movie, and I’m not sure that students would be as engaged sitting watching a longer movie.  I would definitely use this as an option for projects in my classroom, or group work to make mini movies about a topic that we had read about.  I think students would enjoy being able to pick their own photos and music to describe a topic, this would give them a little control, and also let me see how they are interpreting the topic.


INDT 501 Sec 02 Week 3 Blog: Copyright

Sunday, February 3rd, 2013



In order to find the above picture I used google advanced image search.  After I got to google’s webpage I searched for a “Washington D.C. building” . After images popped up on the screen I chose the advanced search options and selected the “free to use” option.  This image was one of the first ones, originally from  I visited the webpage it was originally posted on to make sure that I could use it (even though I searched for it under “free to use” photos on Google).  This is what appeared when I saw on that the picture had “some rights reserved”


^ Screen capture of screen

Therefore I knew that I was able to use this picture in my post!

It’s very important as an educator to make sure that students are aware of the consequences of using other people’s work. Many lessons include students going onto the internet in order to find pictures for their projects, as a teacher I want to reinforce copyright and fair use into as many lessons as I can to make the students aware of what it means to have a copyright and what images they can and cannot use. Today’s schools are filled with tech savvy students but many of them do not respect the images/quotes/resources that they use and think that if it’s on the internet then it’s free to use. As well as teaching my students about fair use of images I also want to make sure that I am keeping up to date with the new standards for copyright. It is important for me, as a teacher, to practice what I preach. I need to make sure that all the images, quotes, resources that I use have a license allowing for me to use them, that way I am reinforcing my own lesson to myself and my students.



Fischer, M. (Photographer). (2009). Supreme court building.  [Web Photo]. Retrieved from

INDTO 501-02 Week 2: 21st Century Skills vs Core Knowledge

Wednesday, January 23rd, 2013

21pedagogy  OR Capturecommon

With an ever-changing society using technology devices in almost every atmosphere of life, educators are left with an overwhelming question.  The question may seem simple to other but when it boils down to the accountability of a teacher, how the students learn and how the teacher can teach the students to make sure they understand the lesson, choosing a common core knowledge instruction based method or 21st century skills instruction method becomes baffling.

The Common Core Knowledge Foundation started by a professor at the University of Virginia is very well thought of and organized.  Sequence knowledge plans for the 7th grade, including English, history, science and math are very well detailed, giving exact knowledge that students need to learn in order to move to the next grade.  This idea reminded me too much of a traditional approach to learning, as John Dewey stated in his Experience and Education book, as well as a SOL curriculum guide.  With the common core knowledge foundation there are strict common cores that teacher must teach students.  It leaves no room for outside experience, real data, or relating the lesson to something outside of the classroom.  It follows the idea of a traditionalist model that students will learn x at this given time.  There is little to no room for more emphasis on a subject, or time to be taken for students who do not understand this method of teaching.  It’s critical that a teacher can develop different ways to teach his/her students, however with this model of instruction it seems to rely on lecture, notes and a textbook to teach the lesson.  What if students cannot learn this way? What if they need to be able to see this lesson play out in History, maybe a student can’t just say the civil war happened without knowing all the details leading up to the Civil War.  The common core foundation sequence does not allow for a self-guided individual.  How will this help students prepare for the real world? Those who cannot work together, be self-directed or interact with others in a learning or workplace environment will surely lose a job to other candidates.

P21 seems like a promising instruction method.  The website offer detailed information, examples, charts and guides to how instruct lessons to ensure that the core subjects, innovative skills, technology skills and life and career skills are present in every class, in every grade.  P21 reminded me very much so of a Progressive Model of instruction.  With P21 you have real world data; the teacher is teacher through outside sources (one lesson showed that an outside expert teachers a lesson on business once a week and the students develop their own product to sell over a semester), students are actively engaged in how they learn and work as a team with peers and their teacher to learn everything they need.  Critics state that the P21 foundation does not teacher the core knowledge that is essential to being “smart”, but how can smart be measured? Is it passing grades, or is it knowledge that the student can carry with them once they graduate to use to help achieve a career? P21 focuses on using technology due to society at this given time.  If we look back to the Harrison School example, this is essentially what that school is doing.  The video showed the students engaging in learning about the subject through real world examples (throw of the softball pitch, speed of cheerleading drop, etc).  This example seems to stress the idea that technology is essential in today’s world in order to compete for a job.  I know from experience that most interviewers ask “can you work in a team”, “do you know how to operate a computer, the internet, Microsoft tools”, and sure one could google how to use these tools, but if you learn them in a classroom it is bound to carry with you all your life.  I think the P21 method would allow for more room to learn and adapt in today’s world.


Since History is my subject area, I think it’s important for students to have some type of common core knowledge, that way especially in alignment with the SOLS, students are guaranteed to learn the skills that the need in order to pass the SOL.  However some type of 21st century skills should be incorporated into the learning process. It’s especially hard to decide between a strictly 21st century learning style or a common core learning style because of the accountability on myself as a teacher.  Of course I would love for my students to be actively engaged in my classroom.  I would love for them to be able to use research tools, podcasts, video software and smartboard everyday; however I do not know if they would be learning exactly what they needed to learn.  Upon talking to other students History is one of the most boring subjects. It would be up to me to involve the students as much as possible, but I need to be aware of how students learn, and process information.  Perhaps with some lessons a lecture and notes is essential, but then a mini-lesson of the same subject can be used through some technology resource in order to reinforce the idea and present it in another way for students who cannot simple learn by taking notes.



Churches, A. (2008, August 08). 21st century pedagogy . Retrieved from Century Pedagogy

Core subjects and 21st century themes. (2011). Retrieved from

Dewey, J. (1938). Experience and education. New York: Macmillan Publishing.

Framework for 21st century learning. (2011). Retrieved from

            History and geography: 7th grade. (n.d.). Retrieved from

(n.d.). 21st century pedagogy. [Web Graphic]. Retrieved from

(n.d.). Reading standards for literacy in history/social studies 6–12. [Print Photo].
Retrieved from Standards.pdf

            Why knowledge matters. (2013). Retrieved from


Week 1 Reflection Blog Post: The Technology Integration Matrix INDT 501-02

Friday, January 18th, 2013


I focused on watching the Social Studies examples.  One that I particularly enjoyed and thought was engaging to the students and the teacher was the example of Authentic learning in the entry level.  This example showed students using a smart board to learn more about longitude and latitude in order to strengthen their geography vocabulary.  The teacher chose a certain day for the students to work on geography, outside of their traditional world history lessons.  The teacher instructed the students where the hurricanes occurred, and then the students plotted those points onto a map on the smartboard using the hurricane’s longitude and latitude points.  All the students were engaged and were given a chance to find the information and to plot it on the smartboard.  This lesson allowed for the students to see firsthand how geography can relate to the real world rather than just reading about the terms in a textbook.

In a grade 9-12 examples for social studies, a teacher used an online world history textbook.  This was found under the collaborative learning entry level on the matrix.  In this classroom students were given their textbook and their own laptop and they were instructed to find the answer to questions on the computer by reading their textbook passages.   This slightly confused me.  I did not see how this example fell into the collaborative learning which focused on “students working with other rather than with themselves”.  In this classroom students were separated, quiet and worked only with themselves in order to answer their own set of questions that they were given.  This was not engaging at all.  The students were completely on their own and were not able to discuss or help other students.   Most of the other examples showed to class and teacher engaging in a lesson and using technology to allow everyone to be a part of the lesson.  This example shut the students off from one another and did not seem to take any information that they were given and put it into real world context.

I have seen many different types of technology with teaching.  In college, for example, we had iclickers.  These were used for pop quizzes and attendance in large classrooms.  It allowed for the students to answer the quiz questions or daily question anonymously, but allow for all the students to be present and engage in whatever activity we were learning.   I have also seen many special education teachers use smart boards to allow for their students to be involved in their lesson.  One special education teacher would do almost all of her lesson on the smartboard as a way to engage her students and to involve them In every aspect of their learning whether it was reading stories and using the markers for the smartboard to have the students highlight sounds and words, or as a way to have students practice math in front of the class.