July 16, 2017

EDET 678 Emerge Tech Week 9 Reflection

This week's conversation about Genius Hour was fun to see what I would be interested in to learn on my own time. It gave me a great outlook on how positive a Genius Hour can be if students take on a project that is meaningful to them. By the end of the conversation though, I found it would be difficult to hold a Genius Hour in my math classes. I would like all of my time to be focused on the subject that I teach them rather than something they pick outside of the subject. As I am typing this though, I feel terrible thinking that my subject I teach them is more important than a subject my students want to learn or passionate about. I will definitely be thinking about this more and more as the summer progresses.

EDET 677 Mech App Week 9 Reflection

I really enjoyed working on our Arduino project this week. The project really made me realize how we can show students the importance of coding and building robots through this kit. It is easy to think of different projects I could do with the kit after I learn multiple different skills by the end of this class. I have decided that when we are finished for the semester, I will definitely finish all of the projects in the book!

Thinking about a Maker Day, I find that it is doable but I would like to have a MakerSpace put together before I do an event like this. One positive reason for having the MakerSpace first is that students who are involved with making can help put on the Maker Day for the community. It is a way for students to showcase what they know and give others skills to learn what they have learned already.

July 14, 2017

EDET 678 Emerge Tech Week 9 Blog

EDET 678 Emerging Technologies
Week 9 Blog
Essential question: Does every school need a “BYOD” policy?

            Many students own cell phones, tablets, or computers and they use these devices on a regular basis. In school and in workplaces, it can be an advantage of using your own devices because there isn’t a learning curve of technology that needs to be overcome. Students are already proficient in working with their devices and often their devices are more advanced than what the school can provide for students. (Heick, 2012) Some schools find that having a BYOD policy provides better opportunities for students who don’t have devices because the school’s devices are freed up for them. Another positive aspect of having a BYOD policy at schools is that students are using actual tools that might be used outside of school to learn and problem solve. This creates are more authentic learning experience for students.
            There seem to be many negative aspects of letting students bring their own devices to school that schools must consider before adopting a BYOD policy. At the classroom level, teachers will need to work with many different types of technology in every day work with students. When giving directions to a whole classroom on how to get to a website or what steps to take in completing a classroom activity, the teacher needs to consider the various devices and different types of software that each student might have. These devices might make teaching complicated. (Quetti, 2015) The technology department of the schools will need to create a very well defined network for students and their devices so that all devices are being used appropriately for school use.
            SO the question is whether or not a school should have a BYOD policy. I think each school should answer the question with all the interested parties if they will accept students bringing their own device instead of using a school provided device. After this is decided, then the school should talk about the details of the process and rules of students bringing their own devices. I find that having BYOD in school is too complicated but in some schools it is a great opportunity for students.


Heick, T. (2012). The brutal authenticity of BYOD. Teachtought. Retrieved from http://www.teachthought.com/the-future-of-learning/byod-is-shortest-path-to-student-centered-learning/

Holeywell, R. (2013). BYOD policies, growing more popular, create challenges for schools: Governing The States and Localities. Retrieved from http://www.governing.com/blogs/view/gov-byod-policies-create-school-challenges.html

Quetti, R. (2015). BYOD: The challenges, how it can succeed in the classroom. Tech Decisions. Retrieved from https://techdecisions.co/mobility/byod-the-challenges-it-presents-and-how-you-can-overcome-them/3/

EDET 677 Mech App Week 9 Blog

EDET 677 Mechanical Applications
Week 9 Blog
Essential Question: What would you need to coordinate a “Maker Day” for your school?

            According to the White House website during Barack Obama’s presidency, “America has always been a nation of tinkerers, inventors, and entrepreneurs” and that Maker Days, Maker Faires, and the National Week of Making are great ways to celebrate the ability to use technology to create and make new technologies and other devices to better the world. (2014) It is exciting for me as a teacher to provide opportunities for students to tinker and make but its even better when the community is involved in a Maker Day. The possibilities of connections and collaboration between students and adults give me the urgency of putting a Maker Day together sometime in the near future. There are a few ways to hold a Maker Day such as having a culminating project that all will be working on or having multiple stations that attendees can make and tinker at with professionals. In interest of having a controlled environment and being a first-time coordinator, I would like to put together a Maker Day that has a culminating project that all attendees would try to solve.
            Chricton and Carter provide a great guide on how to hold a Maker Day that has groups in solving a presented problem. The guide has a great example that attendees will need to try and solve by creating something. The prompt is that “your team has been selected to develop the prototype of a tool that will help this identified population with their need to get out of their homes and participate in public outings.” (2014) I would come up with some sort of prompt that is connected to the community of Dillingham. Each group would be provided with some guided discussion questions that would help them brainstorm ways to solve the problem. Attendees will be given different information about the problem and have access to various types of professionals who could answer questions they might have. At the end of the day, there will be judges who would rate the solutions and what the groups ended up making to fix the problem.
            Here is a list of what would be needed:

            Group leaders (adults who understand the maker initiative)
            Professionals in various careers connected to problem
            Guest speakers
            Small Washers
            3” Ardox nail
            Small garbage bag
            Glue gun
            Glue sticks
            Modeling clay
            Jute twine
            Duct tape
            Jumbo straws
            Bamboo skews
            Coloured cocktail straws
            Tooth picks
            Tongue depressors
            Sharpie pen
            Cardboard trifold display
            Graph paper
            12” Ruler
            Utility knife
            Zip ties
            Needle nose pliers
            Cotter pins
            Small springs
            Cardboard sheet
            Cardboard box
            (This is for prototype building) from Chricton and Carter
Makerspace Materials:
            3-D printer
            Shop materials from local college


Chricton, Dr. S., Carter, D. (2014). Maker Day Toolkit. Innovative Learning Centre Advisory Board: The University of British Columbia. Retrieved from http://www.itabc.ca/sites/default/files/docs/discover/Final%20MakerDayToolKit.pdf

Martinez, S. L., & Stager, G (2013). Invent to Learn: Making, Tinkering, and Engineering in the Classroom. Torrence, CA: Construction Modern Knowledge Press.

White House (2014). Nation of Makers. The White House: Barack Obama. Retrieved from https://obamawhitehouse.archives.gov/nation-of-makers

July 10, 2017

EDET 678 Emerge Tech Week 8 Reflection

This week I enjoyed reading about all the different games that my classmates found. I love how we can, as teachers, provide fun opportunities for students to learn. I love what Minecraft can provide in a classroom. It is exciting for students to be able to make a world that they have created with their own mind. I don't know how to use Minecraft in my own classroom but it can be a special project at the end of the trimester or year. I would like to use materials already put together for my students to have some guided instruction in the game.

EDET 677 Mech App Week 8 Reflection

This last week was very difficult in staying focused with the 4th of July week. I must say though that I really enjoyed thinking about the concept of whether or not I can teach concepts and skills that I have never learned myself. It made me reflect on my own teaching and how I lead my classroom and they way they learn. I am starting to really get my culminating paper put together. I look forward to next week's class meeting!

July 8, 2017

EDET 678 Emerge Tech Week 8 Blog

EDET 678 Emerging Technologies
Week 8 Blog
Essential question: What game have you seen that could help students learn, and how might it be used?

            While watching videos of Fryer teaching students some basics in a Minecraft activity, I noticed a handful of students asking questions that were perfect in furthering their knowledge of playing the game (2015). The game was able to provide authentic opportunities for students to take a design and improve upon it with their own individual ideas. There are some basic (and probably advanced) concepts of building in Minecraft such as hinges, lights, materials, etc. Fortunately, Minecraft can prepare students in engineering concepts and noticing when a piece of work can be improved or fixed. I can think of a few of the Alaska’s Mathematics Standards that are covered by students playing Minecraft especially when a project is already planned for the students. There are a few mathematical practices that are covered in playing Minecraft such as “make sense of problems and persevere in solving them”, “model with mathematics”, “attend to precision”, and “look for and make use of structure.”
            I began my search for what games could be used in my math classroom other than Minecraft and that is structured enough for my low level students to use. Prodigy is a game that K-8 students can play to ultimately improve their math skills. The game starts out with the student needing to go to some sort of school and on the way the student needs to tame a “monster/pet”. Students begin playing a game that is placed in another world in which students get lost because they are engaged. This seems to be more of a gamified math content than just a game that can be used in education. Teachers are able to view the work that students have done and what concepts they have learned. Prodigy reminds me a game similar to the older version of Pokémon and some arcade video games.
            A positive aspect of having games involved in the classroom is the engagement level of students rise. Also games can connect students across the US or even the world by students making forums if they have a question on how to do a specific part of the game. Graham found in a study that “these networks contained, by virtue of their members, a great deal of knowledge.” (2015) By having students network with others, they are improving their communication and collaboration skills in a world that needs people who can collaborate via technology and Internet.


Fryer, Dr. W. (2015). MinecraftEDU redstone engineering challenge. Retrieved from http://stem.wesfryer.com/home/minecraft/redstone

Graham, L. (2015). Simply engaging and utterly consuming: #Givercraft 2014. Michigan Virtual Learning, Research Institute. Retrieved from https://mvlri.org/blog/simply-engaging-and-utterly-consuming-givercraft-2014/

Prodigy Game. Retrieved from https://www.prodigygame.com/