A Semester in the Life of Yara is an innovative art project that took place throughout the course of the Adapting Innovative Technologies to Education semester (CEP 811). A picture or video of Yara was taken every day of the semester and compiled in this project. Most of the media included has been put in sequential order from the date it was taken.
Throughout the semester, I have had hands-on experience with new hardware and software. This innovative art project allowed me to put my new skills in Camtasia and Photoshop to use. As I began the design process for this project, it was apparent to me that I wanted to include Yara in some way. After a few weeks of taking pictures every day, I decided to make the project all about her. Covid-19 was also a factor in the pictures that I was taking during this period of time, working remotely and doing my best to quarantine as much as possible. In the introduction of the video, I isolated a picture of Yara's head in Photoshop, getting rid of the background and changing lighting features as a way of introducing her. Photoshop was also used in some of the pictures throughout the video to alter color profiles and enhance. Camtasia was used in the creation of the video. To make the video, I used music overlaying, transitions, behaviors, and animations. It was a fun opportunity to incorporate a few of the things I have learned this semester with a topic that has been taking up a lot of my time.
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When designing a space, it is essential to think about both the learner's and space's intended purpose. The space that I chose to redesign is my Chicago Public School classroom from a previous teaching year. I was a Computer Science Teacher, and my classroom was a computer lab. It was an aging classroom with outdated technology, in desperate need of renovation. I had wished that I could have had the opportunity to redesign the space in a way that would better support my student's learning of computer science. The lab was a traditional row of desktop computers that were not conducive to learning. The extensive networking and power hardwiring throughout the room restricted the way I could organize the space.
I have included a picture of the classroom, along with a 3D rendering with annotated illustrations. A disclaimer, some of the furniture items in the rendering are not exactly what I intended. I chose furniture that was as close as I could get to what I wanted without paying the subscription fee for the interior design software. For further explanation, please refer to the annotated pictures. To provide further context to my redesign, I felt it was essential to explain the space's current use and limitations. It is important to keep in mind that this space must also serve as the school's computer lab for testing and parent support.
When I started working in this classroom, I always knew that I wanted to redesign it, but wasn't possible because of budgetary constraints. I took this opportunity to redesign the space in the way that I had always dreamed of. One of the biggest struggles for me as a K-8 Computer Science Teacher was my youngest students. In a big part, this was because the computer lab was set up in a way that just wasn't K-2nd friendly. The computers were a distraction, and conducting the lesson on the floor as a group made instruction much more manageable. However, the computers set up in rows made it difficult. The first thing that I would do is make sure there was room in front of the Promethean interactive board with a designated rug. I left some more traditional seating options in the right top corner of the room with larger tables and chairs. I changed my desk location to the bottom left corner of the room, utilizing another seating option for students that benefit from small group instruction. Behind and to the side of my desk includes the two 3D printers for digital fabrication and engineering concepts. In the upper left corner of the room, there is a maker area with ample storage and additional flexible seating along the window.
As I read about the educational value of both maker spaces and digital fabrication, it was vital to include spaces that would be conducive to this type of learning. Paulo Blikstein (2013) talks about the positive impact of digital fabrication and making in education. Blikstein points to constructionist theory as a new way of learning in the classroom. It was essential to include flexible spaces where students had the opportunity to experience their learning in a way that made them successful. Some elements of design that I included in my redesign include using a 3D printer, sitting in collaborative groups, spaces to build, small group instruction, floor-to-ceiling whiteboards, or close to natural light. In The Maker Movement in Education by Iverson and Sheridan (2014), they discuss the maker movement in education and whether it is just an educational fad. The lifelong skills that our students take from the classroom are becoming just as important as the knowledge they leave with. In today's rapidly changing world, students need to learn from failure and be willing to try new things authentically. Iverson and Sheridan (2014) illustrate this point by saying, "Learning through making reaches across the divide between formal and informal learning, pushing us to think more expansively about where and how learning happens."
References Blikstein, P. (2013). Digital fabrication AND ‘MAKING’ in education. FabLab, 203-222. doi:10.14361/transcript.9783839423820.203 Halverson, E. R., & Sheridan, K. (2014). The Maker Movement in Education. Harvard Educational Review, 84(4), 495-504. doi:10.17763/haer.84.4.34j1g68140382063
My innovative learning plan will teach computer literacy and computer science using the Raspberry Pi. The learner will be setting up a Raspberry Pi and programming a game using the Python programming language. The Raspberry Pi is a low-cost, open-sourced computer that comes preloaded with software made for Python programming. The Raspberry Pi 4 Desktop Kit comes with everything but an HDMI display. While there are many versions of the Raspberry Pi and some less expensive options, I chose to stick with this option for consistency. The intended audience of this innovative learning plan is high school or an adult audience due to its complex and technical concepts.
Interactive Raspberry Pi Tutorial Video (with Quiz)
Innovative Learning Plan Google Doc An aspect of the Innovative Learning Plan assignment was to give feedback to colleagues on the topics of Universal Design for Learning (UDL) and Intersectionality. To both receive and give feedback on these concepts was beneficial to my overall growth as an educator. Going through a colleague's learning plan with the lens of UDL was a great refresher. Focusing on engagement, representation, action, and expression gave me different ideas for revising my work. For example, looking at how someone else could incorporate multiple means of communication provided me with ideas to improve the way I presented material. When viewing someone else's learning plan through the lens of intersectionality, I found myself continuing to relate these concepts to the UDL. Using UDL guidelines, a learning plan can become more inclusive and more equitable for all students. In turn, it will have a positive effect on the intersectionality that learners face. I don't currently have a specific learner population that I developed my particular learning plan for, and so it was harder to relate to key elements of intersectionality.
As I reviewed my colleague's feedback on my Innovative Learning Plan, a recurring theme was the need for a video showing some of the processes. I took the opportunity to develop a video on setting up a Raspberry Pi using Camtasia video editing software. Using Camtasia for the first time, there was a bit of a learning curve but ultimately resulted in a product that I was thrilled with. The video tutorial did not encompass everything that I hoped to accomplish but included some of the most critical aspects of the process. The video elaborates on the steps, text-based instructions, visuals, and video narration of the process. Another piece of consistent feedback was how learners would be able to share their Python game development with others. Initially, I had planned on students sharing their Python games with a link on our Google Classroom. However, I was provided with some great feedback on the possibility of learners sharing their games on their own websites, doing a live demo or recording a video. These various ways for learners to share their work would provide a broader range of expression from the UDL and would still show their learning. A piece of feedback that I received, but didn't change, was on the price of the Raspberry Pi and calling it low cost. I do recognize that the Desktop Kit that I suggest comes in at a somewhat steep $100 price tag. There are many different versions of the Raspberry Pi and different ways of getting components that can significantly reduce the price to the learner. As an example, an older version of the Raspberry Pi, second-hand components, and none of the extras would bring the cost down considerably. I decided for the most streamlined experience, I wouldn't get into the weeds with hypotheticals but would be able to address those types of issues with my learners if I needed. For a learner that doesn't have this type of equipment at home, the initial Raspberry Pi Desktop Kit that I suggest is the most comprehensive option.
In retrospect, Univeral Design for Learning and Intersectionality are essential concepts to keep in mind when developing a learning plan. Ensuring the learning experience is as inclusive and equitable as possible, UDL and intersectionality need to be used when developing any learning plan. References Hosseini, R., Akhuseyinoglu, K., Brusilovsky, P., Malmi, L., Pollari-Malmi, K., Schunn, C., & Sirkiä, T. (2020). Improving engagement in program construction examples for learning python programming. International Journal of Artificial Intelligence in Education, 30(2), 299-336. doi:10.1007/s40593-020-00197-0 Raspberry Pi. (n.d.). Teach, learn, and make with Raspberry Pi. Retrieved April 19, 2021, from https://www.raspberrypi.org/ Soviani, S., Kusnendar, J., & Prabawa, H. W. (2019). Learning how computer’s work with combining CS-UNPLUGGED and Raspberry Pi. Journal of Physics: Conference Series, 1280, 032025. doi:10.1088/1742-6596/1280/3/032025
Universal Design for Learning (UDL) and intersectionality are two vital areas of education that need greater attention. UDL is a set of "guidelines that offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities." (The UDL Guidelines, 2021)
Intersectionality is defined as "multiple avenues of discrimination that people face when their identity encompasses a number of minority categories, connected to things like race, gender, class and sexuality." (Katz, 2017)
The interplay of UDL and intersectionality can significantly impact a learning community. Learners that are effected by the compounding of intersectionality can help be supported by UDL Guidelines.
I have created a Adobe Captivate project that allows you to navigate between different resources for both Universal Design for Learning and Intersectionality. In this project there are links and embedded videos explaining the both concepts. Once you have reviewed the resources in the project, there is a quiz that you can take to test your learning. This is my first Adobe Captivate project and there were many challenges along the way. I will be looking forward to refining my content, navigation, and overall ability to provide unique learning opportunities through this technology. Project: Universal Design for Learning and Intersectionality Learning Module References CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org Katz, B. (2017, August 29). This video breaks down the abcs of intersectionality. Retrieved April 12, 2021, from https://www.smithsonianmag.com/smart-news/what-intersectionality-video-breaks-down-basics-180964665/ TED. (2016). Kimberle Crenshaw: The urgency of intersectionality [Video]. TED Talk. https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality?language=en The UDL Guidelines. (2021, April 09). Retrieved April 12, 2021, from https://udlguidelines.cast.org/?utm_source=castsite&lutm_medium=web&utm_campaign=none&utm_content=aboutudl
I enjoy using Reddit for my social media consumption. I find the format to be a more supportive, technology-focused community than other social media platforms. Most of what I follow is not very substantive to me professionally or for my personal growth, so I set out to change that. Instead of following specific people or organizations, Reddit works by adding communities or individuals to follow. The platform runs in more of a forum-type format with user anonymity. Depending on the community or subreddit, conversations can be of varying quality. To challenge my thinking, I have added communities for areas of growth. I have begun following:
Not all conversations that occur on Reddit are substantive. Still, I have found that specific communities, like those listed above, provide an interesting medium for people to share their opinions, learning, and support within the given community or subreddit. As an example, within /r/education a question was posed "Why does everything K-12 teachers learn about pedagogy seemingly cease to apply in university classrooms?" My education-related courses throughout the end of my undergraduate and graduate school were polar opposite experiences, pedagogically, to the beginning of my undergraduate liberal education classes. For the most part, my education-related courses practiced what they preached when it came to pedagogy. It was fascinating to me to hear the various counterarguments to the question. Some comments pointed to the fact that many professors pursue higher education to focus on research. The various perspectives provided me with greater context and new ways of looking at a question I had been asking since starting my higher education journey.
Eli Pariser's TED talk on Beware Online "Filter Bubbles," was a good reminder that we as consumers of information must stay diligent in seeking other perspectives. Reddit does sort information based on your preferences but does not filter the information from its users unless it violates established community rules. Depending on the way you sort comments will determine the presented information first, the communities' responses are available for those who want to read all perspectives/responses.
References TED. (2011, February). Beware online "filter bubbles" | Elia Pariser. [Video]. Youtube. https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles/transcript
Traditionally, when I think of legal protections for intellectual property, I first think of patents. Coming from a historical lens, I was always fascinated by inventions and how people could create something revolutionary. An invention to me was always from the perspective of something physical, a lightbulb, a telephone, a television, etc. The protections of a patent prevent others from profiting off inventions. The next legal protection that comes to mind is the brands and logos that we have come to know so well. In terms of legal protection, trademarks are similar. Brands and logos for companies are very recognizable in our day-to-day lives. The way that copyrights differ from these other forms of legal protection is that they pertain to intellectual property. Copyright is defined as the author's exclusive legal right to their work (Merriam-Webster, n.d.). Some examples include music, art, literature, and software. A more specific example of copyright, Disney has made significant attempts to change copyright laws in the United States over its creation of Mickey Mouse, which is valued at over $3 billion dollars (TechInsider, 2015). Creating this video to explain what a copyright is and some similar topics to compare it to gives a concrete way that we can relate and apply copyright information. If you are someone that interacts, shares, or remixes media in any form, then this video will help make sense of the implications for using that media. In the video below, I detail the differences between these legal protections and some examples from our everyday lives:
The internet has significantly changed the way we share intellectual property in the 21st century. We must recognize copyright protections and view intellectual property similar to the way we view patents and trademarks. There is a general understanding that if you take a product, replicate it, claiming it as your own, and selling it, it is dishonest and carries legal consequences. These same concepts carry over into intellectual property and should be viewed in the same way. If you have ever shared an other person's content on social media for example, then these concepts need to be something that you consider. By not respecting copyright laws, it discourages creators from sharing their intellectual property. References Merriam-Webster. (n.d.). Copyright. In Merriam-Webster.com dictionary. Retrieved March 28, 2021, from https://www.merriam-webster.com/dictionary/copyright TechInsider. (2015, October 3). Mickey Mouse and copyright law [Video]. Youtube. https://www.youtube.com/watch?time_continue=4&v=_6u7JkQAFMw&feature=emb_logo As I am thinking about all that I have done in the Masters of Arts in Educational Technology program, it has involved a lot of learning, failing, and making. Towards the beginning of the program, I was teaching in a 3rd-grade classroom. I was developing lessons like the Neighborhood Development Project, talking to students about learning, failing, and making. This project stands out in my mind because it was one of the first times I was able to bring a project-based learning opportunity that involved making. Making is a movement that involves students creating physical and digital artifacts to aid in their understanding (Cohen, Jones, & Smith, 2017). It's also the first time that I saw the true potential of constructionism in action. Constructionism draws on the "significance of making things" (Ackermann, 2001). The project involved using math and social studies concepts to create neighborhoods collaboratively. Students were grappling with complex concepts and having fun doing it. Conversations with students around failure was productive and enlightening for students. For students, failure was expected, and while a frustrating process, they would often move on from their failure. The excitement of the project and the support of other group members made failure something to learn from. This project stands out as being a turning point in my understanding and direction of teaching. It was the catalyst for the path I took in both the MAET program and my career. Below is an infographic that combines the design cycle and the Neighborhood Development Project: My continuation down the path of constructionism in the classroom brought me to a K-8 computer science position, where I acquired a 3d printer through donations. A 3d printer provided the perfect opportunity to incorporate constructionism concepts and experience with failure. The ability of a 3d printer to produce tangible items using mathematical concepts drove student learning. Student's that would otherwise steer away from math, making comments like "I'm not good at math," would suddenly show interest. Failure came in the form of miss calculation on measurements or scale. It was a valuable learning experience because the excitement of creation would void the discouragement of failure. Students were ready to jump right back into a design process state of thinking without even knowing it. Students would define what went wrong with the print, brainstorm ideas that could solve the problem, collaborate with the teacher or other students, and develop a solution. They would redo their print and see if their hard work paid off.
When I started working as a teacher, I would do everything in my power to avoid failure at all cost. I saw showing any failure as a reflection of being a poor teacher. It was not until I saw my students grappling with failure and having adverse reactions with it that I began to look introspectively. It took some time for me to shift my teaching and my attitude towards failure for myself before I could feel comfortable with the vulnerability of failure in front of my students. My career has shifted to adult learning and is very different from a classroom experience. Even though the lessons I learned on failure in a K-12 classroom may look different, it is still essential to remember that failure presents opportunities to learn. When I show someone how to navigate medical software, they must have a failure positive mindset (Cohen, et al., 2017). Without a failure positive mindset, it is far too easy to slip into a frustrated state of learning that will not be conducive to the process of learning. References Ackermann, E. (2001). Piaget's constructivism, Papert's constructionism: What's the difference. Future of Learning Group Publication, 5(3), 1-11, doi:10.1.1.132.4253 Cohen, J. D., Jones, W. M., & Smith, S. (2018). Preservice and early career teachers' preconceptions and misconceptions about making in education. Journal of Digital Learning in Teacher Education, 34(1), 31-42. Ultimate Uno R3 Components Kit is an Arduino Uno microcontroller and corresponding electronic parts. The kit is marketed as an entry-level microcontroller for programming. The kit includes the programmable board, led lights, display, breadboard, wires, motors, and sensors. The Arduino Uno uses a programming language based on C++, using software that can be downloaded from their website. The Ultimate Uno R3 Components Kit offers generic instructions and a plethora of electronic components. The packaging and information provided are intimidating for beginners. You must be comfortable with seeking out information and troubleshooting because these resources are not included in the kit. There is a level of intimidation whenever starting to use a kit like this. These issues speak to the nature of microcontrollers and programming in my experience. It is hard to find kits that offer the right amount of guidance with the electronic's capabilities to make it interesting. Between price and support along the way, microcontrollers like this can be difficult for students to experience. Both the denotative and connotative levels of meaning for the Ultimate Uno R3 Components Kit highlight issues for beginners. There is a lack of beginner awareness to make these products accessible to all age groups. While some products do a better job at meeting learners where they are, they all come at a price. For example, Lego Mindstorms is a great product, but it's not accessible to most at a $400 price tag. Getting students excited about computer science can be challenging; this is especially difficult when products are not accessible to them. Blink LED
Notes: Setting up a blinking light with an Arduino is a very basic functionality but one that is a precursor to many other projects and concepts. Understanding a simple circuit opens up many more possibilities. When building, it is important to call out the 220 ohm resistor and the way to follow the circuit. By using examples provided within the Arduino Sketch, you can get students started quickly with less focus on code and more on the build itself. LCD Display
Notes: Just like in my previous example, Arduino provides both a setup diagram and code to get you started with the LCD display. It’s a great start because the sheer amount of cables running from the display and use of a dimmer is intimidating. Following the process step by step will ensure that students can have a read out for future projects. Programming Neo Pixels
Notes: While it’s hard to see, the Adafruit Jewel 7 has been plugged into pin 8 with a positive and gnd wire connected. I have programmed it using a snippets of code for the neopixels onboard the Jewel. It involves oscillating between various colors from its many RGB LED’s. My next 3 projects with the Arduino Uno involved a temperature/humidity sensor and deviating from my original plan, incorporating the LCD display as a read out. This will be part of my critical making lesson.
Temperature and Humidity Sensor with LCD readout
Preparing students with the 21st-century skills required for life after their K-12 education is ever-changing. To prepare students, educators must focus on teaching skills over content. The industrialized models of education in the age of the internet are outdated and ineffective. Instead, educators must look to impliment the 4C’s (NEA, 2002):
Curriculum needs to accommodate project-based learning approaches with real-world applications to help drive students to develop essential 21st-century skill areas. In Sir Ken Robinson’s renowned 2006 TED Talk, he highlights how creativity is being undermined in schools. Robinson argues that creativity is linked to making mistakes, but we, as a school and society, stigmatize mistakes. Robinson also discusses how industrialism is still very much intertwined with our educational systems and has an over-emphasis on academic achievement. Through examples such as this, we can begin looking at the positive impacts of project-based learning and STEAM education. Parents, teachers, administrators, and students, as stakeholders in the educational system, should look critically at the skills taught in our schools to ensure that students prepared.
Sir Ken Robinson's thought provoking 2006 TED Talk
Leveraging digital literacy and tools can also help support the 4C’s. Using the right technology can give students improved access to information, a more comprehensive array of learning modalities, and global connectivity. Through the use of TPACK, we can begin to learn the balance of just how technology, pedagogy, and content interplay with one another (Cain, Mishra and Koehler, 2013). Seeing how these three areas of education are interconnected allows us to ensure we are leveraging the right digital tools for the right situations. With the rapidly changing technological advancements, it is more important than ever that students can access the technology that will best support them in their learning.
While digital literacy and tools should be a strong consideration, it should not be the sole focus or looked at as the solution for implementing these skills. Many cautionary tales help shine a light on the pitfalls that this type of approach can have. In Nellie Bowles, The Digital Gap Between Rich and Poor Kids Is Not What We Expected (2018), pedagogical best practice must be at the forefront of all technology implementation. Throwing technology at this will not solve the issues. In Bringing Teachers Onboard with Tech by David Nagel (2011), he talks about getting teachers on board with educational technology implementation. Without teacher buy-in and training, we can never hope to have the support needed to make digital tools effective.
As we think about the next five years, it is essential to continue fostering skills that leverage our student’s ability to think critically, communicate, collaborate, and think creatively. With these skills, students will have the highest chance of being prepared for the world after their K-12 education. References Bowles, N. (2018, October 26). The Digital Gap Between Rich and Poor Kids Is Not What We Expected. The New York Times. https://www.nytimes.com/2018/10/26/style/digital-divide-screens-schools.html. Koehler, M., Mishra, P., & Cain, W. (2013). What Is Technological Pedagogical Content Knowledge (TPACK)? The Journal of Education, 193(3), 13-19. Retrieved from http://www.jstor.org.proxy2.cl.msu.edu/stable/24636917. Nagel, D. (2011). Bringing teachers onboard with tech. Web log post accessed at http://thejournal.com/articles/2011/01/27/bringing-teachers-onboard-with-tech.aspx NEA. (2002).An Educator’s Guide to the “Four Cs”: Preparing 21st Century Students for a Global Society. National Education Association. http://www.nea.org/tools/52217.htm Robinson, S. (Director). (2006, February). Do Schools Kill Creativity? [Video file]. https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity?language=en
As I read Janice Dickerson's, (PQ+CQ)>IQ Every Time, Author Thomas Friedman Tells Ottawa Crowd (2015, May 9), and Warren Berger's, A More Beautiful Question (2014), I kept coming back to STEAM education. The impact of STEAM education in a student's learning is undoubtedly the most engaging and academically rigorous learning that I have ever experienced in a classroom. My first STEAM lesson was a 3rd grade lesson involving Chicago history, and the 1893 World's Fair. It focused on the newest inventions of the time, one of which was the Ferris Wheel. Students first learned about the fair and the Ferris Wheel. Using LittleBits, they created their own miniature working model of the Ferris Wheel. During this STEAM experience, I saw students engaged in their learning like I had never seen before.
I saw STEAM education's power and raised enough money to buy a 3d printer for my classroom. My passion and curiosity for this project-based model of teaching is undeniable. When Thomas Friedman talks about how PQ (Passion Quotient) + CQ (Curiosity Quotient) > IQ (Intelligence Quotient) for me, there is no better place for this to be seen than in STEAM education. Passion and curiosity naturally comes out of creating something new. As I read the fifth chapter of A Beautiful Question by Warren Berger, I began asking myself, "How do I bring the power of STEAM education to more teachers and students?" I decided to make a sign that would be 3d printed to sit on my desk or in a window that said "PQ+CQ>IQ STEAM EDUCATION." The sign would not only help to remind me of my passion and curiosity, but hopefully spark some good conversations about what it means for others. I have included an interactive 3d rendering below:
References
Berger, W. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas. New York, NY: Bloomsbury USA. Dickson, J. (2015, May 9). (PQ+CQ)>IQ every time, author Thomas Friedman tells Ottawa crowd. https://ipolitics.ca/2015/05/09/pqcqiq-every-time-author-thomas-friedman-tells-ottawa-crowd/. |
AuthorMy name is Ryan MacLeod and I live in Seattle, WA. I am currently a K-8 Lab Coordinator. I have a passion for educational technology integration and curriculum design, especially when it comes to the social sciences. Archives
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