BYOD...Bring Your Own Dinosaur?

Where did you find information about your device?
I have used an iPad before for various activities but I do not have my own and have never used it in a classroom until now. I normally use it for email, notes, and music, so in order to find more information I went to the App store. I found the app store very helpful because most of the apps were arranged by category and sorted into appropriate grade levels. The search que allowed Caleb and I to tour the app store and apply it to both of our fields.

What did you try but discard? Why?
We tried using the app "iMotion HD" which allowed the speed of movies to be manipulated. However we did not use this app for our project because the app supplied more cinematography features for making an actual movie. Whereas, we wanted to use the app to slow down our recorded videos and critique the actions in the movie. This app did not break the frames and kept a smooth transition, but we wanted more. We wanted to focus on the one person recorded and be able to manipulate and critique their actions.
We found this app inconvenient because the movies had to be recorded using the app (and movies that were recorded on the iPad could not be uploaded to the app).

Did you "test' out your applications on your friends (or younger people if you had access to them)? What was the reaction?
We tested our applications between the two of us and then I had used the apps with a few friends of mine in the teacher education department. My friends said that they enjoyed our project idea and agreed that iMotion HD was cool but not as good as SloPro or Coach My Video. My friends really enjoyed the features of SloPro, being able to slow down the recording and edit the framing. The SloPro app had a feature titled "ghosting" where every single action is characterized and recorded with a fainter line, allowing the viewer to see every movement.

What are your thoughts on 1:1 classrooms? Do you hope to teach in one? Why or why not?
I think the presence of technology is growing within the everyday life of students and students are adapting so why shouldn't schools adapt to every day life and incorporate technology into the classroom. In a secondary classroom I could see many applications of 1:1 classrooms. For instance, textbooks could be online, the students assignments could be more interactive and visual. The variety of apps could cater to the students learning needs. If a student is a visual or an auditory learner, there are different apps that are easily accessible and effective for different learning styles. Inevitably I think that teaching in a 1:1 classroom has the advantages of captivating more of the students attention because the classroom would be more relatable to the real world. Everyday students are reading and writing in class but are communicating with their touchscreen smart phones. The world is evolving to use more technology and students are adapting to their touchscreen smart phone. I wonder if giving students more technology will exercise their critical thinking skills and inspire students to adapt to change.

What are your thoughts on BYOD? Would you or could you make this work? Why or why not?
I think that BYOD would encourage students to take ownership over their devices and ensure that each student had the ability to access their devices. However in this economy it is a lot to expect each student to have a high enough SES status, where their family can afford such a device for their child, let alone other children in the family.

What are your thoughts on one-device-per-classroom? How would you make this work?
If the classroom had one device that was accessible to all students I would want the students to share. The students could be split into groups to complete their assignments and have to complete their assignments through a rotation (like circuit training).  For instance, an assignment/worksheet can be handed out to the groups and the students have to complete sections A-D on the worksheet. Each section (A-D) have to be completed at different stations. Station A could require the students to use tangible objects to answer the question. Station B could require the students to use pencil and paper to answer the question. Station C could require the students to make a poem/riddle to answer the question. Station D could require the students to record a skit to answer the question. The scenarios mentioned are just an example of how a student's creativity and adaptability can be measured in the classroom. The students are all able to use the device at a different time, but in this scenario the students are in groups. Since the students are in groups, it is possible that not each student in the group will be using the device. But all the students in the group would benefit from the capabilities of the device because they would be able to complete Station D.

TOM TOM (Grading Philosophy Statement)....recalculating

1. Homework will count for 15% of students’ final grade. Each night the students will be assigned a homework set. In order to check for understanding it is important to receive the student’s feedback.
2. Labs will count for 30% of students’ final  grade. Labs are where most visual learners will start to understand the material. The students need to be present or make up the lab if they missed it.
3. Lab reports/worksheets/questions will count for 5% of students’ final grade. Lab reports are a check for understanding of what the student knows from the lab experiment.
4. Exams will count for 50% of students’ final grade. All exams will cover the material from the specific units and will be imperative form of assessment.
5. Rubrics will be given for each lab report in assigned to the class. In order to help the student succeed the rubric will be given.
6. If the student has any uncompleted work the student will not pass the class at the end of the semester. This is because all assignments need to be completed, to stress the importance of gaining a full understanding of the material.
7. Exams can be redone in class if the student receives lower than an 80%. If the student received higher than 80% the student understands the material and made minor mistakes (the student should be held responsible for making such mistakes and needs to learn to check their work). If the student received lower than an 80% the student has not mastered the material.
8. No extra credit will be given in class. If the student does not receive credit for any missing assignments, the student needs to turn in the assignment. If the student wants to make up their test score (below 80%) they can do so to improve their grade.
9. Students will be given a review session and study guide for their exams. Stating which chapters and sections will be covered on the exam.
10. Attendance will be imperative, however not part of the final grade. If a student is sick I do not believe their lack of attendance should be counted against their final grade. However their final grade will reflect their attendance.  Attendance is imperative to understanding the topics covered in class. Each day the students will absorb an enormous amount of information.

What's the big idea?...let's map it out.

I decided to make a concept map about the pH scale because it could be used in my lesson plan as an introduction. The bubbles are linked with websites about the topics so the students could use the concept map and click on the bubbles that they have questions about. I would hope that the concept map ignites the student's curiosity and show the students a visual layout.

I created a concept map using Slatebox and found it easily accessible. The concept map was easy and quick to make, it even allowed me to use links for each of my bubbles. I think it would be beneficial for students to create their own concept maps throughout a unit. The students could attach links and papers to the bubbles and have all items organized and easily accessible. These maps would be used again as a quicker way to review for the cumulative final at the end of the year.

Grades...and how does that make you feel?

In order to assess the purpose and practice of grades the following five interviews were conducted:

Co-op teacher: According to my Co-op teacher grades are used as a visual aid to show students how well they do in class. Inevitably grades are used to motivate the students to complete their assignments and earn points. The students in Ms. Duning's class have a hard time turning in assignments. Therefore Ms. Duning has established a system for late work: the second day late only half the points can be earned, then any day after only 1 point can be earned. But the student must turn in every assignment in order to pass the class. "If a student does not turn in an assignment the student will fail the class." The students must turn in every assignment because students need to learn to be responsible and know that they are expected to do the work required to pass this class. 

College student: According to a college student, Hannah, who is studying Biology and Environmental Science, grades are pointless. Hannah recently took an exam and the material on the exam was very different from the study guide. As a student Hannah was frustrated because multiple hours were spent studying on one exam, and the exam was not even challenging. Hannah felt as though she wasted time studying the material for that specific exam. In this case Hannah was upset with the professor for making the exam easy and would have preferred to have spent that time studying preparing for another class. This was especially frustrating because the test felt pointless. "If the test is pointless, then so is the grade."

Parent/guardian: According to my father grades are very important. "Grades are like a credit score, it opens doors for you and follows you everywhere." Grades don't actually follow you everywhere, but they do play a big role determining acceptance and funding when you apply to college, graduate school, medical school, etc. Grades also open doors for students. If a student has a 4.0 GPA the student is immediately recognized with respect and identified as a competent and honorable person. However if a student has a "D" on their transcript the student shows the field in which they struggle. Now visualize asking the bank for a loan, and it will be approved based upon credit score. If you always pay your bill you have a great credit score which shows the bank that you are a responsible person. If you have a few hiccups because you missed the deadline a few times, then the bank may not think so highly of you and will not give you the full loan. Your credit score gives a bank member insight whether or not you as a client will be able to return the money you borrowed back to the bank. Now visualize applying to graduate school, based upon GPA. If you have the 4.0, the graduate school will want you because you show a dedication to your studies. If you have a "D" on your transcript you may have to explain the reasoning and prove yourself to the graduate school that you are dedicated to your studies before immediate acceptance is given.

Residence Life Supervisor: According to my supervisor, grades are an indicator of how well a student can multi-task. This includes, organizational skills, motivation, involvement, well-rounded spectrum, etc. If a student is applying for a Resident Assistant position it is very important that the applicant has a firm GPA. Grades are very important because they are a good indicator in where a student struggles, how did they push through the struggle, was the student motivated to fix their grade, will the applicant look for different resources to help his/her residents? All of these questions lead to a bigger picture, how will this applicant provide for his/her residents? The student who has a low GPA will not be hired because one needs to prove they can take care of themselves before helping others. The student who has a firm, but borderline, GPA may be hired but will do the bare minimum to interact and help residents. The student who has a high GPA will be hired with the expectation that when such student is presented with a problem the student will have the critical thinking skills and the motivation necessary to help others.

College Physics Professor: According to my college physics professor, grades motivate students to do their best. Professor Ugur taught at the University of Iowa until last year when he started his first year teaching at Coe. Ugur was shocked that the student's at Coe were not as competitive or involved as his previous students. He explained that most students would come in before lecture and work all the chapter problems in the classroom. Professor Ugur was shocked that the students at Coe were not more aggressive. He was especially shocked when some students said they wanted to go to medical school because it's even more competitive. To introduce a competitive atmosphere, Ugur explained, "in order to receive the highest grade in class you need to be compete with your fellow classmates because your exam grades will be based upon a curve. Ugur believes in the bell curve because even if he made a bad test, our grades would still fall in three places: average, above or below. Top 20% of students would receive an A in his class, the bottom 20% of students would receive a D and the rest of the grades would be distributed between the students in between that range. 

After interviewing these five people I have come to understand multiple perspectives and explain core values of grading. "Teaching Responsibility," from my co-op, I understand that grading can be used as a way to help students understand responsibility. Such as requiring students to make the deadline in order to earn all of their points. However the stress of the deadline may encourage cheating/copying/not the best student's work. "Trust," from Hannah's perspective, the student was frustrated because the exam lacked a challenge. By not making the exam challenging the professor lost the trust of the student. Because now the student is confused whether or not to study as hard for the next exam. "Collateral," from my father's perspective, grades are imperative because they can be used as collateral for admission to college, graduate school, medical school, etc. "Work Ethic," from my supervisor, a GPA can indicate a lot about a person's work ethic and motivation. The applicant with a higher GPA will be given the job because the student exemplifies a higher potential to multi-task. "Competition," from my physics professor, I understand that grades have more value when students compete for them. Having the highest grade would have the highest value. Regardless of the dynamics between the interviewees, these interviews exemplified the value and stress of grades in every classroom.