Animoto: Mathematics

     I used Animoto to create a series of videos about math tools, both physical tools and mental tools such as estimation. I made a video for compasses, estimation, rulers, and calculators. I can use this tool for very simple videos about different concepts in math subjects. I can use the app to present vocabulary, both in math and other subjects. I can then present them in class and/or have them available on my class website for my students to quickly review subjects.

     I liked how easy it was to put together the videos and how I could use my own pictures. I liked the many templates that were available to use, which would make it easy to customize for the different subjects. However, I did not like that it limited the characters that I could enter on each slide with the pictures. This resource would be most useful for vocabulary or simple concepts because there isn't much room for long explanations. However, I could offer commentary during the video while presenting it to the class.

     My future students can use this to teach each other simple lessons. I can also have them use this to present their favorite vocabulary words. If I wanted to teach English or spelling with this tool, I can have my students research their own list of words to spell or define and then have them send it to me. This way, I can see what they have learned about the words they looked up. My students can also use this resource to put together picture assignments to show reading comprehension or present a nontraditional book report on a character.

Standards:
ISTE: Creative Communicator: "I communicate effectively and express myself creatively using different tools, styles, formats and digital media".
EdTech: Standard 6: "Use telecommunications efficiently and effectively to access remote information and communicate with others in support of direct and independent learning and for pursuit of personal interests. (4)".
UEN Content: Mathematics, Standard 3.MP.5: "Use appropriate tools strategically. Consider the tools that are available when solving a mathematical problem, whether in a real-world or mathematical context. Choose tools that are relevant and useful to the problem at hand, such as drawings, diagrams, technologies, and physical objects and tools, as well as mathematical tools such as estimation or a particular strategy or algorithm."

EDpuzzle: Health Education--Substance Abuse Prevention

     I used EDPuzzle to create a video about the statistics and risks of passive smoke, also known as secondhand smoke. I can use it in my class as a simple way to have students take quizzes at home. I can also present it during class and have them write their responses to the quiz questions down on paper.
     I liked the large variety of videos that were available for me to access for all sorts of subjects and grade levels. I think I would have a difficult time finding such a wide variety if I only had access to YouTube, but with this tool I am able to find a plethora of potential videos with the simple search of a topic. I did not like how the audio recording got rid of any background music that came with the video. I also did not like that the whole video had to be recorded before you could save the recording. It is a resource that very much requires that you sit down and finish it instead of something you can work on a little bit at a time. If I wanted to use this, I would have to set aside the time to put the entire video together.
     My students can use this to give presentations and quizzes in the class. Their peers would write the answers to the quiz questions on paper. For example, if we are studying Native American history, one student can present a video and quiz on the Cherokee tribes while another can present the Navajo tribe. They can either give these quizzes to the class, a couple of peers (like we did with the Kahoot! project), or send them to me to evaluate their understanding of the questions that they presented.

Standards:
ISTE: Knowledge Constructor: "I critically select, evaluate and synthesize digital resources into a collection that reflect my learning and builds my knowledge".
EdTech: Standard 5, "Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)."
UEN Content: Health Education, Substance Abuse Prevention, Standard 2, Objective 1.b, "Describe the effects of passive smoke."

YouTube: Fine Arts--Visual Arts

     I used YouTube to compile a playlist of videos that will teach my students about art--through artist biographies and techniques and tutorials. While teaching my students about different artists, I can show them a video that tells about the artist's life in addition to images of paintings done by the artist. While teaching my students about different art mediums, I can show them different videos which will give them ideas about creating their own art pieces.

     I liked that YouTube has so many available resources that can be used to teach students, as well as to entertain. I like that it is very easy to start a playlist for videos which teach different subjects. Videos can be helpful to auditory and visual learners, so this will be a valuable resource to include in order to cater to those students. I don't like that YouTube can contain inappropriate content, which I would not want my students to encounter while they create projects. When I use videos in my classroom, I can filter through inappropriate content to find clean videos which will be fun and educational.
     My students can use YouTube to compile videos which they used to learn about different techniques. Or, I can have students focus on an artist/art form and have them create a YouTube playlist which teaches about that subject. My students can use YouTube to learn more about subjects that I have taught outside of class, or to put together playlists that help them study.

Standards:

ISTE: Digital Citizen: "I understand the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world".
EdTech: Standard 8, "Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities. (5,6)."

UEN Content: Fine Arts--Visual Arts, Strand: Create, Standard 3.V.CR.2:
Create a personally satisfying artwork using a variety of artistic processes and materials. Standard 3. V. CR. 3: Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes.

Infographics: Health Education--Stress Management

     I used Piktochart to make an infographic about mental health. I included a list of personal responsibilities that my students may have, as well as some that they may have in the future. I discussed the consequences of neglecting or completing responsibilities. Then I included some tips to managing and preventing stress. I also decided to include numbers for some mental health hotlines in order to offer my students a resource to help them if they do not feel comfortable talking about stress with family, teachers, or a doctor.

     I liked that I could use a wide variety of images to add some details to my infographic. I liked that it was easy to organize information and that I could easily move slides up or down the infographic depending on where I felt that they should go. It was easy to change the text and backgrounds of the template. I did not like that some of the tutorials kept popping up in my way while I was trying to work on something. It's pretty easy to navigate, so it was a little annoying when the pop-up tutorials would keep me from adjusting something.
     My students can use this tool for a nontraditional book report or to present information about a person from history that they are interested in. They can use it to discuss a scientific concept as well, or something from health education. They can use it for themselves as a creative study guide, including the main facts that they need to know for upcoming tests or quizzes.

Standards:

ISTE: Creative Communicator: "I communicate effectively and express myself creatively using different tools, styles, formats and digital media."

EdTech: Standard 5, "Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)."

UEN Content: Health Education--Healthy Self, Standard 1 "The students will learn ways to improve mental health and manage stress." Objective 1, "Demonstrate responsibility for self and actions." a. Identify personal responsibilities. b. Predict the consequences of neglecting responsibilities; e. g., increased stress, poor grades, punishment, no sense of accomplishment, impact on other people. c. Report the outcomes of completing responsibilities; e. g., sense of accomplishment, feeling good, contribution to cause, less stress. d. Determine how good decision making can help complete responsibilities.

Google Forms: Science--Earth and the Moon

      I used Google Forms to create an assessment in science, specifically regarding the Earth and moon. I used as many different question types as I could in order to experiment with different assessment types. I decided to ask a variety of questions in order to assess vocabulary, while also evaluating observation abilities and information recollection. For example, I have a question which requires them to select "revolves" as the answer instead of "walks" or "flies". I have students list three characteristics of the Earth, which they can come up with from an image of the Earth which I included. To assess memory recollection, I have a question in which they have to remember that it takes 28 days for the moon to orbit the Earth.
      I liked that there were many question types. Some questions are more beneficial if they are asked and answered in one way than another. I also liked that if you typed in a question, Google Forms would suggest a type of question that you could use. Sometimes I wasn't sure how I could pick a different kind of question, so it was a neat and helpful feature. I also liked that it was easy to set up all of the questions and the answers, and to add a background and other images. Like most Google products, it was very easy to use. I did not like that some of the questions did not have explanations for how to use the questions (like the multiple-choice grid). If I knew how to use some of the less common question types, I might have used them.
     My students can use this resource to create quizzes for each other as a way to study as a group. They can create quizzes for me to take as a project and, based on what they choose as the correct answers and how diverse their questions are, I will be able to evaluate their understanding. They can take quizzes repeatedly (though only the first take or two counts for grades) in order to study and master a concept if they have struggled with it.

Standards:
ISTE: Empowered Learner: "I use technology to set goals, work toward achieving them, and demonstrate my learning."
EdTech: Standard 5, "Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)."
UEN Content: Science--Standard 1, "Students will understand that the shape of Earth and the moon are spherical and that Earth rotates on its axis to produce the appearance of the sun and moon moving through the sky." Objective 1, "Describe the appearance of Earth and the moon." a. Describe the shape of Earth and the moon as spherical. b. Explain that the sun is the source of light that lights the moon. c. List the differences in the physical appearance of Earth and the moon as viewed from space. Objective 2, "Describe the movement of Earth and the moon and the apparent movement of other bodies through the sky." a. describe the motions of Earth (i.e., the rotation [spinning] of Earth on its axis, the revolution [orbit] of Earth around the sun). b. Use a chart to show that the moon orbits Earth approximately every 28 days. c. Use a model of Earth to demonstrate that Earth rotates on its axis once every 24 hours to produce the night and day cycle. d. Use a model to demonstrate why it seems to a person on Earth that the sun, planets, and stars appear to move across the sky.

ThingLink: Consumer and Community Health

     I used ThingLink in order to explore several healthcare services within the community. On each building or vehicle, I defined their purpose and an instance in which their service would be used. I decided to include some of the better known services since those would be the ones that my students would be more familiar with. I can show this to my class as an initial introduction to health services. Then, if I want to, I can have each of them create a ThingLink for a variety of assignments. They can either create one to talk about some less common services within the community or to go more in depth on one of the services that I covered. A student might create a ThingLink that has a picture of a hospital room and then explain what some of the different medical supplies are for.
     I liked the easy accessibility of the information. Instead of having to click on a link that would take me to a different page, I could roll my mouse over a link and learn about the health service. I like that it is a kind of interactive learning and I think that will help some of my students in the future. I liked how easy it was to add pictures and text to the links. I did not like that it took quite a bit of time to put together all of the links and the information to go with them. It will have to be something that I use when I have a bit more time to plan it out.
      My students can use this tool to describe environments (as a science standard), including labeling the living and nonliving organisms within it. They can either draw pictures and upload them (as I did), or download pictures from the internet to create the project on. They can also use this tool to explore the classroom during the summer, before class has started.

Standards:
ISTE: Knowledge Constructor. "I critically select, evaluate and synthesize digital resources into a collection that reflects my learning and builds my knowledge".
EdTech: Standard 8, "Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, an extended learning activities. (5, 6)".
UEN Content: Health Education--Standard 7 Objective 3, "Summarize the role of health services in the community. a. List various health services. b. Define the role of each service. c. Identify situations in which the health services can or should be accessed."

Pinterest: Reading Comprehension

     I used my Pinterest Board to gather pins to teach reading comprehension to a third grade class. I included pins which had activities to practice and teach comprehension as well as how to assess comprehension. I can use Pinterest in my classroom as a place to gather creative ideas which will develop a more engaged classroom when I am teaching. It is also a place where I can post my own ideas and share them with fellow teachers or parents who homeschool. My students can use Pinterest for different projects. For example, if we read a book as a class I can have my students put together a Pinterest board that includes quotes that describe their favorite character(s). They can also make a board with pictures that describe different settings that were in the book. This would assess their comprehension of the book because they are required to find descriptions within the book in order to build their Pinterest board.
     I liked using Pinterest. I really liked that I could see ideas from teachers all over the country and the world in one place. It is a nice tool for organizing ideas into different subjects, especially since you can break them into even smaller categories. For example, I can have a science board and I can also have a biology board, chemistry board, etc. It can even have boards for lessons about cells, photosynthesis, and more narrow lessons. A small downside is seeing the same pins over and over again while searching for ideas, but this is a minor inconvenience and not a reason to avoid the tool.
     My students can use this resource to gather information about books or other subjects that we are learning in class (history, science, etc). They can use it as a way to gather inspiration for projects, or as a project itself, just creating boards with pins relevant to their subject. They can also use it as an introduction project, meaning that they pin things which they like/dislike (including whether or not they like it), or things they are interested in learning about.

Standards:
ISTE: Knowledge Constructor: "I critically select, evaluate and synthesize digital resources into a collection that reflects my learning and builds my knowledge."
EdTech: Standard 5, "Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)".
UEN Content: Reading--Literature Standard 1, "Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers"

Pinterest Board: 3rd Grade Reading Standard 1

Additional Sources (Some favorite teachers' blogs with additional ideas):
Totally Terrific in Texas
Who's Who and Who's New