Lesson Plan Supplemental Materials

In this lesson, my students are responsible for reading a graph to get a "secret code." Next, they are responsible for following the QR code to a website and completing one section of math work on the website. This is part of their pre-assessment and it is also a project. They will receive a grade on group participation and completion for the website math work. Then, they are to follow the last QR code, to create a post assessment for the entire class to participate in. The Link they follow to figure out the "secret code" is the same website, but they are creating on the third step, whereas the first step they are seeing what their graph should look like.
The standards my students are following are:

8.EE- This class is also reviewing Expressions and equations, from 7^th grade concepts, with learning new expressions and equations from 8.EE.

7^th grade standard- “Use properties of operations to generate equivalent expressions,” “Solve real-life and mathematical problems using numerical and algebraic expressions and equations.”

8^th grade standard- “Work with radicals and integer exponents,” “Understand the connections between proportional relationships, lines, and linear equations,” ” Analyze and solve linear equations and pairs of simultaneous linear equations.”

This lesson is an introduction lesson to this unit, so the students will be working in small groups over 3-4 days, learning about graphs and creating their own graphs. By the end of the lesson, the students will have a basic understanding of graphs and slope intercept, making this lesson a segway into the next parts of this unit. To go along with the supplemental math tools, I have inserted a "create your own" math worksheet. This website is a great tool for online generated math worksheets that are effective in the classroom. The link will take you to the worksheet I created. This would also be handed out to the kids in paper form also so they can show their work. I inserted a link in the case that  a student was working on this at home. 

 This is a QR code to take the students to Khan Academy. Khan Academy is an interactive and fun math website. The students will complete the section that the QR code goes to, independently.


 Secret Code Finder       This link takes the students to a graph that I have created. This graph has a "secret code" that students are responsible for figuring out. Depending on group size and ability, the code may be longer than the code given.


      This QR code sends the students to a website to create their own "secret code" graph. They are responsible for creating a graph as a group, and having the rest of the class try to break the code. Students will give a "grade" to the group for how well their graph code worked, and if it was possible to break.


Online Math Worksheet This link is a supplemental math sheet for slope-intercept form. If a student is working in this project from home, or felt they needed extra help, here is where they would be able to print off the worksheet, or check their answers/

My Technology Lesson Plan

Below is an attached version of my Technology Lesson Plan.

Gilbert Assign 1213

Growing Up Online

1. A survey by the Pew Internet & American Life Project found that in 2004, 67 percent of parents said the Internet has been a good thing for their children. However, this number decreased to 59 percent in 2006. In 2012, 69% of parents of online teens said they were concerned about how their child’s online activity might affect their future academic or employment opportunities, with some 44% being “very” concerned. Cite some reasons why parental support for their children’s independent internet use is decreasing. Why do you think the number of parents who reported the Internet being a good thing for their children has decreased?

Parents are starting to see different things on the news, in newspapers, online, or hearing different things about the internet by word of mouth. The news is always talking about things happening online, and there are many television shows about the online predators and “phishing” that happens in the internet world. Parental support for internet use independently is decreasing because the reality of all things that can happen is being shown and talked about more than it has been in the past. I also believe that parents could be believing what they hear, or see, on the television. They can either be looking into the different things on the internet and what could happen too much, or not paying enough attention to what is going on in their child’s internet use. Parents in the video said that the internet is something that is never going to go away, and kids look at it as a continuation of their communication. However, kids are looking and acting older than what they truly are.

2. More teachers are using tools to try to detect cheating or deter students’ inclination to cheat. In the program, we see the use of plagiarism-detection tools like Turnitin.com and writing assignments completed during class time to make sure students do their own work and generate their own ideas.

How can we as educators stop students from using material they found online as their own work? Should that be considered cheating, in your opinion?

I think students using others work they found online is cheating. Even though technology for papers can be a great thing, I think teaching students to use almanacs, dictionaries and books to research is still an important skill to have in the classroom. Trying to manage students cheating is a lot of work and prep for teachers and for the students, and I believe all students should be held accountable for what they use and find on the internet. If they are taught proper online etiquette, they should know how to search what they are looking for. Then, once they find what they are looking for, they should be taught how to relate the information they learned to what they already know, or learn how to quote it, making it noted that they learned it. Teaching students these techniques can help cut back on the cheating and use of online work they have found, but I think credibility will be the most important factor for online work.

3. One student claims he "never reads books" but relies on summaries and annotated notes he finds on Web sites. He confesses that he feels guilty about this, stating, "I feel like I kind of cheated it."

In your opinion, should he feel guilty? Why or why not?         

 I believe books are a very important tool when it comes to learning. However, I realize that not everyone can read or understands what they read. Reading a book then comparing it to an online source, or multiple sources, I would not consider cheating because that would be resourceful, making sure they are understanding what is being read. However, only reading summaries and annotated work I believe he should feel guilty about because normally that work is other people’s opinions and may not be a reliable source. Reading the actual book gives more details than anything that can be found online because it is a primary source, whereas online is a secondary source.

4. Before the Internet, in order to be seen by the world, you had to be portrayed in some form of mass media, and you had to be famous in some respect -- in the news, in politics or as a celebrity. Now anyone can be seen online by anyone else in the world. Some people have become famous for videos or photos they’ve posted (such as Autumn Edows).

In your opinion, should people like Edows, or others who become “ famous” through their online presence, be considered “celebrities?”

Has the ability to create an online persona, and receive worldwide attention for it, affected our cultural values?

I don’t believe people the Edows should become famous or be called celebrities because of their online personas. Anyone can be who they want to be online, but that does not mean that is who they truly are. I don’t believe you should believe everything you read online, so someone becoming famous because of who they are online, doesn’t mean who they are in real life is someone who should be considered a celebrity. I think the ability to create online personas has definitely affected our cultural values and has captured worldwide attention. Although online gives you the ability to be whoever you want to be, it isn’t necessarily realistic to do that. I also believe that the media has made actual celebrities look better, or worse, than what is real. Websites have shaped our young generations to believing everyone has to look a certain way, be a certain size, and have certain hair, or anything like that, to fit in to become “famous.” This is affecting our society because we are all made different for a reason. If we were all the same and all “perfect,” then life wouldn’t be full of surprises.

5. Shows like "To Catch a Predator" on Dateline NBC (http://www.nbcnews.com/id/10912603/ns/dateline_nbc-to_catch_a_predator/) contribute to parental anxiety about online media. It is obvious that certain elements of programs like “To Catch a Predator,” and even this documentary, will likely increase parents’ fears.

Cite one current event from the past year where a young person has been affected (positively or negatively) by being active online. (find a link to a news story, describe it in your answer to this question, and provide the link as well).

http://abcnews.go.com/WNT/story?id=130735

This story shows a negative affect from online activity. A young teen was kidnapped and sexually abused by a couple, as of August 2014. This article helps inform parents, and young teenagers, what predators are looking for. However, I also believe that it gives predators a chance to “change” how they approach a person online. When parents read or hear about things like this, anxiety absolutely raises, but it also seems to make it a difficult subject for parents to talk about. Having an open relationship with your children about online activities is important, so children feel comfortable asking questions, and parents know how to answer questions, ask questions and learn about online safety and teach it in a way that makes since to their children.

Click here to see an example of what I’m looking for: http://www.startribune.com/nation/254228371.html (Please do some research on your own and find a story other than Rebecca Sedwick's...her story is probably the most famous cyberbullying case to date.)

6. Teasing, lying, gossiping, threatening, spreading rumors or harassing online (and offline)can severely affect people’s self-concept and self-esteem and have an impact on their emotional state. In the program, we see one girl who describes flirting with boys and then revealing she was just kidding. She explains: "You wouldn’t do that to someone’s face, but online is completely different. ... No one can do anything. You’re at your house, they’re at their house."

In her quote, this teen is describing Suler’s disinhibition effects. Which one do you think it is, and why?

I believe the teen is describing a combination of asynchronicity and dissociative imagination. Dissociative Imagination is where they are cut off the real world from the cyber world. Where she states you can do that online but not in person, shows that she feels whatever she says online stays online and doesn’t carry over to the real world. She is also describing asynchronicity because you can “put yourself out there” and no one has to see your reactions or expressions while doing so. Not having to say something to ones face gives them the time delay, just like asynchronicity. This allows online users to think what they say online and in person are different, and it also allows them to think they can respond when convenient online, but they have to have an immediate response in person, which could make conversations “awkard.”

7. At the end of the program, Greg decides it’s time for him to "disconnect" by going to the Coast Guard Academy, where he will spend seven weeks without cell phones or the Internet.

Have you ever thought about "disconnecting" from it all?

          I have thought about “disconnecting” from it all for my own personal being. However, I use technology for teaching because many students benefit from the positive effects of technology, when being used properly.  I enjoy my summer breaks when I go out of town to places that do not have service because it is less stressful and helps me to stay focused on myself and my family, versus the outside world that I live and work in.

Do you think it would be easy or difficult for you personally?

          Not using technology would be extremely easy for me. Although I have social networking sites, I am not a frequent user of them. Even though I have a smart phone, I do not use it for all of its advantages. Being able to completely disconnect myself from technology, however, does not mean that I do not know how to use it and that I do not use it because I am very familiar with it and use it every day for teaching.

What would you enjoy or dislike about disconnecting?

          I enjoy spending time with my family while I’m disconnected. I feel like it keeps us close and keeps our conversations personal. Since I use a lot of emotion when I am talking, I enjoy seeing others emotions while they are talking to. I think laughing and joking in a face to face manner is more relaxing then worrying about “reading it” online or in a text. One thing that I would dislike about disconnecting would be not being able to see pictures of long distance family every day. Facebook is very convenient for that matter, and I enjoy keeping in touch with out of state family.

National and State Technology Standards

1.                              As you read the Introduction to the National Education Technology Plan, what did you determine to be the purpose of the National Education Technology Plan? How does it affect teachers and students, people like you and me? (feel free to be critical if you like).

        I believe that the purpose of the NETP is to meet the learning needs of all students from all backgrounds. It is trying to be flexible and adaptable for all learners, from English Language Learners to gifted and talented learners. In the introduction it stated, “Educators must be more than information experts; they must be collaborators in learning, seeking new knowledge and constantly acquiring new skills alongside their students” (NETP). I think this is a great quote because it reiterates to educators that it is important to continue learning along with their students. Some educators may have a harder time adapting to their students teaching them about technology and other “21st century” skills. However, their may be some educators who are encouraging their students to step up and become leaders in this scenario. I am the type of educator that learns best from my students. I give them information that they need, then I let them research and find information they believe to be important to their topic, then they are responsible for teaching their classmates and myself about their topic. Project-based learning is something I have used frequently with my 4th grade students in an inclusion setting. All of them enjoyed these projects because they got to learn and teach in a very “hands on” manner. It kept my students engaged socially, intellectually and emotionally (NETP) because they had to learn to work with peers and they also had to learn how to find important information on the internet and in text books.

        This introduction also gives good informational insight on data for different racial groups and ELLs in The United States. This data will be very useful for people like myself, because it gives me a real idea of how many students, of all types, need to be engaged in the classroom. These numbers show me how important technology and other hands-on projects are because the more engaged in learning a student is, the more they enjoy and have a lesser chance of dropping out. It also helps me as an educator to know what I need to be teaching my students, depending on the grade level I choose. If I want to teach high school, I need to make sure I am preparing my students for postsecondary education, or helping them find the right “fit” for their learning needs. If I choose to teach elementary or middle school, I need to make sure I am instilling self-confidence and independence in my students, helping them realize anything is possible if they want it to be. Also, I think it is important for educators to remind students we are teaching for their benefit. We need to help them learn how to ask questions, and how to become problem solvers independently. Students need to be taught at a young age how to use resources that are available to them, instead of relying on someone to do the work for them. Therefore, I believe the purpose of this plan is to help build our students into the best learners and teachers possible, making learning a fun and engaging thing to do.

2.                  As you read the Introduction to the National Education Technology Plan (NETP), what were the main assumptions under which the plan was developed?  (you may copy and paste the main assumptions, and then answer the question below in your own words).

What are some concerns administrators, educators, or even students might have with these assumptions?

Many concerns have arisen with these assumptions. An assumption that I agree with from these educators, students and administrators is, “Many of the failings of our education system stem from our failure to engage the hearts and minds of students” (NETP). Aristotle has been quoted saying, “Educating the mind without educating the heart is no education at all.” I think this quote is extremely important for all to remember because compassion, care, loyalty, honesty and many other heartfelt things are skills that need to be taught in all academic classes by modeling through the teacher. If you are not showing, as an educator, that you care about the students’ success, life, learning and the subject you are teaching them, they pick up on those ques very easily and base their work efforts on what they see and feel within the classrooms and school systems. If they do not feel like they are cared about beyond just “teaching” them, then they are less likely to show initiative to want to learn and continue to further their education.

Another concern is, “Learning depends on effective teaching, and we need to focus on extended teams of connected educators with different roles who collaborate within schools and across time and distance and who use technology resources and tools to augment human talent” (NETP). I believe collaboration throughout a school and an entire district will help model to students how important it is to continue learning and implementing technology in their daily lives. When teachers can collectively team teach students, it helps engage students and teachers on all levels of their learning needs. Teachers are being taught by the students, while students are still being taught by teachers, but, also by themselves and peers. Combining in human talent is also a very important role in daily learning because most students are kinesthetic learners, bodily movement learners, visual learners or auditory learner. Arts and physical education are important things that all students benefit from. Not all students can sit in a classroom, take notes, and learn what a teacher is trying to teach. When learning is combined with rhythm or movement, it helps activate the working memory to transition into the long term memory and rote memory, helping the students to continue to learn through technology and other collaborating roles throughout the school systems.

3.                  As you read the Executive Summary, the NETP presents a model of learning powered by technology, with goals and recommendations in five essential areas. ( You may copy and paste the areas directly from the document and then answer the question below in your own words).

What are the “21st century competencies” - see the section titled “what and how people need to learn”- listed in the summary? How will technology support the growth of these competencies?

The 21st century competencies that are listed in the NETP are: “critical thinking, complex problem solving, collaboration, and multimedia communication.”  Technology can help these areas grow in many ways, when they are included in all academic courses. When a problem has arisen for students, they need to know how to come up with a proper solution. This correlates with collaboration. Understanding how to collaborate online and in person is a skill that can be taught and implemented in any grade and any subject. This is also combining multimedia communication because they are learning proper etiquette for many different types of scenarios. Technology can help this from having students watch basic social skill videos, to skyping a group of people and communicating with them in a formal way. They also can use technology to create blogs or webpages that people all around the world can follow and keep up-to-date tabs on them. However, if technology is not taught how to be used appropriately, students can abuse their rights of technology. Students need to be taught that once something is said on the internet, it never goes away, even if they may think it has been deleted. This can help them with critical thinking because it will help them think deeply before they type or post any information or pictures. Critical thinking is a skill that is addressed at a young age, and needs to be used daily in all situations. Everyone can benefit from critical thinking and thinking beyond the text because it helps to build opinions and helps the students really look into finding important details or information to support their thoughts.

4.                  As you read The State of Ohio's Educational Technology Plan's "purpose and mission" (page 6), how do you believe it aligns with the National Education Technology Plan? In which respects are the two plans perhaps not aligned?  Why?

I believe that The State of Ohio’s Educational Technology Plans aligns with the National Education Plan in many ways. They both help technology become more integrated in every day living situations for students, creating and engaging them in powerful learning environments (NETP). They have both agreed that technology is the core of our daily lives and they are trying to suit those needs of everyone as best as they can, while taking additional comments from students, administrators and staff.

Although both plans are beneficial to get technology into the daily lives of students and educators, the OETP plan works more closely with Ohioans, whereas the NETP works with the State of Ohio to make sure they are following the basic procedures. OETP works with state, local and regional areas to help with technology integration and NETP helps to create a model for the state to follow. This shows where the two plans are not aligned because NETP is an overview and OETP is detailed and can be made personal.

5.                  As you read Ohio’s State Educational Technology Plan outlined on page 8, how do you believe this outline aligns with the "model of learning powered by technology, with goals and recommendations in five essential areas" proposed by the National Education Technology Plan?  In which areas are the two plans perhaps not aligned?  Why?

OETP has six areas that it is continuing to work on and grow, whereas NETP has five areas. NETPs five areas are: “learning, assessment, teaching, infrastructure, and productivity” (NETP). Ohio’s six areas are: “Expand and Integrate P-20 Longitudinal Data System, Provide Virtual Learning Content and Opportunities to All Ohio Learners, Develop Advanced Student Service Systems, Deliver High Quality Professional Development, Support Public Broadcasting and Media Delivery, and Continue to Support the Implementation of Federal Programs” (OETP). NETP reaches a larger group of students and administration, making sure it can be aligned with the entire country, and Ohio goes into greater detail about different ways they are going to continue to grow and advance in technology.

The overview of assessment, learning, teaching, infrastructure and productivity is a great baseline of where to start for each state, Ohio went beyond that and added detail to those areas, while adding in the public broadcasting and media delivery and professional development. I think professional development, if it is benefical for technology and teaching more about technology, is a great thing and needs to be used in more districts. I have been in some districts where technology isn’t used as often and as well as it should be, and I think professional development in this area needs to be the same throughout the state, to make sure all districts are learning how to involve and implement technology that each district can afford and use.

6.                  As you read Ohio’s State Educational Technology Plan's "measurements of success" (page 16), what barriers do you see to fulfilling this plan? Provide four reasons why it may not be possible to reach these "measurements of success" in the state of Ohio.

I think the “measurements of success” plan is a great goal for all districts, students and educators to use to encourage their students to want to learn and continue to learn after high school. Some barriers I see with fulfilling this plan are districts that are too small and can’t accommodate because of budgeting issues, and school districts that are too large and cross-categorical in educational settings where levy’s cannot get passed to receive proper funding for this plan. I also see a problem with districts hiring higher education faculty to teaching distance learning courses. Most districts would want to teach their teachers how to become DL, but may not want to pay them extra for it, which some teachers may not wish to do. Lastly, not all students benefit from online DL. If districts want students to start taking online dual credit classes, or AP classes, I think students should be taught how to effectively learn from online classes. Learning from online classes can be difficult because of many factors. Motivation, skimming for important information, and using reliable online sources are just a few areas where students will need to be taught to become successful in DL classes. They will also have to learn to become independent learners and to teach themselves, because DL does not have a teacher to “check up” on you daily.

Pinterest In The Classroom

1.What did you learn from the PINTEREST activity?  

I use Pinterest for everything! It is by far my favorite form of social media! I have already been implementing a lot of the stuff I have found on Pinterest in my classroom, so this project was fun to be able to share the ideas and success, and failures, I have had! I have also learned that just because an activity looks GREAT in pictures, does NOT mean it will be successful in your classroom! Modifying and adjusting to suit your students needs is a must for most activities!

2.How do you believe you will utilize PINTEREST as a teacher?  

Currently, I use Pinterest for everything with my teaching. I have found many great websites linked to Pinterest that I have used, that also have great references linked to them. If I find a great activity or idea, I adjust it to fit my students learning needs, and implement it in my classroom, making adjustments when needed.

3.What are the strengths of PINTEREST?

Pinterest is great for a lot of different things. It is a great place to find useful resources and use the activities as a tool for the classroom. It helps to spark creativity as a teacher, allowing you to also post your ideas.

4.What are some of the challenges of PINTEREST?

Some challenges of Pinterest that I have seen have been great websites and ideas that get deleted. Also, there are some places, when you are trying to access it in the schools for ideas, some schools have it blocked so you cannot open it online or on your phone. Also, Pinterest does not have everything, so when trying to find something specific to my content area, everything that is listed when "searching" may not be applicable to what I am looking for.

5.What comments, questions, thoughts, opinions, and/or feedback do you have about PINTEREST?

I really love the idea of having secret boards. On the secret boards, I add information that I have used, with examples of my students' work, so I have it online as a resource. I will continue to use Pinterest for all that I do, until something different (or better, if that is possible!) comes along!

Khan/Koller Review

I love Khan Academy, not only for myself but for my students as well. I have used Khan Academy to help myself through College Trigonometry, and it was extremely helpful. I also have used it as a study tool, to get 8^th graders involved and enjoying math. We made it a competition between students’ and other classes. The kids were motivated to work hard, so their class could “win” a pizza party.

On Khan Academy, I like how you receive trophies as you complete levels. The students’ really liked this visual, and it really made them work hard because they were competing with their friends. Once the kids are taught how to use this interactive and easy website, it really is hard to get them off the computer and moving on to a different task! We found that after teaching the kids about this math site, they were working on it at home, without even realizing they were actually “studying.”

I think most of his videos are very easy to follow. When I watch online tutorials, a technique I use is watch it all the way through one time first, then go back and re-watch it, while working through the problem with his video. Then, I walk myself through my math problem that I am working on, using his steps from his example he has demonstrated. This helps me talk myself through the problem, so I can remember the steps faster.

Online courses are definitely easily accessible for anyone. Although they may be more complicated, it is easier to get work done at your own pace, with the support from online instruction. However, I think online courses depends on student preferences. Personally, I take online courses so I have time to work two jobs and go to school full time, while student teaching. It is easier for me to work on a class a little bit at a time, then having to miss work or student teaching to sit in class. However, there are some classes that I would much rather take in the classroom, because I know I will retain more information that way. If a class does not interest me, then I lack motivation to work on it online. However, if I am taking it face to face, I know I have to show up, and then I pay attention because there is peer interaction, and I can ask the professor questions and receive immediate answers.

 Although Coursera is new to me, many of the courses are very interesting. When I was searching through some of the courses, a lot of them were not what I would typically see offered at CSCC, or other campuses. I was looking at “Food and Nutrition,” and a course that popped up was, “Chicken Behaviour and Welfare.” This may be important for people studying agriculture related to different food and nutrition, but if I wanted to take a course relating to becoming a Nutritionist, I am not sure this would be my first course of choice.

However, the courses that looked most interesting to me were those of biology and education. These looked interesting to me because, becoming a special education teacher, I enjoy learning about the brain and its processes. I also enjoy science, learning about the body and what is good and bad for it, nutritionally, physically, socially and emotionally.

I am not sure if Columbus State accepts Coursera classes, but that is definitely something that I would like to look in to with more detail, since I have a biology class that I still need to take. I think Coursera is a useful tool that will be helpful for many people who enjoy online courses. In the New York Times article, I really agreed with this quote, “There’s talk about how online education’s going to wipe out universities, but a lot of what we do on campus is help people transition from 18 to 22, and that is a complicated thing,” said Mr. Page. (New York Times, 2012). This quote, I believe is very true. College is a progression, and there are a lot of benefits to going to a college versus taking online courses only. Socially, you grow because you have to interact with other peers daily. Also, being in special education, I know how difficult the transition from high school  to college may be for some students, so I believe this transition to “real life” is an important step in any persons life. 

Ohio DL Schools

         If I had to pick a DL for my child, I would choose Virtual School House. VSH had a very inviting and easy to navigate website. The first thing I noticed about VSH was the willingness to help students with special education services. They have many options for 504 plans and IEPs and they also have IEP teams. Another thing that I found to be important was VSH's involvement in PBIS, which is positive behavior support systems. They offer many online LIVE tutoring sessions, and there are field trips where students' can get together with their classmates. VSH, overall, had a very well laid out website and was user friendly. They used words and phrases that parents can understand, but they also used information that certified personnel would understand, with given explanations for parents or anyone else who might not understand.

            One DL I would not use for my student, if they were young, would be ECOT. I felt that the website was very overwhelming and wordy. I got lost and found myself not interested in reading what they had to say. Also, recently, there have been articles about the ineffectiveness and poor testing scores that ECOT has been receiving. However, ECOT might be more beneficial for older students' who are going back to high school, or finishing up a GED. In the article I added below from the Columbus Dispatch, it mentions ECOT ranking in the top 10 largest schools, however students graduating on time is extremely low. While I realize a lot of online schools work with students who have dropped out of school, I feel like online schools should want to try harder and entice their students to  wanting to be interested in school. Learning is supposed to be fun and interactive, and I feel like the numbers that have been mentioned in the article do not prove that they are trying everything they can to make learning "fun." Also, I did not see a detailed special education section on their website. Special Education is important, especially for online schools, because interventions need to be used, as well as differentiated instruction and UDL. Online schools need to show and prove to parents and students that they want to help their child succeed and that they are willing to do all that is possible to make this happen.

http://www.dispatch.com/content/stories/local/2015/01/04/popular-ecot-poor-performer.html