Final Reflections

Interaction: When a semester’s worth of material is suddenly in one’s hands, it is like Christmas for a teacher, and that is what this course has been for me. I learned how to stop making lessons in isolation and produce a full set of materials that use technology but also play off existing course concepts, except students now have more options to attack classes. In this case, I also discovered that Advanced Placement English, even having to follow a tight standard, could be a place where educational technology approaches can be more than a supplement to instruction.

AECT Standards:
Standard 1 (Design) was key to this particular course, and I truly felt I not only got to be creative, but also got to see all four pieces of the standard in place. Having fully completed lessons ready to use (some of which have already been implemented), it is easy to see mastery of the concept in that the final product is useful to students.

Standard 2 (Development) was also covered, primarily with audiovisual, computer-based and integrated technologies. I was able to become much more comfortable making videos for lessons, to the point that I could add one of my own without fear and trepidation.

Although not always directly in place, Standard 4 (Management), resource, delivery, and information management was essential, as many of my own lessons involve more than a week of instruction.

Standard 5 (Evaluation) is not directly tied to these lessons either, but since I plan to implement (or already have), it is important to review what works and what does not. In addition, because of my new tool kit, my planning for the rest of the school year has changed significantly.

Standard 3 (Utilization) is clearly a part of these lessons: Our lesson plans even called for the use of “relative advantage”, “forcing” us as educators to truly consider whether the lesson is of value to our students, not just to our creative urge.

Professional growth: This is my 23rd year, but this has rejuvenated my excitement for course design and also given me a few more options professionally to seriously consider. I also feel like I have the right tool kit to train other teachers how to use what is not only immediately available to them, but also to start looking. It is fun to watch teachers who are relatively new to the field suddenly find their own new toys under the education Christmas tree. I now have a place where teachers can immediately go to for models, and also, it will be a place for me to add new lessons as I develop them in the future.

Teaching practices:  For a long time I was not certain if Advanced Placement courses were going to work well with what I learned, so I had developed courses for either adult learners or overall. However, thanks to what I learned here, I can see that no matter the course, educational/instructional technology practices can be a benefit. It has rubbed off on my students as well, who love to play so much they continue to surprise me with what they do. I have found that I use “traditional” testing much less than I ever have in the past, yet I feel my students have lost nothing in the process and in increasing cases are gaining more than in the past.

Theory: I am of the constructivist approach, so much of my project designs are building/scaffolding approaches where students start with base/existing knowledge and continue to build on these concepts until they are not only adding dry wall, but wires, plumbing, plaster, paint, wood floors and tile. The idea is that although at the end of the unit, everyone will have a house, the house may look different. Some students may have a one-story, others a split-level, or a mansion. Ironically, the houses may look different than what the student initially thought they could build, thanks to the idea of allowing theory become a project-based approach with different tools (Prezi, mind mapping, Evernote, video, etc.) available.


Personal Blog Rubric

Content: 69/70 (Outstanding): Based on comments from my peers, I feel I have provided rich content and also present ideas that others may not have considered. It was also nice to see some of my peers share or add thoughts that I had not considered, but the context was indeed clear and identifiable with real life situations.

Readings/Resources: 18/20 (Outstanding): I have used not only the text but also some other resources for my posts, which I feel is important when blogging (this is the journalist in me talking as well). There were times when I feel I did not add as much as I wanted due to time constraints and a busy schedule, but I do not intend to stop blogging and actually intend to increase my public blogging now that my course work is done.

Timeliness: 20/20 (Outstanding): I believe all of my blogs were up Saturday or Sunday, giving at least 24 hours for them to be viewed. I do not think any of my blogs were posted on the actual day they were due.

Responses to other Students: 26/30: (Outstanding): This is an area where I hope I contributed well but sometimes wonder if I could not have been more encouraging or added more conversation. Most of the time, however, I posted directly to a student’s blog versus the course commentary area, so that my peers’ post could have a little weight added to it. Maybe it is I, but there is something nice about a comment on something that has posted in such a public arena, especially when it is positive. I do know I managed to look at two and sometimes three peer posts and also, even though the fatigue of the semester was kicking in, offer a little deeper insight in the last two or three blog activities.

Final Numerical Grade: 133/140 (I have a hard time with a perfect score, because there is always something more I could have done or contributed). (See rubric chart below for more details)

Criteria Outstanding Proficient Basic Below Expectations 

70 points

Rich in content, full of thought, insight and synthesis with clear connections to previous or current content and/or to real life situations made with depth and detail. Substantial information, thought, insight and analysis has taken place with some connection to previous or current content and/or to real life situations but lack of depth and detail. Generally competent in summarizing learning, but information is thin and commonplace with limited connections and vague generalities. Rudimentary and superficial regurgitation of content with no connections and/or completely off topic.
Readings and Resources

20 points

Readings (from course text) and other resource materials are used to support blog comments. APA style is used to cite references. There is some reference to readings and other resource material. No or limited use of APA style references. Little if any reference is made to readings an other course materials. Readings and resources are not mentioned.

20 points

All required postings are made early in the module to give others time to comment. All required postings are made but not in time for others to read and respond. Some or all of the required postings are made, but most are at the last minute without allowing for response time. Some or all of the required postings are missing.
Responses to Other Students

30 Points

Two or more substantial posts with at least one detailed response made to address another students’ post. One or more satisfactory posts with at least one satisfactory response made to address another students’ post. One satisfactory post with a brief response to another students’ post. One brief post or no post at all and no response to another students’ post.



The Apple Assistive Powerhouse

I can probably consider myself an original Mac guy. My university (New Mexico State) where I attended undergrad dove head first Mac for its publications as early as 1986, and I owned my first Mac in 1988.

Mac went south in 1997, I went Windows a short time later, but returned to Mac in 2005 thanks to my daughter, who bought one for college. But in 2010, upon entering Boise, back to Windows but the stay was short, again thanks to my daughter.

Both have powerful merits, though Apple’s Screenshot 2013-11-24 12.14.03price is always tough. But what might be little used features for some can be powerful features for others. Apple’s standard software can work with students who have cognitive, physical, communication, and intellectual ability difficulties (Roblyer and Doering, 2012).

It is important to know that Windows products are capable, but there may be need to add software, even if it is free.

First, Apple allows for icons to be as large as needed, with readable fonts and the ability to zoom up to 20 times.

Probably one of the biggest assets to the Apple environment is VoiceOver, which is  screen reader. There is a slight learning curve, but I was able to get it to listen to text from the web and from Word.

Screenshot 2013-11-24 22.11.33 Another fun discovery (yes, I did not know my computer could do this) was Dictation and Text to Speech. I had my granddaughter play with Dictation, and the third grader was pretty happy to see her words automatically going onto Microsoft Word. Although Dragon is considered better overall (including students who have some lisps or other speech impediments), it could still be used to help students practice speech and also free write even if they can not write as fast.

Text to Speech connects to Text Edit or Pages, so teachers can put text into Text Edit and students can use the Text to Speech to hear what is read. The biggest discovery for me, however was that Apple’s Preview reads PDF files. Yes. Just go to Edit, scroll down to Speech and then if it is a quality PDF, highlight the section one wants to read and let it go.

This led to the discovery that Adobe Acrobat and AScreenshot 2013-11-24 22.33.20dobe Reader also have a Read Out Loud feature I did not know existed! I have students who need audio support, so this is a major find for me and I will be certain to reveal this to my charges after Thanksgiving break (students are gone all week at my school.

(Another aside: If one adds the Open Dyslexic font, one can give dyslexic students a chance to not only read a story better, but also listen to it via Apple’s Preview (PDF) reader.)

Apple also supports Braille displays, slow or Sticky Keys, provides Facetime instruction, and other visual approaches that can help with a variety of approaches, in addition to a bevy of other items that are standard with the software but I did not get a chance to investigate at this time.

Although the wallet may take an “ouch” when purchased, I am impressed with my laptop can do without having to be overly worried about whether an outside source will work or not.

Apple – Education – Special Education. (n.d.). Retrieved from

Roblyer, M. D., & Doering, A. (2012). Integrating educational technology into teaching. (6th ed.).

Difficulty in Integration for upper level HS English courses

It is possible I may have picked one of the more difficult content areas to weave in integrated technology, and surprisingly, it is English.

Not just regular language arts mind you, no, Advanced Placement English. 11th and 12th graders. (Oh, and AP History can be an issue too

The reason: I have discovered that quite frankly, AP English (at least the instruction of it) is a bit test-centered, even if the instructor is not.

The use of blog, electronic journals, and discussion boards are relatively easy, but it was deeper projects, such as the use of Excel/spreadsheets, or finding instructional software (there is a plethora for math and science, just Google and here it comes).

It is not that the content is phobic or not conducive to integrating technology, but these two particular content areas are indeed a transition from pedagogical approaches to andragogical examinations, but for some reason, again due to test-centered concerns, the courses could be considered rigid and ironically accidentally ignore both principles.

(What I mean by this is AP English in of itself can be directed at only one or two types of learners. Case in point: I have math and science students who have not done well in my class in the past because it can involve so much abstract learning that it truly baffles them).

Yet, as Malcolm Knowles expressed, andragogy involves self-concepts, experience, readiness to learn, orientation to learning, and motivation to learn (Knowles 12, 1984 cited in All of these can be covered by integrating technology.

However, I found myself treading new frontiers as I prepared my lessons. For example, it took about an hour for me to figure out a way to incorporate physical education into AP. Then, using experience from my days of running and hiking and adding it to my new found daily journaling, I found a nature walk concept to incorporate into Glogster. Suddenly, multi-sensory approaches so common in pedagogy (but generally limited to the primary educational experience) could be introduced to help in the andragogy approach of building experience, readiness to learn, and motivation to learn.

Another big problem: Cost vs time. There are some great tools out there, but some of the open source tools tend to have a higher learning curve, so adding infographics, eBooks, and early in its inception, Prezis and Google Docs, can be hard for teachers and students. While some tools have indeed become much easier to use, some of the better tools such as in the eBook creation category can carry a price tag or be restricted to a Mac (iBook Author is a fantastic free creation tool, but it is limited to Macs…and Macs that sport the Lion OS).

Thus, educators need to provide a big tool kit bag when offering project-based learning approaches (similar to those provided by Dr. Jackie Gerstein for my Ed Tech 541 course) so that options are not only plenty, but also help various learners.

Even then, educators need to play with a plan first before putting it in the hands of students. Knowles said this concerning orientation to learning: as a person matures “his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness” (Knowles 12, 1984 cited in In essence, integrating technology is a problem-centered situation and as teachers, we need to take time and problem-solve how to get quality approaches in the hands of our students when limitations (and they will happen) hit us. | Andragogy: what is it and does it help thinking about adult learning? (n.d.). Retrieved from

The Quality Improvement Agency. (2008). Multi sensory learning, 1–3.

Relative Advantage?

It is interesting that the term “relative advantage” is not strictly an educational one. As our text states, the term coined by Everett Rogers, it refers to the perception by “potential adopters of an innovation of the degree to which the new method or resource has advantages over the old one”.

Directly from Rogers’ book, it is made even clearer as stating the innovation is perceived as “being better than the idea it supersedes”.  Rogers said the degree of this is expressed as “economic profitability, social prestige, or other benefits (212).

Even deeper, the nature of the innovation determines what type of relative advantage it will have.

For educators, it is quite important to look at the relative advantage of using current technologies before implementation. An example of not looking at this could be the Los Angeles Unified School District’s mass scale iPad implementation did not look at where the iPad, while a good technology, might not work (teacher training was one issue, software did not match the ability to work with certain differentiated instruction and/or problem based learning approaches, not to mention a few others).

However, as an Advanced Placement teacher, the awkward walk between teaching to the test and providing meaning and enriching college preparatory education (and also scaling back lecture-based learning) is one area where relative advantage of new technology can help.

By forwarding students to doing background online (I have had several students mention to me that they like Webquests and how much more they learn), not only is class time reserved for deeper group discussion and clarification, but students can actively build their information store with a variety of approaches versus a limited lecture, no matter how good it might be.

I could go on and on about academic advantages, but as I learned in my evaluation course, it is very important for educators to be sure that the implementation is indeed “better than the idea it supersedes”. For example, in my class, although it is easy to edit papers using Schoology, my students have expressed that they appreciate the personal touch (pen and ink on paper) on major papers because it seems like I spent more time on it (that used to be the case when I was getting used to digital editing). Oh, on that note, if the new technology continues to take more time than a previous one, it probably is not a relative advantage (our grade program for the school is an example of technology that does not give educators an advantage).

Also, will students use it (This falls in the realm of social prestige)? With the exception of our stronger students (and even that can be a stretch), if it is not “cool”, then there will most likely be a reluctance to use it.  Schoology is already making adjustments to their LMS so it is not as Facebook like as it used to be, especially in light of the recent drop in use among teens of the social media approach by adding Google Drive, Evernote, Khan Academy, and Dropbox and focusing on the tool rather than the simplicity of it.

One final relative advantage thought is how well the technology is used. I was the first to use Schoology at my current school, but that “first” may have spelled a problem for other teachers when they implemented it later. There was an expectation made on how it would be used, and thus what was an advantage for me turned into an issue with some of my colleagues who were either not ready or trained. Thus, for some teachers, the use of Schoology did not supersede what they had been using simply because we had not given them enough tools to make it so.

In essence, educators need to be sure and test for relative advantage. Think business. Think efficiency. Think advantage…for your students.

Roblyer, M. D., & Doering, A. (2012). Integrating educational technology into teaching. (6th ed.).

Pearson Education Inc.Rogers, E. M. (2003). Diffusion of innovations. New York: Free Press.

Safety with Video

It is pretty much a no-brainer for me to go to the Internet as part of the lessons I develop.
But what is not a no-brainer is the risk of what students could find online. I worry less about students going to the wrong White House site…that is too easy.
For me, the daily risk is when I post a YouTube video or post said video that are , to quote the Ninth Doctor, fan-tas-tic, but the suggested videos are anything but.
Using video and the like means a significantly increased risk that something a bit risqué is going to make an appearance. Although YouTube does control overly adult content, the close enough category is enough to get a parent phone call or e-mail.
I cannot control what happens outside of my classroom, but in my classroom, and in the hallways of our school (Acceptable Use Policy).
There are several ways to avoid this increasing problem.
However, first and foremost, review a video before using it. Let me say this again.
Review a video before using it!
Second, choose wisely: Michael Miller, in his article Best Practices for using video in the classroom, states this:
“Evaluate video relative to student, university, and community standards. Might students see it as offensive, disparaging, or otherwise objectionable? Note: your point in using it may be exactly to challenge or provoke. However, be aware of possible fall-out. If potential is high that students will be disturbed, it’s crucial to provide meaningful pre-showing discussion, placing the video in learning context.”
Third, if showing in class, put a safety on the YouTube videos (this is at the bottom of the YouTube page). This will help reduce the number of potentially problematic videos outScreenshot 2013-10-20 16.47.53 there.
For more assistance here:

Fourth, if making your own videos (yes, suggested videos still show up at the end of the ones we post on YouTube), embed them (this is a problem with sites, by the way), or better yet, use Screenshot 2013-10-20 17.08.42Schoology or a similar LMS to post YouTube videos. If one clicks off the recommended videos (note the graphic), recommended videos do not show, and the video is controlled by the teacher, not a random entity.
Here’s how to do this:


Another way is to simply use Teacher Tube, but in my experience, this is still a limited resource, especially at the secondary level.

Finally, if students do videos for presentations, watch them first before allowing them to be used in class. I have had a couple incidents of either language or dress code violation (this is something to make consider, by the way, when students do student projects). Luckily the dress code was not “job scary”, but still something a teacher would rather not have to explain with an administrator.

(Suggestion: Don’t forget to try Vimeo as well, but remember, be safe!)

Additional Resource:

Video Blog…on Video

Take a look at my thoughts on using video. I am used to using my computer cam, so I decided to try something new and use my wife’s Canon PowerShot SX500 with video capability then edit it with Camtasia for Mac.

Oh, want to make it easier to do video? Try CuePrompter.

This helps the speaker keep their eyes more on the camera. It is free, and helpful when using a regular camera versus a computer (it can be used for a computer camera).