PLN Final Report

Symbaloo was confusing for me at first I must admit. After I got the hang of it, I see myself continuing to use it outside of this class. I love that when you find a website you want to remember for a resource for later, you can just copy the url and save it to your Symbaloo. The convenience of this tool is not something to be overlooked as well. It keeps all your resources, tools, and sites all in the same place. Kind of like an online file cabinet for teachers. I know this will only become even more helpful as my career as a teacher progresses, and I feel very lucky to have been introduced to this useful tool.

Project #12b

Delivering a Lesson Using The SMARTboard:

C4T #4

C4T Summary #1
Reflections of a High School Math Teacher

For my C4T this week, I had a teacher named David Sladkey. His blog, Reflections of a High School Math Teacher, is a record of his experiences thus far. In the post, "Have Students Teach The Class: The Student Engagement Wheel," He explains that if the students learn the material and know it well enough to teach it to their peers, they adequately understand the material. Something I found very interesting was a tool he uses to measure his students' engagement in the class. The Engagement Wheel, I believe is a very creative idea that can prove to be very beneficial to teachers when trying to decide the level of participation of a student in the classroom.

C4T Comment #1

Hello, my name is Carla Young. I am a student in the EDM310 class (http://edm310.blogspot.com) at the University of South Alabama. I am going to be stopping by your blog over the next couple of weeks and posting a summary of what I have read on my blog http://youngcarlaedm.blogspot.com. I will of course give all credit to you and post the link to your blog. I really liked the engagement wheel idea you had! I think that is a good tool to measure your students' engagement. I agree with the point you made about the students knowing the material and using it. If they are able to teach the material to their peers, they have gained an understanding of the material fully.

C4T Summary #2
"Helping our Math students through Exercise"

For my last C4T summary, I read an interesting post about how exercise and PE classes can help students in the classroom and improve their scores in Math. David Sladkey posted videos by Paul Zientarski, a retired PE teacher from Naperville Central High School, who spoke about subjects such as "why do kids do better in school after exercise,"What a student should do BEFORE their standardized test," and "A program that has PE directly before Math and English classes: LRP." LRP is the Learning Readiness P.E. Program. This is a program that has students participate in a P.E. class and engage in physical activity before going to their core classes such as Math and English. I have included one of the videos by Paul Zientarski that David Sladkey posted on his blog.



C4T Comment #2

Hello my name is Carla Young. I am a student in EDM 310 at the University of South Alabama. I have commented on your blog before and have found your post very interesting. This I found particularly interesting, because I am planning on teaching Math as well. I think it is a great idea to have the students have a P.E. class before their core classes. This can allow them to let out some of the energy they have built up from the day. I know when i was in Middle School and High School we had P.E. at the very end of the day. So, we were in the classroom all day and did not get up and get to move around to let out some of the energy we had built up. I look forward to checking back in and reading more in the future.

C4K November

C4K Summary #1
"Maths D.L.O."

My first C4K for this month was a student named Stevenson in Mr. Marks' Grade 6 class in New Zealand. For this post, Stevenson created a Google Presentation with practice Math problems. He did a very good job making the presentation and I felt that it could also serve as a useful tool such as a study guide. I love that the students are learning to use these tools early in their educational career, because they will be beneficial to them later.

C4K Comment #1

Hello! My name is Carla Young. I am a student in the EDM310 class at the University of South Alabama in Mobile, Alabama, USA. I have also been keeping a blog for my class. My personal blog is http://youngcarlaedm310.blogspot.com and our class blog is http://edm310.blogspot.com. I plan on being a Math teacher and I think your presentation would be very useful for homework assignments and to use for study guides! Keep up the good work!

C4K Summary #2
"Year 6 Camp"

My last C4K was for a student named Lucy. She is a year 5 student in Mr. Marks' class in Auckland, New Zealand. She wrote in her post that the Year 6 students were going on a trip to a camp. They would be participating in activities such as kayaking, and she could not wait to be in Year 6 so she can go kayaking too. Lucy included pictures in her post that I really enjoyed. Overall, the post was well written grammar wise, and I can tell Lucy is on a good track with her blogging!

C4K Comment #2

Hello Lucy! My name is Carla Young. I am a student in the EDM310 class at the University of South Alabama in Mobile, Alabama, USA. I have started blogging this year and I really enjoyed looking at your blog. That trip sounds so fun, I can see why you are excited to get to go next year. Have you ever been kayaking before? I have been one time and I loved it! I can't wait to read future posts from you! Keep up the good blogging!

Blog Post #13

Shane Koyczan: To This Day… for the bullied and beautiful
By: Carla Young

In To This Day…for the bullied and beautiful, Shane Koyczan gives an inspiring performance of the poem he wrote. His poem introduces a message to the audience that expresses the feelings of many students that seem to go unnoticed only too often. He lyrically expresses that many students, much like himself, feel as if they are not being taught in school to embrace what they want to be “when they grow up.” Instead, their parents, peers, and even teachers are constantly telling them that they need to be someone, or something else. This can cause children to not only act out in school, but also their motivation to decline. Students need to be inspired and constantly encouraged to follow their dream. It is our jobs as teachers to do just that while also helping guide them in the right direction towards the steps necessary for them to achieve those dreams. Koyczan’s words brought me back to Sir Ken Robinson’s points made in the video, How to Escape Education’s Death Valley. Every student is different and may not desire to be a doctor or a lawyer. We must teach our students based on their individual learning needs. Every student is unique in the way they learn and what interests them to learn about. Each student’s dreams or aspirations are unique.
Shane Koyczan has put a message out there I believe everyone should hear. Instead of teaching our students how they can “better” themselves or change what they aspire to be, we should inspire them to keep working toward their goal. Students need encouragement and inspiration to get the reassurance they need to know that what they are and aspire to be in the future is their choice. Koyczan made a valid point in his poem, how can a student have confidence and feel like they are doing right when they are constantly being told they are wrong? We must remember, we are here to guide them, educate them, and always inspire them, but never to change them.

Shukla Bose: Teaching One Child At A Time
by Danya Croft

In Teaching One Child At A Time, Shukla Bose explains the importance of focusing on one child at a time. It is important for us to stop getting bogged down in numbers when we see the many children that need our assistance. Instead, we should focus our energy on the smaller picture and know that eventually it will have an affect on the bigger one. She explains, that when she first began researching the education of the poor, she and a few friends toured the slums of India and came across 200 million children who were not currently in an education program. She couldn't believe that so many children were going uneducated and wondered how she could make a difference in their lives. She spoke of starting the school, Parikrma Humanity Foundation, so that she could focus on treating each child as an individual and give them an education that would help them better their futures. She said that the myth is, that Indian parents of children in the slums do not care about education, and that they simply want to use their children to help with work is complete hogwash. In fact, she said that these parents make up most of the support staff at the school which is more parental participation than schools of privilege experience. At first, these parents had to sign their names using their thumbprint because they were unable to sign their own name, but are now able to because their children have taught them. Shukla said, "It is more important to create an environment of learning, of inquiry, and of exploration because that is true education." She believes that the children are more confident in the things they do because they feel empowered. We need to teach one child at a time and stop worrying about the numbers.
Shukla is absolutely correct in that we can get overwhelmed when we start looking at the number of students we will come in contact with over the period of a year. We need to pay attention to the small changes that we will be partially responsible for so that it can inspire us to continue forward. The important thing to remember is that we need to provide each student with an environment that will promote free and abstract thinking, communication and collaboration with others, and a driving question that will engage and encourage them to seek action.

Alison Gopnik: What do babies think?
By: Nathalie McCarty

In What do babies think?, Alison Gopnik catches her audience’s attention by giving an example of how a baby’s train of thought might work. As she explains the experiment, she states how the babies are persuaded and how their different ages play a factor in this experiment. This then poses the questions of “Why do children learn so much” and “How do they learn so much?” Well, like animals, babies go through learning phases which include the transitions from dependence to independence. In other words, it shows us how we as a species influence our own educational patterns. She then states that like scientists, children learn things by a series of hypothesis and investigation (testing). Babies are more willing to test out new things, because they have not yet experienced their limitations. Gopnik states that children are perhaps more conscious than adults, because as adults we tend to focus on what is important as opposed to other supporting details. In contrast, children do not focus on one thing but many things. They have a wider range of curiosity and are constantly learning. We definitely agree with Gopnik in that, we as adults should constantly try to learn more and influence each other in a more positive way. A wider range of interest can allow us as a species to advance and break old habits that we commonly use in education and everyday life. Everyone should consider themselves to be lifelong learners, but as adults, we are more capable of influencing those around us. Constantly striving to inspire your peers and those around you has the ability to set off a chain reaction. If you can inspire one person to broaden their horizons and look outside of the educational norm, then the possibilities are endless.

Project #10 Interview Movie

Interview with Dr. Marilyn McGowan

Project #15 PBL Lesson Plan #3

Ms. Young's Lesson Plan #3

For my third lesson plan, I created a Google Site. I uploaded the first two lesson plans onto the site, as well as this one. This one is Project #15 Lesson Plan #3.

Blog Post #12

What can we learn from Sir Ken Robinson?

-Carla Young and Danya Croft

In Changing Education Paradigms, Sir Ken Robinson gives us insight as to why he believes our educational system is set up the way that it is. He reminds us of the Enlightenment Period and the Industrial Revolution when education was all about training children in subjects that would help them in future industrial businesses. During this time, the main foci of education was to prepare children to take over the economy and to maintain a sense of cultural identity while being a part of the cultural circle. The same might be said for education today, because there hasn't been a dramatic change in the years and years since the Industrial Revolution. In fact, the world has changed in so many ways that we should be shocked and ashamed at how slow the reformation in our educational system has been. Our children are living in a time when there is so much technological stimuli, yet we continue to force them to sit in a classroom where the teacher does the bulk of the talking while telling students to "sit down and be quiet."

Sir Robinson rightfully argues that education should be about more than a means to drill mathematics, language, and humanities into the heads of children; it should be based on the individualized learning process of the child. What is that child good at? Where do his/her talents originate? He believes that we should foster the creativity within each child rather than dismissing it because it doesn't coincide with the one-answer mindset that we have grown to accept. He once stated about education, "It should focus on awakening creativity through alternative didactic processes that put less emphasis on standardized testing and giving the responsibility for defining the course of education to individual schools and teachers." We agree that true intelligence comes from the ability to see more than one answer; he calls it divergent thinking. Does our current education system foster divergent thinking or do the standardized tests help prove that our true way of thinking is static and closed minded? We believe that Robinson is absolutely correct when he said that we need to change the way we view education. We need to understand that intelligence and academic intelligence are not mutually exclusive. Some children may have strengths in other areas such as music, art, drama, as well as street and social acuity. What does this mean for teachers? We need to get to know our students so that we may find the areas of their intelligence and allow them to blossom in ways that parallel with their talents as opposed to ways that cancel them out.

In How to Escape Education’s Death Valley, Sir Ken Robinson raised many valid points about students today and how they interact in the classroom. He explains that he believes there are three main principles that make the population flourish. The first is that humans are different by nature. Therefore, the curriculum should be designed to meet the needs of all students and include an equal mixture of all subjects. Robinson explains the importance of the students being not only exposed to main subjects, such as Math and Sciences, but also the Arts and Physical Education. Although it is important for the students to learn these core subjects, not every student is going to be as receptive to the same subject. He explains that it has been proven that the Arts not only improve Math scores, but also motivate students in other areas that are usually not triggered by normal everyday methods in the classroom. Sir Ken Robinson stated that he did not agree with the thought believed today that there is an ADHD epidemic among students, but that instead students are spending so much time sitting in a desk, listening to lectures, and taking notes that they are losing focus and having trouble putting their energy into what they are learning. One major point made by Robinson was the flaws in the No Child Left Behind Legislation. Robinson explains the irony in the title in that it actually leaves millions of children behind. In America, 80% of children drop out of high school for various reasons. Some are not interested in what they are learning in the classroom and many fall so far behind, they tend to give up. With No Child Left Behind, these children who fall behind are still moved along to the next grade and eventually fall even more behind. Robinson explains the very narrow spectrum created to grade and test students on is realistically ineffective, because again, not every students is the same or learns the same as the next. Trying to grade every student or expect every student to learn by the same standard is creating stress and puts pressure on the students, which eventually distract from the actual learning itself.

The second principle is curiosity. Robinson believes that children are natural learners, and if you can spark a student’s curiosity, they will learn more independently. Robinson explains that teachers are the backbone for schools. It is a teacher’s job to take that natural instinct students have to want to learn and find what will keep their attention and their curiosity going. Once you get the student interested in what they are learning, they will keep wanting to learn more and can become more independent learners. Robinson explains, that teachers are not only there to relay information to students from a book, but it is also the duties of the teacher to mentor, stimulate, provoke, and engage. That is the difference between a teacher and a GREAT teacher. We really liked the statement Robinson made, “The whole point of education is to learn.” This statement really caught our attention and we believe it really hits the nail on the head. At the end of the day, all the lectures, all the notes, and all the homework assignments mean nothing if the students did not actually learn something. If the students are not learning something then it is because, “teachers are engaged in the task of teaching, but not actually fulfilling it.” He believes that testing has a role in the classroom, but should not be the default for grading the level students are at.

The third, and last principle, is creativity. Creativity has a hand in almost every task humans participate in everyday. Creativity is an important thing for teachers to not only bring into the classroom, but to also bring out of their students. However, in today’s education, we do not have any systems to spark and encourage student’s creativity. Instead, we have standardized tests that tell students where they should all be on the average scale. Robinson compares American schools to schools in Finland. He explains that in Finland and other places in the world, schools do not have a high dropout rate, because when a student falls behind or needs extra help, others pull together to help catch that student up to speed. They also have individualized learning plans in place. Students are not all taught by the same system. The are customized to appeal to the students’ curiosity, individuality, and creativity, and to spark that natural instinct in them to want to learn more. This is also a contributing factor in the lower dropout rate. Sir Ken Robinson’s video was very eye opening and proposed many valid points we believe everyone should hear. Investing in our students’ future not only means doing our part as teachers to constantly strive to spark the creativity and curiosity in students to make them want to keep learning more, but also means having the support from our schools to provide us with the means to do so. Investing in the future of our students is an investment every school should make. These children are our future lawyers, doctors , Governors, and teachers. It is our job to provide them with the tools and knowledge needed to succeed beyond the four walls of the classroom.

In The Importance of Creativity, Sir Ken Robinson shares a very real depiction of how children are willing to try new things without fear of embarrassment or failure. Can you remember a time when you felt that sense of liberation? It was likely when you were a small child. However, as you got older, you had parents or teachers telling you that your dreams and imaginations are unrealistic and improbable. We are still doing this today. We are telling our children that they shouldn't color outside of the lines because that isn't the way they are supposed to do it. Well... who says? In restricting our children, we are squandering the precious creativity that will make our world a more fun and dynamic place. If it weren't for creativity, we would not have the comforts that we have grown to know and love. We wouldn't have thought of ways to travel 60 miles per hour, talk to someone 2,000 miles away, or perform astronomical equations in a matter of microseconds. We know that children have an extraordinary ability to learn and education is supposed to be the difference that makes our futures better, so perhaps we should change the way we perceive education. Perhaps we should stop educating the creativity out of our children and start encouraging their creativity to run rampant. Robinson described intelligence in three words: interactive, dynamic, and distinct. He said, "Many highly talented, brilliant, creative people think they're not because the thing they were good at in school wasn't valued." He is absolutely right in that we have completely undervalued the importance of creativity and in doing so, left children with the feeling of inadequacy. So a final thought, how will you educate in your future classroom? Will you stifle the creativity out of your students or will you allow them to flourish in the ways they were meant to?

Blog Post #11

"Using Technology To Our Advantage"

Kathy Cassidy's video "Little Kids...Big Potential," we get a glance at how the first graders in Kathy's classroom are using technology in their classroom. She begins by telling us a little about how her classroom has evolved to incorporate technology into their daily routine. I found it very interesting to hear about how young these students are and they are learning about, and doing, the same thing I am learning in my class. The students sounded so excited to be learning something new, and even more excited they were able to incorporate computers into their daily routine. I really enjoyed hearing the students speak about their blogs and the comments they get on them. It just reassured me that all the C4C's we leave for students do have an impact on them, whether it is just a short little message, or a long paragraph. Those comments boost their confidence just by knowing someone out there is reading what they wrote. Kathy Cassidy's students seemed to have a vast knowledge of how to use the technology in the classroom to their advantage in many other ways as well. They explained they can find things on the internet through their webpage, and look to see what other classrooms have on their blogs.

After watching Dr. Strange's interviews with Kathy Cassidy Part 1, 2, and 3, she gives a lot of advice about how to incorporate technology into our future classrooms. She starts by telling us about her journey with technology in the classroom in Part 1. In Part 2, she offers many ideas such as FLIKR, Twitter, and blogging for students who have special interest in certain subjects. These online resources can contribute to the construction of the students' networks, because all three allow the students to connect with other students and teachers all over the world, and enable them to share their knowledge and experiences. This will aid not only in their educational journey, but also in their creative journey. Kathy spoke specifically in the Part 2 video about how she built her PLN (Personal Learning Network). I was intrigued to find out that she built her PLN from being an avid Twitter user. She explains that Twitter can be used to find other teachers who you can "follow," and share ideas, links to helpful websites, and your thoughts about what is happening in your classroom right now with. I personally found it interesting when Kathy explained that new or future teachers can follow each other and help one another by sharing tips that have helped them so far. Before I watched these videos, I was not exactly sure how using Twitter fit into building my PLN, or why I needed to have one for class. However, I am aware now of the benefits having and using Twitter can have for me and my future career. It can definitely be used for more than just sharing my weekend plans.

Although I am a Secondary Education major and will not be teaching children as young as Mrs. Cassidy, I plan to use some of the techniques she has used with her students. I love the idea of having a class website! I think that is an excellent way of keeping track of the weekly agenda, homework assignments that are due, and any resources that can be used in the studying process. When I was attending High School, the teachers gave out so many papers. You had papers for homework, papers for study guides, papers for a syllabus, papers for the class agenda. It was all papers, papers, papers! Of course, all of these were the responsibility of the student to keep up with. It never failed however, that someone always lost something. Having a class website will keep everything the students need all in one spot. This will be more organized, require the student to carry less around with them, and is way more convenient. The students will have everything they need for class, to do homework, and to study all at their disposal all the time. I also plan to have the students keep a blog on the assignments they do in my class. PBL is going to be a big center for my classroom, and I would like the students to keep a blog about their experiences with each project, what they learned from it, and their part in the projects if they were a group project. I am going to be a Math teacher and incorporating PBL can be somewhat of a challenge, so I believe it is important for all of us Math teachers to share our ideas with each other when possible (maybe on Twitter). The links to all of the students' blogs will of course be posted on the class website to aid as another resource for the students.

Mrs. Cassidy has some great ideas and a lot of experience to share when it comes to incorporating technology into your classroom. However, I know I will face a few bumps in the road when it is time for me to implement some of them. One thing, I am assuming by the time I have my own classroom, all my students will have access to their own computer or iPad. However, that may not be the case. I know most schools are working toward that now, but I have to consider the possibility that I may be teaching at a school this is not in effect as of yet. In which case, I will rework my lesson plan to include Lab Time. For this, we will go to the computer lab as a class, once or twice a week, and work on our blogging, etc. then. Although I love the convenience and accessibility of having a class website with "all you need to know" information for the students, I know not all my students will have access to internet connection when not at school. Which means, they will have to use the website at other times when they have access to internet. Another bump I may face is the students not knowing how to blog. In this case, I will have to set aside time in the lesson plan to instruct the students on setting up their blog and how to use it. I know it will not be easy at first, but I fully believe that the end result will be worth all the work and the bumps in the road. Knowing my students experienced that confidence boost and feeling of achievement, like that of Kathy Cassidy's, will be all the proof needed to show just how beneficial technology can be to an "Ever-Evolving Student and Teacher."

Project #12 Part A

C4K October

C4K Summary #1

My first C4K for October was for a student named Jaden. Jaden is a student in Ms. Eppele's class, who teaches fourth and fifth grade in British Columbia, Canada. The name of Jaden's blog is "Jaden Pickle." There were quite a few post on the blog and I read all of them. I left my comment on the most recent post which was untitled, but was a post where the students were responding to a question asked by their teacher about a book they were reading. Jaden's post said, "about all her frusterrashtian’s." Again, there were quite a few amount of post on the blog and I was impressed with Jaden's frequent posting. There was even a few days that multiple posts were posted.



C4K Comment #1

Hello Jaden, my name is Carla Young and I am a student at the University of South Alabama in Mobile, Alabama. I am new to blogging and I am still learning, but I see you have already gotten the hang of it! I am very impressed with how often you update your blog. I hope to check back and see what else you have posted in the future! Keep up the good work!

C4K Summary #2
"This Week"

This C4K, I had a student named Chloe.She is a 4th grade student in Mrs. Schroeder's class. Chloe had a good size post on her blog about the activities she done in class last week. She explained that she read a book called, "Tonga's Reunion," a lady named Kathy came and talked to them about eating the right foods, and they went on a nature walk. They also learned about run-on sentences, had a firefighter teach them safety precautions in case of a fire, and took a reading test. Chloe used her blog post to communicate with her teacher and mother as well. She asked her mother how work was, and asked Mrs. Schroeder how Greyson was doing? Chloe is already becoming a pro at blogging, and does a good job expressing her thoughts in her post.

C4K Comment #2

Hello, Chloe! My name is Carla Young from the University Of South Alabama, located in Mobile, Alabama. I am taking a class called EDM310 and they are teaching me to blog. I really enjoyed reading your post about what you and your classmates are doing in class. Which activity was your favorite? It seems like you are a pro already at blogging and I hope to look back and read some more of your posts in the future. Keep up the good work!


C4K Summary #3
"Rousie."

For my C4K this week, I had a student by the name of Liku. He is a student who is ten years old, in the sixth grade in Mr. Somerville's class in Auckland, New Zealand. Liku, has been very attentive on his blog and has posted frequently. The post I reviewed in particular, was a slideshow he created with Google Presentations. The slideshow was titled, "Rousie." It was about the routine that takes place on a sheep farm. I thought it was very interesting to read, I really liked that he added pictures. I love the fact the students are using the same resources I am learning to use now also.

C4K Comment #3

Hello Liku! My name is Carla Young. I am a student in the EDM310 class at the University of South Alabama, located in Mobile, Alabama, USA. I am new to blogging, but I am getting the hang of it little by little. I can see you already are a pro! I really liked your slideshow. It was very informative, and I loved the pictures! I hope to check back in the future and see what else you have posted. Keep up the good work!

C4K Summary #4
"Together or not together? That is a question"

My last C4K for October, is for a student in Mr. Gwaltney Oregon Online School for Girls High School Civics/Government class named Crystal. In this post, Crystal compared the famous statement "To Be or Not To Be," to real life experiences, such as the online class she is taking. She took this and twisted it to "Together or Not Together," and explained that it can be directly related to the studying style in the class she is in. Crystal write that in her previous schools, she worked in many groups on assignments, but since she is taking her courses online now, she is doing mostly solo assignments. I really enjoyed reading her post, and felt it was very well written.

C4K Comment #4

Hello, my name is Carla Young. I am a student in the EDM310 class (http://edm310.blogspot.com/) at the University of South Alabama, located in Mobile, Alabama. I am a Secondary Education major planning to teach Math in the future, and we are learning how to blog in our class right now. I have to say, I was very impressed with your post. It was very well written and I thought the comparison you made, between the quote and your current situation was interesting and very clever. I also like how you restated your position at the end. I hope to check back and see what else is going on with you and your classes. Keep up the good work!

C4T #3

C4T Summary #1
Le Tour de Math Classroom Fall 2013

Ms. DuPriest is a Middle School Math teacher who is trying to teach Math to her students in a way different than she was taught it. In her blog, Ooh Guess What, one post in particular, she explains the set up of her classroom. She tells us that all her students have access to a Netbook, which they use for various tasks. They use their Netbooks to watch video lessons, create spreadsheets, collaborate on Google Docs, write computer programs, and make presentations. I thought this post was very interesting and helpful for the future. I am constantly wondering how I am going to incorporate PBL and technology into a Math classroom, and I think this is an excellent example. I also liked the daily objectives acronym she had posted, YSBAT, "You Should Be Able To."

C4T Comment #1
Hello, my name is Carla Young. I am a student in EDM310 (http://edm310.blogspot.com/) the University of South Alabama. I am going to be writing a summary of what I read on your blog, with all credit given to you of course, and posting it to my blog at http://youngcarlaedm310.blogspot.com/. I would just like to say I found the set up of your classroom very interesting. I think it is great that your students all have access to a netbook. I love the idea of incorporating technology into the classroom and plan to do it in my own classroom one day. The acronym you have for your daily objectives is a fun word and is one I have never heard before! I look forward to checking back again and reading about what else is going on with you and your students. Take care!

C4T Summary #2

In this post, Ms. DuPriest, wrote about the evolving role of technology in the classroom. Particularly with that of the Math classroom. She explains that although technology is becoming a major part in the Math classroom, students still need to know how to solve the problems with a pencil and paper. She explains that she has made the decision to teach programming in her classroom that follow alongside the Common Core Standards. The platform she decided to use, was the Khan Academy's Javascript. Ms. DuPriest explains that she split the lesson into units, and the first unit had been completed. Although it was difficult, the class were getting the hang of it.

C4T Comment #2
Hello Ms. DuPriest! It is me again, Carla Young from The University of South Alabama. I found it very interesting that you decided to teach programming in your classroom. I know technology is becoming a bigger part of the classroom everyday, and I think it is very interesting and fun how you are incorporating it into your lessons. Hope to check back again soon!

Project #14