Post has attachment
Whatsapp +86 176 3016 1407
Video
Video
Photo
25/09/2018
3 Photos - View album

Post has attachment
I posted but cannot see it so this is a Quick one to introduce me. See my link to keep up with what I am teaching. I have been a teacher since 2002. I currently teach STEM to 340 students one hour per week in a primary school setting.

Post has attachment

Hi everyone! Sorry that I have been quite silent recently. I have been reading all of your posts but having that feeling of being behind can be very debilitating. BUT I want to share with you all what I have been doing the last three weeks with some coworkers (the Technology Committee). We have been discussing what we would like our district-wide plan/curriculum to look like and came up with a plan. It is my project to formalize this plan into a curriculum and a formal document that can be added to the District's Technology Plan. Also, I will create this into a presentation that can be presented to the School Board and eventually administration and teachers. I'm looking forward to sharing this with you all. Please keep an eye out for it about mid week.

I know that fake news is online, but I haven't had a lot of experience with it. I don't spend a lot of time on social media, although I did see that a Facebook friend believed that Sylvester Stallone died a month ago. When I saw her post, I immediately had to check TMZ to see if it was true. Since TMZ didn't have anything posted, I figured it wasn't real. I believe that fake news is written to achieve an emotional response, but I wanted to dig deeper. What is the purpose. According to what I read on Wikipedia, "Fake news is written and published with the intent to mislead in order to damage an agency, entity, or person, and/or gain financially or politically, often using sensationalist, dishonest, or outright fabricated headlines to increase readership, online sharing, and Internet click revenue."

This is definitely something that I will share with my fourth grade students. I think they need to know why people are making things up online and how they can combat it. I also plan on sharing the How to Spot Fake News poster that was on Wikipedia. I think it is fast and easy way for my students to evaluate what they read online to make sure it is true.

My students are completing an animal research project currently and we spent a lot of time talking about which websites would be the best to use for their research. We evaluated websites and made a list of the "best" animal websites. I think that now would be the perfect time to extend what they learned and teach them about fake news and how to assess news headlines.

Post has attachment
Fake news are two words that are talked about all the time such as discussions on what resources are fake and which are real. This can be a positive discussion when both parties are truly seeking out truth and not trying to bring in opinions or biases about the resources. Honestly, I feel like fake news is a term that is now used because someone doesn't like whats being said or conveyed versus whether or not the news are actually real or not.

Media literacy (which Fake News is included) has a purpose other than giving an unbiased truth. Sometimes the purpose is to get many views and comments on an article or maybe it is an advertisement to get readers to agree with the point of view of a an important person. In fact, a video created by teachinctrl.org, gives 5 facts about advertisement in media literacy and these include: 1. everything in ads is done on purpose, 2. ads use persuasive techniques to influence your opinion, 3. ads aren't limited to selling goods, 4. every ad presents the interests of someone, and 5. ads are meant to make you behave in a specific way. Media literacy uses ads to help create more viewing of the company or group's materials in order to have a better standing in the media world.

Students can be taught to consciously find proper sites that are credible to find news. The hard part to teach students is to make the discernment every single time they read an article and especially before they share the article or site with their friends through social media. Every person needs to learn that by sharing these articles that seem interesting and eye-catching creates ignorance in people because we trust our friends who share articles, they are our friends.

Post has attachment

For my final posting and final project I created a compilation of personally vetted physics websites, documentaries, Apps and other resources that I can quickly to refer to for a class or to create a lesson plan. The material I gathered would cover General Physics or AP Physics 1&2. This is a start, that I will continue to populate as I come across interesting materials.

Using Microsoft’s OneNote, I have organized a years worth of physics topics and then separated the each topic into videos, websites or whatever type of content I found that I thought was worth saving. In the future, I will be able to refer to my OneNote to see what I have saved overtime under each topic. When I worked as an Engineer, most engineers had a three ring binder that was often referred to as their “Engineering Bible”. I wanted to create an electronic version of a “Physics Bible”.

My final project relates to this class in a couple of ways.
The first big “Digital Citizenship” topic to discuss in the physics classroom will be real life observation and experimentation and virtual observation and experimentation. I will make every effort to impart to my students that virtual physics can never replace real life physics. For instances, the simulator created to show oscillations, while great for showing the relationship between the variables of the equations, is only following a predictable mathematical equation and cannot allow for real life variance. When learning the principles of physics, this kind of virtual predictability is great. But the unpredictable physics of nature also needs to observed.
Another “Digital Citizenship” issue I will discuss is privacy. Many of the sites I visited required real time interaction by the user to participate in the virtual lab. Thus prompting the question of privacy, safety and big data.

However, after completing this class, I am so much more sure that “digital citizenship” is a correct conversation to be having with my students and to always be looking for ways to make better digital citizens.

https://1drv.ms/f/s!ApsYJ0wI6Z_2gwHJ8gubIJ7c5OJO

Post has attachment
My final project is complete! Check out my blog to view the different pieces of it. It is 2 parts. I have a slide show to give examples of ways teachers could promote a positive atmosphere in their classroom. I have a screencast where I give the presentation, and below that the slide show is linked for anyone to use. Below that there is a notes version which has more details about each of the items if you don't watch the video. Then I have a paper where I describe how postive classroom environments could help lead to a reduction in bullying.

Post has attachment
Hey all!

I finished my project. It is an App that can be found on Google Play... open my blog link to find the name and details.

http://teched04.weebly.com/edet-673.html

If you do happen to download it (or attempt) any feedback you have would be greatly appreciated. I'm still troubleshooting a few things so I'd love to hear things that are and are not working!
EDET 673
EDET 673
teched04.weebly.com

Post has attachment
Here is my plan for incorporating Digital Citizenship into my chemistry classes starting in the fall. This would also work for any class, not just in science.
Wait while more posts are being loaded