Part B - Storyboard and Script

     For our group's storyboard and script, we decided to use Google Documents in order to synchronously edit our work without worrying about emailing incomplete files back and forth and hoping that the final project had all of the elements that we wanted.
     With our script, I worked on the rough draft by writing the Introduction, What is a Wiki?, Benefits of Using a Wiki in the Classroom, Possible Drawbacks, and the Conclusion sections.  After this initial writing section, I received great input from the rest of my group and moved forward, editing and expanding sections that needed work.  The section on How to Create a Wikispace was started upon my return, so I added new content in order to create a step-by-step guide.
     In creating our Google Presentation, it was already setup by another Karen.  Once I had completed the script, I helped with the final aspects of the presentation, including minor cosmetic changes including minimal text formatting and adding some images.
     For our final presentation, Nichole has worked on setting up our wiki with everyone now invited to contribute to it.  Karen is working on the final PowerPoint version of our presentation.  Tai is completing a Jing tutorial about setup of an account on Wikispaces.com.  Julie is doing the narration based on our script.  I will continue to edit and tweak the script for our final presentation and edit the final PowerPoint presentation for Karen.  Our group has worked very cohesively throughout this project without anyone feeling as if they had to carry a majority of the workload.
     Here is a link to our script in Google Documents.
     Here is a link to our storyboard in Google Presentations.

Part C - Implementation

Here are the links to the implementation of my Wicked Problem Project.  I uploaded an .mp3 file that is strictly audio and an .m4a file which is an enhanced podcast with pictures.

Part C - Implementation .mp3

Part C - Implementation .m4a (enhanced)

Part A - Brainstorm Session

            After some last minute glitches, our group managed to get into the Vyew room for our web-conference and brainstorm session.  We used the chat feature because the microphones were not working and the feedback was too much.  Regardless, we managed to accomplish all of our preliminary goals.

            For our Group Leadership Project, we have chosen to create a PowerPoint presentation that will teach educators within our districts about wikis.  We chose this topic because we each have a basic, limited knowledge of wikis and want to learn more.  We feel that by immersing ourselves into this material, we will be able to craft a presentation that will benefit not only our learning experience, but for those with whom we share our knowledge, they too will benefit.  Also, by learning about, creating, and understanding the nature of wikis, we will be able to guide students in their learning, thus enabling them to become contributors to the global content of the Internet. 

            To facilitate the learning about wikis, we debated the pros and cons of several tools.  We like Jing, but since the typical account only allows for up to a five-minute recording, it would not serve our needs because we need ten minutes.  Therefore, we have decided to use PowerPoint. 

            Tai Kimmerly and I will work on the script.  We are collaborating through a document setup in Google Docs, therefore, we anticipate finishing by the 27^th of July in order to edit and receive input from our group before we submit our final product.  This will enable each member of the group to voice their concerns or provide input is a technical detail was missed or misconstrued.  Nichole Humitz will create the wiki using Wikispaces.com.  Not only will she create one, but we, as a group, have decided to each explore the technology in order to become familiar with it and fully understand its capabilities and benefits so we will feel comfortable sharing our knowledge with our colleagues.  Karen Delaney will construct the PowerPoint based on our script before exporting the file to Julie Gill who will narrate our project.  Once it is complete, the file can be exported as a movie file, which can then be distributed and posted among the group.  Additionally, we will all work on the storyboard aspect of this project to ensure that the important criteria for understanding a wiki are present.

            For our Brainstorm Session, we used Vyew.com.  While it seems to have many promises, it was difficult to get the meeting started.  First our room was not open, and then it would not let all of the users enter.  I finally managed to send a link to our group members and we were all successful.  We tried the voice chat, but a microphone was not working and then the feedback we were getting was unbearable.  We finally opted out of sound and typed our questions and answers in the chat window.  This was a suitable solution because we were able to keep a document of what was said.  You can read our chat notes on our Google Doc at this link. 

            Some advantages for using this tool to discuss our project were immediate feedback, voice and text chat options (unfortunately, voice would not cooperate), the ability to download a transcript of what was said, and the fact that it is a web-based application, meaning: we did not have to download any software in order to use this service.  These all helped us to collaborate, especially the transcript because we can easily refer back to that document for guidance as we work through this project.

            Some disadvantages to this tool were difficulties in entering the meeting room, voice chat was less than ideal, and I did not quite get a full transcript of what we discussed.  However, I did get the most important parts, which took place near the last part of our session.  Due to these factors, especially when dealing with deadlines, I doubt I would use Vyew.com again.

            However, due to Tai missing our meeting, I met with her this week on Skype.  I am a new Skype user, but it was very easy to use.  Our video connection was instant.  We could see each other and share our work with ease.  We had not been on each other’s contact lists, but immediately found each other.  This made our meeting go fast and easy.

            I did not have any disadvantages with Skype.  Like I said, it was an easy application to use.  The only thing about it that I do not like, but will go over, is the fact that it is an application that must be downloaded in order to be used.  But that is a minor issue when compared to how difficult it was to use Vyew.

            Here is a link to our meeting, which is posted on YouTube.

Web-Conferencing

            Our group chose the web-conferencing application of “Vyew” for our meeting.  Needless to say, we were not impressed.  The concept of the site is very promising, but we ran into a lot of bumps along the way.  First, no one could initially get into the room.  I set it up a few days ago and everyone was ready at launch time, but we kept getting error messages saying the meeting room could not be opened.  Finally, I found a link that I sent everyone through our emails and they were able to follow it and enter successfully. 

            Our next issue was with sound.  There were four people in our group, but we experienced awful feedback and echoes.  It was very annoying, so we finally simply decided to use the chat box and conduct our meeting in that manner.  Needless to say, it is a good thing we are all proficient typists.  Once we adjusted the chat box to a suitable length, we were able to discuss the class and ask each other what we wanted to study for our upcoming Group Leadership Project.  Ideas flew back and forth very quickly.  I was pleased that Vyew.com did not lag too much when it came to using the chat feature.  Everyone was able to keep up with the conversation and provide their input and make the voices and opinions heard.  In that respect, our meeting was very successful. 

            If we were to meet again via web-conference, I would not use Vyew.  It had too many issues for us to work productively.  I have literally only used Skype about three times before now, so I would probably lean in that direction for a future meeting.  From what I have learned and used with that program, sharing and setup was easy.  It was simply a matter of “calling” someone and having them answer without the need to setup a “meeting room.” 

            I think that web-conferencing has many promises, despite our somewhat negative experience with it tonight.  When we were able to communicate via our microphones, communication went quickly.  However, by typing out our answers, we have a quick visual record of what was being said.  I recorded our session using QuickTime, but seeing that we simply typed our discussion, that did not seem necessary.  Once we were done, I pasted our conversation into our Google document for future reference.

            To use a web-conferencing tool in the classroom would be an amazing benefit for students.  We could easily schedule a live meeting with students in other schools or professionals we would like to interview based on work we are learning.  This tool would enable students to understand that even when we are separated by distance, we are still connected through technology.

Part B - Application of TPACK

            For my Wicked Problem, I want students to understand the concept of distance.  In order to begin their understanding of this issue, I have chosen to incorporate GPS units and/or smartphones, and Google Maps/Google Earth into my solution.  This technology will support my teaching strategies and methods by allowing students to have a real-world experience in calculating distance.  It is one thing to look at a map, whether it is on a wall or computer screen, but to have students go outside and locate a specific, given point based on directions and/or geographical coordinates using their GPS devices as guides, they are gaining tremendous experience that cannot be duplicated through simulations. 

            Distance will become a tangible variable that can be manipulated for understanding by having students explore with GPS devices and compare with maps on the Internet.  To see a visual representation on Google Maps of what we plan to explore and then going out into the field, students will have a distinct opportunity to make the connection between scale and distance.  It may look like a distance is simply a matter of inches on the computer, but in the world, they can experience how far the distance actually is.  This will give them a clear sense of how a map’s scale is calculated.  They will then be able to use this information to translate distances to other locations we may study, thus providing them with a richer understanding of how far something is and the estimated time it would take to travel that distance, either by foot or a mode of transportation.

            The pedagogical content knowledge for the solution of helping students to understand distance is to begin with the basics of understanding what my students know.  We will discuss the different types of maps, focusing on physical, topographic, and road maps.  This overview will allow students to ask questions in order to acquire the same basic knowledge of maps.  From there, we will delve into how latitude and longitude are used to mark exact locations on a map.  With an understanding of these key elements, we will then discuss Global Positional Systems (GPS).  Using GPS and latitude and longitude, it will enable us to utilize online maps, such as Google Maps and Google Earth, and therefore give students a concrete representation of the concepts before we go outside and locate places using our GPS devices.  Also, visual representations will be presented in a variety of manners from globes and wall maps to images on the computer screens.  This will enable all students of various learning styles, to gain the most from the initial presentations.  Also, once we begin to explore maps on the computer, it is my hope that students will work individually so that I can actively monitor their progress and help alleviate any frustrations or difficulties.

Part A - Description of Need or Opportunity

            An educational need that I have come to recognize in our curriculum is that students have difficulties translating distances.  They understand and recognize distance, but to a certain degree, it is an abstract concept that does not translate well for them.  Students need to understand the concept of distance not only because of state standards, but because, regardless of what they choose to do in their lives, distance will always be a factor.  If students are given the tools and opportunities to explore and understand distance through math and social studies, in particular, their understanding will increase, leading them to possess a real-world skill that can (and will) be used throughout their lifetimes.

            My solution to this wicked problem is to provide students with a variety of tools that will enable them to calculate distance as something tangible where they can experience it first-hand.  This will be accomplished through training students to read and use a handheld GPS unit, create and participate in geo-caching activities, and using Internet-based map applications such as Google Maps.  These approaches to guiding the students in understanding distance will give them hands-on experiences that will easily interpret in a real world situation.  My proposed approach is reasonable, however, the greatest cost will be to obtain GPS units for students usage, which start in the low $100 range.  Ideally, it would be great to have one per two students, but from some of the reading I have done, by assigning students different roles, placing students in groups of four or five is workable, thus lowering the cost substantially.  Having extra units available in the event of equipment failure is something that should be considered. 

            The possible alternatives for students would be to simply learn about distance using Internet-based applications, locating familiar locations (their homes and the school), and relating distance in that regard.  In comparison, it is very low-cost, but at the same time, students are not being granted the opportunity to explore distance through a hands-on approach.

            I anticipate using this tool, geocaching and Google Maps in particular, throughout the school year, with the major emphasis being at the beginning of the year.  I believe that the students would benefit in many academic areas if the solution to my wicked problem were integrated into their classes. 

            In order to accomplish this, teachers would need training to understand the need and why this is so important.  Workshops with follow-up training would be offered to assist teachers in feeling comfortable with the purpose and technology.  Due to the proliferation of smart phones, teaching teachers would be relatively easy because most adults have access to such a device.  Not only can they serve the most basic communication functions, but also with downloaded apps, they can be utilized as GPS devices for this problem.  However, due to hectic classroom schedules, I anticipate that the majority of learning would be done in the computer lab. 

            I would like to use this solution throughout the year for third and fourth grade students.  Obviously, the first year would be a transitional year for both grades, but in the following years, the older students would simply need a refresher course to remember the finer points.  They would also be helpful in assisting the younger students to understand and thus become a source for answers.  Additionally, the older students would also be able to delve deeper into measuring, calculating, and understanding distance due to their previous exposure to the problem.  They could spend more time doing and less time learning the concepts.

            Giving students the opportunity to learn through a hands-on approach will provide them with immediate, tangible feedback that will enable them to apply their knowledge with multiple subjects.  Performing a simple search for “geocaching” in Google provides over 23 million hits!  Even though many of them are not relevant, there are certainly some notable exceptions.  Opencaching.com is a site that I would use as a resource because of its easy approach to explaining geocaching.  It also has a comprehensive list of caches you can participate in and add to.  Performing a search for “Geocaching in the classroom” also provides over half a million sites.  These are particularly interesting because they are about the benefits of using geocaching in education!  Moving at the Speed of Creativity has a great article about the basics of geocaching and how it can be used with students.  It is a few years old, but highly relevant.  BrightHub.com also states how this works in a wide array of disciplines such as the obvious of math and science, but also social studies, literature and composition studies, and even Physical Education and Art. 

            I would also use Google Maps and/or Google Earth so students could begin to make a visual connection with where we are located and where we have been.  This will enable them to create an online portfolio of locations.  Understanding the distance between these locations would then give students the basic tools for translating known distances in known locations to unknown locations.

            I plan to start the initial research into implementing this aspect into our current curriculum during this course.  This will give me the time to formulate how I want to incorporate more hands-on experiences for students.  Obviously, giving students the opportunity to work with understanding distance will come once school is in session starting in late August.  As my class assignments are still unknown, I will have to make my plans flexible and be ready for implementation.

            I will know that this project is successful because students will be able to understand distance.  Not only will they be able to identify latitude and longitude, but also they will be able to translate these concepts onto maps and locate various given points.  Additionally, teachers and students being able to demonstrate proficiency and fluency with the various technologies used will provide feedback so that changes can be quickly implemented and improvements made.

CEP 812 Video Introduction

Hello!  Here is a short video introduction about me, where I work, and my current educational passions.  Thanks for watching!