Reflection

As the course draws to a close, there are a few things that I will definitely reflect on. The first is the development of my GAME plan. Originally, I had great visions of my students working creatively with technology and being able to reflect on their experiences with technology. The plan was to bring the mobile laptop cart into my science classroom to accomplish these goals. As I made these plans, administration had decided to create a third computer lab in an empty classroom with that cart. The room was available to anyone, and I soon learned that finding a time slot was not going to be as easy as I thought. When I did get the chance, many technical issues popped up with the laptops. I have now learned that this process of integrating technology into my science instruction will not happen overnight. I will not give up, but I have to be patient. Our technology team at school, has been my closest allies on this long road. Now I share my ideas with them to assure success. I look forward to the new year and to start over with a new improved GAME plan.

The second item of reflection is directly related to my instructional practice as a science teacher. Working on the wiki page with my fellow classmates was an exciting and rewarding experience. The fact that we were working together from different parts of the globe, still amazes me. It also made me think of our local stream down the road from the school, and all the possibilities of connecting technology with science. Over time, a new GAME plan began to develop, but in a different way. I always felt the best ideas were the ones that grew slowly. I look forward to spring and a class visit to the stream, and hopefully some new technology tools for science. Another idea that will enhance my science instruction, will be digital story telling. I find this concept to be a powerful way of getting the message out to the audience. Over time, this will become a regular part of teaching science to the many grade levels I see each day.

Using the GAME Plan Process with Students

First, I have to apologize for being a day late with my Wednesday blog. I was unable to get an Internet connection on my computer. Hopefully, there will not be anymore problems.

Throughout this course, we were asked to make goals, set a course direction, correct what was not working, and learn from it. I have certainly had my ups and downs with the implementation of my technology goals within my classroom. We were able to take some small steps with the mobile laptop cart to help with science research. I plan to work closely with my technology team to speed up the process. I am a big fan of innovation and creativity in my science class. I am very excited about the idea of using digital storytelling with the student's science activities to enrich their learning.

Revising my GAME Plan

Being able to collaborate with my classmates on a project such as a wiki has been a great learning experience. Many of my coworkers at school find it amazing that a group of people from all parts of the globe can work together on a single project.

A goal that I am still working on is for my students to do a reflective blog on what they have learned in science. The mobile laptop cart has been placed in an empty classroom to become a third computer lab for our school, which has become very popular with all grade levels.

My new learning goal is to do something creative with movie making software and hand drawn pictures to make short science movies. I think that this idea would really get the attention of my students and help them understand various science concepts.

To improve my learning, I really want to set up time with our technology team and discuss ideas and goals that I have for my students and how to get started.

Evaluating My GAME Plan Progress

I am happy to say that the new carpet that was put in during the break, looks and smells great. With the help of a few students, the classroom looks much better.

My first goal of having students learn about their world with the use of digital tools is still on hold. We have heard nothing from the company that wants to help our school. Maybe Santa will bring some new science equipment to my classroom. Goal #2 of students using technology to reflect on lessons, can happen with new scheduling procedures for the laptop cart.

What I have learned so far, is that some things require a lot of patience, especially new technology. Right now, I do have three digital devices for science but not enough probes for other experiments. Perhaps this is the time to become experts at what we have already. I will continue to research equipment that could be used to help in our lessons.

Monitoring My Game Plan, Got the Rug Pulled From Under Me!

This school year has been one that I will not forget. I started off the year with my large roomy science classroom only to be moved weeks later to a smaller room. Then I found out this month we were getting new carpet during the break, which meant packing up again. I am worried about what I will find Monday and how I will conduct my lessons.

I was told that a company down the street was interested in being a sponsor for our science department and wanted a wish list of things I needed. No word on that. Goal # 1 is still on hold, however I can still research the equipment I need for wish list #2.

Goal #2 of student reflections on blogs could still happen. I did talk to our technology team to get things started. The technology specialists are also getting carpet. I will also need the mobile laptop cart for my room.

I'm hoping that things will settle down at our school. One thing that I have learned this year, always expect the unexpected.

Carrying out my GAME Plan

To get my plan rolling in the right direction, I first need to do more reading on what is available on portable digital tools. I want to be sure which equipment is grade appropriate and can the students benefit from the experience. When I have made my decision, I will create my "wish list" and present it to one of our school sponsors. For my other goal, I am investigating when our mobile laptop cart is available for use.

For more information on laptop use, I will be communicating with our technology team for direction and advice. I will also talk to a company representative on which hand held devices are best for our science students.

The first steps that I have taken so far involve scheduling of the laptop computers. Not only am I competing with other classroom teachers for the equipment, but also administrative use in training teachers. I am also working with one of our technology specialists on setting up a plan for student blogging and reflection.

My Technology GAME Plan

As I looked over the NETS standards, there are two that I want to be able to use in the classroom. The first is:

1b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

Goal - I want my students to have a better understanding of their world by being able to use technology to record and understand.

Action - I will take my students outside of the school and point out issues that are a concern. We will use portable and classroom digital equipment to study our world.

Monitor - I will closely monitor their progress and see that they are using technology correctly. I will ask for feedback from the technology specialist. Dr. Peggy Ertmer (Laureate Education, 2009) stated, "Integrating technology effectively, requires a supportive culture".

Evaluate - I will evaluate their progress through student collaborative works on their documentation.

The second is:

1c. promote students reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning and creative processes.

Goal - Through the use of technology, I want my students to reflect on the lesson learned or project to be planned with collaboration and creativity.

Action - I will find ways for students to communicate their ideas, thoughts and reflections through technology.

Monitor - I will check the progress of the students' reflections and give redirection when necessary.

Evaluate - I will evaluate the progress of the students collaboration and creative works.

References:

Laureate Education, Inc. (2009). "Enriching Content Area Learning Experiences with Technology, Part 1." Baltimore, MD: Laureate Education Inc.

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

Reflection

With the conclusion of this course, the words that really stand out in my mind are by David Warlick (Laureate Education Inc., 2009) stating, "What do children need to be learning today, to be ready for an unpredictable future". As I think back to my early years in grade school, I was taught basically the same way as my parents. Maybe the math was taught differently. But as the information age began to unfold, I had to quickly adapt. The teachers that instructed me, did not know of these "new" literacy skills. With what I have seen in the past ten years with cell phones and other communication devices, things are changing so fast. I am amazed at how technology helps us so much to navigate around our world or to simply catch up with friends from the past. I am also concerned that our education system is not keeping up with our fast pace world. For the most part, we are still teaching our students the same way we were taught. Yes, we are using more technology with our lessons. What we need to do is teach students how to find answers on a more independent level and take a more active part in their learning. The learning of new literacy skills has become the next chapter in the list of basic learning skills.

This course has given me an opportunity to step back and observe the way Science is taught in my classroom. Traditionally, I lecture my students for a short time and have them participate in hands-on Science activities. I often wonder if they are really getting the idea of the lesson and could there be a better way. In the course, I was able to gain experience and knowledge by creating a lesson plan that incorporated the power of the internet with the science of the water cycle. By using new literacy skills to navigate and find information on the internet, students can take charge in having a better understanding of the water cycle and its importance to life on earth. In addition, the students need to develop their skills in using various websites to extract the information they specifically need for the project. I also understand the importance of teaching my students the definition of plagiarism and the correct way to report information.

One goal that I plan to work on is the development of information literacy skills within the subject of Science. This would basically be a test run to see what works and what adjustments need to be made. Our school has two mobile carts that can be checked out. I will need to work around our 5th grade team and their scheduled time with the cart. I will also need to collaborate with our technology specialist to find appropriate websites. Our county has a strong internet filter that keeps our students safe, but also tends to block out the good sites too.

Another goal I want to work on is the creation of short tutorial cartoons for Science. I have always enjoyed drawing free-hand when explaining Science. Why not combine this with video editing technology? We already have the camera equipment available in our media center and the software installed on our computers. Finding the time is always the challenge. Perhaps during the summer months.

References:

Laureate Education Inc. (2009). Program one. Skills for the Future. [Motion Picture]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.

Evaluating Research Methods

Along with all of the great things I have learned with technology in the past year, educational research has been another surprise. My past experiences with research brings up memories of searching through a jungle of old books at the college library. Now, as stated by McMillan & Schumacher, 2008, p.3, "Powerful tools have been afforded us through the variety of technology and research methods that have been refined throughout the last half century." I was truly amazed at how I could access such an abundance of knowledge through the various websites.
In this assignment, I was given four scenarios and asked to identify the best type of research method that will provide an answer along with a rationale for that method.

Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.

For this scenario, I believe that the qualitative research method would work. In the study, interviews will be conducted with the students. "Qualitative research is first concerned with understanding social phenomena from participants' perspectives." (McMillan & Schumacher, p. 135) The scenario also mentions an observation for more than three weeks.

Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics-age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.

For Scenario 2, I think that the quantitative method would work. The classes are randomly divided in two groups containing 15 students. Then, one selected group will receive training on peer mediation. McMillan & Schumacher, 2008, p. 23, stated that, "In an experimental design, the researcher manipulates what the subjects will experience."

Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.

Scenario 3 was tough to decide on. I believe that the action research method is appropriate because a school counselor wants to know how students attitudes affect the value of peer mediation. McMillan & Schumacher, 2008, p.174, state, "Action research is the process of using research principles to provide information that educational professionals use to improve aspects of day-to-day practice."

Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known-either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.

Scenario 4 would be considered a mixed method. The pre- and post-tests that are given will use quantitative methods of gathering data, while the bi-monthly follow-up interviews provide qualitative data.

In conclusion, the process of educational research can be a complicated and challenging task. With new tools available to us, the research process should result in answers that will help build a better educational system.


McMillan, J., & Schumacher, S. (2008) Research in Education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.

Application 3, Research Questions

After making some modifications, my problem statement will be the following: I plan to determine if technology use with third grade science students raises benchmark scores.

The research questions that I will address are as follows:

1. What teacher centered technologies will be used with the science instruction?
2. What student centered technologies will be used with the science instruction?
3. What types of standard science instruction will be used?
4. How will the benchmark data be collected and interpreted from use of technology tools vs. non technology tools?

I have decided that the mixed method, exploratory design will work best for the literature review. I feel that collecting the qualitative data first will help promote the quantitative data I am looking for in the benchmark scores. McMillan & Schumacher (2008), stated, "By using a qualitative component in the beginning, researchers are able to use the language and emphasis on different topics of the subjects in the wording of items for the survey".

Reference:

McMillan, J., & Schumacher, S. (2008) Research in Education: Evidence-Based Inquiry (Laureate custom edition). Boston: Pearson.

Application 2, General Problem Statement

I plan to determine if technology use on third grade science students raises benchmark scores. I will also plan to record the monthly benchmark scores of the third graders to determine which type of instruction is more effective.

• Who: Third grade students who are learning science.
• What: Use of technology with science instruction vs. standard science instruction.
• Why: Impact on achievement in Science.

All students in elementary school are required to learn science. However, students are not given the end of year state test until they are in grades third through fifth. It has been my observation that some third grade students are not prepared for the end of the year state test.

McMillan and Schumacher (2006), stated, "A research problem is significant when it aids in the development theory, knowledge, or practice". Benchmark testing has shown that their are students that are not understanding the information given to them in their lessons. I plan on developing lesson plans that give students the opportunity to use technology tools with the unit. When test results become available, I will compare the scores of students using the technology tools with those from another class using standard instructional methods. When the data is collected, I will share the results with the third grade teachers.

Reference

McMillan, J.H., & Schumacher, S. (2006). Research in Education: Evidence-Based Inquiry (Laureate custom edition). Boston: Pearson.

Reflection

As the end of this course approaches, I look back to my theories of how students learn. Basically, as I had mentioned in my Week One assignment, the goal for my Science students was learning through a hands on experience. Being a "Specials" teacher, I will see my students for about seven days every quarter. With limited days of instruction and an awareness of different learning styles, I try to give each student their opportunity to learn. Often in my Science classroom, my students will create or build a model to help them learn. Dr. Michael Orey (Laureate Education, Inc., 2009a), defined Constructionism with the students, "Getting involved in building stuff". I will continue to use models, visuals, songs and hands on experiences in my classroom. Now with new knowledge of technology tools learned from the course, I will be able to create a better learning environment.

One immediate adjustment that I plan to make is, better use of Concept Mapping tools. I have used this as an instructional tool in the past. Now with the use of technology, students can create their own concept maps for a more interactive lesson. I plan to have my students use a concept mapping program to organize their information on the habitats of Georgia. Another adjustment I plan to make soon is to incorporate the use of the interactive white board. I recently found out that I will be receiving one of these for the next school year. Many teachers seem to believe that the boards are a teaching tool. I plan to use it as an interactive learning tool for my students. Dr. Orey (Laureate Education, Inc., 2009b) stated, "Learning Tools are what the child can do with the technology".

I also have two long-term goals that I want make in my classroom. The first is to develop new creative instruction with the use of Voice Thread. I found this learning tool to be amazing and want to introduce it to teachers at my school. The possibilities for using Voice Thread for learning seem endless so therefore, I plan to form a group at school to create fun lessons for our students. My only concern is getting Internet clearance from the school board. The second long-term goal is the use of Virtual Field Trips in my instruction. The idea of taking a class on an adventure without leaving the classroom is quite intriguing. Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007) explained, "The live expedition broadcasts are available via KU Band satellite dish and via the National Geographic Channel". It would be great to take a class to the south pole on a live broadcast. I will have to check with our Media Center to set this up.

References

Laureate Education, Inc., (Producer). (2009a). Program seven. Constructionist and Constructivist Learning Theories. [Motion Picture]. Bridging Learning Theory, Instruction and Technology. Baltimore: Author.

Laureate Education, Inc., (Producer). (2009b). Program thirteen. Technology: Instructional Tool vs. Learning Tool. [Motion Picture]. Bridging Learning Theory, Instruction and Technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

My Science Classroom(s)

For my first Voice Thread, we take a look at my Science classroom. My principal was kind to give me two classrooms that are next to one another. I folded up the wall that separated them and created a giant science lab. Setting this up for the school year became quite a challenge. Throughout the year, things were constantly changing. Some arrangements worked out great, and some did not. With the classroom packed up for the summer, I ask my classmates for their suggestions on setting up a giant sized classroom.

http://voicethread.com/share/529849/

Cooperative Learning

Another instructional strategy that can use technology is Cooperative Learning. The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning (Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K., 2007). Students learn the value of teamwork and have a sense of camaraderie when working and communicating together. Students also learn from each other's strengths. Dr. Orey (Laureate, 2008) also pointed out, "Teaching others helps the learner develop a deeper understanding of the content".
Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face (Pitler, H., Hubble, E., Kuhn, M., & Malenoski, K. 2007). Examples of cooperative learning with technology could be the use of multimedia software to make movies that are connected with the curriculum. Students use web resources to connect with live expeditions. With the advancement of communication, students can work together on various projects from all parts of the globe. Being a Science Teacher, I was naturally drawn to one of the collaboration tools called NASA Quest Planetary Flight. This site has great science information including webcasts, classroom collaboration and chats. I look forward to further exploration of this site during the summer to prepare for the next school year.

Constructivism in Practice

For this week's instructional strategy that uses technology, to generate and test a hypothesis is to be connected with the theory of constructivist/ constructionist learning. When students generate and test a hypothesis, they are engaging in complex mental processes, applying context knowledge like facts and vocabulary, and enhancing their overall understanding of the content. (Pitler, H., Hubble, E., Kuhn, M., & Malenoski, K. 2007).



In our resource section this week, we were asked to explore some of the project-based learning tools available. Some that I found interesting gave a tour of the solar system and how to design a planet. Another site showed students testing wing designs and discussing their findings with engineers. These experiences are so powerful in learning something new.



According to Pitler, Hubble, Kuhn, & Malenoski (2007), "Technology can play a vital role in generating and testing hypothesis because new development in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data, a process that can be tedious and error prone." This year in my Science classroom, we received three hand held computing devices that can measure temperature and voltage. These devices quickly collect and display data on a small screen. Hopefully, next year we will be able to purchase additional probeware to measure sound, light and weather. This type of interactive equipment will certainly give the student more time to think on more complex issues and problem solving.



Pitler, H., Hubble, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

This week we were asked to explore two more instructional strategies that use technology. The first strategy which is cues, questions and advanced organizers focus on enhancing students' ability to retrieve, use, and organize information about a topic (Pitler, Hubbell, Kuhn, &Malenoski, 2007). Being a visual learner, these strategies really got my attention. There were times in grade school when I had such a tough time understanding my teacher's lesson. The only way to sort out the information was through my own version of a "graphic organizer". Now that I am a elementary school science teacher, I try very hard to organize the information that I am giving to my students. Cueing the student to what they are learning and stating an essential question is so important. Providing great visuals makes it even better. Using an advance organizer helps students see the "big picture" of a particular topic. Incorporating multimedia helps bring it to life.

Another instructional strategy we learned this week was "summarizing and note taking". Here, teachers work on helping students separate important information from extraneous information and state the information in their own words (Pitler, Hubbell, Kuhn, & Malenoski, 2007). To help support student learning, word processing software can be used to change large paragraphs of information into small summarized sentences that are easier to understand. To help students with note taking, teacher made notes can be adjusted to graphic or text models. With new communication programs, such as wikis, students can work together on projects separately from their own homes.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

This week, I was asked to reflect on two educational topics that can incorporate the use of technology. The topics of "effort" and "homework" are connected with the theory of Behaviorist Learning. Dr. Orey stated, "In education, advocates of behaviorism have effectively adopted this system of rewards and punishments in their classrooms by rewarding desired behaviors and punishing inappropriate ones (Orey, 2001). With this being the final week of school in my county, I have purchased "prize" pencils to award my primary grade students for remembering the classroom rules and procedures.

An important topic related to behaviorism is "effort". Getting students to understand the importance of effort can be a challenge. The instructional strategy of reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). By using spreadsheet software, teachers can record student effort and show students the connection with achievement. Showing individual students how their classmates have performed is important too. Pitler, Hubbell, Kuhn & Malenoski (2007) state that, "When students see that others have faced many of the same difficulties they face and have over come these obstacles and achieved goals with strong effort and good attitude, they too can see the connection between effort and achievement."

Another important topic related to behaviorism is "homework". In my early years as an educator, the subject of homework never seemed to go well. There were always students who were responsible and others who were not. I would begin to question what was too much homework and what was not enough. With technology becoming more available to each student, the way they do their homework is changing. Pitler, Hubbell, Kuhn & Malenoski (2007) explain, "Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing "drill and practice" resources that help students refine their skills.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

Retrieved from http://projects.coe.uga.edu/epltt/.

Pitler, H., Hubbell, E., Kuhn, M.,& Malenoski, K. (2007). Using technology with classroom

instruction that works. Denver, CO: Mid- continent Research for Education and

Learning.

Reflection of Integrating Technology into the Classroom

Prior to taking this course, I had always had a curiosity about high tech things. I have experience with the basics of using the computer and its inner workings. When I found out about this course I was very excited to get started. With the introduction of the blog, wiki and podcast in the course, I began to feel a bit uneasy. This new terminology was very foreign to me, topics that seemed to be a younger generation's fad. I was suddenly out of my comfort zone. I began to learn that these things were 21st century skills that students would be needing in the future. The blog and the podcast took some time to learn but were actually fun to use. The wiki was quite a challenge to navigate through, but the concept of working together as a team was great. After several weeks of learning these new tools, I began to feel more comfortable and confident. Now I am on a quest to explore this new frontier and lead others by example.

In my recent years of teaching, I have been aware of the many different learning styles that students have. My own personal learning style tends to be more visual and hands on. Now a new generation has emerged with perhaps another learning style. The new generation of students has always been exposed to the world of technology. We now need to consider these students and how they have become accustomed to this type of high tech learning. We are also realizing that the world is changing too and has become much smaller in a global sense. We now need to prepare our students for the 21st century by teaching them skills in an Information Age setting.

To have my students ready for the future, I have to start by looking at the way I have been teaching. Throughout my own education and for most of the my instruction, it has been a teacher-centered enviroment. The teacher has the knowlege and teaches it to the students. To get them ready for the jobs of the future, the classroom has to change to a more learner-centered place. This means students working in teams to solve problems. Also, the teacher will become more of a facilitator to steer students in the right direction. I have begun to have my students work in small groups to foster communication and teamwork. The results have been amazing.

To expand my knowlege of these 21st century skills, I will start with an open mind and except that the world is constantly changing and I must be willing to learn new things. I will continue to talk with other teachers who are very tech savy to share ideas. I will also explore ways of having my students develope 21st century skills for the future. If I can prove that this enviroment increases student acheivement, other teachers will follow.

For the future, I am setting two long term goals. My first goal is to lead in the use technolgy at our school. I want to be able use the SMART boards in different ways to teach Science. I also want help other teachers with technology. My second goal is to get my Science students involved in a Science blog for a study guide. This would help them prepare for their state exam at the end of the year. I will need to work with our tech person to find out which blog sites are approved by the county.

I have to admit that this course has taught me a lot. I feel more confident using technology, especially for the classroom. I feel that a window of opportunity has opened up and I have taken my first steps through it. It will be exciting to see how the Information Age transforms today's classroom into the classroom of tomorrow.

First Podcast

For this week's assignment, we were responsible for creating a podcast. I was very excited about this and could not wait to get started. It actually took longer to create than I expected. Through the help of Gabcast, I made a recording of a Technology Survey that was given to a group of 5th graders.

Hello http://www.gabcast.com/index.php?a=episodes&query=&b=play&id=27450&cast=124077&castPage=&autoplay=true

21st Century Skills

The website for the Partnership for 21st Century Skills is a site dedicated to the role of technology and its importance in 21st century education. I was quite impressed and also a little overwhelmed at how much attention the "Information Age" topic is getting.

I enjoyed the article " Learning Enviroments Must Break Through the Silos that Separate Learning from the Real World". The article talked about a balance between the traditional ways of learning with 21st century skills. It also spoke about connecting with other cultures, and the building of relationships in the real and virtual worlds. It also mentioned about how the actual physical structure of walls and furniture should be more adaptable along with the instuctional time. Instead of following the school designs of the industrial age, it is time to think of a 21st century learning enviroment. After reading this, I really started to imagine what my classroom and school could be like and what changes in achievement might occur.

I have to admit, after reading the articles on this website, I have been thinking a lot about the future of education and what changes need to be made. I was disappointed that my state was not listed as those that are taking the initiative to develop 21st Century skills in the classroom. I will have to integrate these skills on my own over time.

Mr. Y's Science Room

Here are some ideas I've been thinking about with blogging and my classroom. Maybe I can use this to show off the great things my students are learning.

• My 5th graders are learning about matter. We did a great experiment with vinegar, baking soda and a sandwhich bag. The students were able to view a chemical change.
• The 4th graders are learning about simple machines. The six simple machines are: lever, pulley, wedge, wheel and axle, screw and inclined plane.
• The 3rd grade class has been learning about fossils, and actually creating their own fossils.
• The 2nd graders are learning astronomy.
• 1st graders are learning about light and sound.
• Kindergarten has been learning about day and night.

New to Blogging

Well, I hope this works. I am taking a class on technology for the classroom. I usually find technology quite interesting. However, this area is new to me and is a bit confusing. Hopefully my classmates can point me in the right direction.