Group Presentation (My part if the email link did not work)

Wicked Project Part D

Since my last post regarding the Wicked Project, I have slight progress in implementing my program successfully. It is not to say that it will not be a success it is just the opportunities has not presented itself. Over the past couple of weeks students have not been allowed to be assigned homework or given quizzes or tests. There was also two snow days last week and there was no school on Friday. I plan on working with the National Honor Society Students for tutoring purposes and the National Honor Society induction ceremony was canceled. It was supposed to be held on Monday February 21st, but because of the weather it was canceled.

• Therefore the project has not been implemented as planned. I knew that I was going to pilot it with a few students at first and realized that I would need permission of the parents/guardians if the students were going to do this.
• I have had success in the encouragement I have received from the individuals coordinating the tutors and some of those I plan on using for piloting the program. 
• I would approach this project a little more aggressively than I did the first time.  Instead of speaking with the coordinator of the tutors and plant the seed, (I know this is his first time doing this) I would  approach it with it ready to roll and make sure I am not stepping on any toes.  I would have the ideas ready to show visually, written and orally.  I think because I went in and only spoke with him it may not have set in completely.  If I would have went in full force, then it could have been implemented quicker.
• Others might benefit from knowing that you need to be aggressive from the get go.  Don't waver.  Go after it immediately.  

• I will be continuing this project through the end of the year and into next year.  I will need to work with several other educators in the building to help coordinate and allow students the opportunity other resources other than myself to approach.   I really believe in the benefits that this program will have in our school community.

This project has been inspiring for me.  My original idea was not very good.  It was small in scale and had no real positive impact.  I feel that the idea that I changed to was a better idea but needed to be thought through a little more before being implemented.  I will begin to work with several students on a more organized and use a scientific method approach to see what is working and not working.  I think that any time you have students working online outside of school you need to have a definitive set of guidelines they must abide by and the parents should be informed as well.

Data Visualization 2020 Michigan ACT Scores (Private Schools)

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Wicked Project Part C-Implementation

Group Leadership Project

Our group deciding on explaining the usefulness of VYEW.   We put together all of the preliminary information in an online session on Sunday 2/13/2011.  It was great to be able to get together and discuss different ideas and brainstorm some topics and ides.  We were able to decide what we wanted to do.  We are going to showcase the usefulness of VYEW as a teaching tool.  We were able to decide on roles and what we would do.  I realized that I would like to do more than was originally discussed and wanted to make sure that the group was okay with that.  After receiving the okay from the group I went ahead and explored the other items.   I was able to add my slides to what the group had already put together.  They have been nothing short of excellent in being able to adjust schedules and coordinate.  You can access the slide show by clicking Presentation.  The script for the presentation can be found by clicking Script. 
We did have difficulty with the sound that was recorded.  I was the recorder and was the only one that was heard.  Chuck sent the group some information on how to adjust this and improve the quality of our recording.  I look forward to putting everything together and seeing the end-result

Group Leadership Brainstorm Session Part A

Everyone from our group was present for the brainstorm session. In order for this to be a possibility we had to meet on a Sunday morning, but that is what everyone's schedule allotted. The technology we are going to teach is the same one we used to hold the meeting, VYEW. We are working on using Jing, but it only allows for 5 minutes and I have downloaded the trial version of Camtasia, as suggested. e have all decided on defined roles of items that we are going to discuss. We are all going to work independent and yet at the same time keep all members of the group updated on the progress. We agreed to meet again later in the week and submit slides or narration. The advantages of the web-conferencing tool we used, was that it was free had a lot of different capabilities and very pleasing to the eyes. I have felt in the past that it is sometimes difficult to see the material clearly through adobe connect and I found this much easier. Everyone was able to speak and to type in or write in any input that they had. The disadvantages in this web conferencing tool was that one of the members of the group had some technical glitches getting into the room earlier in the week, but managed to get that all straightened out by the time we met. After recording took place on the playback my voice was the only one that was audible. All the others were drowned out. this is obviously something we will need to clear up before the final project.

Wicked Project Part B

PART B: Application of TPACK: Basic description of each of these areas and important characteristics of these areas as related to this project

1.      What is the TP knowledge for the solution?  (i.e., how does the technology you have chosen support the teaching strategies and methods you have chosen?)

The technology I have chosen (Vyew) supports the strategies I have chosen because it allows the tutor and the student being tutored to type or speak their information in order to check for understanding and neither party has to necessarily be there at the same time, providing freedom and flexibility to students.  Both parties are able to type in information and different images and equations can be uploaded and discussed in the same room at the same time.  Instead of working on just one thing at a time.

2.     What is the TC knowledge for the solution? (i.e., how specifically does this technology make the content in your problem more intellectually accessible?  Be sure to think about representation.)

I believe that having this tutoring provides those students that are struggling more opportunities to be successful.  Having the ability to discuss an equation, poem, grammar issue, conjugation, map, piece of art, historical document, or anything else provides opportunities for any subject.  The students can bring up the item by uploading or searching it on the web and bringing it into the room.  They can either speak or discuss this verbally.  The students can also record with either jing or camtasia.  I also think it reinforces relational understanding in those that are tutoring and builds a stronger school community.

3.     What is the PC knowledge for the solution? (i.e., how specifically do your pedagogical choices make the content in your problem more intellectually accessible? Be sure to think about how the student will experience the content given these instructional strategies.

I think once the tutors are given the proper instruction on how to work with those students struggling they become the assistant captains of the school.  The go to individuals.  The great communicators of information the student may have missed from their teacher.  Students will have access to someone they can speak about the information and in their same age group and the knowledge and information will be accessible and the tutor can share a wealth of information with the student.