Well, there have been many “aha” moments along the way, but I had a refreshing one today.  I looked at the calendar, and at my lesson plan draft, and I realized that I’ve accomplished a great deal of work this summer!  I think I got so wrapped up in day-to-day work that I hadn’t sat back to look at the entirety of it all.  And if I do say so myself, I like what I’ve done!  Working this week at the Hunt Library gave me the opportunity to get some valuable feedback from some other colleagues. I’ve worked hard to use some of the technology we learned at NCCAT and we learned even more this week.  I’m attaching an animoto video of my activities from the summer externship – so thanks to Jason for introducing me to it!

Marci’s Kenan Summer Externship at NC A&T 2013

As I continue to think about the “big picture” I also realize that I’ve spent a lot of time this summer looking at the whole scope and range of research going on with biofuels in North Carolina.  I knew nothing when I began, but now I have studied the research from many different sides of the issue.  For example, did you know there are scientists trying to grow algae in order to use its oil as a starting material for fuel?  Or did you realize there are places in NC where the most basic gases, hydrogen and carbon monoxide, are being synthesized into gasoline?  While I definitely don’t know all the details, Dr. Schimmel has given me plenty of time to go on these field trips to learn from researchers in the field.  The result is going to be evident in the classroom when I teach this module.  I’ll have some interesting stories to go along with the content.  I can’t believe we only have one more week left in the externship!

Do you think that the Common Core or the NC Essential Standards is more likely to positively influence the use of technology for learning or is it another impediment to implementing digital tools?

I believe the language in the essential standards for science will allow teachers to use technology to teach effectively.  There is a set of goals just for information and technology, so the writers made a purposeful effort to move students towards higher-level thinking using the most current technological tools available.  Even in the specific science course goals, the phrase “scientific inquiry, experimentation and technological design” is repeated several times.  Teachers of science are being directed to stretch students beyond simple experimentation, and even beyond inquiry.  Technological design is becoming an integral part of our instruction because it makes students learn WHY and HOW.  Using technology, they can learn how to process all the information they find on their devices.

Now that I’ve lent support to using technology to teach essential standards, let me describe what the reality of the situation will be.  Schools with abundant resources can integrate technology easier than schools with fewer resources.  I believe that teachers who already use technology will continue to find new, innovative ways to use it.  But there will always be a group of teachers who do not use technology in the classroom, because they are afraid of it or do not see the benefit in it.  My advice to these teachers is to find a “techie” teacher to mentor you.  Even if you’ve been in the classroom for years, this is a situation where your years of experience may not serve you well.  Often, newer teachers have the most innovative uses of technology because they have completed their education courses using technology.

So, bottom line, does common core and essential standards influence or impede learning with technology?  I believe the door is wide open for teachers to use technology now more than ever.  Is it going to be a stretch for many of us?  YES.  Is it going to take more time than usual to plan our lessons?  YES.  Will it be worthwhile?  YES!  Twenty-first century students learn and live with technology and schools should embrace the idea of using it productively.  It is our responsibility to teach these children how to responsibly sort through the infinite amount of information they have at their fingertips.

Does anyone else feel like there needs to be more hours in the day for this one?

photo credit: <a href=”http://www.flickr.com/photos/7815007@N07/7152588453/”>Ken Whytock</a> via <a href=”http://photopin.com”>photopin</a> <a href=”http://creativecommons.org/licenses/by-nc/2.0/”>cc</a>

I feel like there are many ways to write this blog.  I have found connections on many different levels.  The most obvious connection to my curriculum is the biodiesel and its connection to my thermochemistry unit in chemistry.  I had the opportunity to teach a group of research apprentice students this week at NC A&T and they were excited and interested to learn more about alternative fuels.  I realize they know a lot about the different types of energy we use in the world, but they have not considered the impact an alternative fuel source has on our economy, the environment and even our health.  One goal of this summer experience for these students is to give them confidence in their thinking.  They are learning, through research, that the answers are not always clear cut and printed in a book.  I think that should be the goal for students at all levels – to become independent thinkers.  Yes, learning the chemistry along the way is nice too, but I think I’d rather equip a child with the skills necessary to think through a problem instead of just giving them some information.

Research students making biodiesel

The other major connection I’ve had during this Fellowship is the feeling of being the student again.  I have worked at home in the evenings like a student with homework and I have worked in lab during the day like a graduate research assistant.  It’s a powerful reminder of the pressure our own students are under when they are seeing material for the very first time.  This week was a lot of fun because I had the opportunity to teach and to be taught.  I am working on making my own biodiesel in the lab and running some tests on it to see how the reaction worked.  And, just like my students, I feel the stress of wanting to “do it right.”  Only time will tell for my reaction, but I think that the stress of being a student will stay in the forefront of my planning for this coming year and I will work to make my lessons engaging but not overwhelming for those students who just want to “do it right”!

Crude biodiesel from soybean oil

Based on your experiences, what are the greatest challenges for leveraging technology to empower learning in your classroom and school?  As I consider my thoughts on this topic, the following image comes to mind:

I always get excited about using technology in my classroom and my students enjoy it too.  I’m fortunate enough to have a few laptops that stay in my room so my students work in small groups with Vernier probeware in most cases.  However, that glorious plan usually goes out the window, like these lovely monitors did!  I usually end up having to try and troubleshoot a laptop and one group ends up splitting into other groups because their computer won’t log onto the network, recognize the student ID, recognize the probeware, connect to the printer, … (you fill in the blank!)  As educators, we have to be prepared to teach “on the fly” when our original lesson doesn’t work, but I REALLY hate trying to fix laptops every time I use them!

I will be the first to admit that I’m not as versed at using cell phone technology and apps in my classes.  Our school system does have a policy against having the phones out.  However, being the physics teacher does mean that my students are interested in learning, so I believe that if I found some cool, engaging apps, they would buy in and use them as directed during class.  So far, my experiences with the phones have been polleverywhere.com surveys.  This week at NCCAT we did get a numberl of new ideas for the classroom.  My disappointment lies in the fact that most of them were Apple/iPhone apps and the Android version isn’t available.

I think that brings me full circle to the dilemma most teachers face – the cool thing that’s available isn’t available to all students and what is available to all students may not be the coolest thing out there.  So, my laptops may be getting older and they don’t all work on any given day, but I keep on fixing and teaching my students that the technology is to enhance their learning, not to do it for them.  Unfortunately, many teachers give up on their ideas after this kind of experience.  I think lack of time and/or resources ultimately forces teachers to find another route.  Who has hours each week to spend on figuring out a way to give 100% of their students the necessary technology in order to complete one assignment?  I don’t believe there will ever be a time when this issue is solved because technology runs light years ahead of hardware in our school sytems.  I can only hope to find some apps and websites that will engage my students and that are available to the majority and that cooperative learning will take place…just like I had originally planned!

photo credit: <a href=”http://www.flickr.com/photos/practicalowl/504522097/”>practicalowl</a> via <a href=”http://photopin.com”>photopin</a> <a href=”http://creativecommons.org/licenses/by-nc/2.0/”>cc</a>

Now that’s an easy one. The best part of this week was being inspired by all the great ideas that came from discussions with other fellows or our facilitators. For example, Jason Lineberger gave me a great app to support augmented reality in my classes. I think I’d like to try it with chemistry for various pieces of lab equipment. Ben L and Ben V are both doing fellowships on alternative energies so I plan to be in touch with them throughout the year. I met them both at break and dinnertime. And, finally, my new friend Karen Martin introduced me to geocaching. I’m so excited to go back home and try it with my own children!

The cool thing about coming to a residential retreat like NCCAT is you find inspiration all over the place and throughout the day. I have some great new friends who will support me through this process. I also learned a lot about their teaching while we were on a hike, on the river, or even sitting around in the afternoons. Some of their best practices have been added to my “must try” list for next year! I must say that I thought I would work on my project this week, but the experience has really been more about getting to know all of my cohort and stirring the creative process in me, which will undoubtedly spill into my project!

So, thanks to everyone who helped me, taught me and laughed with me this week. As with each trip up here, I will have great memories of this trip to NCCAT!

My first trip down the river

A lot of friends have asked me this question and I usually say something to the effect that it will be great professional development and I’ll be learning some new content for my classes.  But these past two days at NCCAT have given me so much more than professional development.  I’ve learned all about new apps, websites, teaching tools and some pretty cool “best practices” from all the amazing teachers here with me.  It’s been more about the culture of teaching and education than it has about our individual projects.

So, now I think I can say that this Kenan Fellowship at NC A&T University is going to teach me a lot more than what’s going on in the world of biofuel research.  I believe this experience is shoving me outside my comfort area.  I’m back in college as a freshman!  I’ve had to find the library, study like crazy and think about changing the big picture in my classroom.  It’s a bit scary and daunting right now, but I love to try new things and I am open to help and suggestions from other people.  After enough years of teaching, you can get comfortable if you’re not careful.

So, as I wave goodbye to the safety of my usual ways, I am so looking forward to trying out all the new ideas that are waiting for my classroom.  Anybody else want to come along for the ride?

This evening I was wandering around all the sites we now have access to, and I was delighted (and secretly relieved) to see some other posts about being overwhelmed, out of your element, feeling like a student!  It is daunting to see this new information unfold, and for me, to realize how much I will be learning.  How much will I understand?  Will I find the building and be on time?

My mentor, Dr. Schimmel, has been patient in answering my questions as I discover them.  He’s also given me plenty of information to “get the big picture” on biofuel production, advantages versus disadvantages, and economic impact.  I just hope I can rise to the challenge of creating a great module that will be useful to teachers.  So, thanks to Dr. Schimmel and the Kenan program for this great opportunity.  It’s been a long time since I was “the student” and while it’s scary, it’s also really exciting!

Hang in there everyone.  NCCAT is almost here!

Well, my son’s 5th grade graduation is over and today he is helping his teacher pack up her room for the summer.  Our high school graduated 456 super seniors on Saturday.  Today, only students with make up exams (and no other place to be!) are on campus.  In one week, I’ll be starting my fellowship at NC A&T with Dr. Schimmel.  I’m so excited to be working this summer.  I understand the “brain drain” that we are warned about over the summer break!  This summer will be one of learning and creating so no brain drain for me.  And, of course, who wouldn’t be looking forward to a few days at NCCAT?!

I hope everyone is finishing the school year with some sanity left.  My kids are getting a bit rowdy now!  Has anyone started their Fellowship work yet?  I’m not starting until June 17 but I’m very excited!  Meanwhile, I’m having a blast playing around with the new tablet!