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					                  EDAD660Educational Application of                             Cairo2011


Final Project
As I mentioned previously in the technology analysis of my school, that our school is in
its first year of operation. It is a new school with a very limited number of students. This
year we have until grade 10, however for some classes the number of students is 7, and

I have to say that the school‟s campus is huge and they are planning for future growth,
however this year it is only a very small section of the school which is operated and the
rest of the school is still having minor construction.

Global Paradigm is an American international school that has a K-12 American diploma
program and an IB (international Baccalaureate) program as well. In Global Paradigm
School „s vision, the love and lure for learning is nurtured and fostered in a way where
the individual acquires confidence and competence. For that, the school, as well as the
teachers are trying every possible way to enhance learning.

One of the main things that the school is aiming at is the implementation of technology
inside the classroom and using technology as a communicating tool between staff
member as well as parents and teachers. In order to do that we have internet access in
all school rooms. The type of connection is called “leased line connectivity”, where the
internet we are using is only for us. It should be very fast and have a strong wireless
connection in all school areas but because the servers are not ready yet, we only have
cable connections in every single classroom. For that reason, students are not able to
use the internet inside the classroom but this problem should be fixed very soon.

We have only 12 opened classes, yet we have over 80 computers in our campus. There
is a desktop in every class and around 4 others in every staffroom. We have two
computer labs one for the elementary and the other for secondary with around 20
computers in each lab. The rest of the PCs all run with windows 7 and are distributed
among teachers and administrators. I use my personal laptop in the school campus as I
usually have an application or a file uploaded to my computer or a certain setting the I
am more comfortable with.

As a faculty we have our webmail, where this is how we communicate to each other via
emails. We also have a website for the school ( where it has
many features but many of them still under construction. The school also has a course
management system called e-connect where an electronic grade book is activated and
there is a possibility of uploading files and having discussions through the system.

Middle and high school classrooms are equipped with smart boards and teachers were
given training workshops at the beginning of the year to be able to use them, however

     1   Ranya Mohamed Alaa- Final Project
         Professor: Craig Kapp
                  EDAD660Educational Application of                               Cairo2011

there is not one person dedicated to giving teachers ongoing support for its enormous
applications. I find this very irritating because at many times I want to work using my
smart board and I need help but I cannot find it. Teachers mainly rely on sharing
information from each other but the lack of a smart board technician is making some
teachers resist using it although the school is trying to encourage them to use it.

We have an IT technician who has a full time job. He is usually very helpful and I go
back to him a lot especially when I have a connectivity problem to either the internet or
any of the hardware devises.

As I mentioned before we are still a relatively small school and between our faculty we
try to share information and have internal professional development workshops that
would enable us to enhance technology inside the classroom. This course is another way
that I develop my technology awareness and I am looking forward to sharing what I
have learned with my colleagues.

Suggestion for improvement:

   1) Using technology to help students organize their work and have a digital record
      of their work:

This is a summary to the applications I will be using with my students in the time being.
I teach middle school mathematics and I have a problem in teaching them to organize
their worksheets and paper and to have a portfolio of their work whether it is classwork,
homework, graded quizzes and tests or even a gallery of their projects. For this purpose
I think that creating a class blog for my students where I can post their assignments
and they can share useful links or videos and put reminders for tests would be a great
tool. The beauty of using the blog is that I do not have to send the stuff to each one of
them, yet they would be checking it. One of the links that would be for my blog would
be our school website as well as the course management system that the school is using
where students can also access their grades and discussion boards found on e connect.

The main reason why I also think that using a blog is useful is that I can control what to
be posted through assigning roles. I get to choose what to be posted and what to
remain as draft for modification or being inappropriate.

I will also incorporate the using of google site to allow each student to have his/her own
electronic portfolio. This would be an electronic documentation of all his/ documents.

Ex: (this is a website that I created to one
of my students). I can also be notified if these sites has any changes.

     2    Ranya Mohamed Alaa- Final Project
          Professor: Craig Kapp
                  EDAD660Educational Application of                             Cairo2011

As for feedback, there are many times when I do not have enough time to give students
a one on one feedback for their homework or quizzes. I am going to use an easy way
to help my student save their work in a digital form, so as not to lose it as well as giving
them feedback by using Jing videos for their assignments.

This can be done very easily. I will post my assignments on the class blog and students
should upload them and solve them after they print it out. Then using a digital camera
or any scanning devices, they should send me back their assignments on their google
sites. Using a graphic tablet I would be able to correct it and save it as a pdf so as they
won‟t be able to edit it and using Jing I can record a small video about the common
mistakes they have done or a specific comment I want to give each one.

I think by doing this I would help my students incorporate technology in learning and
managing themselves as well as keep their work saved for them.

   2) Using google sketch up to demonstrate some geometry and measurement

Google sketch up is an amazing tool that I think would have many applications inside
the classroom. Generally it is a 3D modeling program marked by Google and designed
for architectural, civil and mechanical engineers as well as many other professions. I
think it can widely be used by educators inside the classroom.

I thought of two lessons that sketch up can be used in them to reinforce and enhance

The first application of sketch up would be by using the scale tool to demonstrate
proportion and scale. Previously when I taught it I used to have picture of objects that
are enlarged or decreased in size and may be just use the office word application to
insert a picture and show them how increasing its scale would not change it versus
stretching it from one side where the picture would look distorted.

     3   Ranya Mohamed Alaa- Final Project
         Professor: Craig Kapp
                     EDAD660Educational Application of                           Cairo2011


Lesson Objective: to understand the scale drawing of objects

After the explanation of the lesson and

How can we use this using sketch up?

Everything created by sketch up is either an edge or a surface.

          Show students video tutorials about how to use sketch and let them design their
           own three dimensional model. Students should be very interested using the draw
           tools and the push and pull tools. Encourage them to be creative in their designs.
          Students can then use the select tool to enlarge or shrink their models
          Allow Ss to practice scaling their 3D shape and exploring the scale factor found
           at the bottom right of the screen
          When it is on 1 that means the object is 100 % as large as the original and as
           you increase the scale factor the number increases.
          Holding the ship scale will force you scale uniformly regardless of the grip you

I think that this is a great tool to help student see in their own eyes what happens to
shapes when they are scaled and how the scale factor affect the measurements of the
scaled objects. They can also see what happens to the size and areas of the shapes
when doubled or tripled.

       4     Ranya Mohamed Alaa- Final Project
             Professor: Craig Kapp
                 EDAD660Educational Application of                            Cairo2011


   3) Using Google sketch up to explore surface area of 3d Objects and how the nets
      for different shapes vary.
      Objective for this lesson is to allow students to find nets for 3D shapes and then
      calculate their surface areas.
           Students usually have a problem to imagine the net for their 3D figures
               and their matching sides in their nets especially when in real life you
               cannot just take a 3d shape and unfold it to draw its nets in order to
               calculate its surface area.
           Sketch up gave me a great idea to explore this topic and move with my
               students step by step in order to allow them to draw their figures and
               explore their nets.
           They can even use these nets to create a 3d model for their shapes and
               play with their models and do an actual 3D exhibition.

What I also like about this activity is that it takes students bit by bit from drawing the
net and using it to do the 3D model to a backward way of drawing the 3D model using a
user friendly software that allows them to do so and print out the net to model the
shape and use it to calculate its total surface area.

Here is a step by step of how the lesson is to be conducted.

   1) Use Rectangle and Push/Pull to make a box.

   2) A box is boring, so we'll make it more interesting. Use Scale on the top face to
      shrink it. (Press Ctrl / Optionwhile using Scale to scale about the center of the

     5   Ranya Mohamed Alaa- Final Project
         Professor: Craig Kapp
                  EDAD660Educational Application of                            Cairo2011

   3) You can't unfold the faces like this, because they are all stuck together. To
      separate them, each face must be a group. Select a face plus its edges (while using
      Select, you can double-click a face for this). Right-click onthe face, and choose
      Make Group.
      You should now see a bounding box around the face

4. Do this for every face on the box. (You don’t have to make a group out of the bottom
5. To unfold, Select the face you want to unfold, and activate Rotate. To set the rotation
axis, click on one endpoint and keep the mouse button pressed. Then drag the mouse to
another point on the axis and release the mouse button

6. Then you can unfold the face so that it's lying flat.

     6    Ranya Mohamed Alaa- Final Project
          Professor: Craig Kapp
                  EDAD660Educational Application of                              Cairo2011


7. Keep unfolding faces one by one. When you get to this stage, you have two connected
faces that need to be unfolded together. (If you just unfold the larger vertical face, the top
face will be left hovering alone in space.)

9. Finish up by flattening that last face. Now you can print and fold this to get your box.

I think that the students will enjoy the fact that they are constructing a 3D model and
are able to find its surface area in an easy way by just clicking on the area tool and it
gives them the area of their selection.

     7    Ranya Mohamed Alaa- Final Project
          Professor: Craig Kapp
                   EDAD660Educational Application of                           Cairo2011

   4) The fourth application of technology would be me using
      Lesson objective: to identify the slope of a Linear equation to help me reinforce Ss understanding of algebra.
      Students often see algebra as an abstract thing and the problem is that they
      cannot often see with their own eyes how things work. they cannot visualize it.
      One of the topic that I found challenging is when I am teaching the slope of the
      line in linear equations and the difference between a positive and a negative
      slope as well as zero and undefined slope.

         The following website has wonderful interactive tools that allows students to
         experiment things and see the change happening.

         By clicking and dragging the two points on the line, students can see on their
         own how this changes the slope of the line, and they can also discover special
         slopes like those of vertical and horizontal lines. They can also see how the
         change in the slope affects the direction of the graph.
         Usually when I taught this lesson students cannot visualize the different slopes.
         That is an easy way to do so.

        While exploring parallel lines and the transversal, another interactive tool can be
       very helpful
       Students click and drag around the points to explore and discover the rules for
angles of transversal. This is an effective way that would give student a visual
demonstration about how special angles relate to each others.

     8     Ranya Mohamed Alaa- Final Project
           Professor: Craig Kapp