Month 10: AR Blog Post


1. I believe that my Cycle 1 and 2 data and my Literature Review both show that students learn and collaborate a great deal more when technology is present. Simply looking at my pre and post surveys students who did not like science said the only reason science and technology did not “go together” was because technology is fun and science is not. This shows that students enjoy utilizing technology and that perhaps with something more game based might find that science can be fun through the use of technology. They also show that by using different or novel project ideas appealing to something students already know and enjoy such as television or amusement park rides students make deeper connections thereby learning more from the experience.

2. Honestly I expected my AR project to turn out better. I expected the students to be more creative and more interested in the hands-on, computer based activities created. I thought they would really enjoy something that took them a little out of their comfort zones and required them to show off a little. I think it made me a better practitioner because it helped me see that I really need to do examples of EVERYTHING for my students. If I am asking them to create a skit I need to show them I can get out of my comfort zone as well so that they maybe more receptive to what I am asking of them. I created a song for Newton’s Laws of Motion that I played for them, but that did not seem to be enough for what I was expecting of them. I also should have created some sort of roller coaster to show, demonstrate, and possibly motive them to create something similar. My AR project also helped me become more organized in the planning of my lessons. It was much easier to implement such a huge project when it is organized step-by-step.

3. I think with some of my students I could have a personal learning environment because they are mature enough to handle taking control of their own learning. I had created something similar in the use of Schoology during my Cycles and while some students excelled, others took advantage of me being the supporter and not dictator and did not use time wisely. I think part of the problem was that some do not yet have the time management skills required for a personal learning environment and require a little more structure and guidance than others.

3 thoughts on “Month 10: AR Blog Post

  1. Angela,
    I think the most significant portion of your blog is in the realistic evaluation of your students’ ability to utilize the LMO/LMS. I fully expected that my students would be able to, but I now realize that I could be in for a surprise. My expectation is that they will be sufficiently engaged that using the LMS will be a natural part of their learning day. I have a high special education population, many of whom have significant organizational challenges, so this may not happen.

    I loved your Newton song and hope that our children enjoyed it, too. I’m sorry that it didn’t accomplish what you had hoped. I liked it. I find it interesting that your students do not perceive Science as fun. Most of my students love Science (though not all, of course) and naturally I think it is FUN! I struggle with having to provide examples and modeling of everything for my students, too. I’m not sure this is a bad thing. After all, we have many examples of the AR website available to us for review. My problem is that my students want to copy exactly what I provide as an example and are reluctant to be creative within the rubric of the assignments. Any recommendations?

  2. Ang!!!!!

    I totally agree with you in incorporating students’ interests in likes into the curriculum. It’s a fun “trickery” teachers like to do to get our students to learn. I do it all the time. I had a student who hates using a ruler do a cool art project that had to do with symmetry, his name and making cool designs with a ruler fall in love with using a ruler. He said to me, “Ms. Robinson, you have inspired me”, as he was using a ruler! Haha – trickery! Gotcha! LOL I love that you are incorporating technology into science. This subject can be tough for some, it wasn’t easy for me in school, but having cool platforms to grasp their attention will definitely get them learning and loving science.

    I am with you sister on showing examples. Often times I forget to add examples for my students to model and I end up receiving from them something totally different from what the idea of the assignment was. I agree that having examples of everything is necessary, especially in complex subjects like science.

    I think nowadays because there are some many different ways of learning compared to our “dinosaur days” of just using pen and paper, it is important to differentiate. Perhaps the personal learning environment can be offered to those with higher executive functioning skills and those who are more dependent have the option to utilize you as a resource. Then they can build their way up to working independently.

    Your blog is awesome and I really felt connected to your work reading it. It was very descriptive and filled with teacher emotion. ☺ great job!

  3. Angela,

    I can understand where your students are coming from with their need to couple technology and learning. With children in that age range, there are not many times in their lives that they are separated from technology. As you put technology into the admixture of education, you move the children from the sterile environment of simple lecture to their own comfort zone. While you are moving away from your own comfort zone, perhaps you could do something else to make the learning environment more comfortable. One thing I have noticed with children that age is their peer tactics. When one influential peer likes something, it is soon taking off as a fad. Perhaps you can recruit a peer “teacher” of sorts? This influential peer can help sell the education platform.

    With the LMO, as an educator, it will allow you to have your students learn at their own pace. This type of individual learning will prevent peer influence from delaying the learning process and also allow students to learn at their own pace. With this type of environment, you can reduce ridicule and increase confidence as they begin to master the subjects on their own time.

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