Blog Post #10

 Working on Assignment 5 (PowerPoint Interaction) challenged me to learn new technical and design-oriented skills that go beyond normal slide shows. I learned how to use hyperlinks, triggers, and slide navigation to simulate a Jeopardy game based on U.S. History. The hardest part for me was designing an interactive user experience where each tile leads to a different slide. I also applied visual design principles to ensure that the game remained intuitive and visually appealing. One aspect I particularly liked was the creative freedom to design something interactive and fun for students. However, I found the process somewhat tedious at times, especially when dealing with multiple slide links and double checking that all pathways worked correctly without errors. If I were to improve this assignment in the future, I would encourage a singular game design and focus on streamlining navigation and possibly adding more advanced elements such as timers or scoring systems to enhance engagement.

As a future educator focused on social studies, I see a ton of potential for using data collection tools such as Qualtrics to help me improve instruction and assess student understanding. For example, I could use surveys to gauge students’ prior knowledge before beginning a unit on topics like the Civil War or constitutional law, allowing me to tailor lessons to their existing understanding. Additionally, I could implement short post-lesson surveys to measure changes in student attitudes or comprehension, particularly when teaching complex or controversial topics such as political polarization or civic responsibility. These tools would also be useful for collecting anonymous student feedback on teaching methods, classroom climate, and engagement levels, which can help me refine instructional strategies over time. 

One technology-related skill I would like to learn next is advanced data analysis and visualization R, particularly for educational and survey data. My SMART goal is: Within the next three months, I will become proficient in using R to clean, analyze, and visualize survey data by completing at least two online tutorials and applying these skills to a small dataset from a Qualtrics survey. This goal is specific (learning R for data analysis), measurable (two tutorials and one applied project), achievable (given my prior exposure to data analysis), relevant (aligned with both teaching and research interests), and time-bound (three months). To accomplish this, I plan to dedicate a few hours each week to practice learning, starting with data cleaning (e.g., handling missing values), then moving to visualization using packages like ggplot2, and finally applying these skills to real data from my own projects. 

Bitmoji Classroom

 

Blog Post #9

My experience with distance learning in K-12 centers on my time after my knee surgery in March 2014. During a routine football practice I injured my knee and required reconstructive surgery. Without the ability to move around for several weeks, my mom and I decided to opt for distance learning for the remainder of the semester. Pinellas County School District assigned a handler to deliver textbooks and learning materials to my home. They would come to check-in on my progress and take my completed assignments back to my teachers at Pinellas Park High School for grading. My handler was kind but it was sometimes difficult to understand the instructions for my work when I was getting it second-hand. They were also responsible for other students engaged in distance learning, therefore our assignments could sometimes be mixed-up. Overall, the experience was difficult for many reasons. However, with the mass adoption of Zoom meetings following Covid, I imagine the problems I experienced are non-existent today.

One new skill I acquired while working on assignment 4 was the slide master function. Almost all of the other components of the assignment I had experience with, except for the slide master. Quite honestly, I was dumbfounded as to how to operate it at first; but after messing with it more, I began to appreciate it's function. One thing I didn't like about the assignment was the recording aspect. I understand the benefits of including the recording requirement but it almost turns the assignment into two separate evaluations: how well can you build a slideshow and how well you can articulate a lesson in 6 minutes. 

One lingering question I have is how to effectively evaluate whether AI tools actually improve learning outcomes. While AI based assignments are innovative, their long-term effects on critical thinking, retention, and equity remain unclear. I am also interested in how educators can balance the efficiency of AI-assisted instruction with maintaining student autonomy and skill development. As a course suggestion, it would be valuable to include a stronger focus on evaluation frameworks, perhaps through a research-style assignment where students design and assess a technology intervention using measurable outcomes. Incorporating more real-world applications, such as case studies or simulated lesson implementations, would also help bridge theory and practice.

Blog Post #8

One important skill I developed during the Web Design assignment was learning how to structure information for an online audience. Designing the site required careful attention to site's layout and navigation. so visitors could quickly find important information. For example, I used visual hierarchy by organizing the page into sections such as announcements, assignments, and resources. I also applied consistency by using the same fonts, colors, and heading styles across pages. Additionally, I used alignment and spacing to keep the layout organized and avoid clutter, improving readability for students and parents.

I enjoyed the creative process of designing a digital space that could realistically be used by students and families. It was interesting to think about what information parents and students need and how to present it clearly. One challenge was learning Weebly's tools and structuring the page so it looked professional. However, this experience showed me how thoughtful design improves communication. Website design skills will be valuable in my future career as an educator because many schools expect teachers to maintain class websites for announcements, assignments, and resources.

QR codes can be a powerful tool for making classroom materials more interactive and accessible. One creative way I could use QR codes in my classroom is by creating a “learning stations” activity where students move around the room and scan QR codes to access different resources. For example, in a history lesson, each QR code could link to a short video, primary source document, or interactive question related to a different historical event. Students could work in small groups and rotate between stations, scanning the QR codes with their devices to explore each resource. This approach encourages movement, engagement, and self-directed learning while also allowing the teacher to provide multiple types of content in one lesson. QR codes could also be placed on classroom displays or worksheets so students can quickly access supplemental materials or explanations.

Case Study

A teacher uses an AI tool to automatically generate lesson plans, discussion questions, and grading feedback for student assignments. The teacher begins relying heavily on the AI system and provides feedback to students that was generated almost entirely by the tool without reviewing it carefully. Some students notice that the feedback is generic and sometimes does not accurately reflect their work.

An ethical response to this situation would be for the teacher to use AI tools as a supporting productivity tool rather than a replacement for professional judgment. AI can help generate initial drafts of lesson plans or feedback, but teachers should review and personalize the output before sharing it with students. This ensures that feedback is accurate, meaningful, and tailored to each student’s work. Teachers also have a responsibility to maintain transparency and uphold professional standards in their instructional practices. By using technology thoughtfully and maintaining oversight of AI-generated content, educators can benefit from increased efficiency while still providing students with high-quality instruction and individualized feedback.

Blog Post #6

     One Florida standard that stood out to me was SC.912.TI.2.11: Utilize citation tools when using digital information, which applies to 12th grade students. This standard focuses on teaching students how to properly credit the information they find online using digital citation tools. This is especially important today because students rely heavily on online sources, and they need to understand how to avoid plagiarism and evaluate credible information. As someone who plans to teach civics, I see this standard as essential. Civic education often involves analyzing primary documents, news articles, and scholarly sources, and students must know how to cite these materials responsibly. Based on my current skill set, I do feel prepared to implement this standard because my college coursework has required extensive use of citation tools like Zotero, Google Scholar, and citation generators. However, I would need to learn how to teach these skills explicitly to high school students in a way that is accessible and engaging.

    While exploring the CPALMS Educator Toolkit, I found Resource ID# 209345, “When Students Lead,” which is an interactive tutorial about the birth and legacy of the Student Nonviolent Coordinating Committee (SNCC). This resource allows students to explore how young people played a major role in the Civil Rights Movement, particularly through grassroots organizing and activism. I think this resource would be extremely valuable in a civics classroom because it combines historical content with interactive technology. Students could work through the tutorial independently or in small groups and then complete a reflection or discussion activity afterward. This resource also aligns well with civic learning goals by helping students understand how ordinary citizens, especially students, can influence political and social change. Additionally, I could integrate citation practice by having students cite the tutorial or additional digital sources they use to learn more about SNCC.

    One question I still have as I continue learning in this course relates to organization tools for educators. There are so many digital platforms available, such as Google Classroom and Canvas and I am wondering which tools are most effective for keeping lesson plans, notes, assignments, and resources organized in one place. Organization seems especially important when integrating technology into teaching, because it can quickly become overwhelming. My discussion question for the class would be: What digital organization tools do experienced teachers recommend for managing lesson plans, instructional materials, and student assignments efficiently, and how do these tools improve teaching and learning outcomes?

Blog Post #5

    My experience with blogging has been more reflective than I initially expected. At first, I viewed blogging as just another writing assignment, but I have come to appreciate it as a means for reflection and developing my own voice. I like that blogging helps me connect course concepts to my own experiences. It feels less rigid than formal writing assignment and still encourages creativity. However, I sometimes find it challenging to find the right balance between a conversational tone and academic rigor. Overall, I have learned that blogging enhances my ability to connect course content to my personal experiences and envision technology use in my future classroom.

    When exploring artificial intelligence in education, I am both intrigued and cautious. AI has tremendous potential in a K–12 setting. Applications like tailored instruction and feedback, as well as accessibility support can assist both teachers and students. Tools powered by AI can help teachers generate lesson ideas, quizzes, and scaffolds for diverse learners. At the same time, I recognize concerns about overreliance on these tools and academic integrity. Students are still developing critical thinking skills, and AI should supplement, not replace, the cognitive work of learning. From my perspective,  AI can be powerful when implemented thoughtfully, with clear pedagogical goals and boundaries.

    For my Participation Portfolio Item focused on Generative AI, I experimented with Chat GPT to build a lesson plan centered on U.S. History, specifically the attack on Fort Sumter that sparked the Civil War. What worked well was the ability to quickly generate a structured plan while granting me the ability to revise and personalize the plan with further prompting. I can see how it is helpful for overcoming writer’s block and organizing my thoughts. However, I noticed that each section of the plan required careful editing to ensure accuracy and alignment with the curriculum expectations. I also realized that the quality of the response depended heavily on the parameters of my prompt. Next time, I would be more detailed when writing the prompts and ask it to consider the curriculum standards for my topic. 

    In my future teaching practice, I envision using Generative AI as a support tool for instruction. For example, I could use AI to tailor reading materials based on the student's needs, generate practice questions at varying difficulty levels, or model the writing revision process for students. I would also teach students how to use AI responsibly, focusing on transparency, citation practices, and critical evaluation of generated content. To address ethical concerns I would establish clear classroom policies on AI, discussions about academic honesty, and promote digital literacy. Ultimately, my goal would be to help students see AI not as a shortcut to critical thinking, but as a tool that enhances their understanding of the world.

Blog Post #4

    Last week’s visit to the Tech Sandbox opened my eyes to how hands-on technology can be used to support active learning in the classroom. During the tour, I learned about tools like programmable Lego kits, VR headsets, and 3D printers. These spaces are designed to encourage experimentation and problem-solving. One activity that stood out to me was building Lego models that integrate basic coding to control movement and sensors. My partner and I created a Lego model resembling a soccer goal on wheels that could detect the movement of a ball and respond by shifting to block incoming shots. In a future classroom, I could see myself using similar programmable kits to teach students foundational coding concepts in a way that feels engaging rather than intimidating.

    Using social media platforms such as Pinterest, Instagram, and X has definitely supported my Personal Learning Network. I have primarily interacted with educators, researchers, and content creators who share their personal teaching experiences. I especially enjoy @principal_lamb videos on Instagram. These platforms are valuable because they allow me to quickly access diverse perspectives, discover new tools, and stay informed about trends in education and technology. In my future career, these platforms will serve as professional development spaces where I can exchange ideas and connect to broader educational communities beyond my immediate workplace.

    Growing up, I attended schools that were more digitally limited than digitally rich, particularly in terms of access to technology and instructional software. We had access on an appointment basis to computer labs that had basic software packages. However, there were fewer opportunities to explore creative or interactive technologies that went beyond standard assignments. As a result, much of my college-level technology preparation required self-teaching and adjustment, especially when encountering more advanced digital tools. Those early experiences still supported me by building familiarity and problem-solving skills, but more consistent exposure to programming, multimedia tools, and applied technology projects would have better prepared me for higher education. Addressing the digital divide earlier could help ensure students enter college with technical confidence, leading to more successful educational outcomes.