Monday, August 10, 2015

Digital Ethnography: Health Lesson on Overall Wellness and Reflection

  During my last #ITDML class I was asked to complete a digital ethnography of a lesson I would teach in school.  I tried to think of a lesson that not only meant a lot to me, but also was an important concept.  I decided to do my lesson and ethnography on the overall health and wellness of a person. 

     Contrary to what some people believe, health education is an extremely important subject our youth will learn during their high school career.  Most people believe to be healthy is optimal for a happy life.  It is also true, may believe mistaken a healthy lifestyle as just a physical part of life.  Working out, running, weight training and other activities are only a portion of an overall healthy person.  The truth is, many of my students believe to be considered a healthy person you must be physically fit.  The truth is that is only part of it.  In order to be seen as an overall healthy individual you must not only be physically fit and free from disease, but you must also be socially and emotionally stable as well.

     When I was a little girl, my parents tried to teach me positive life skills and values to create a solid foundation of good morals.  Throughout my childhood family was always a big part of my life.  Unlike some families, I lived only a mile from my aunts, grandparents and cousins.  If that was not enough, we also were likely enough to have a summer cottage by the Connecticut shore.  Of course it was not just my family who had a house, but instead we had a community of just my family. Needless to say, my family was always an important part of my life.  Emotionally, my family grounded me.  They supported me through the good times and bad.  Socially, my family encouraged and supported me throughout the years.  When designing a lesson about why I strongly believe it is important for someone to be both socially, emotionally and physically important, I was excited.  It was a great way to not only reflect on myself on a more personal level but it can also help the students understand the importance as well.  Most of my students are lacking in one of more of the healthy areas.

When I first started the digital ethnography, I tried various different programs such as soundslides, present me, and WeVideo.  I finally settled on the program UTellStory.  Although the program was a little difficult at the beginning, it was easy to use once I played with it.  The biggest challenge I faced with the program was the music.  I tried to incorporate the music on the pictures but could not align it up correctly.  I finally tried Audacity.  It was difficult for me to work with so I decided to use Windows Movie Maker.  I then saved the work as a MSWMM and converted the task into a JPEG.  Once converted the music was easy to upload into the UTellStory.  I feel this assignment was difficult but also very meaningful.  Once completed, I have a better understanding how I can present information to my students in a different way than they are used to.  I believe when I show my students the digital ethnography they will like the video.  I also believe they will have a better understanding of what it means to be an overall healthy person.

Here is my completed lesson plan as well as my digital ethnograpy.  Hope you enjoy them!

Tuesday, July 21, 2015

Week 3: Mash Up

Here is Stephanie Lavado and my mash up showcasing the basic rules of soccer.

Monday, July 20, 2015

My Digital Portfolio

I created a website to showcase my digital experience during the ITDML program as well as a resource for specifically PE and health educators but also classroom teachers.  Please visit my site and take technology into YOUR classroom.  

Digital Programs for your Classroom

  1. Newsela: A program who compiles recent news articles and creates alternative reading levels/abilities for your students
  2. Google Scholar: Research based articles of various different subjects
  3. Goanimate: Create your own cartoon here
  4. Powtoon: Similar to goanimate
  5. Storify: Compile a timeline of tweets, stories, videos, and much more. A great tool for a culmination of the year.
  6. Emaze: Program to create presentations
  7. ignite Talk: A slide show presentation creation website
  8. Popplet: A great tool create a digital web map
  9. Haiku Deck: Similar to Popplet
  10. Coggle: Similar to Popplet and Haiku Deck
  11. Peach Jar: Prepare your own homemade digital flyer
  12. Kid Blog: A blog for your students
  13. Letter Generator: A program to teach students how to write letters
  14. Easy Blogger: A blogging website
  15. Schoology: Great way to connect classrooms and organize learning


Health and Physical Education Digital Programs

HEALTH EDUCATION: Below are programs to help track students exercise and food intake:

  • Map My Fitness: A program that uses GPS to track a students exercise
  • Ubersense: A program to help PE teachers use in their classrooms to record performance and in slow motion play back the movement. The program also allows you to compare the motion to a professional athlete.
  • Coaches Eye: Similar program to ubersense.

Develop Your OWN Identity

Below are some resources you can use to develop your OWN identity

  • Pixabay; A program to find hundreds of free digital images great for your classroom
  • DaButton: A program that allows the creator to input buttons into their website
  • Skitch: An user friendly program to take screen shots on the computer!
  • Screencast: Make your own tutorials with this program

Below are all different types of free website creation programs 

Wednesday, July 15, 2015

Teaching Online Content Tools: Loseit! Application as a OCC Product

 As a health and physical education teacher, I find benefits in programs to help monitor our food intake with our energy expenditure. I have used various programs such as myfitnesspal and caloriecounter; however; one tool I use in my classroom is LoseIt! This is an application that can be used on a smartphone, tablet or desktop computer. It can be paired with various other programs such as the mapmyfitness programs. It is an extremely user friend program good for the everyday person looking to get healthy and stay healthy. Below is a summary of the program, a lesson outline of when incorporating the LoseIt! program in their classrooms and also a tutorial on how to use the program.
The Lose It! application is a product of FitNow Inc. in Boston, Massachusetts. The application was introduced as an iPhone version in 2008.  Since its growing popularity, FitNow Inc. decided to include the web other devices. The “Lose It!” is an application used to track calories intake and output.  The application also tracks foods from the various food groups and pairs with MyPlate.  Based on your height, weight, goal and activity level, Lose It calculates the appropriate amount of daily calories necessary.  Great, easy to use tool for students! After setting up the free application on the desktop, one must develop a goal such as gain weight, lose weight, or maintain weight.  You can also download the application onto your mobile device for on the go tracking.  Once your profile is set up Lose It! calculates your target calories to reach for the day.  Throughout the day you can include each meal you ate including snacks and drinks!  The Lose It! application can make a running tab on your calories and calculate the remaining daily calories.  It can also track your daily activities such as mowing the lawn, house cleaning and much more! Now that you are ready, it is time to start “Losing It!”.  Click on the top left hand corner marked “Add Food” as seen below.  If you are using a mobile device you can also scan the bar code on the food package. The students will be able to compare their food intake to the daily intake national average.  They will also be able to analyze their daily intake to determine and set fitness goals.

Lesson Outline: 
Review the food groups and essential nutrients. The students should be able to name all the essential nutrients and the food groups through a quiz on Socrative. The students will then discuss energy expenditure in comparison to calorie input. Using the lose it application, the students will log their food intake for the past week. The students will also add any exercise/energy expenditure they did throughout the week. Using the application and USDA food minimums as a guide, the students will analyze their intake and output to answer the essential question; how can their habits affect their overall health and wellness? Here is an example of the culminating activity I do in my classroom. The students can produce a written or visual analysis.

Lesson Overview

Video Tutorial:

Tuesday, July 7, 2015

Site Map for My E-Portfolio

Here is my sitemap for my digital portfolio using coogle

What is included in my E-Portfolio? Week 1 Response

1) What fundamental elements should your e-portfolios include from this program?

What is an E-portfolio and why is it significant? Throughout the past eight months I have embarked on an incredible journey. I have learned things I never thought possible, been exposed to material I did not know existed and develop relationships with people I would not have otherwise if it wasn't for the #ITDML program. So why should I develop an E-portfolio you ask? How else would I be able to organize the vast amount of information and provide evidence of my learning? How else could I share my learning and experiences with others? Isn't that our ultimate goal? My goal when entering the program was to grow as learners to better myself as a teacher. I also wanted to provide a digital platform for other teachers in my building in hopes to help enhance their classroom as well. An E-portfolio can do just that. It is a digital briefcase of information showcasing learning and content from the #ITDML program.

I intend my audience is administrators, coworkers and peers. Below is a list of the fundamental elements that I will be including in my e-portfolios:
  • Name of the program/Purpose of the page
  • Contact information/Philosophy statement
  • Resume
  • Artifacts/work completed in the program
  • Examples and tutorials of information and programs
  • Space for collaboration
  • Links to useful resources

21st Century Philosophy Statement

21st Century Philosophy Statement:

July of 2014 I was asked to write my teaching philosophy for an #itdml assignment.  At that time I was set in my ways and did not intend to change my philosophy.  Little to my lack of understanding, my philosophy had changed and therefore I have learned my first lesson based on this program "be open to change".  So what is my teaching philosophy now?  I believe the better question would be, what is my new teaching philosophy for the 21st century learner?  The 21st century learner has provided schools and teachers with dramatic transformations in the classroom.  Pens and pencils are consider a low tech assistive technology and computers are a source for a flipped lesson.  The classroom is constantly changing and technology is becoming a norm.  Technology is now seen as an priority and can help enhance our classrooms with new innovative ways to teach the information.  Not only can technology bring our learners into the content, it allows the learners to learn anywhere, at anytime from anyone. Scary, yes I know, however; when implemented correctly can positively prepare our students to be successful in the ever changing world. I believe teachers should provide their classrooms with opportunities to be successful through creation and exploration.  The classroom is a setting to allow students to question, engage, synthesize, and elaborate.  I believe all students are capable of learning but not all content can be taught the same.  Once students are given the educational tools, all students are capable of completing amazing tasks.  My classroom must be safe place for all learners to expand their knowledge. The classroom is a place to foster a hunger for learning.  Technology can be an important tool but should not replace the future of education.  I do believe a quality education is a privilege, what you do with it is a choice.  Lastly, if a teacher can be replaced by YouTube, they should.  Identifying needs of my students on a personal level is a necessary part on the journey of education and should never be replaced.

Monday, June 29, 2015

Review of Literature: Evaluating and Selecting Appropriate AT

A Review of Literature:
Evaluating and Selecting Appropriate Assistive Technology
Cari McKee
University of New Haven
ITDML; ED 7724

Assistive technology is defined as “any device, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability” (Beard, 2011).  For some students, Assistive Technology is the only way one can be successful in the education process.  In the 2011-2012 school year, research was collected to evaluate the students in our school systems.  The data provided our school communities with research of how many students were physically or mentally disabled.  These students showed they needed assistance in order to be successful in our current school systems.  The research showed over 6,000 students have disabilities and require some type of assistive technology in school systems (U.S., 2013).  With this many students needing assistance, assistive technology is considered as the main source to help our students be successful.  The 21st century suggests technology integration can help enhance learning in our classroom settings. Assistive technology are tools to help students be successful and given the ability to do “normal” activities. Depending on the student's needs, types of devices provided, and support within the school community can determine which type of device is best fit for each student.  Assistive technology can be low tech or high tech devices used in the classroom to help assistive students from a wide variety of disabilities be successful.  There are many different types of assistive technology assisting our students currently; however, more technology can be incorporated into our school systems to help meet the “no child left behind” standard of education (Raskind, 2000).  Although technology can help our students be successful, there are also negatives when selecting an appropriate assistive technology for each individual. This review will look at various research articles and address these advantages and disadvantages as well as give some suggestions when choosing an assistive technology device.  The review will also provide information on how to properly evaluating different types of technology to help students in the classroom experiencing disabilities.
In the article, Assistive Technology for Individuals with Disabilities: A review and synthesis of the literature, Alper discusses the Assistive Technology Act of 1998.  The act addressed the students needs with different types of assistive technology in education.  The Assistive Technology Act is intended to protect students who were in need of devices in the classroom.  When devices are properly implemented into the classroom for the appropriate individuals, the devices have shown evidence with helping students increase their self esteem (Alper, 2006).  The proper implementation of technology also allowed students to live independently.  Confidence was built through the support of each assistive technology device allowing students less need for assistance from other individuals during certain tasks.  From there the students became capable in pursuing meaningful careers.  The devices also helped students create and mature their own identity which otherwise might have been lost.  Many students do not have the privilege to integrate technology into their classroom even if it is assistive technology (Kelker, 1997) due to many barriers.
Alper suggests some of the reasons why technology has been a downfall in the classroom. Alper also discusses how technology is not available to all students for various reasons.  Some of these reasons include high equipment cost can hinders schools systems to provide all of their students with proper assistive technology.  A lack of information and knowledge about different assistive technology devices can also deter school systems from implementing assistive technology into the classroom.  Support is a necessary component to incorporating success assistive technology devices to the students and into the necessary classrooms.  Without the support, proper introduction and use of assistive technology devices cannot be as successful as if the support was not in place.
In order to properly evaluate assistive technology, there are many things one need to take into consideration.  First, the individual student must be properly evaluated.  Once properly evaluated, the group should identify a need of the student.  The students needs must be taken into consideration before an assistive technology device can be taken into account.  Secondly, the student’s physical and mental ability needs to also be considered when choosing the proper assistive technology device (Kelker, 1997).  It is imperative there is proper support from the family as well as the school community.  Providing individuals with the proper support should play a major role when selecting the type of assistive technology device for each student.  Once the students has been thoroughly evaluated through an IEP or PPT, next the device itself should be evaluated before considered in being implemented into the students school success program (Raskind, 2000).  
There are different types of devices with various functioning capacities used for various types of students.  Depending on the device function, cost of assistive technology, support of those involved, and background knowledge can help determine the type of device chosen for each student (Facilitated).  In recent years, many studies have been done addressing how to properly implement devices into the classroom.  The studies also take a look at the types of devices and the effectiveness of each  assistive technology incorporated into the current classrooms. In order to have a successful integration of assistive technology, one must have effective teaching strategies as well as the knowledge of the device (Raskind, 2000).  In order to be an effective teacher one must have proper instruction.  Incorporating collaboration while challenging students can help increase knowledge and participation in the classroom.  Classroom management needs to be a priority as well as appropriate technology use.  Lastly, if used properly, technology can support and increase success in the classroom for all students. Each teacher should be well equipped to understand the devices used in their classrooms.  Each student should be able to integrate the device in the classroom; however, it is not solely the student's responsibility to properly manage the device.  The teacher and surrounding students play an intricate role when using the device for success in the classroom.
Assistive technology has a variety of different types offered.  Each device is out into categories based on the amount of technology used with the device.  These two categories are known as high tech and low tech assistive technology (Beard, 2011).  Assistive technology  is any item or piece of equipment that is used to “increase, maintain or improve the functional capabilities of individuals with disabilities in all aspects of life, including at school, at work, at home and in the community” (Assistive).  Low tech devices do not require an extensive amount of training.  The equipment is usually cheaper and less complex when it comes to the use of the device.  Some examples of low tech devices are as follows:
    • Magnifiers
    • Large text
    • Graphs
    • Canes and walkers
    • Task cards
Low tech devices are can be as simple as task cards, organizers, and light pens (Assistive). All of these device can help high functioning students with disabilities more successful in the classroom setting.  For students who need help organizational skills or are visual learners, low tech devices can be useful to help structure their thoughts. High Tech devices are generally more complex pieces of equipment or programs.  The devices are usually digitally based and therefore more expensive (Tools).  Most of the high tech devices do require an extensive amount of training and therefore can deter school systems and teachers to reject them in their classrooms.  Below are some examples of high tech devices that can assist students in the classroom.
    • Wheelchairs/scooters
    • Hearing aids
    • Audiobooks
    • Communication devices with voices
High tech devices can also include but are not limited to Smart boards, amplifiers, audio pens and audiobooks (Kelker, 1997). Kidspiration is an example of a high tech assistive technology program used to help assist students with visual recognition and awareness.  Whether a student needs high tech or low tech devices, each one must be evaluated and considered before it is brought into the classroom.
In conclusion, assistive technology is providing our students with opportunities they might not otherwise have.  In order to effectively provide the students with the proper assistive technology one must evaluate the types of device needed.  Once the proper assistive technology is decided upon, successful implementation comes through support of both the school community and the families alike.  Assistive technology can be an effective tool for many of our students.  Assistive technology can also hinder some of our students if it is not effectively evaluated and implemented correctly.  Therefore, time and device consideration must be contemplated before it is introduced to the students.
  1. Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. Journal of Special Education Technologies, 21(2), 47-64.
  2. Assistive Technology Assessment - Find the Right Tools. (n.d.). Retrieved June 22, 2015, from  
  3. Beard, L. A., Carpenter, L. B., & Johnston, L. B. (2011). Assistive technology: Access for all students (2nd/3rd ed.). Toronto: Pearson Education.
  4. Facilitated_Communication_Prisoners_of_Silence. (n.d.). Retrieved June 22, 2015, from  
  5. Kelker, K. A., & Holt, R. (1997). Family guide to assistive technology. Billings, MT: Parents Let’s Unite for Kids.
  6. Raskind, M. (2000). Assistive technology for children with learning difficulties (2nd ed.). San Mateo, CA: Schwab Foundation for Learning.  
  7. Tools for Life. (n.d.). Retrieved June 21, 2015, from
  8. U.S. Department of Education, National Center for Education Statistics. (2015). Digest of Education Statistics, 2013 (NCES 2015-011),Chapter 2.

Friday, June 19, 2015

Course Project

Here is my Google Slide Presentation for my Course Project on How Technology Can Support Project Based Learning.

Tuesday, June 16, 2015

AT Request to Springfield College

Dear Vicki Anderson,
My name is Cari McKee.  I am a prospective student who will be attending Springfield College in the Fall 2015.  I am writing to you because I have difficulty in the classroom setting due to a disability and would like to request assistive technology to ensure my success in your program.   I lost my sight when I was four years old and have been receiving assistance throughout my schooling.
Some of the programs that have assisted me previously are speech recognition programs.  I have used various programs throughout my education.  One program that worked well for me is ViaVoice and taped text.  I understand you currently have a speech recognition program called Dragon Naturally-Speaking.  I would like to request the use of the program to help with my academic performance.  Taped text would also help benefit my success at Springfield College because it will allow me to tape and replay the information for later use.  Currently, I have difficulty comprehending material due to my disability and value to ability to tape the class material to use for later.  Speech recognition software such as taped text and Dragon Naturally-Speaking would assist me with replaying information.
I am also aware you have an adaptive sports program at your school.  I understand your university values the development of the whole person with mind body and spirit development.  Based on your values, I strongly believe getting involved in the adaptive sports program can allow me to grow through the academics but also develop as a whole.  Some low tech assistive technology I have used in the past are bells to help me recognize the direction of the task.  For example, in a throwing activity, a simple bell can help direct me to where the ball needs to be thrown.  
I am thankful for your consideration with helping me receive the proper assistive technology necessary for my success at your institution.  I look forward to hearing from you and attending your program in the Fall.

Cari McKee
Class of 2019

Monday, June 15, 2015

Survey with a Special Education Teacher

Interview with a Special Education Teacher
7724- Week 11

I decided to interview one of the special education teachers in my school.  Although a little bitter, I believe she has every right to be.  Unfortunately, in our school we are expected to implement technology as well as assistive technology without formal training. I was very surprised with the response shown below because the special education teacher should be the one receiving formal training.

1:  How often do you use Low-tech assistive technology such as pencil grips, highlighters, etc.
  • Daily
  • 3-4 times/week
  • 1-2 times/week
  • Less than once a week
  • never

2:  How often do you use High-tech assistive technology such as audio-books, speech-to-text, screen-reader, etc…
  • Daily
  • 3-4 times/week
  • 1-2 times/week
  • Less than once a week
  • never

3:  Is the Low-tech assistive technology that you have used effective, in your opinion?
  • sometimes
  • no
  • n/a

4:  Is the High-tech assistive technology that you have used effective, in your opinion?
  • yes
  • sometimes
  • Definitely not
  • n/a

5:  What are some factors that hinder the use of assistive technology, in your opinion?
I do not use assistive technology as much as I should because I have not received any training on it. Although we have some of these tools in my classroom I was not shown how to truly use them nor have I been given the time to “play” with them.  How am I expected to use something I am completely unfamiliar with? I use items that have been working for years and I am comfortable with.

6:  What are some factors that facilitate/encourage the use of assistive technology, in your opinion?
Support.  Support is a huge factor that can either help or hinder the implementation of assistive technology in teachers classrooms.  In my case, I do not use it as often because I am uncomfortable with it.  Other teachers I know use technology much more in their classroom because they have the background knowledge of it or they are given time during their department meetings to play with the product.  During our department meetings we discuss issues and are given time to work on our paperwork, not play with programs.

7:  What training, if any have you had on various High/Low tech devices and/or different ways to utilize those devices?
Image CC from
Unfortunately, that is the problem.  I have been shown how to use Google Classroom, and the Google products because that is the type of school we are.  I also use my smart board frequently.  In regards to high tech resources to help my students, I have not received any formal training.  I think my students suffer because of it.

Flanagan’s article states, “Teachers’ use and understanding of AT may increase when effective instruction is provided during pre service preparation or professional developments.”  Unfortunately the teacher I interviewed did not have effective instruction because she believed it was unattainable without proper training.  The article does state a barrier to using assistive technology due to lack of knowledge and types of devices. After reading the article, I believe the ideas of the person I interviewed are similar to those described.  Both the article and the special education teacher pointed out some downfalls of why people choose not/can not use assistive technology in the classrooms.  Both the article and special education teacher stated support was needed in order to effectively use assistive technology in classrooms.  They also stated how the support needs to come not only from the parents, students, and teachers but also from the administrative staff.

  1. Flanagan, S., Bouck, E., & Richardson, J. (n.d.). Middle School Special Education Teachers’ Perceptions and Use of Assistive Technology in Literacy Instruction. Assistive Technology, 24-30.  
  2. Lindsey-Glenn, P. F., & Gentry, J. E. (2008). Improving vocabulary skills through assistive technology: Rick’s story. TEACHING Exceptional Children Plus, 5(2) Article 1. Retrieved [date] from

Tuesday, June 9, 2015

21st Century Learning

Each and every day our world around us is constantly changing.  Something as simple as taking notes in school has developed into e-notes through various programs such as Google Docs and Evernote.  21st century learning is responsible for the change in our classroom as well as the environment around us.  So what are 21st century skills and what exactly is 21st century learning?  Why is it important for our students to do this?
Let me start by saying our world is constantly changing.  Technology has taken a forefront in our existing world to make our everyday chores seem easier.  For example, ten years ago cell phones still were not a necessity.  But what happens now if you forget your cell phone at home?  Do you feel lost from the world maybe even disconnected?  21st century learning involves our students in the learning process and puts them in the heart of the learning rather than the students feeling disconnected through lectures.  21st century learning requires the students to reflect, analyze, apply, and critically think about situations.  The idea of 21st century learning reminds me of a phrase my mother used to tell me when I was studying for a test, “teach it to someone.  By teaching the material to someone you can learn the information much better than looking at words on a piece of paper.”  By my mother’s phrase of “teaching” the information to someone, she required me to apply the information I was taught and give meaning to it by explaining it to someone else.  21st century learning has similar principles.  There are many words to explain 21st century skills.  Some of these phrases are problem solving, critical thinking, analyze, create, reflect, synthesize, collaboration, and student centered learning.
So what is the importance of each skill and which are the top priorities to me and in schools today?  Below is a review of each skill:
·       Technology Skills: The ability to understand and use technology to apply the information learned.  Students work with new programs to showcase the information learned and apply the information through various technological programs.
·       Critical Thinking: The ability for students to analyze a topic and “look deeper” at the meaning rather than just the definition.  The students must be able to critique the information and provide evidence on the importance of the material.
·       Problem Solving: the ability to look at possible solution and develop a well thought out solution for the problem based on the anticipated outcomes.  The students will be able to identify the positives and negatives of a situation and be able to address the issues to conclude a reasonable response and solution.
·       Creativity: The ability to use their imagination to develop a program, activity or response based on all the information at hand.  The students will be able to develop an “out of the box” response to a certain situation to make the material more meaningful to them and other students.
·       Collaboration: The ability to do meaningful work with other students, teachers, and professionals to accomplish a common goal.  The students will be able to work with others to compile examples and ideas of others.  The students can then develop a creative project of their own based on the collective ideas of others as well as themselves.
·       Work Ethic: The ability to work hard to accomplish a goal. The students will be able to continue to consolidate, collaborate, and communicate with others through research to find materials and create a product of their own.  The students will be able to continue their search of information and development of their project until they have reached a product they are happy with.
·       Global Understanding: The ability to look at material through a worldwide eye and not just the United States of America.  The students will be able to look at topics through various other cultures, religions, and opportunities throughout the world and not just their present community.
·       Digital Literacy: The ability to portray information through a digital platform rather than the written format.  The students will be able to correctly use digital resources and accurately provide information through the digital voice rather than the traditional paper and pencil format.
·       Metacognition: The ability to be able to convey their thoughts and ideas to others.  The students will be able to understand their thoughts and be able to compile them in a way others can understand it as well.
·       Leadership: The ability to take initiative and provide a positive role model for others to follow.  The students will be able to provide a positive example for others to follow.
Although I believe all of the above skills are essential in 21st century learning, I do feel there are a couple that are necessary to understand material in the ever-changing world.  The skills I feel are priorities in my present classroom are technology, collaboration, critically thinking, and problem solving.  I believe these four skills are essential to be an effective 21st century learner because they are all skills capable of providing the learner with a deeper understanding of the material.  Problem solving, critical thinking, and collaboration can provide the learner with a deeper understanding of the material and technology is essential to portray information in the 21st century environment.
            As a physical and health education teacher, there are various technology resources that support 21st century learning as well as align with the current Connecticut Common Core State Standards.  One of the resources I would like to talk about is the QR readers.  I have used the QR reader for various different opportunities in my classroom.  Not only have I used the QR reader codes to showcase student talents, but also for formative and summative assessments.  In my classroom I have students use their smartphones or school issued tablets to create a video demonstrating an activity.  The students are required to accurately demonstrate the activity, provide an explanation of importance and safety concerns when performing the certain activity.  One thing I have not had the opportunity to do yet is to take my students work and showcase the work to the community.  In our town, we have a boys and girls club that many students and community members utilize to work out. My idea for application is to take the students work and share it with the current boys and girls club.  I believe the students would love to see their work as well as their peers work outside of school.  Not only would that provide an opportunity to showcase their knowledge but also provide the community with healthy workout tips provided by the students in their town!  Here is an example of the assignment I provide my students with.  Here is another link for an aquatic workout.  Here is an example of a student work done by junior last school year. Unfortunately, the student was not required to make their own videos but could research various video which met all the requirements of the lesson.  The next time I do this activity, I would like to require the students to create their own videos to share with the class.  I would then like to put a list of all the QR reader codes on the wall so the students can create their own workout while in the weight room.  The class would turn into a student driven assignment and would give the students an opportunity to develop a program they designed.
            The second technology that supports 21st century learning and the CCSS is ubersense. Ubersense is a free program that records student’s technique when performing a skill.  The students can then analyze their form based on the example provided to them.  I have not used this program yet in my classroom but am anxious to.  +Stephanie Lavado  has given many presentations in the #itdml class showcasing how to use ubersense.  It has always seemed like a great program to use but have not had the opportunity to try it in my classroom.  How I would use it in my classroom is give students a flipped lesson on how to perform a basic skill in a unit we are doing during class.  The students will then need to use the program ubersense to record them performing the same skill.  From there the students will need to use their critically thinking skills to be able to analyze their technique and compare it to the example given. Not only will the students be able to critique their technique, but they can always provide feedback to other students in the class.
            In my eyes, 21st century skills are an understanding of material through the application, collaboration and creative process using technology as a guide to help convey messages.  The assignments and activities we do in our classroom should be aligned to assist the students in learning in the 21st century.  Project based assignments and stu
dent driven applications can help prepare the students in our ever-changing world.

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