Embedding… #EdublogsClub

This post is part of the #EdublogsClub – a group of educators and educational technology enthusiasts that blog around a common theme each week. Simply write a post and share it (via social media w/ #edublogsclub or posting a link as a comment to that topic’s posting on the Edublogger site) to join in, or sign up to receive email reminders of each new prompt. 

Prompt: Write a post about any topic where you embed something.

That’s it! The topic is completely up to you, but we’d love to see your use of a tool or service that lets you embed.

I like to embed items into my posts; I find it brings value to my thoughts, creates a visual to assist in my description, and entertains my readers. So when prompted to embed anything, it took me a little while to think about what to embed, then I remembered I had the pleasure of participating in one of our elementary school’s, Math/Science Day, this past Friday. I wrote about it last year, but had to share it again this year because: a. I need to give shoutouts/thanks to my colleagues who helped with our lesson & b. its just a fun activity to share. So embedded below is the Nearpod lesson I did on the iPads w/ the first graders, while my colleagues (HUGE Thanks goes out to Stacey L., Kim L., & Jess V.) pulled students to get a photo in front of a green screen.

What’s a fun lesson you have taught recently? I would love to read about it in the comments below.

Another Piece to Your ThingLink VR/360° BreakoutEDU

I was asked by Suzy Lolley how I created a completion certificate for my ThingLink VR/360° Breakout EDU activity. Once someone has solved all the ‘locks’ in my Google Form and submits it; an add-on for Google Sheets, autoCrat, creates a customized/individualized certificate based off of data submitted from the Form. The data is entered into <<tags>> on a template Google Doc. Watch the video embedded below to learn how I set this up.

Do you have any questions or need any assistance with creating your own? I would love to help out through the comments below.

Teaching Economics with Real World Economics in the Technology Age

Education is increasingly transitioning to the reality of an ever-changing technological landscape. It is a challenge for many educators to leverage technology in the classroom in a meaningful and relevant way simply because the students are typically so much further ahead than the teachers, schools, and field of education in general. They are able to adapt more quickly to new technology and implement it in their personal lives far more easily than large educational institutions. However, the internet offers a wide range of options that may be more easily introduced into the classroom.

The Stock Market as an Educational Resource

Monitoring the stock market in real time is something that was once only available to those with traders on the floor. Now, it can be monitored on a second by second basis by anyone with a connection to the internet. This offers economics teachers an unprecedented opportunity to integrate real-world examples into their teaching methodology.

There are the terms and concepts that are easily recognizable as being related to the stock market such as bull market, bear market, short-selling, growth stock, value stock, dovish, and hawkish. Following the daily trends provides context to the underlying causes of the Stock Market Crash of 1929 and 2008 as well as the bubbles that preceded them.

It is also a valuable learning tool to explain the concepts of inflation, deflation, propaganda as it pertains to marketing and the value of a company, monopolies, banking and business regulations, investment, and interest rates. The more students become actively engaged in monitoring individual stocks and the performance of those stocks over time, the greater the educational opportunity.

Real Time Observation

Other technology powerhouses such as Apple, Sony, Amazon, Google, and Nintendo can also be leveraged to create interest in economic trends. Following Apple can be especially enlightening because of its regularly timed introductions of new products. Following the Nasdaq AAPL profile allows students to readily see the impact of specific events and news stories on the share price and promotes discussion on the topic.

Most students believe they are experts in social media. They receive a great deal of their informal education in these realms and they are a good place to start when introducing the concept. The stock trends of Twitter and Facebook and the implications of future developments based on investor preferences has a personal impact on how the students will interact with these services in the future.

In the News

Some of the most interesting, recent developments which students may find captivating are how the tech industry itself has been responsible for the record-breaking trends on Wall Street. This clearly demonstrates the power technology now has over the financial health of the country and even the world. This can be used to promote discussion on the role these companies have on the personal lives of the students and their families and how that translates into the larger economic role of the company and what that might mean for the stock prices of other companies with which they are less familiar.

Snapchat is another great example to use with students because of how recently the company was made public and the economic rollercoaster ride that has followed as the market struggles to determine the worth of the company. By actively watching the stock market, students become more aware of these details and can be encouraged to explore the economic and historical implications.

Economics classes have often been considered amongst the most uninteresting, however, this is rapidly changing. Technology has allowed the field to be viewed almost as a sport. It can be watched in real time, analyzed, discussed, and anticipated. With real-time monitoring, it can even be gamified by educators to further facilitate student engagement.

Consideration was received for the editing and publishing of this article

About the Author: Jenna B.

Jenna is a freelance writer who got into blogging in college and copywriting upon graduation. Jenna has usually written about topics that mean a lot to her such as health and medicine when applied to family and loved ones. Jenna is an avid runner as long as it’s not a marathon distance jog! She’s on twitter (she still hasn’t fallen in love with and doesn’t use often) @JennaFromDaBlog!

 

Continuing to Build Your ThingLink VR/360° BreakoutEDU

Here is the next phase to March’s ThingLink VR/360° BreakoutEDU Challenge which I am facilitating. I started the challenge by kicking off this idea at a Webinar on the last evening of February; check out this post to read about the kickoff. During the month of March, participants are joining my ThingLink Group (once they filled out this Form) and creating their own digital BreakoutEDU activity using the VR/360° editor in ThingLink. To find out what kind of tutorial/help participants were looking for next, I posted a Twitter poll (embedded below).

Here is the video tutorial showing how I create a Google Form, using a multiple choice question set to ‘Go to section’ so a Breakout participant can select which lock they are struggling with and receive a hint. Enjoy!

Do you have any questions or need any assistance with creating your own? I would love to help out through the comments below.

Apple Distinguished Educator Program Submission…

…Or Hoping Third Time is the Charm.

This post is part of the #EdublogsClub – a group of educators and educational technology enthusiasts that blog around a common theme each week. Simply write a post and share it (via social media w/ #edublogsclub or posting a link as a comment to that topic’s posting on the Edublogger site) to join in, or sign up to receive email reminders of each new prompt. 

We have made it through to the 10th week of the year!

And we thought that this might be a great time to spend some time to catch up, reflect, or finish that post you’ve been wanting to publish but haven’t gotten around to.

So here is the plan, this week choose one or more of the following:

  • Go back through the first 9 topics and publish a post on any that you may have missed.
  • Write a post reflecting on your experience blogging so far. What have you learned? How has it gone?
  • Spend some time publishing a post on any topic at all. Your choice!

I applied back in February (Deadline was the 15th) and haven’t had a chance to share here. This week’s #EdublogsClub Prompt gave me the chance to get back to this draft…

I ThingLink(ed) my submission video and tagged it up with links to other items referenced in the video. Fingers crossed, there is no listed timeline of when I should hear if I have been accepted.Have you ever applied more than once for something? I would love to read about your experience in the comments below.

Creating an Organized Feedback/Evaluation Workflow

This post is part of the #EdublogsClub – a group of educators and educational technology enthusiasts that blog around a common theme each week. Simply write a post and share it (via social media w/ #edublogsclub or posting a link as a comment to that topic’s posting on the Edublogger site) to join in, or sign up to receive email reminders of each new prompt. 

Prompt:Write a post about giving feedback to students.
Some questions to jumpstart your thinking:

  • What is your favorite type of assignment upon which to comment? Why?
  • Do you have any tips to share on using rubrics, alternative assessments, or anything else related to feedback and grading work?
  • How do you balance constructive criticism and sensitive students?
  • How do students respond to your feedback? Do you have any thoughts about changes that could strengthen your feedback?
  • How do you give feedback “in the moment” during classroom activities? What are the most effective strategies you’ve used?

The following Post from March 8, 2017 might not fit exactly to the prompt above, but may help some teachers develop a workflow for feedback with students. Enjoy!


Recently, I met with a teacher who was looking for a way to digitalize her 3-page evaluation rubric for her students. In the past, the teacher would give this out at the end of a group project to each member. She would then have pages from her four periods to have to scour through and determine what each member thought was their personal strength, why (or why not) they thought the group collaborated well together, etc. She wanted a way to save time on the collection and distribution process as well as the dialogue of feedback. We setup a Google Form to collect the information, but the data on a Sheet is not easily readable. So we used a Google Sheets add-on, autoCrat, to take the data and input it into a <<tagged>> Google Doc template. Below are the Form (for you to fill-out and receive your own version of the Doc) and the template Doc. When the Doc is shared with the submitter, it is shared with ‘Can Comment’ rights. This way the teacher and can make comments on their selections without the students being able to make changes to their rubric.

Around the same time the teacher reached out to me, this Tweet appeared in my Twitter stream. Coincidence, I think not!

What have you automated in your classroom? I would love to read about it in the comments below.