Bernie the St. Benard's Techy World

I enjoyed this class and feel like I've learned about lots of new tools and resources available. I don't feel that there were any specific articles that stuck out to me, but the copyright infringement issue was a big takeaway for me. I never thought much about using articles, pictures and videos in my presentations before, but now that I know I am an internet stealing stuff criminal, I know to look for content that I can use in class worry-free. Participating in discussion groups during our class sessions was a good experience. I think sometimes we teachers as a whole feel like we are behind what everyone else is doing. Having the discussions in class alleviated some of these feelings. I'm not saying that the people in class are behind the tech-curve, but I do feel like we are all in at about the same place. Connected learner. I have grown insomuch as I know what a connected learner is, but I would say that I still have a way to go to be a truly connected learner. I typical

Considering technology integration models, I am most familiar with SAMR. Up until this week I had never heard of the RAT model nor the TPACK framework. After reading the article Teaching Effectively with Technology from Micool Online, I became more familiar with the RAT model and how in my opinion it is quite similar to the SAMR model. Both models are excellent, but I like the simplified version of the RAT model. In terms of the SAMR model it took me considerable time to move beyond the substitution level. At this point I feel confident that I am instructing mainly within the Modification level and at times reaching the Redefinition level. With the advent of so many great technologies including G Suites, Verso, Newsela and many more, it is easier for teachers to instruct within and maintain at the Redfinition level. In comparing the SAMR model to the RAT model, the Redefinition level (SAMR) appears to correspond to the Transformation level (RAT). I like the description of the Transfor

This is my Second Artifact. My second artifact was the multimedia project. This project was created with Google slides. I have used this resource many times before, but I had never used the hyperlink feature; for some reason I find this feature to be very appealing and professional looking. I connected the multimedia project to my Shakespeare Macbeth Google site (collaborative project). Both of the artifacts focus on the play Macbeth, but the Google slides has an emphasis on Shakespeare's 5 act story arc. I would use the Google slide presentation first to develop some basic background knowledge of William Shakespeare and then the rest of the presentation would be a lesson in the 5 act story arc Shakespeare uses in his plays. The story arc consists of the basic components of exposition, rising action, climax, falling action and resolution so most of this should be review (hopefully). The purpose would be for students to be aware of each of these arcs and how Shakespeare cra

This is my  First Artifact. SHAKESPEARE'S MACBETH I teach sophomore English 2 at Naperville North High School and one of our units is Macbeth. I created a Google site that provides information on the play Macbeth. The first page has images of Shakespeare and the play. I also included some information on themes as the main focus of the unit is to discover the many themes in Macbeth and how Shakespeare crafts these themes. At the bottom of the first page there is a Google document which allows students to collaborate when identifying themes. At the end of the page is a short video discussing themes (contains spoilers). The second page of my Macbeth site has information about Shakespeare. There is a video and an article that provides some insight to the life of Shakespeare. I also included a collaborative piece in a Google document. After students have read the article and watched the video, they collaborate on what they've learned and what they still have question