Tag Archives: School

Discussion #5: Discussion & Reflection Tools  

Google Forms can be utilized for testing purposes, but also to see where the students are at when it comes to comprehending the topics taught as the students can be asked to fill in various forms. One can choose different question forms such as multiple choice, text, check box, chose from a list, grid, time, and date.  This kind of forms would evaluate, monitor, test, or check the students.   If one incorporates the correct answers in the completion page, the students can check their own answers and function as an instant feedback to the students.

My “ah ha” moment was when I initially made one form, consisting of True/False questions, but realized it would not give me enough information to evaluate the students’ comprehension.

An additional similar tool would be survey monkey where the teacher can build questions to assess where the students are at academically and also utilize it as a different way to give quizzes for evaluating knowledge.


Assignment 6: Discussion & Reflection Tools

I chose to experiment with Google Forms as a way of testing/checking my students’ knowledge and understanding. At first, I utilized a True/False from Kids Health as basis for my questions. I liked how they provided a basic explanation after each question, so I referred to the web site in the final confirmation page for the students to go there to read and check over their answers after taking the quiz. I figured this was a way to get them to read through the material once more.

HERE is an example of the first quiz I made in Google Form to be utilized for testing purposes.

However, I then realized I was not really gathering enough knowledge about the students’ understanding of the topic to know where I would need to emphasize my further teaching. So I made a second form consisting of mostly short and long answers.

HERE is the second Google form that I would use instead of the first quiz.

I solely re-wrote the questions for the students to respond with longer answers, so I still included the link in the final confirmation page as a means for the students to read and check if they got their answers right.

HERE is the page they are referred to where they can read and check over their answers after completing the quiz. This helps them participate more in their own learning.

These questions in the second quiz require a higher level of participation from the students.

Plagiarism vs. Remixing

After watching the short videos “Everything is a Remix” part 1 and part 2, by Kirby Ferguson, I’ve been reflecting on the idea of plagiarism vs. remixing. When students write papers, they are essentially finding information online, in the news, in articles, or through videos. A considerable amount of the papers are paraphrased and quoted, but it is essentially acceptable as long as it is cited correctly and credit is given where credit it due.  Even research papers and theses with literature review sections are filled with other people’s ideas or findings.

It might be frowned upon to have students’ solely write papers where they paraphrase other peoples’ statements and ideas. However, some research consists of interpreting other people’s findings. The internet consists of a multitude of incorrect information as well, and young people today need to learn to sift through the World Wide Web, to fact check and do background assessments to identify the sources for the statements they write. As stated in Everything is a Remix “creation require influence”.

The ultimate way of remixing literature is writing a literature review for a thesis. As I was writing my Literature Review about The Impact of Various Diabetes Devices -Such as Continuous Glucose Monitor, Insulin Pump, and the use of Cellphones- on Hemoglobin A1c in Youth, I must have read almost one hundred articles on the topic to narrow it down to the forty-three articles I chose to reference. I learned a whole lot on the topic of ways to lower A1c in youth by summarizing peer-reviewed articles. I think it is essential for youth to be able to utilize existing information and they need to learn early on how to use it effectively and responsibly.

Discussion 3: Acquisition & Investigation Tools -Poll Everywhere.

I chose to utilize a tool called Poll Everywhere. Poll Everywhere lets you take “live” quizzes where the students can text in their reply and the result is posted immediately on the screen. By making their own quizzes the students have to interpret and summarize the topics assign to them and reformulate the subject matter, classifying Poll Everywhere in the Revised Bloom’s Taxonomy Level: Understanding.

My a-ha moment was when I realized that apparently one cannot embed everything into a blog… so now what…

Another very interesting tool i learned about in class was Padlet.  I love that thing! It’s a website the students will collaborate on.  The students and teacher can add pictures, assignments, videos, links to reading assignments, and home work. The teacher can track who posts what so it is easy to see who does what work.  If some students do not have access to computers at home they can easily do the assignment with pen and paper and have the teacher or another student take a pic of it and then upload it.  LOVE IT!

Lesson Plan -Health Ed.: Diabetes, Poll Everywhere

Teacher: Katrine Nordstrom
Date: 9/29/14
Subject area / course / grade level: Health Education, Poll Everywhere, Diabetes Awareness, 7th grade
Materials: Computers, Poll Everywhere, Lesson books, Projector



  • 115.23. Health Education, Grades 7-8: a1-2, b2B, b3A-C, b4A-C, b8A-B, b9A-B, b12A-C,G).
Lesson objective(s):

  • Differentiate between Type 1 and Type 2 Diabetes.
  • Recognize warning signs for both types of Diabetes
  • Know what the students can do to lower their chances of getting Type 2 Diabetes.
  • Know the long-term effects of both types of Diabetes.
  • Introduce Poll Everywhere (they have already seen how it works during the introduction quiz).
  • Assess peers and provide explanations as needed.

  • Start lesson with 10 questions from Poll Everywhere. (6-8 min.)
  • Students answer by texting in their responses.
  • This will also function as a quiz for the daily reading assignment.   (Evaluation of HW)
  • Students ask themselves: What are some of the similarities and differences between Type 1 and Type 2 Diabetes?

  • Students, in groups of 4-5 people, will make their own Poll Everywhere quizzes, consisting of 5 questions.
  • Each group is assigned a focus. I.e. each group has 3-5 pages to identify key points.
  • Students will be summarizing the main concepts from their assigned pages.
  • Student will be focusing on similarities and differences between Type 1 and Type 2 Diabetes.

  • While making questions, students will determine how to best generate if “their students” have a deep understanding of the topics assigned.
  • Ask students to evaluate other students’ knowledge. They might need to inquire about more information regarding some of the short answers given in the poll, and provide explanations if some peers are wrong in their answers.

  • Students will develop a deeper understanding of the topics, as they have to summarize their reading into short questions, and of course know the answers.
  • By answering the other groups’ questions (covering other topics besides their own) all the key points in the chapter will be covered by the end of class and students will check for understanding among peers.
  • Vocabulary is expected to be professional generating a sophisticated understanding of the concepts.

  • Ask students how creating this poll got them thinking in a different way.
  • Ask students what was difficult developing the poll questions, and what they cannot evaluate by looking at the other students’ answers in their section. (The short quiz answers assess the peers basic knowledge of the material but do NOT illuminate if they have a deep understanding of the subject matter (i.e. how the pancreas works and details regarding diabetes treatments))
  • The students’ answers to the polls are to be used for evaluation in addition to the 10 introductory questions the teacher demonstrated. (Approximately 30-40 questions total)
  • Ask the students if they think teaching is easy.

 Example Poll

Pros & Cons of BYOD (Bring-Your-Own-Device) Programs in Educational Settings

After reading the two articles, How BYOD Programs Can Fuel Inquiry Learning by Katrina Schwartz from MindShift and 5 Reasons Why BYOD is a Bad Idea by Kelly Walsh from Emerging Ed Tech, I’ve spent some time reflecting about some of the benefits and drawbacks regarding students bringing their own technology devices to school.

This semester I am taking an educational technology class at Texas State University, in which I’m having an open mind to learn various ways to educate children. I want to become more familiar with some of the tools out there for teachers and students alike. My initial thought was how important it is for teachers to be proficient in technology used for presentations as a mean to keep education interesting, to alternate teaching and technology methods, and to be competent in all the new innovations. However, I realize to employ good educational technology, teachers need to utilize apps and/or programs that are collaborative in nature and incorporate the STUDENTS so they can work together.

There are SO many various technology tools that are collaborative and as a teacher it is really only necessary to be proficient in a few tools. It is important for the entire teaching team to utilizing the same tools, as it must be hectic for students if they need a different login account in each class period due to a lack of agreement among the teachers using technology. Maybe even the whole school should be on the same page where the students can continue with the same organization and collaborating programs year after year. For example, if blogging is utilized, keeping the same blogging program can save a lot of time, versus the students figuring out a new free “make your own blog” page each year or class. If the teachers want students to start a new blog each year, by utilizing the same program the students will be familiar with the program and the focus will be on generating the information to incorporate into the blog, rather than figuring out how to use the blog each year. Or better yet, the students can continue the same blog each year building a continuous blog for education purposes. But how do teachers and administrators know what app or program to use? What if there is something better and more user-friendly developed the following year?

Not all kids come with good habits. Many kids have fancy phones and tablets but use them for the sole purpose for games and social media.   New habits have to be formed for the students to realize the amount of resources they have access to and to be able to tune out temptation of games. Until new habits are created it can be challenging for teachers, as they might have to micro manage the students. Yet again, as in most things in school it must be taught. And once accountability with the use of technology is taught, a more mature way of cultivating ideas occurs among the students.

Discussion # 2: Practical PBL

  1. What is the feasibility of incorporating PBL into your content area of focus?

PBL in Health Education is highly feasible, although some topics might be more suitable than others. I would think emotional and personal topics such as mental health issues, drawing personal boundaries, and positive versus negative role models, might be more difficult as PBL than examining body structure, organs, and body functions, studying various diseases including STDs, and bullying.

  1. What are the challenges in implementing PBL in today’s classroom environment?

Some of the challenges with implementing PBL in today’s classroom environment would be the assessment process. The teachers needs to do continues assessments during class, however, I can imagine answering to parents regarding the assessments might be even more challenging when there are no test and quizzes to refer to.

  1. What technologies can facilitate PBL?

The two PBL units are focusing on Health Education and diabetes. I would like the students to document all work on their blogs. Presentations are up to the students to decide technology. The awareness campaign in Unit #1 can be made either as a video or radio pubic service announcement. The students can collaborate through any virtual workspace as they choose.

There is a link to two of my PBL units in Health Education focusing on Type 1 and Type 2 Diabetes and the endocrine system here on my blog, Educational Technology & Type 1 Diabetes.

Discussion 1: Blogging

As blogging has become a standard method of communicating, this can be viewed as a vital learning tool. Young students are eager to utilize technology and are remarkably tech savvy. For most students, being able to utilize blogging as a form of learning –either submitting book reports, comparing notes, collaborating, class discussions, or group projects- will be viewed as more interesting, than pen and paper assignments.  As a teacher, seeing students enjoy doing the work assigned creates a pleasant atmosphere. Thus it is important to reach the students with various mediums they are interested in, which in turn keep the students focused.

By implementing blogging and using the result (the blogs themselves) as an example one can display for students, parents, and fellow educators the positive outcomes one can achieve with blogging. Incorporating thorough guidelines is vital to achieve the desired result and participation in the blogs. By having the students blog about what they find significant with the blogging, and maybe request the parents to comment, might display the valuable impact of blogging.

My blog, Technology Education and Type 1 Diabetes, focuses on educating the public about Type 1 Diabetes. I would like to focus on various ways to incorporate technology as a way of teaching various health topics in school.

My favorite part about creating the blog was to share it with my daughter who I think was kind of impressed.

I hope to be more fluent with my blogging. A lot of time was spent figuring things out, either by trial and error, or searching online how to do something. I would like it to be more effortless.


TPACK (or Technological Pedagogical Content Knowledge) is a framework for understanding technology integration for education.

TPACK module has made me realize how important it is to stay on top of all the new apps and to focus on what students are interested in. It is somewhat of a new way of thinking for me. Especially, I would like to experiment with the Wiki page as I can see this being very valuable as a way for kids to collaborate and learn while having fun. By asking students to share a video they find online regarding a topic we are working on they will most likely spend time looking at various videos and tutorials before selecting one. They will think it is a fun homework assignment while they spend time watching educational videos.

MY Perspective on Educational Technology

Katrine Nordstrom Venn Diagram

Personal use of technology –I use technology in my private life mostly for communicating with friends and family, entertainment, and social media. I grew up in Norway and all my family and many of my good friends still live in there. I only get to see them about once a year, so communicating through email, skype, phone, face time, and social media is very important to stay in touch. Email is the go-to for lengthy in-depth communicating (due to the time change), although social media has taken over some of the more casual interaction with far away friends.

Professional use of technology –I use technology professionally when I go to schools teaching kids about Type 1 Diabetes with JDRF (Juvenile Diabetes Research Foundation). We use a PowerPoint presentation and a short video. The technology is mostly used as a teaching aid and to simplify what Type1 Diabetes is all about. I also use social media when advertising JDRF events and when communicating fundraising efforts.

Personal and Professional use of technology –I utilize technology for both personal and professional use as an aid to stay organized, planning purposes, communicating, researching, and for self education. I gain inspiration through training videos, YouTube videos, documentaries, and various apps. on my phone.

Future use of technology –My first step to integrate technology into teaching would be to employ what I already know best such as utilizing educational video tutorials and researching tools. The students can find and rearrange data to generate knowledge of various health concerns, i.e. submitting videos focusing on awareness of public health concerns the students find online, such as YouTube.   I would like to learn more about blogging to utilize that as a way of collaborating. I also would like to know how students can create their own short videos dedicated to various topics.

Princess Sassy Pants & Co.™

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"One book, one pen, one child, and one teacher can change the world." -Malala Yousafzai

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