Author: kathleen

First event to was a round table discussion on Robotics, middle school and Lego.

While I am probably doing First, they had some really good thoughts.

These are the suggestions made:

• Make sure all the team members know how to build and how to program.
  
• Have specific goals in activities.
• Be organized as the students can get obsessed.

   
   

   
   

Which should you teach, CTE or Tech Apps

Presenter went over all of the Technology CTE courses along with Pathways. Also went over the proposed changes to Tech Apps.

Most interesting part is that there I can teach most of the Technology CTE courses with my Tech Apps certificate.

CTE teachers haven’t not learned that they have to recruit. Both computer science and tech apps have been “required electives” and the hardest of the group so we are used to recruiting.

Combining all notes on all three presentations that I ended in the afternoon about Webmastering. The neat thing about this, is that the TATN website has all the resources online.

Loved this, had not thought of doing something like this:

It is often easier for students to use pictures to show their learning as opposed to words. An Image Gallery will be created based on Characters Analyses from reading material. Using Adobe Dreamweaver, students will create an image gallery showing analyses of characters in A Separate Peace.

Submitted By:

Teacher: Vernetta Burkhalter

School District: Arlington ISD

Email:
vburkhalter@sbcglobal.net

Pasted from <http://www.techappsnetwork.org/index.php?option=com_content&view=article&id=454:webmastering&catid=174:webmastering&directory=84>

I can’t find the second presentation on the TANT website, but the instructor demonstated how he

Used Moodle to organize his content.

I also got up and showed how our district is using Moodle.

PHP and MySQL was interesting == she uses a XAMP server to host the student web pages, allowing them work in a private environment.

3. PHP and MySQL

2011 TATN Event Lessons/Webmastering

Author:K. Cuddy

Get resources and information on how to teach PHP and MySQL in your Web Mastering class. Students will learn how to create forms using PHP and MySQL.  These forms will email teachers and store information in databases to be accessed later. 

>

This unit, in C#, explains how to use conditionals.

Submitted By:

Teacher: Rita Woodfill

School District: Northside ISD

Email:
rita.woodfill@nisd.net

TEKS

Technology Applications TEKS

• c1A – Demonstrate knowledge and appropriate use of operating systems, software applications, and communication with networking components.
  
• c1B – Compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices.
  
• c1G – Demonstrate coding proficiency in a contemporary computer language.
  
• c2A – Demonstrate proficiency in the use of a variety of input devices, such as keyboard, scanner, voice/sound recorder, mouse, touch screen, or digital video by appropriate incorporating such components into the product..
  
• c2B – Use digital keyboarding standards for the input of data.
  
• c3B – Demonstrate proper etiquette and knowledge of acceptable use policies when using networks, especially resources on the Internet and intranet.
  
• c4A – Use local area networks (LANs) and wide area networks (WANs), including the Internet and intranet, in research and resource sharing.
  
• c4B – Construct appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
  
• c7A – Apply problem-solving strategies such as design specifications, modular top-down design, step-wise refinement, or algorithm development.
  
• c7C – Develop sequential and iterative algorithm and codes programs in prevailing computer languages to solve practical problems modeled from school and community.
  
• c7D – Code using various data types.
  
• c7E – Demonstrate effective use of predefined input and output procedures for lists of computer instructions including procedures to protect from invalid input.
  
• c7F – Develop coding with correct and efficient use of expressions and assignment statements, including the use of standard/user-defined functions, data structures, operators/proper operator precedence, and sequential/conditional/repetitive control structures.
  
• c7H – Identify actual and formal parameters and use value and reference parameters.
  
• c7I – Use control structures such as conditional statements and iterated, pretest, and posttest loops;
  
• c8B – Demonstrate proficiency in, and appropriate use of, and navigation of LANs and WANs for research and for sharing of resources.
  
• c9B – Use correct programming style to enhance the readability and functionality of the code such as spacing, descriptive identifiers, comments, or documentation.
  
• c9C – Seek and respond to advice from peers and professionals in delineating technological tasks;
  
• c10A – Annotate coding properly with comments, indentation, and formatting.
  

  Objectives
  

• Students will be able to:
  
• Hand compute and code how to find the GCD of 2 numbers
  
• Correctly code if/else/switch statements
  
• Analyze code involving if/else/switch statements
  
• Create code utilizing random numbers
  
• Predict code output involving if/else/switch/random
  
• Convert Boolean statement using DeMorgan’s law
  

  Time Required
  

  2 weeks – 48 minute class periods
  

  Materials Required
  

  Included is text with examples, worksheets, labs and a test.  Specifically
  

• Text
  
• Boolean Logic
  
• Boolean Operators
  
• Comparison of Boolean variables
  
• Tracing
  
• Switch Statements
  
• DeMorgan’s Law
  
• Short Circuiting
  
• Radio Buttons and Check Boxes
  
• Random Number Generators
  
• Labs
  
• Finding the area of a circle, rectangle or triangle. (GUI and console)
  
• Changing letter grade to number on 4.0 scale. (GUI)
  
• Determining if a student meets requirement for a job.(console)
  
• Finding money due for a personalized item (GUI)
  
• Determining the amount due for speeding ticket (GUI and console)
  
• Finding the price for a personalized pizza(GUI)
  
• Finding the price for a shopping spree – include tax (GUI)
  
• High/Low Game.(GUI)
  
• Determining what day of the week you were born on
  
• Determining if a triangle is scalene, isosceles, equilateral, or nonexistent
  
• Worksheets
  
• GCD, Order of Operations and if Statements
  
• Output for if statements
  
• Switch statements
  
• If Statements
  
• Random numbers
  

  Procedure
  

• Go through the text with students.
  
• Have students enter in examples and see that they really do achieve the intended results
  
• Discuss on each section “What if”.  For example, what if we entered in a value like -5 for a test grade?
  
• In general, don’t give new information for more than 15 minutes before switching to hands- on or worksheets.
  
• Give labs as soon as you cover enough information to assign the labs.  While students are working on labs, monitor constantly
  

  Closure
  

  During the last five minutes, have students tell you what they have learned.  If they seem confused, have them write an “exit card” telling what they need help on.
  

  Evaluation
  

• labs -Check the written code and screen print or output.  All programs must run accurately or there is no credit.  I also take off 40% if they do not have comments.   Poor commenting grading is at the discretion of the teacher.
  
• worksheets – check for completion, go over in class, then check again for accuracy
  
• test – these are up to the individual teacher
  

  Extension Activity
  

  Determining if a triangle is scalene, isosceles, equilateral, or nonexistent
  

   
   

   
   

  Inserted from <http://www.techappsnetwork.org/index.php?option=com_content&view=article&id=436:conditionals&catid=169:computer-science&directory=84>
  

The students will learn how to create and trace through different programming loops. Students will be able to create programs using a loop structure. They will be able to use the different types of loops in a program.

Submitted By:

Teacher: Anne Woolweaver

School District: Clear Creek ISD

Email:
awoolwea@ccisd.net

Technology Applications TEKS

• 126.22. (c ) 1c   knowledge and skill 
  
• 126.22. (c ) 6a   information acquisition
  
• 126.22. (c ) 7f  solving problems
  
• 126.22. (c ) 7j  control structures
  
• 126.22. (c ) 8c  extend the learning environment
  

  Objectives
  

• Students will be able to trace through different types of control structures
  
• Students will be able to design a  program using control structures
  
• Students will be able to implement different control structures in a program
  

  Time Required
  

  1 week of 45 min class periods
  

  Materials Required
  

• Demonstration program
  
• Colored Index Cards
  
• Colored Chalk
  

  Procedure
  

• Have all the students stand up.
  
• Students will do 5 jumping jacks counting as they go.
  
• Write the algorithm for this
  
• Students will do 5 jumping jacks and do not say the number until they are finished.
  
• Write the algorithm for this
  
• Convert the algorithms into code.
  
• Compare and Contrast the algorithms- You may use a graphic organizer, venn diagram etc.
  
• Students will do jumping jacks for 1 minute
  
• Have each student tell how many they did
  
• Write the algorithm
  
• Convert the algorithm into code
  
• Compare the While loop with the For Loop
  
• Create a program that will display a line of information 10 times
  
• Now play ” who can code this program in ___ lines”
  
• Note: You are looking for the least amount of lines still following programming standards and readability.
  
• Tell the students to create a program the will print out 100 times I will not use the internet without teacher approval.
  
• See who comes up with the loop program
  
• Take practice loop problems and put them on colored index cards 5- 10 different problems on each color card
  
• Divide the class into groups – giving each a different color
  
• Hand the group a piece of colored chalk that matches their index cards
  
• The students as a group will solve the loop problems.
  

  Closure
  

• Students create a program that uses a loop.
  
• Have the students create a program that  prints out all the even numbers form 1 to 1000
  
• Have students create a crayon box with 16 crayons ( graphics mode)
  

  Evaluation 
  

  Chalk assignment:
  

  Students call you over when they are done with the loop problem if it is correct 10 points, subtract 1 point every time they call you over and it is incorrect. They get 10 chances.
  

  Extension Activity
  

  Students will code a program using loops. The level of the program can be modified due to ability.
  

• The American Flag with nested Loops.
  
• Draw a picket fence.
  
• Output the multiples of 3 from 10 to 1000.
  

   
   

   
   

  Inserted from <http://www.techappsnetwork.org/index.php?option=com_content&view=article&id=493:computer-science&catid=169:computer-science&directory=84>
  

Mark Dunk, who I know as @unklar did a really good introduction to Google Reader and his notes are at http://is.gd/AQJ8yM

I’ve used Google reader for years, and I love it, because the websites I like to read come to me, and I don’t have to go looking. However, I am quite convince that Google is the evil empire, since free is never free.

I still don’t understand how .rss works, just that all my blogs have it, and it’s one of those things I am usually content to be automagic. Google uses rss to gather the webpages you want to read.

My head did explode for a minute when someone asked if there was a limit and I started to explore what data structures would work best for Google Reader. Sometimes it doesn’t pay to be smart.

He did a great talk, and even I went home (hotel) and played with Google Reader again.

In one of my other lives, I train dogs, and we are trying to come up with an online solution.  In fact, I do a subset of training called clicker training.

So far, we’ve tried ooVoo, which has worked the best.

Today, we have been trying Skype on the laptop, which just like at TCEA today, proved not to be an ideal solution.  Between the laptop and the wifi, Skpe wasn’t happy.

Worst yet, it won’t close!  The only way I could get rid of it, was to close the application in task manager.

We want to be able to watch either and give hints.  We really need video for that – and in fact, what has actually worked the best is the Kinnect.  You can use Kinnect with Live Messager the other person doesn’t have to have the Kinnect.

The nice thing about the Kinnect is that it has a very wide angle view and can be aimed at the floor so people can see the dogs and their behaviors.

Technology and teaching can be so much fun.

BYOB – Programming Graphics

Louis gave some really good ideas — I have used Scratch, had briefly heard BYOB mentioned, but haven't seen it in action.  WORTH looking into.

BYOB was mentioned again during Thursday CS Principals Talk

BYOB – Programming Graphics

0.0/5 (0 vote)

Students will demonstrate a Mastery of using loops, random numbers, and logo style drawing commands in creating unique screens of graphics.

Submitted By:

Teacher: Louis Fleming

School District: Andrews ISD

Email: Lfleming@andrews.esc18.net

Technology Applications TEKS

Computer Science – 126.22 (7)

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

• apply problem-solving strategies such as design specifications, modular top-down design, step-wise refinement, or algorithm development;
• use control structures such as conditional statements and iterated, pretest, and posttest loops;

  Objectives

• Students will be able to set control parameters for repeat loops.
• Students will demonstrate an understanding of screen coordinates and numbering.
• Student will demonstrate an understanding of creating and using random numbers.
• Student will demonstrate the understanding and use of all the Pen commands.

  Time Required

  1-3 class periods depending on number of students and processing through examples.

  Materials Required

  Computer – Projector – BYOB software (Freeware) – sample output files.

  Procedure

• Day 1- Demonstrate the pen commands and the concepts of drawing involving movement. Explore color commands and setting commands. Run Examples that draw horizontal and vertical lines – a square – rectangle. Let Students change numbers in the examples and test results
• Day 2 – Demonstrate the repeat loop and adding it to the previous examples. Discuss why it appears not to work output wise yet works visually (Drawing the same line more than once does not mean more than 1 line showing.) Discuss the need for additional values.(parameters)Let Students change numbers in the examples and test results. Let students explore color changing.
• Day 3 – Demonstrate the use of random numbers. Show samples running with random numbers. Open Lab 1 and let students start working the labs.

  Closure

  Review the use of pen command, random numbers, and repetitive execution.

  Evaluation

  Student labs will graded based on visual execution. Visual format of output makes it very easy to see if lab was done properly. Also allows teacher to make possible error solutions quickly.

  Extension Activity

• Challenge excelling student to use turn commands and try to create a spirograph type output.
• Weaker students can complete the labs in a single color while higher performing students can work to make multicolored outputs.

     

First Session was the TATN Keynote. TATN is the Technology Applications Teacher Network and is NOT part of TCEA.

The presentations were great that I went to.

Notes from the actual Meeting:

Keynote introduction interesting

Website is at http://www.techappsnetwork.org/index.php

Funding –> afraid will lose it.

Provide feedback to TEKs

Project share

http://www.projectsharetexas.org/

This was also mentioned at several TEA session.

Almost exactly a decade ago, several magazines and newspapers, including The Dallas Morning News, rolled out similar scannable barcodes in their print products. The CueCat scanner was a separate device that you plugged into your PC. Scanning the code attached to an article would take you to the company’s website, for example, or a video related to the story or somesuch.

CueCat 2.0: USA Today launching "Microsoft Tags" barcodes in newspaper you scan with your smart phone to access online content | Technology Blog | dallasnews.com

Go look at the article and the picture.  I kept on for years, cord chopped off and marked with as sharpie – it was my RESTROOM pass.

Free from Radio Shack, as many as you wanted.  Who was behind that?  He was a Dallas guy…

I am taking a forced break from the TCEA conference to get the heat fixed in my hotel room.  I think it was a good idea, as I am going through my notes and papers and organizing things.  That might not happen at all if I had not had to get this blasted thing fixed.

Those of you who know me well, know I hate paper.   In fact, I’ll probably leave every bit of it behind.  I also hate using a pen or pencil.

I carried my iPod and Windows Phone 7 all week.

There were two apps available for the conference (besides, the planner, which by the way has been opened once).  One was an iPhone/iPod App and the other was an web based app ( there was also an Andriod app but I don’t’ do that).

The iPhone app was very buggy and lost my information.  The web based app worked really well.  What I did was to select every session I thought was interesting via the web on a real computer, then removed the ones from the schedule I didn’t go to.  When I got done, there you go, a trail of where I’d been.  — See http://www.kweaver.org/cs/2011/02/i-have-been-at-tcea-since-tuesday-morning-and-alfredtwo-was-a-bit-disappointed-i-havent-blog-if-he-sees-the-schedule.html

I have also been taking notes with One Note.  I loved 2007 and got away from it, because I like to keep OneNote in the cloud and I didn’t have a way of doing that.  NOW, it’s up there.  If you ever want to share a notebook with me, let me know.  I sent one to Alfred and he probably wasn’t pleased with me.

I had the side conference meetings on One Note and could look them up with either the device.

By the way, One Note Mobile is lovely.  There are things to like on each the iPhone Side, and the Windows Phone 7 side.

I haven’t used all the features, but being able to take notes, send them to the cloud and organize them later is fabulous!

Back to loving One Note again.