There have been many ups and downs with this inquiry project, namely the premonition that my stereo upgrade was undoubtedly going to happen. I felt disappointed, to say the least, when I learned that the budget I had originally started with was well below the anticipated costs.
Lets take a look at the things I learned along the way:
Leave it up to AI: I asked Copilot and ChatGPT to give me a full stereo setup for under $1000 (my budget) and they delivered. However, what I didn’t consider was all the other parts and tools that I would need to replace or remove any of the existing equipment in my vehicle, which ran the cost way up
Space for Subs: I learned that my vehicle has a neat area in the trunk/wagon that could be used for the storing of the amplifier and sub-woofer so I don’t lose cargo space
Under-seat Storage: If I bought the *mildly expensive* sub-and-amp in one combo, I could get a small enough one to fit snugly beneath the driver’s seat which would also reduce the possibility of new equipment taking up too much space
Stereo Found: During my hours of extensive research, I was able to find the exact digital media receiver I want to install and a video showing me how to do it. When the time is right, and gold coins rain down from the heavens into my pockets, I will know what I want and how to install it
Financial Frustration: After weeks of research and countless hours watching videos, reading forums, and adding more items to carts, my dream of upgrading my stereo system in my car has come to a pause. I know it won’t stay paused forever, but for now my financial focus has to be on school, rent, and bills. There will be a time, but that time is not now
In summation, I still dearly love my vehicle. Crackly speakers and all. It is my dream car and I am more than grateful that I hanifested it into my life this year. That has been my true dream come true. It continues to serve me very well and I hope to upgrade it’s stereo system one day. Now, at least I know how.
Here is a Sketchnote of (almost) all the things I learned in Education Technology and Innovation 336 over this semester
Multimedia Approach: This can help create an encompassing approach to presenting information with video, audio, QR codes, script, images, and interaction within presentations
Cell Phones in Schools: My group’s Technology Presentation was on Cell Phones in School and the ramifications of the recently established ban in BC on cell phone use in schools. This topic was illuminating and brings forth such an interesting perspective of how demanding cell phones can be on our focus and time
Coding: I no longer fear coding! It always seemed like a big, scary idea that only students who go through a computer science degree can understand and tackle, but a very light version of coding was introduced in this course and now it doesn’t seem so bad. It’s sort of like a puzzle, and that’s how I’ll present it to my future students too
Inquiry Projects: While my inquiry project didn’t turn out the way I was expecting, inquiry projects in essence follow the student’s curiosity and allow them to bring that into their education. My project was wildly different from any one other students, yet we were all able to progress and learn more about something we had an interest in. Encouraging students to explore their passions helps motivate them to further their education on it and they can learn a lot of life and academic skills along the way
TinkerCad: My very first time using a 3D printer, TinkerCad was confusing but I got exactly what I wanted. I went off-script which made my process much harder. Had I followed the prompt, I think I would not have felt so frustrated. TinkerCad is a neat way for students ~and teachers~ to learn how to design and produce 3D items and tools
GenAI: GenAI, such as Copilot and ChatGPT, can be used as tools for marking in classrooms, developing rubrics, and as a resource to find more resources (think artificial librarian). These AI’s can supplement students’ learning while they become educated on when they should and should not use these tools
Apps for Learning: During this week’s class we learned about how many apps there are (and many more to be discovered!) that can inspire learning and exploration for students and aid in demonstrations for teaching
Visual Schedules: As a part of classroom management that we learned from the guest speaker, Brittany Johnson, how helpful visual schedules are for all students, especially those who are on the Autism Spectrum
Closed Captioning: This is only one aspect of making media and technology for inclusive for people with diverse abilities. Another way is writing alternative descriptions for pictures for people who may be visually-impaired and changing the background text colour to be easier to read and register
Overall, my main takeaway from this course and Rich’s rich (haha!) teaching style, was how he made every new part of learning feel approachable. I used to fear having to teach Applied Design, Skills, and Technologies (ADST) in school because I knew little to nothing about it. I was just hoping maybe it would fall off from the curriculum by the time I became a teacher. After having taken the Technology and Innovation course, I feel so much more equipped to get my students excited about learning new and helpful aspects of technology and AI!
After a conversation with Sound Advice Ltd. to gain some insight about how much this project could run me in terms of expenses if the installation goes sideways, I discovered it could cost far more than previously expected.
I asked how much for installing a new stereo into my stock system would cost if I had bought the digital media player on my own and brought it in to be installed. They quoted me about $1000 because they will likely have to calibrate the new technology to be cohesive with the existing system.
I then asked them how much it would be if I started the installation on my own, then was met with a challenge and needed to bring the car in to be corrected. They thought about it and said, “hmm, about $1000.00.”
In all honesty, I was very excited about this project, and I’m feeling like I am at a crossroads. I can either spend the money, and try the installation on my own, which could reward me with a new stereo system and either garner great frustration and a new learned skill… or I can posit that, throughout my research, I have gained the knowledge on how to do a stereo upgrade, what the potential costs and benefits are, and what resources I have access to in the community to make this a reality. Regardless of which path I take, I have learned a lot throughout the process of my inquiry project.
Moving Forward
How can I achieve a more favourable outcome in the future after spending weeks conducting the research to fulfill this inquiry project. Lets take a look at the actions or decisions I can make for the next time to set a more achievable goal:
Gauge the financial stage I am at in life, appropriate to my academic and occupational position. Propose whether I am willing to drop a band on just a new stereo set-up, without the addition of speakers, a subwoofer, and an amplifier
Propose an alternative plan (back-up plan) for when things start to become too expensive or extend beyond my realistic capabilities (this would’ve helped the process feel successful because I would have still met a goal, even if it was Plan B)
Enlist the expertise of someone who has made a similar or exact upgrade to their stereo system in the same make and model as my vehicle. This would’ve allowed me to gain a better perspective for how the process could alter my existing, and favoured, multi-function steering wheel
Access to disposable funds so that I don’t have to consider how the finances would impact my current position as a student and renter
Photo by Hanne
Final Reflection
This inquiry project was very interesting and had some educational components to it. I learned how to manage and post on a website, how to research for products and processes, like removing the interior panelling of a car door. I do feel a bit disappointed that I won’t be able to install a new stereo system for my vehicle yet, but I do feel accomplished in knowing that when the time is right, I could get it done confidently because I know the steps and where to find more information. Next time I will consider a project that does not require as much of a financial sacrifice, or -ideally- no financial sacrifice. Perhaps I will come into a large sum of money and be able to complete my inquiry project of upgrading my VW’s stereo system.
What if the only apps on a child’s phone or iPad were educational AND fun? The natural inclination to create and experiment becomes much higher when children and young adults have access to technological resources that stimulate learning over brain rot activities.
Let’s take a look at some of the apps introduced during our Technology and Innovation class. These are my written thoughts and notes during the class, so language and punctuation may not be as proper:
A List of Apps for School
Khan Academy apps: I don’t have a lot of information on this one, but I have used Khan Academy for years on my laptop and rate the math explanations quite highly
Google Keep: Can do keyword searches to find words from your notes if you take pictures of the writing to ‘search’ your own notes! Try this and add it to the blog?
Socratics App: Uses questions to solve them with AI (“What is Mitosis?”)
Arduino Science Journal: Could be used for science classes! Measures tilts, gravity force, changes with distance, magnetic pulls, light magnitude, sound, vibration, etc.
Google Science Journal: Lesson plans and activities for age levels and grades complete with written lesson plans and materials
Google Sky Map: Point your phone at the sky and it will show you the star constellations (to be used during a camping field trip?)
Coach’s Eye/Hudl Technique: An app to video tape a physical skill in P.E. so you can see your performance in slow motion and pause to find the exact motions that need to be practiced
Macro Lens DIY: (not an app, just an activity) I have made this before! Try it out. Could be a fantastic inquiry project for students and have them use this to do a science project with cells!
Two Apps I Keep on My Phone (and use frequently)
Desmos: An app to use for graphing. It is so helpful to check your graphing coordinates and a fun app to play around and learn through experimenting!
Symbolab: You can scan material with the camera option, or write in the equation, to have the answer and the breakdown of the steps. It has helped me tremendously and I do recommend it to my students to use AFTER trying the question first. Symbolab can be used on phones or on the computer via this website: www.symbolab.com
Arduino Science Journal App Experiment
Above is a screen recording of the three experiments I did on Arduino Science Journal on my phone. I did the experiments from the Acceleration Module which teaches about Motion and Aerodynamics in Science. The app is pretty neat and the editing is laid out similar to WordPress, with options for embedding pictures using a personal gallery or the camera function and adding text in the form of titles, subtitles, paragraphs, or notes. The adjusting of the ‘blocks’ uses the same movement as WordPress with two vertical lines of three dots indicating to press and move the ‘block’ of content up or down in the ‘post.’
My Perspective on Cell Phones in Schools:
Below is the link to the blog post before detailing the Technology and Innovation Presentation where my own and my group’s perspectives can be found.
While technology is all around us and not going anywhere, I do recognize the downsides to the constant reliance on technology. For example, text to speech is helpful for students with disabilities, such as blindness, but it can also hinder students who need to work on their reading skills to strengthen them. Additionally, apps that help with math explanations can be a huge asset, and I can personally vouch for that. However, too much dependence does not allow for students to adequately gain the skills and develop their comprehension of the material. I can also speak to that from experience.
In my future grade 6 classroom, I will consider introducing a new academic app every two or three weeks that will include an assignment using the app for the students to become familiar with it’s functions and uses. That being said, save for potentially a ‘Free Friday Phone Block’ class that the students must earn a block to use their phones, I will be implementing ‘phone-free’ classes where the cell phones will remain on silent but may be with the students. I would do this because there are known developmental effects of the over-use of cell phones by children and adults. Most of us are addicted and too much screen time can affect mood, sleep patterns, self-esteem, and lower productivity rates, among many more. Let’s encourage healthy and appropriate phone use for our students.
Our presentation is on the role of cell phones in schools and the relationship between cellphones and learning. We considered the impacts on behaviour and social dynamics as well. We explored the policies and how they vary specific to district, school, and teacher implementation. With an example from School District 43, we spoke to the overall district policy statement and how they can be modified at the discretion of the teachers. We spoke to the pros and cons of the recently-enacted ban on cell phones and how these ramifications would directly and indirectly affect students. For example, three pros of the ban include the decrease of distraction, less social media influence, and the minimization of economic differences. Three cons to the ban include a reduction in access to online resources for research purposes or accessibility, inaccessible reminders or monitoring specific to health concerns and responsibility, and decreased student autonomy. Lastly, we spoke to how we would personalize our own applications of cellphone policies for students and how these rules around use would manifest. Unanimously, we agreed that the best application of the ban includes a policy developed with the students and teacher in the classroom, to improve collaboration and provide a sense of autonomy over the students’ expectations. While cell phones, at any age, remain a source of distraction, we are determined to teach technological literacy and build responsible members of society that can navigate the demands of our evolving world.
Below is our video presentation of our project with audio-recording of the slides and closed-captioning.
The transcript of the video is also available here:
Hanne:(Slide 1 ~ 0:00-0:03) Our topic is the role of cellphones in schools
Erin: (Slide 2 ~ 0:04-0:33) We are going to go over the relationship between cellphones and learning. The policies and procedures in schools, districts and individual classrooms. The Pros and cons to cellphone bans in schools. And we’ll share our personal perspectives on how we would implement cellphone use in our future classrooms. [silence]
Erin: (Slide 3 ~ 0:34-1:09) The roll of cell phones in schools is a topic that’s increasingly relevant as more young people have access to devices. On average, children get their first phone between 10 and 14 years old, which often means they’re bringing them to school around Grade 5. This raises questions about how phones impact learning, behavior, and social dynamics in classrooms. We’ll consider both the potential benefits and the challenges cell phones bring to educational settings, and look at the strategies schools might use to create a balanced approach.
Taylor:(Slide 4 ~ 1:10-1:13) I will discuss the relationship between cellphones and learning.
Taylor: (Slide 5 ~ 1:14-1:20) Cellphones and technology provide options for alternative forms of learning for example, if a student is hearing impaired, they could benefit from having access to closed captioning videos or if a student had dyslexia they would benefit from text to speech. Technology also allows for students to miss school and attend to personal matters without feeling worried they may miss out or fall behind
Taylor: (Slide 6 ~ 1:37-2:01) Cellphones and social media in particular allow students to interact with their peers in and outside the classroom which has pros and cons. It can be positive because students can connect with their friends outside of school hours which leaves more space to focus in class during class time but can also become negative because bullying can take place without the teachers knowledge, both scenarios ultimately affects the classroom environment.
Taylor: (Slide 7 ~ 2:02-2:10) It’s a well-known premise that the use of cellphones has effects on attention span. Children need to be able to focus in class for at least 50 minutes periods.
Taylor: (Slide 8 ~ 2:11-2:34) Cellphones bring up a concern about equity in situations where students are expected to use their device for a project, research. There is no guarantee that everyone will have access to the same devices and financial situations should not inhibit a student from being able to learn or demonstrate their learning. It would be unfair for a teachers to ask students to work on school from home if a student didn’t have the appropriate technology to do so.
Taylor: (Slide 9 ~ 2:35-2:45) Notifications can derail focus. and if a cellphone is being used or played with during class time (without being instructed by the teacher) focus is completely taken off the lesson.
Maya: (Slide 10 ~ 2:46-3:09) Now we’ll have a look at the policies and procedures. When it comes to policies involving phones, there is a blanket policy created for each school district. Each school interprets how they would like to implement the policy depending on the needs of their students. Then the teachers get to decide if there is any time they would like to stray from the schools procedures and allow their students to use their phones for academic purposes.
Maya: (Slide 11 ~ 3:09-3:26) This is an example of a District policy that is in each schools code of conduct. It states that all personal communication devices must be stored appropriately and are to only be used at the discretion of the teacher. Other districts have similar policies which touch on the same general points.
Maya: (Slide 12 ~ 3:27-3:44) Elementary schools have a general policy that there is no phones during school hours. However, because there’s not many students who have phones and bring them to school at this age, there is very little need to implement procedures to ensure that students do not have their phones on themselves in school.
Maya: (Slide 13 ~ 3:45-4:01) Middle schools have a Bell to Bell policy where students must keep their phones in their lockers for the entire duration of the school day. Because this is the age group where students start bringing phones to school, there are generally signs up to remind students that their phones must be properly stored and not out during the day.
Maya: (Slide 14 ~ 4:01-4:24) In High Schools, students must have their phones stored during class time. The change from the bell to bell policy to only during class time is because there is an understanding that asking for phones to be put away is not an achievable goal and policing the halls between classes would not be possible. Instead, when students enter the classroom they are to put their phones in a clear box where they may grab them at the end of class.
Maya: (Slide 15 ~ 4:24-4:43) While these school procedures are put in place, it is up to the teacher to implement it in the way they see fit. Because some students may not have access to laptops or tablets, teachers may choose to allow their students to use their phones for academic purposes. It is then up to the teacher to ensure that the devices are being used appropriately.
Hanne: (Slide 16 ~ 4:44-4:46) Let’s take a look at the pros of the ban on cell phones in schools
Hanne: (Slide 17 ~ 4:47-4:57) One pro is less distraction. The students will not be diverting their focus from school-related content to be answering the demands of social or familial obligations.
Hanne: (Slide 18 ~ 4:58-5:09) Another is the minimization of economic differences wherein students are not alienated for their devices, or lack thereof, or pressured to desire the newest cell phone released.
Hanne: (Slide 19 ~ 5:10-5:19) It could reduce the possibility of cyber bullying as the students will have six to eight less hours to have access to online conversations and interactions.
Hanne: (Slide 20 ~ 5:20-5:29) With the reduction in distraction, students will be able to increase their work output and gain a deeper comprehension of material discussed in class which could promote overall student success.
Hanne: (Slide 21 ~ 5:30-5:33) Now let’s look at some of the cons of the ban
Hanne: (Slide 22 ~ 5:34-5:38) One of the biggest challenges is the reduction in student autonomy over their belongings.
Hanne: (Slide 23 ~ 5:39-5:53) For some students, the ban could pose a challenge to their health. Some students take medications that need reminders set for timely intervals, promoting responsibility. Additionally, there are apps now that can track the blood glucose levels for students with Type 1 Diabetes.
Hanne: (Slide 24 ~ 5:54-6:11) Phones can help teach technological literacy because of widespread access to them. We can teach safety and appropriate uses to children, such as stranger danger and time management. Challenges arise when busy parents are not able to conduct those conversations or don’t know when they should start.
Hanne: (Slide 25 ~ 6:12-6:25) Emergencies could pose a risk for students who would not have immediate access to calling for help. Although these situations are far and few between, we have to acknowledge that safety could be a factor for students needing to relay information immediately.
Hanne: (Slide 26 ~ 6:26-6:38) The ban will reduce the access to resources for students to be able to quickly get online for the purpose of research or answering questions regarding the curriculum. Think about how often you Google a word to check the spelling.
Hanne: (Slide 27 ~ 6:39-6:45) As previously discussed, the ban will remove accessible factors for students with disabilities or neurodiversity.
Erin: (Slide 28 ~ 6:46-7:24) I would like to teach Kindergarten so, cell phones shouldn’t be a significant concern at that age. However, if I were teaching an older grade where cell phones are more common, I would collaborate with students in creating class rules about phone use. I believe that each classroom is unique, and the cellphone policy should reflect the specific needs of the students. I would set clear boundaries and adjust those rules and privileges throughout the year as I get to know my students better and understand the dynamics of the class. I’m hoping that a more flexible approach will help ensure a positive and focused learning environment.
Maya: (Slide 29 ~ 7:25-7:54) My future policy regarding phones in my classroom is that they can have them stored in their bag or on their person on silent or do not disturb. However, the phones must not be brought out unless I ask them to use them for educational purposes or there is an emergency circumstance. If a student’s on their phone, I will get them to place it in the phone bin where they grab it later. If there is a continuing issue with phones being out, I’ll ask them to put their phones in the phone bin at the start of each day and they can work towards earning back keeping their phones during class.
Hanne: (Slide 30 ~ 7:55-8:09) In my future classroom, when I teach grade 6, I will create a ‘cell phone policy’ with my students. However, I will be encouraging cell phones to remain either in backpacks or pockets and must be turned to silent.
Taylor: (Slide 31 ~ 8:10-8:29) My future policy will be that students are allowed to have their phones with them but they must be on silent at all times and should not be brought our during instructional time. Phones must be away during class time either in bags, cubbys, pockets but if brought out during instructional time and is a distraction, it will be taken to my until the end of the lesson.
In today’s Technology and Innovation class, we had a guest speaker, Brittany Johnson, discussing her classroom management techniques with tools and routines she found useful to help navigate the demands of the class and students.
Classroom Setup
Photo by Hanne
Classroom setup has been an inquisitive topic among my peers since we first started the program. What is the best classroom setup to meet the needs of the students and encourage them to thrive for high success rates? While that is a loaded, and seemingly unanswerable question, Brittany was able to share some of her experienced insights that she has developed over the years:
try out different desk arrangements and gather the students’ input and preferences (Sometimes it takes several tries to find the balance between comfort and compatibility for students and the teacher)
a space in the classroom for mindfulness (something like a ‘calming corner’ that incorporates relaxing components, like sensory tools and different surfaces to sit on, to help with emotional regulation)
a classroom decorated with art and work done by the students. Brittany said she starts each school year with bare walls and creates a classroom design with her students. She does this so students feel they have contributed to their classroom and can feel ‘at home’ in the space
Ultimately, the best classroom setup that I’ve gathered is one that has been orchestrated by the students in collaboration with the teacher. This is because the students feel that their input is valued and they have autonomy over their learning environment -a space they occupy for the majority of their weekdays.
Photo by Hanne
Above is an example of creating the class design and art. The students in my kindergarten class are working through each letter of the alphabet to design the ‘alphabet wall’ in their class.
Routines and Visual Schedules
Routines are an important element for all children and especially for children who have Autism Spectrum Disorder (ASD). According to the Provincial Outreach Program for Autism and Related Disorders (POPARD), children with ASD struggle with remembering extensive verbal information, so a constant visual schedule can provide predictability and assist with transitions between activities because they will be expected due to the visual reminders. They can also help students comprehend abstract time concepts and learn concepts such as later, next, or last. As POPARD describes, visual schedules can increase independence for students, teach the importance of organization and planning, increase inclusion, and it can help children with ASD learn to adapt and become flexible with schedule changes or adjustments.
“The visual schedule can bring structure and predictability to the child’s day and can be extremely effective in decreasing unpredictable behaviour. It also promotes and increases motivation to complete less desired tasks and provides visual reminders that preferred activities are scheduled within the day.”
Below is a picture of the daily visual schedule in my practicum kindergarten class. At the beginning of the day, the class sits on the carpet and goes over the daily schedule for any questions or clarifications. This removes unpredictability and can set the expectations for the day. Throughout the day, we sit and check off things we have completed so the children can see how far into the schedule or day we are and know how much of the school-day is left.
Photo by Hanne
Digital Portfolio/Fresh Grades
Mrs. Johnson taught us about Digital Portfolio, or also known as Fresh Grades by our instructor, Rich McCue, as a means to create a digital footprint following the child and their progress throughout the classes and semester. The parents are then able to track their child’s progress and achievements through viewing the online submissions by the teacher and have real-time updates on how the student is doing.
Below is a video showing how Digital Portfolios can be used in the classroom.
The pros:
Students are able to pick their best work to show their parents or guardians
The parent is able to get the most clear evidence for how their child is doing in their skill development and content acquisition
The parents are able to use the updates as conversation starters to discuss how the activity or lesson went for their child
The viewer can observe the areas in which the student may need to practice to strengthen their abilities
When parent-teacher interviews roll around, the parent that has viewed the student’s work prior are able to be informed before entering the conversation with the teacher to better target goal planning and setting
Less work going home and getting lost or thrown away
The cons:
A child may not have a very supportive relationship with their parents or have a poor perception of their academic capabilities and skills
The challenge can arise if a student is feeling a particular way about their schoolwork that may leave them open to criticism
The parents don’t have access to internet at home or technology to view the online images
In The Future
It’s hard to say what specifically I can and will incorporate into my own future classroom because so many factors influence the implementation: classroom and resource availability, teaching budget, accessibility resources and components, student profile, and time. Ultimately, there are several aspect that I would love to include and I’m excited to see how these ideas will manifest when I gain the privilege of having my own classroom one day.
In our latest Technology and Innovation class, we learned how to do some simple coding through a couple of games. This taught us how to learn simple coding as well as how effective educational games could be for children… and adults too!
How can Gaming be Helpful?
For students, their brains are so busy learning that they can often feel overwhelmed by the material and content covered in class, not to mention the readings and homework they have outside of class. What if we were able to make homework as easy as playing an online game? To do this, we would need to develop games that have specific purposes with the intention of teaching a topic or unit. Take this Code with Anna and Elsa Game:
With the fun features of colour, seeing your work develop before your eyes, and a relatively interesting character, the student (being me, in this case) was able to learn some coding techniques while playing a game! When learning is fun and engaging, students rarely feel stressed or overwhelmed by the information. This is the design I was able to code by the end of the game/lesson!
The coding to achieve the white flower-like design of the snowflake was fairly simple. It only used a handful of steps to be effective and allowed me to feel capable of coding more complex information. Below is the simple code used to make the design from the Code with Anna and Elsa Game.
Another aspect of the class on Friday was learning about computational thinking: that is, carefully thinking every step through in an algorithmic style. We watched the YouTube video below to help comprehend the way computational thinking manifests.
After watching the video above, I discovered how integral task breakdown is for some learners and that there are steps that we think are intuitive simply because we have already learned them. I would think it would be intuitive to use the flat edge of a knife when scooping out peanut butter from a peanut butter jar, but as the video shows, task breakdown needs to be so specific in the instructions for them to be clear. Even then, barriers still exist like language, disabilities, learning challenges, reading levels and comprehension, and attention to detail or time constraints. Computational thinking can help learners become better problem solving because it forces the brain to look at a situation from a systematic perspective, sort of like a computer. It allows you to think about the task in a new way and consider which part of the steps could be failing or need to be adjusted.
I will certainly need more practice and time to take this skill further to make use of it in my future grade 6 classroom. I expect I could make studying for upcoming tests more interactive and enjoyable for the students if I can use games to promote learning!
Although it has yet to be finished, it involves the player helping the mother bear, Bearnard, in her quest to find her cubs! For students, the game could factor in an educational aspect, like having to solve an equation before the cub reveals it’s location, or having to answer a multiple choice question for social studies or science. There are so many possibilities when you have an abundance of creative freedom.
Are you feeling overwhelmed about embedding closed captioning into YouTube videos? I have a simple guide with 7 easy steps to help you and it only takes minutes to do!
Steps 1-4
There are several steps shown in the video capture below, so lets break them down. This video shows the first 4 steps:
Find a video on YouTube you want to use
Click the ‘share’ button on the video
Click ‘Embed’
Click ‘Copy’ to copy the embed code
Step 5
Next you’re going to go to your blog and click on the block that is ‘Custom HTML’ in WIDGETS. It should look like this:
Once selected, paste the copied video information into the Custom HTML block, but don’t upload the new block yet. It should look like this now:
Step 6
Now we add the code: &cc_load_policy=1 after the title code but before the word ‘title’ appears in the text. You can copy it from directly above this text.
It should look like this:
I have the added code highlighted in blue, but when it is pasted it won’t remain highlighted. Be careful to put it in the proper spot in the existing code! It needs to go inside the last quotation mark.
Step 7
Click on the box and hit ‘Preview’ up on the top of your blog post:
Your video should now be able to play with Closed Captioning embedded!
Don’t worry if your captioning doesn’t work right away the first time. The hardest part is ensuring the CC code is placed in the right spot. You may need to practice it a couple of times before it feels easy, but practice promotes progression! Feel free to come back to this tutorial any time you need a refresher on how to embed closed captioning into a YouTube video.
Please leave feedback about how it worked for you or if you find any easier ways to accomplish accessibility!
Okay, so maybe not for degrees, but how about doodling for your education?
Picture drawn by Hanne
Pictured above is a sketch-note I created for learning Spanish words for an under the sear image! It contains the Spanish words for sea, waves, bird, bubbles, starfish, seawall, jellyfish, tentacles, seaweed, fish, eel, octopus, seashell, sand, and rock! All the doodles have the name of them in Spanish and English, so it could help in learning both languages.
The theory with sketch-noting is the idea that information can be better stored in memory through sketching -in real time- the content the student is learning. The process of sketch-noting is supported through research conducted at several universities.
Backed by Science!
Rachel S. Smith illuminates in the article, The Scientific Case For Doodling While Taking Notes, that writing while doodling is more effective for information retention than typed notes, which tend to be word-for-word from the instructor. Instead, learners taking notes must process and re-frame because “it isn’t possible to capture everything when writing longhand,” Smith points out that, “students tend to listen, digest, and summarize.”
The “science” behind what the researchers at Princeton University and the University of California found to support the argument in the article was the example of students studying for a test. The students who captured the notes on a computer notably had more content written down, while the students who took notes on paper had less. However, the tests showed that the students who wrote longhand did better on the tests because their conceptual understanding and recall had been previously re-framed into their own words and comprehension. This means that through the act of handwriting notes actually increases information retention and understanding the material.
So What About Doodling?
In the same article by Smith, a study conducted at the University of Waterloo made a case for the effectivity of creating simple doodles or drawings to aid in remembering words or characteristics related to the words. It was concluded that the quality of the drawing had no influence over information retention; the quick drawing or doodle was sufficient enough! This bodes well for us non-artists!
Could sketch-noting benefit learners in grade 6? Certainly! I would especially like to incorporate sketch-noting into science and socials as process for information retention is so different from numeracy or literacy. I could create science-related test on wavelengths, for example, that is all pictures and the students have to describe what they are and what they do. That style of test could be really fun for the students. I could also go the other way where I provide a test of words with spaces and the students would draw what the word means or represents. I would assess which style of test was received better and potentially create more tests of the successful style.
I like this digital media receiver because of these following reasons:
It is single din instead of double din (which allows for a storage space for my phone and house keys)
It doesn’t have capacitive touch, which I prefer because the buttons can become unresponsive, activate from accidental or ghost touches, may have sensitivity issues, and ~worst of all~ leaves fingerprints on the piano black glossy surface
The buttons are small, but I a multi-use steering wheel which features all the buttons I regularly use
There is an option to charge a phone though the USB port
It has high ratings and the reviews feature a lot of positive feedback, especially mentioning the bass which is something I am looking for
It is relatively cheap (in terms of upgrading) at just under $150.00:
Above is a video that shows the installation process of the Alpine UTE 73BT into the radio of a Volkswagen MK4. The demonstration is executed on a Golf, however the Jetta shares the same stock audio system as the Golf, so there should not be any unknown factors with the differing models.
Complete Installation Parts
Crutchfield recommended the following items to complete the installation:
As you can imagine, this will increasing the costs of upgrading my stereo system. In my experience with doing my own upgrades, and even some maintenance tasks, unexpected costs and unaccounted hours compile onto the project quickly.
And the Price Climbs…
These additional tools have been recommended to aid me in the removal of my old, stock head unit:
Before taxes and shipping, we’re sitting at $413.94, which is just for the stereo system. I’m starting to doubt if we’ll be able to install a new radio, speakers, amplifier, subwoofer, and tweeters for under $1,000.00…
