802+topics+-+2014

Here is where you can add your proposal for your paper. Yes, you can change it later -- that's the point of asking for feedback early.

I'm not completely sure what type of design I want to do for the publishing portion of this assignment. I will have to play around with the ePub and see if I like that better than the formal paper. The basis of my paper will be focused on bringing mobile technology into the classroom. Currently, I am working with a program to try and involve iPad's into the classroom. Since I have done very little research on this up to this point, I am hoping doing some official research will aid me in this class as well as the school program. I am also hoping to discover some literature on other mobile devices and see what information is available on them and their success rate. Ultimately, iPad's would be my focus as that is what I have been working on at my school and will be continuing to work on in the foreseeable future. Hopefully, the bursary I applied for with summer PD will aid me further by learning from some technology leaders at ISTE 2014 in Atlanta. Ultimately, I want to find out strategies for assisting staff with integrating these devices into their classroom and where they can go for support. In addition, I would like to find out what barriers are out there that prevent mobile devices from developing further. I have personal experience with my own school and it's barriers but everywhere I look it seems several other divisions in Canada and the USA have had success with integrating mobile devices into their classrooms. What are they hiding from me? Have I missed some obvious solution and website that has all the facts and strategies?
 * Kris Street: Integrating Mobile Technology into a Classroom Environment**


 * Lianne Kenyon**


 * My Proposed Topic**: Does the use of technology, specifically iPads, increase authentic student engagement?

I am thinking that I might like to try the ePub but I still need more information.

I am a school administrator and the Technology Mentor Teacher (TMT) at my school. In these two roles I see a variety of uses of technology as well as directive from downtown and Alberta Learning to impliment increased technology. I have also seen a lot of teachers who feel overwhelmed and scared of the technology. We recently bought iPads for the school but there is little interest in using them, from the teachers anyway. Those who do use them are using them as glorified workbooks. I hope to answer many questions in my research such as: Are the iPads being used effectively, are they being used for consumption or for creation? Are students able to apply context of the app to outside situations? Do the use of iPads increase engagement, and in which ways? Which Apps are most effective.

I would also like to add a piece of Inspiring Education into the research, Alberta's new curriculum re-design. This may be a bit lofty but there is a lot of great information.


 * Marilyn Black**


 * Title for a formal paper:** **Using text-to-speech applications to assist students who struggle with reading and writing**

I am interested in the use of electronic text (eText ) as a form of assistive technology with students who struggle with reading and particularly writing for various reasons; learning disabilities, cognitive impairments, absenteeism from school (statistically prevalent with First Nations, Métis students). I have a diverse group of students, with one in particular who has many issues including a learning disability. His mother purchased an iPad for him to keep and use at school and we have been exploring different apps for him to use to learn concepts. Writing is a complex skill that students need to learn and for many, can be quite frustrating as they are expected to move from the low-level processes which involve; handwriting, spelling, punctuation, etc. to higher level ones. For my student, as soon as I said the word, 'Writing', he would break down. He uses a text-to-speech app independently and is able to now complete basic writing tasks. Without as many melt-downs.

Technology can be engaging for students as well as empowering if it can be used as a tool for students to access and understand curricular information, then as a platform for them to show their understanding in different ways. There are many factors involved when using digital technology in the classroom; teacher support, student engagement and motivation, access to the devices, to name a few. I would like to focus on the text-to-speech (TTS) apps and their impact on student learning and expression of their learning of concepts. I want to also explore the logistical issues that classroom face with technology; limited access to devices, limited broadband width, English as a second language, etc.

**Rick Heise**


 * My Proposed Topic:** //Computer Science Instruction in Schools//


 * Format:** //Formal Paper//


 * Details:**

When I was in Grade Five, the school I attended placed me in the school’s enrichment program. I loved it. In Grade Six, the teacher who led the enrichment program brought a Commodore 64 into our room. I was immediately infatuated with it.

During parent-teacher interviews that year, the enrichment teacher told my parents about how much I loved using the Commodore computer. That year for Christmas, my parents bought me a Commodore 64 and a 1541 Floppy drive. The computer came with a primer on how to write code. That book quickly became my favorite book in the world and I taught myself how to write programs in Basic before I entered high school. My first programs were small. I used to write programs to test my vocabulary for English tests. I wrote programs to calculate my report card average. Over time, I was able to write programs that would animate sprites across my monitor (which was an ordinary TV that I keep in my computer lab to this very day).

I am passionate about computer programming. It has been an interest of mine ever since I was an enrichment student in junior high school. The high school I attended offered two computer science courses. All of the students in my grade had to take both (they were not elective courses.) We learned how to write small programs using the Quick Basic programming language on IBM clones.

I would like investigate computer science instruction in schools. In my opinion, all junior and senior high school students should be exposed to computer programming. Being that I have taught computer science 20 and computer science 30 for over 15 years, I know that not all schools offer computer science classes. In addition, I am not aware of any high school that offers a computer science course as a required course.

Computer science plays a vital role in our society. Our world has become increasingly digital/binary. At one time, we listened to music on tapes. Today, we listen to it as binary files on a compact disc, or on a portable MP3 player or streamed through the cellular system or via satellite. We used to watch movies on tapes as well. Today, we watch them as binary files stored on an optical disc or as a file on a computer (or server if the movie is streamed). Cash registers are computers. Large <span class="GINGER_SOFTWARE_mark">supercenter stores such as Walmart, Superstore or Home Depot would not exist were it not for the databases used to manage inventory. Our <span class="GINGER_SOFTWARE_mark">smartphones have more lineage with computers than with traditional telephones.

In short, there are not many areas of day-to-day living not touched by computer science. Yet, very few students get an opportunity to study the subject. In addition, a small minority of students in a school that offers computer science classes register for a computer science class. For some reason, most schools to not value computer science in the same way as biology, chemistry and/or physics are valued. Computer science is often viewed as a ‘nice to have’ class rather than as a ‘must have’ class.

Lately, there has been a noticeable push to incorporate more computer science instruction in schools. The American organization Code.org is sponsored by a number of large technology corporations in the United States. Code.org wants to increase the number of students who learn about computer science by encouraging students to enroll in computer science courses. Recently, Britain re-vamped their old ICT program in schools to incorporate a focus on computer science and coding. These changes suggest that people are starting to realize just how important computer science is. Because computer technology is pervasive throughout society, I believe that it is important for all students to have an opportunity to learn what computer science is all about.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Stacey Monette <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">As Rick suggested, I thought I’d ask myself a good question that interests me so I’d be engaged in my own research and learning. This will be a chapter of an <span class="GINGER_SOFTWARE_mark">ePub book. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">As a technology coach, teachers tell me all the time they don’t know where to start to integrate technology into their classroom. They want to integrate technology with their existing curriculum but they are overwhelmed by the possibilities. I wonder if there are other obstacles? As a part of my research, I’d like to survey a cohort of self professed non-technology using teachers to find out more about why they haven’t integrated technology? <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">I will research various integration models (<span class="GINGER_SOFTWARE_mark">SAMr, LoTi, TIM, TPaCK<span class="GINGER_SOFTWARE_mark"> … others?) to choose my “best fit” model. I will then devise various technology integration suggestions for each entry <span class="GINGER_SOFTWARE_mark">point so that teachers will be better equipped to begin their technology integration journey. I will provide teachers with a tool to self determine their level of technology integration so that they will be able to use the provided suggestions to continue to improve their level of technology integration. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">My chapter will focus on hardware, software, websites, apps, etc. <span class="GINGER_SOFTWARE_mark">that I know are available to the teachers in my school division so that I will be able to share this with the teachers that I work with upon its completion. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Thanks, in <span class="GINGER_SOFTWARE_mark">advance for the feedback! <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Stacey:
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Title: So You Want to Integrate Technology… Now WHAT? **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Thoughts? **<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">I have never written a chapter of an <span class="GINGER_SOFTWARE_mark">ePub book before... <span class="GINGER_SOFTWARE_mark">do I have too much here? Does it sound like three chapters?

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Hi Stacey, your topic sounds very interesting and really is linked to my idea in a more technical way. I am looking forward to hearing about what a technology coach's job entails. Technology seems to be a very difficult concept for some teachers, and most of it is just confidence. Our system just traded in our laptops and many were unable to transfer or save info to be uploaded to their new computer. It's not that they couldn't, but they said that they were afraid to do it. Great topic!


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Title: Social Media: Friend or Foe?.... **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Cheryl Anderson - I'm looking at the <span class="GINGER_SOFTWARE_mark">eBook entry for my project **

I am interested in the cyber bullying aspect, but looking more at the importance of teachers teaching kids the pros and cons of using social media. I’ve had to deal with several issues as a middle years teacher, including students posting inappropriate pictures, texts, etc., without even the thought of the impact to themselves, or others. I’d like to dig into this more, but not sure which way to go. Cyber bullying is such a big part of the problem and yet kids hit "send", some with the intent to hurt, some with the intent to gain power, some, well, I don't think they even realize the damage they have caused. Technology has been an amazing addition in our students' lives, but when used incorrectly, it destroys lives. Any suggestions for this would be greatly appreciated<span class="GINGER_SOFTWARE_mark">. These are just my initial thoughts

Hey Cheryl... <span class="GINGER_SOFTWARE_mark">have you signed up for the DCMOOC? Lead by Dr. <span class="GINGER_SOFTWARE_mark">AlecCouros ? It's about digital citizenship it might really help you with your topic. [] Stacey

Thanks so much, Stacey! I'll look into that!

**Topic: The impact of technology on writing for middle years students** **Karen Fox** I’ve read a bit of (conflicting) research on the impact that technology has on student reading and associated achievement. I’ve recently begun a writer’s workshop model in my three language arts classes - some students using computers, and some sticking to the more traditional pen and paper style. I’d like to do some research on the impact that writing with technology (computers, word processors) has on students writing skill development as well as ability and achievement. I’d like to explore positive and negative impacts. I’m hoping there is some research out there to be read - this is not an actual research plan for my own teaching practice, but rather a way for me to become informed and aware of how these tools are impacting learners. I’m leaning towards writing a paper - but I’m just not sure I’m ready to commit to paper vs. <span class="GINGER_SOFTWARE_mark">epub at this time.

**Greg Woitas**
I am having a little bit of an internal tug of war with topics that will narrow down my focus for this research project. I am leaning towards and Ebook <span class="GINGER_SOFTWARE_mark">chapter but really not sure what that will look like. Does anybody have some samples that they could direct me as a resource?

As a vice principal, I really feel that the administration must create a diverse, challenging and reflective PLN that will allow them and their foundational philosophies to grow as a LEAD LEARNER in the school. How does one grow in this technology driven world without being connected and informed of current trends and issues. One immediate method to grow as a 21st century leader that creates Inspiring Education (Alberta Lingo!) is to get connected to a local, district and global learning community. Education is taking over the social media world! How can a leader use twitter, <span class="GINGER_SOFTWARE_mark">facebook, LMS (learning management system), email, google apps, <span class="GINGER_SOFTWARE_mark">you tube , <span class="GINGER_SOFTWARE_mark">etc to stay in the game and evolve as a Connected Leader? Within Calgary Catholic a major administration <span class="GINGER_SOFTWARE_mark">profile competency is "Visionary Leadership" - I would like to take a look at this umbrella topic and try to break down how <span class="GINGER_SOFTWARE_mark">administration needs to play the role of a LEAD LEARNER when it comes to creating <span class="GINGER_SOFTWARE_mark">effective foundation for integrating technology in the learning of staff, students and school community.
 * What is a lead learner? What is Visionary Leadership?
 * What is a PLN and how can it be created? The benefits of being a connected principal?
 * How can one model and create a culture of support and risk taking when it comes to creating an Inspiring Education experience for all?

I am also very interested in finding more about how schools can integrate social media into the fabric of classroom and community. SM is not going anywhere anytime soon. Why are more schools not charging hard to find creative and unique ways to "go where the student's <span class="GINGER_SOFTWARE_mark">live " to increase authentic student learning, control their positive digital footprint, and connect and collaborate with a global community? The walls of the classroom can be torn down. Is it a matter of fear? <span class="GINGER_SOFTWARE_mark">ignorance ? <span class="GINGER_SOFTWARE_mark">uncertainty of instructional design? How can we use SM to expand our educational horizons and grow as learners?

Some thinking and research to look at this over the weekend.......


 * Sarah Stack- Using Technology To Accommodate Gifted Learners in the Regular Classroom**

I too found inspiration in Rick's suggestion to choose a topic that has significance for me.

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial; font-size: small;">I would like to explore practical and viable ways to use technology to differentiate for gifted learners in the average classroom at the elementary level, strategies that are reasonable and which would be seen as reasonable by the people expected to implement them. I would like to have input from people who <span class="GINGER_SOFTWARE_mark">specialise in this area as to which strategies they find most effective, both for the student and for the institution. Featuring succinct theory and research seems key here to effectively counter the kind of resistance often met in these circumstances.

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial; font-size: small;">I plan to touch on how <span class="GINGER_SOFTWARE_mark">gifted children's needs are relatively ignored compared to those with different <span class="GINGER_SOFTWARE_mark">exceptionalities and how information from parents about their children's early literacy, for example, is frequently met with disbelief, creating an environment of resistance, misunderstanding and potential <span class="GINGER_SOFTWARE_mark">misidentification. How can educational technology change these interactions, and make it easier for educators to provide differentiated education to accommodate accelerated learning?

<span style="background-color: #ffffff; color: #222222; display: block; font-family: arial; font-size: small;">These are just my initial thoughts. I will have to mull it over on the weekend. I suspect this would work better as <span class="GINGER_SOFTWARE_mark">an ePub chapter.
 * Randy White**

After some consideration and encouragement from Michelle and Sarah I have narrowed my topic down to what is mentioned below:
 * The use of educational technology to keep students and their parents informed, engaged and flexible. Too often parents are not informed on what their child is learning, and how they are actually performing. Sometimes, it is too late for the parents to provide some assistance. Furthermore, many students come from split homes and communication between families is often minimal and the student slips through the cracks. Also, students miss classes more in this day an age, just from my observation, and I believe many forms of educational technologies can assist in keeping those students up to date on any missed lessons and assignments.

I will most likely do this as a chapter for the <span class="GINGER_SOFTWARE_mark">ePub as writing is not my forte. However, unless I try I will not improve so this too I will have to give some consideration.

**Corinne Dutka**

 * <span class="GINGER_SOFTWARE_mark">ePub Chapter**

====I think the <span class="GINGER_SOFTWARE_mark">topic I would like to investigate is somewhat similar to Stacey's but where it is different, is in regard to teacher desire. For my research, I would like to focus on why some teachers are resistant to the use of technology in the classroom. Why do some teachers continue to require students place their cell phones in a basket when they enter the room, why do some post notices such as 'No Personal Devices' allowed in class? What is it that makes them believe technology would have a negative effect in their classrooms or not see the use of educational technology as an effective learning tool? While exploring why this stance is taken by some, I would also like to explore what might be done to support these educators with shifting their views about educational technology and implementing effective uses of technology in their classrooms that go beyond web based searches.====

====All suggestions are <span class="GINGER_SOFTWARE_mark">welcomed in regard to not only the <span class="GINGER_SOFTWARE_mark">topic but further ways to expand my research. What do you wonder about in relation to this topic?====

Thanks for any input you are able to provide!
====Another topic I could explore is **Treaty Education** in relation to a critical issue or trend in Educational Technology. I would love to go down this path and would appreciate any input you may have about things to delve into for this topic. Again, what might you be wondering about in relation to this topic? What issues or trends do you see?====

Thanks!
___


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">School Libraries at a Critical Juncture (<span class="GINGER_SOFTWARE_mark">epub chapter) - Michelle Davis **

<span style="font-family: Arial,sans-serif; font-size: 12pt;">“There are always winners and losers in technological change.” ~ Neil Postman

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Neil Postman once warned that “Technology giveth and technology taketh away”. We live in a time of radical change where technology provides unprecedented opportunities and great potential to transform K-12 education. However, with technology, there are always downsides. There are trade-offs. We see this in our school libraries across Canada. While some schools and districts recognize the library—or its newest incarnation, The Learning Commons—as a catalyst for change in schools and a means to effectively address a transition to digital learning, others are reducing library hours and services, or considering closing them altogether. The school library is not an obsolete institution, so why are we cutting its services and closing its doors?

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Here’s the <span class="GINGER_SOFTWARE_mark">flipside :

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Diane Oberg reports that “while in parts of <span class="GINGER_SOFTWARE_mark">Canada we are cutting back on school libraries, in parts of <span class="GINGER_SOFTWARE_mark">Europe they are being supported as a source for educational reform” (para. 11). It was <span class="GINGER_SOFTWARE_mark">Oberg’s article, “Ignoring the Evidence: Another Decade of Decline for School Libraries” that sparked my topic for an <span class="GINGER_SOFTWARE_mark">epub chapter. In her article, Oberg explains briefly how various countries around the world are capitalizing on the school library’s potential to meet the needs of 21st Century learners. For example, did you know that in 2011, Sweden passed a law making school libraries mandatory in all schools? (Oberg, para 14).

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Here’s my proposal: my <span class="GINGER_SOFTWARE_mark">epub chapter will explore and highlight the innovative ways in which school libraries around the world are being transformed and used as a catalyst for change within 21st century education. Contrasted with our current library climates in some Canadian schools, I think this would be a useful comparison and “vision casting” for what a school library’s preferred future could look like. My intent is to tell the story of exciting school libraries, to illustrate that their future is not a “closed book”.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Quote Source: “Five Things We Need to Know About Technological Change” by Neil Postman <span style="font-family: Arial,sans-serif; font-size: 12pt;">Oberg, D (2012). Ignoring the Evidence: Another Decade of Decline for School Libraries. <span style="font-family: Arial,sans-serif; font-size: 12pt;">Canadian Education, 52 (2), 31-34.

Janine Smits Our school is currently allowing students to bring their own devices (BYOD) and use them in school. Next year we are planning on increasing the use of BYOD in our classrooms. This publication will investigate: how to effectively use BYOD devices in the classroom, the rules and regulations that should be put into place before implementing BYOD, if BYOD devices are more effective than school supplied devices, and what the benefits and downfalls are of using BYOD devices. Through this investigation I hope to have a better understanding of BYOD devices and how they are going to impact our school and students.
 * Title: Impact of BYOD in the classroom - EBook**


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Beige Biggins **


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Title: Digital Citizenship-Using technology effectively for learning. (<span class="GINGER_SOFTWARE_mark">epublication chapter) **

I think I am putting two ideas together here so any feedback would be appreciated.

I'm interested in pursuing the topic of Digital Citizenship. What it means, what it looks like, how to achieve it. I'm also interested in how teaching Digital Citizenship relates to being able to use technology effectively for learning. If we are going to embrace technology in the <span class="GINGER_SOFTWARE_mark">classroom I want to be able to use all facets of it, and without creating digital citizens I am limited in my use of available technology. For <span class="GINGER_SOFTWARE_mark">example due to misuse of personal devices I've heard of many elementary schools in my <span class="GINGER_SOFTWARE_mark">division putting a ban on not school tech during the school day. Are we doing the right thing here? Should we be banning the misused technology or introducing <span class="GINGER_SOFTWARE_mark">proper use at a young age to create digital citizens? Is there a way to expand learning to parents and caregivers to increase digital citizenship in adults that have direct contact with these students?

=**Rob Heppner**=

**Relationships and educational technology**
How the use of technology affects the ability to interact and build relationships with our students in positive and negative ways. One aspect of learning that I see as essential for my first nations students is relationships, and friends. Feeling comfortable with their fellow students. This could be in the form of friendships within the class and/or chilling with each other during breaks. One student even told me that something as simple as having a smoke with his classmates at break helps him to feel a part of the class. A sense of camaraderie and belonging perhaps. I see a need for distance education classes to be offered in the area of Practical and Applied Arts education. This direction has been on my mind since teaching in a northern school. Currently I am working on a project here at the University that should make this possible. What I am hoping to look at in and through this class is how I can make an online course appealing, applicable and engaging while trying to build a sense of camaraderie for my students. I really like the kitchen table idea. It seems like a great way to add a personal connection to an online course. I can see that the chat function, even during the lecture, could really help a student feel connected to others within the virtual classroom. Is there a way that this can be <span class="GINGER_SOFTWARE_mark">tweeked or focused, to be even more applicable <span class="GINGER_SOFTWARE_mark">for my students?

__** Educational Technology and Learning Disabilities - Elenna Nickel **__

Many students with learning disabilities struggle to cope with the academic demands presented to them in school <span class="GINGER_SOFTWARE_mark">everyday. Adaptations are made to help these students perform to their full potential. The use of technology in the classroom, at first glance, appears to be a solution to some of the troubles faced by these students. Computers are able to read and scribe, software can organize ideas from a web into an outline, and word processors can find spelling and grammar errors in writing. My research will look into what technology and instructional designs are currently being used to support students with learning disabilities in schools. As well as explore any theories that <span class="GINGER_SOFTWARE_mark">supports their use. A particular interest of mine is cognitive load theory and <span class="GINGER_SOFTWARE_mark">it’s implications for instruction of students with learning disabilities. The unfortunate reality is that many students are not using technology for the purpose of overcoming their disability. There are many explanations for this which I will investigate. There seems to be a stigma to using technology, the technology available doesn't support the needs of the students, the students have limited access to the technology, and the teachers supporting the students have a limited understanding of how to use the technology.

This would most likely be a chapter for an e-pub book.

__**Skills Over Tools**__ - Ian Hecht
Just like it doesn't matter to a skilled <span class="GINGER_SOFTWARE_mark">tradesperson whether they're using a Bosch or a DeWalt, it shouldn't matter to students whether they've created a PowerPoint or a Prezi. Unfortunately, much technology education <span class="GINGER_SOFTWARE_mark">is focused on the tool that students use and not the skill set that underlies adept tool use. Over the past few years, I have been working on developing a technology curriculum that focuses on three areas of skill: information gathering, information <span class="GINGER_SOFTWARE_mark">curation, and information presentation. Together, these represent a powerful skill set that students can transfer between tools as technology evolves beyond the specific tool they're using at any given time. I'd like to develop a chapter for an ebook that first argues for skills instruction over <span class="GINGER_SOFTWARE_mark">tools instruction, then presents the three areas of information skills along with appropriate resources for instruction to a variety of grade levels.

__How can technology be used to save critically endangered languages?__ - David Morin
Over the past 7 years or so, I have been working closely with a Michif <span class="GINGER_SOFTWARE_mark">speaking Elder on the preservation and promotion of his language. A combination of French nouns and Cree verbs, this language was formed by the Metis during the fur trade area from their role as middlemen. With probably under 500 speakers, almost all over 60, this language is critically endangered. It's my goal that by analyzing theories of language, and current technologies, I'll be able to come up with a plan to create new technology that can be applied to Michif, but also to any language that currently needs help. My paper/chapter will be broken down into a background of Michif and critically endangered languages; a background of how new languages are learned from a theoretical viewpoint; an analysis of promising current tech; and how language theory and current available tech can be applied to create new technology, in order to save critically endangered languages, including Michif.

__** How have technological advances in brain research had an impact on pedagogy? - Roxanne Bitner **__
Brain research techniques have greatly improved man's ability to explore the human brain and the ways in which learning occurs. Sharing of new theories and data among researchers and between disciplines can be accomplished with ease. Though the brain is complex and our knowledge of its diverse functions is just beginning to be realized, I want to know what has been discovered with relative certainty. Though I am not a <span class="GINGER_SOFTWARE_mark">neuroscientist or psychologist, I believe I have a responsibility, as an educator, to understand the ways learning happens in order to inspire and direct the individuals in my <span class="GINGER_SOFTWARE_mark">care every day. Since technology has played a role in making discoveries about the way we learn, I am also interested in the role technology can play in enhancing learning. My goal is to explore theories and discoveries related to brain research by investigating neuroscience, psychology, and education perspectives on the matter (<span class="GINGER_SOFTWARE_mark">grey, that is). I am particularly interested in learning about "sensitive periods", in which the brain is more receptive to particular kinds of input, and plasticity with regard to repairing or compensating for damaged or malformed regions. The strong indication that emotions are tied to learning is also intriguing, so I am quite convinced that I will likely travel in a direction I may not currently anticipate as my own brain inquires in this metacognitive manner.

Chrome Smashing! - Jon Scott
I would like to research on an idea I ran across that I just can't seem to shake. The tag line I read was "Creating the Inconceivable." I was hooked. I started looking into this and thinking about applying it to learning design in my class. I watched a video about students using multiple apps and technologies to create a unique learning artifact. It was great. In my class we use technology but a lot of it is still substitution. I want to transform how students share learning and thinking processes. The transformation will happen when students create a product and then additional content and smash them together. It will be new and unique and hopefully challenge students to create meaningfully and outside of "the box". We don't have Chromebooks at our school yet (maybe in the fall but I am not holding my breath) but I think much could be achieved with the chrome browser as the systems are very similar. I want not just products but thought process to be shown explained and imagined in new ways. I don't want Representing in my ELA class to be another round of 22 poorly made paper posters. I have been working on using Design Learning in my class so I think this format will allow for demonstration of thinking and learning. I want students to show all the stages in writing and thinking. My interest was set when I saw the idea of screen casting a student talking about a Google Doc's editing and evolution. To me that is where I need to go next. Not one technology one idea but challenging students to create the inconceivable. This is where I am at. I am not even sure it really fits into this course but I guess it is a start. I read a quote the other day that paraphrased said, "Don't think outside the box, think as if there were no box.".. or was it no spoon? :) THE ORIGINAL POST I READ Give this a watch / read for more info.


 * Bridging Episteme and Techne -- Rebekah Bennetch**

My idea stems from one of the first lectures of the course. In the slides for Defining ET, Rick mentioned Aristotle's definition of "techne." As soon as he mentioned Aristotle, my ears perked up! The basis for the courses I teach is found in the discipline of rhetoric. I'd like my project for the course to combine my newfound love of ETAD with my rhetorical affections.

My focus: I see the discipline of rhetoric working as a type of bridge between the philosophical worlds of episteme (theory) and techne (practice). Rhetoric incorporates both approaches (theory + practice) in its applications. Using Aristotle's means of persuasion of ethos, pathos, and logos, I'd like to explore how these can work as theoretical tools for teachers to consider when determining which type of educational technology will be most effective and appropriate in their classroom situation.

I think this will end up being a paper, though part of me would rather aim for a ePub, just because it sounds less daunting (and more fun!) than an academic paper.