Monthly Archives: August 2014

The Beginnings of EdTech 541

Stueckle Sky Club Grand Opening, Stadium, jkCourtesy of BSU website

Today marks the end of the very first week of EdTech 541, Integrating Technology into the Classroom Curriculum. This week we were to set up our blog for the course, choose a website format for the final course project, create an I AM Poem, read through all the course documents, read chapters 1 & 2 in my new book and determine my course project focus. There was quite a bit of work to do!!

I chose to use WordPress as my blogging platform again for this course. However, I am going to use weebly for my website this time. I have heard wonderful things about weebly but I have not used it before. By choosing a new web tool, I can add to my collection of “things learned during my master’s program”. Here is the link to my new weebly website I will be using. Feel free to follow along!!

Here is to Week #1, done!


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Filed under AECT Standard 2.4

Classroom Blogging Example

This post is a follow up for my previous Classroom Blogging Activity post. This outlines an example of what I would like to see as a product from my students.

Standard III.A.4

SWBAT use a probability distribution to answer questions about possible values of a random variable.

Courtesy of the College Board AP Statistics Course Description


The heights of young women closely follow the Normal distribution with mean mu=64 inches and standard deviation sigma=2.7 inches. The is a distribution for a large set of data. Now choose one young woman at random. Call her height Y. If we repeat the random choice very many times, the distribution of values of Y is the same Normal distribution that describes the heights of all young women. Find the probability that the chosen woman is between 68 and 70 inches tall.

Example Courtesy of AP Statistics by Starnes

Mathematical Solution and Written Explanation

The height Y of the woman we choose has the N(64, 2.7) distribution. We want to find P(68<Y<70). This is the area under the Normal curve between the standardized z-values that correspond with 68 and 70 inches as shown in the picture below.

Normal Curve prob between 68 and 70

Picture Courtesy of AP Statistics by Starnes

Find the z-values that correspond to 68 and 70 inches…



Using table A these z-values give probabilities below 1.48 and 2.22 of .9306 and .9868 respectively.

normal distribution table A

Table Courtesy of PBWorks

Therefore the probability between the values is .9868 – .9306 = .0562 or 5.62%.

Conclusion: There is about a 5.6% chance that a randomly chosen young woman has a height between 68 and 70 inches.

Conclusion of EdTech 537

Signing off of EdTech 537 – Angie Kruzich


Filed under AECT Standard 2.4

Classroom Blogging Activity

Classroom Blog Activity Pic 1For the final assignment in EdTech 537, we were to write a classroom blogging activity. When I first started to write this activity, I was not sure what the final product would look like. After making adjustment after adjustment, I think I have a blended activity; it utilizes class time on campus with time students spend communicating using a classroom blog outside of class. Feel free to use this activity in your own classroom. Then let me know how it went by commenting below.

In this activity, students will be blogging about the Confidence Intervals they are learning about during an AP Statistics Inference PBL. This blogging activity will help to scaffold the information they are learning about statistical inference.


AP Statistics

Learning Objectives

From the College Board
Statistical Inference items #3-7

  1. Logic of confidence intervals, meaning of confidence level and confidence intervals, and properties of confidence intervals
  2. Large sample confidence interval for a proportion
  3. Large sample confidence interval for a difference between two proportions
  4. Confidence interval for a mean
  5. Confidence interval for a difference between two means (unpaired and paired)

Type of Blog

Each student will contribute to a single subject class blog.

Student Role

  • The teacher will assign each student one of the five standards listed under learning objectives.
  • Students will need to research their assigned standard.
  • Students will need to post their standard with an example demonstrating use of assigned standard.
  • Students will need to include in this post the mathematical solution to their chosen example.
  • Students will need to include in this post a written explanation to accompany their post.
  • Students will need to post four comments on four different posts. Students should respond once each to the other four standards.


The intention of this activity is to introduce the topic of confidence intervals. Mastery is not intended at this stage, therefore it would be most appropriate to have formative assessments. There can be several moments when the instructor can check for student understanding via formative assessment.

  • Check the student’s blog post for momentum moving in the correct direction towards understanding the assigned learning objective.
    • A successful post has all required components as listed under the student role and completed by the assigned due date.
  • Have students complete exit tickets on day 5, 6 and 7.
    • Have students comment on two things other students said that they did not know before.
    • Have students turn in the exit ticket as they leave each day.
  • Check to see that students have made 4 comments on other blog posts. Make sure they commented on posts discussing each of other four standards they were not assigned.
  • There will be several other formative and summative assessments assigned during the full inference unit. See full unit. There are 3 quizzes (both partner and individual), there is an individual exam and there is a partner presentation. All of these will have confidence intervals included and will be assessed for greater accuracy.


These standards are covered later in the school year, during the fourth main AP Stats topic, inference. Therefore, this activity may occur in January or February. It is a mini assignment that could be used within an AP Statistics Inference PBL.

Day In Class Activity Homework Idea
  • Assign standards equally among students
  • Time in class to begin researching standard
Finish researching standardBring findings to next class
  • In Like Groups (same assigned standard)
  • Compare findings on standard with others
Find an example demonstrating use of the standardYou may look on-line or use the text
  • Students meet again in like groups
  • Students will calculate the mathematical solution for each example found by students
  • Students should compare answers and seek consensus
Submit the complete blog postInclude all components listed under student role above.

Here is an example of what you need to include in your post:

1. State the standard
2. Write out the example question you found using the standard
3. Show the mathematics needed to obtain the solution
4. Present a written explanation that outlines your math steps.

  • See Below
Post comments and questions on other posts discussing the additional four standards


During Day 5-7, the teacher could assign students different problems to solve each day from each standard. The students assigned to that standard would become the experts.

  • For each chosen problem, first give the class 5 minutes of individual quiet work time.
  • Next, have students find all other students given the same question to compare answers.
  • This newly formed group should have 5-15 minutes to compare, discuss and polish the mechanics of their group solution.Classroom Blog Activity Pic 2
  • When ready, they may consult with the student standard expert.
  • The expert will be in charge of assisting the group with hints and verifying correct mechanics and properly written conclusions.
  • While the experts are waiting to assist with a group, they will be meeting with the instructor to polish their personal expertise.
  • Wrap up each day with an exit ticket to check for student understanding.

I will post an example of what this assignment would look like in my next and final post for EdTech 537!!


Filed under AECT Standard 2.4

Classroom Blogging Plan

Blog Plan

I have been pondering the idea of how to incorporate blogging in my classroom successfully. This really means blogging that includes my students as I already blog on a daily basis for my courses. My current blogging practice is to outline the agenda for the day, which does not encourage conversations. I want more student interaction on the blog. Another concern is that students and parents do not access the blog. Instead, they will email questions that the blog could have answered if they had read it. I want students and parents to seek the blog first. The following blogging plan should tackle both concerns.

  1. Set Up a Blog for Each Course I Teach

I want to have student-student and teacher-student conversations on the blog. There will be a unique blog for each subject I teach, so I will need to set-up three blogs for next year; a geometry blog, an AP Stats blog and an AP Calc BC blog. I want each student to contribute to a single subject class blog. Currently the school district has Connect as the district’s website platform, so I can expand upon Connect. Each student will need to be an added member that can initiate posts to their subject blog. Knowing the Connect system, I will need to require students to request membership to the course blog by September 14. By using Connect, it will be a secure blog that only students and myself can use.

  1. Give Students Blogging Due Dates

As this is the first year when student blogging is included, I think I will start with just two original student blog posts per month. This will give me time to look them over and see how the student interactions are going. In addition, I want to interact as well, and I already work a super long day with all my other detailed responsibilities. In general, the first blog of the month should be posted by the 14th, and the second post by the 28th.

  1. First Post – Introduce Yourself

This post will be unique from the others. It is important for students to get to know each other and trust one another and be trustworthy in class. We complete many group tasks that require 100% group member participation. I think by having an introductory post, students may get to know one another a bit better. This may help to be an icebreaker. I would like students to post this by September 21. Then by September 28, I would like students to post three comments to three different people and respond to each comment they receive. Student instructions will include commenting on a post that does not yet have three comments.

Blog Plan 2

  1. All Future Posts – Math Based Questions and Answers

After introductions, then the subject matter begins. Future posts need to be about the topics we are learning in class. Each student will either create an original post by each blogging due date by posing a question about a problem presenting in class or within the homework. Or students can present a new question for others in the class to solve. Alternatively, a student can post a comment that answers another student’s question. I have wanted to set up a venue for questions and answers for some time. Frequently, students are at home working and questions arise. I want students to have a secure location on-line where they can get their questions answered accurately and safely. Currently, students use a Facebook page, not everyone is invited, therefore I cannot monitor the questions and more importantly the answers. I am hoping a class blog will be the answer and meet the needs of the target audience.

Here is a calendar outline of the blogging plan for September. Click on the calendar to open a larger, easier to read version.

Sept Blog PlanNext is a calendar outline of the blogging plan for October. Click on the calendar to open a larger, easier to read version.

Oct Blog Plan

 The next and final required post for EdTech 537 will be my Classroom Blogging Activity.



Filed under AECT Standard 2.4