Maker Experiment #3

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Professional Assessment & Evaluation:

As a part of CEP 811 we were asked to dive into the Maker culture.  At first I was a little apprehensive, but after a little play time I think maker kits are an amazing resource.  I really believe the students in my school would really like to tinker with the maker kits.  My one fear is the cost.  However, I do believe that I could find a grant from a local source to help me buy some of these kits.  I used the Makey Makey kit and I found it to be incredibly easy to use.  I feel my students would be able to tackle these kits with few problems.  One way I would evaluate their effectiveness is to use a rubric for a creative project they create.  Grant Wiggins said “The point in any performance is to cause the appropriate effects in a performance, i.e. achieve the purpose of the performance. Yes, you get some points for content and process, but impact matters. If they didn’t laugh at your jokes or reflect on the cruelties of life suggested by your sad ironic story, then the performance was unsuccessful and you need to know it” (2012).  The rubric I would create would gauge how the students “created” during their maker time.  With the Makey Makey kits I think the possibilities are endless.  The one area that we may run into road blocks is linking the maker kit to all of the cool sound sites that are recommend by the Makey Makey website.  We are in a school that is strictly regulated with our access.  I would definitely have to have a solid argument for the use of these sites in my classroom.  On a positive note, my school is moving toward a technology based curriculum, so I feel these kits would only enhance our new curriculum.  I am sure the parents would love to see their students using such amazing hands-on tools.  I feel that by using the maker kits and remixing, I will be preparing my students for any educational expectation they may encounter in the future. 

Personal Assessment & Evaluation:

As I look back at my growth in this class, I am truly surprised.  I have always thought that I had a great grasp on technology, but I was mistaken.  The technology I was so familiar with was very outdated and sort of boring.  From this class I was able to add amazing things to my tool kit.  Whether it is the Maker kits, Sketchup Pad, Popcorn or utilizing the UDL toolkit.  The resources have made me feel more confident in exploring and integrating technology into my classroom.  I also feel that my fellow classmates were incredibly helpful.  I had never participated in a Google hangout and they stepped up to help me without hesitating.  I really enjoyed being able to chat with other classmates using this tool.  I even asked if there was a way to integrate Google hangouts with my teaching staff. I will leave this class with a great deal of confidence and a toolkit that I am proud of.  I feel more than ready to go into this school year with a renewed sense of drive and an itch to integrate as much technology as I can. 

References:

Wiggins. G. 2012.  On assessing creativity-yes you can, and yes you should.http://grantwiggins.wordpress.com/2012/02/03/on-assessing-for-creativity-yes-you-can-and-yes-you-should/Retreived 18 August 2013. 

Choose Your Own Adventure

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For this week’s assignment we were asked to find 5 articles on a topic that directly relates to our teaching.  I decided to research high interest reading.  This topic is very relevant to my teaching because I am going to be teaching 7th and 8th grade English this year, and I believe high interest readings will be the key to my success.  The articles I read are below.

Seek the unknown for Teen Read Week 2013: using action research to determine recreational reading habits of high school students

This article came from the perspective of a high school librarian.  The article discussed how librarians can survey students to gain a better understanding of what kinds of reading would most interest students.  This survey would help guide the librarians in preparation for Teen Read Week.  I felt the idea of surveying students to find out their comfort level with reading was an excellent idea, not just for librarians but also for teachers.

Lewis, C.  (2013).  Seek the unknown for Teen Read Week 2013: using action research to determine recreational reading habits of high school students.    Young Adult Library Services, 11(4), 9.

Using high-interest materials to engage secondary students in reading

This article discusses the importance of triggering students interest while they are reading.  When students are not interested in their reading they do not do as well in school.  When students found interest in what the teacher presented in class, they actually began reading more on their own.

Mulholland, R. (2002).  Using high-interest materials to engage secondary students in reading.  Reading Online 6(3).  Retrieved from: http://www.readingonline.org/articles/art_index.asp?HREF=mulholland/index.html

Can Reading Be Saved

This article discusses how educational strategies have created this beast (non-readers) in the classroom.  Students ave been forced to read materials that they are not interested in, and see no purpose.  Because of this, the idea of pleasure reading has fallen to the way side.  In the article, the author interviews Kelly Gallagher.  Gallagher says that teachers need to surround students will high interest reading all of the time.  I like this article because I want my students to enjoy reading as much as I do.

Rebora, A.  (2011).  Can Reading Be Saved?  Education Week Teacher PD Source book, 4(2), 22.

Eleven Was to Engage Reluctant Readers

This article gives great tips to teachers to promote pleasure reading in their classroom.  Some of the ideas that stood out to me are to promote good books and provide interventions.  This article is a very easy read, and the ideas are easy enough to implement.

Spencer, J.  (2012, March 17).  Eleven Was to Engage Reluctant Readers [web log comment].  Retrieved from: http://www.educationrethink.com/2012/03/eleven-ways-to-engage-reluctant-readers.html

10 questions about independent reading:  reading expert Jennifer Serravallo answers your tough questions on how to make the most of independent time

This article gives the reader many suggestions o help establish an independent reading program in their classes/schools.  Suggestions include incorporating more reading time into the daily curriculum and allowing students to have more control over the books they choose.

Truby, D.  (2012).  10 questions about independent reading:  reading expert Jennifer Serravallo answers your tough questions on how to make the most of independent time.    Instructor, 122(2), 29.

To assist e in my search I contacted the librarian at MSU.  The questions I asked were:

1.  Where is the best place to locate free scholarly journals dealing with high interest reading?

2.  How do I know which articles/authors are most reputable?

3.  Are there any authors/journals I should focus the majority of my research on?

The librarian was very helpful.  Her advice made the search process very easy.  The best piece of advice she gave me was o go to the following website: http://libguides.lib.msu.edu/edjournals

Maker Experiment #2

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Updated My Story Sound Book

Objective:  To create a story with sound using the Makey Makey kits. 

Resources:  Makey Makey kits, Bare conductive paint pens, poster board (for book creation), markers, colored pencils, rulers, and iPad’s/computers with Internet access. 

Unit Idea:

1.  Students will be broken into small groups (2-3 students).  These groups will be determined randomly through a system such as picking Popsicle sticks.  This idea helps to promote the idea of bringing your strengths to the table. 

2.  The teacher will introduce the activity to the students.  As a part of this introduction, it may be helpful for the teacher to have a simple sample for the students to view.  It will be utterly important that the assignment handout has picture diagrams to help students with their creation.  Also, another idea would be to have the teacher demonstrating the creation of their personal book on YouTube. 

3.  The first activity the students would need to complete is a brainstorming.  In this brainstorming session the students will come up with the following: General story idea, illustration ideas, and sound ideas.  The teacher may want the students to look through their portfolio’s for examples of strong stories (what went in to writing them). 

4.  After the brainstorming is complete, the students will need to begin writing their stories (stories should be at a minimum 10 pages).  A good idea would be to have the students use a graphic organizer.  This organizer can be created and utilized in any fashion that works for the individuals in the group.  As they are writing their stories, the group should decide what six sounds they feel will best fit in the story (they will need to create a symbol for each sound they want represented in the story).  The writing process may take 2-4 days depending on the groups.

5.  After the groups have completed the writing process, the groups will need to create their illustrations.  There should be one illustration per page.  These illustrations may be hand drawn or they can be computer generated using sites like http://launchpadtoys.com/toontastic/

6.  Next the students will need to create the sound board for their story.    To do this the students will need to take the Makey Makey kit and assign a sound to the keys WASDFG.  As an added resource, the students may use their iPad’s/computer with Internet access to watch YouTube videos about how to use the Makey Makey kit. 

7.  The class will create a rubric to grade/evaluate the sound books.

8.  Students will trade books with other groups and read the stories.
Each group will use the rubric to evaluate another groups story creation. 

9.  After the evaluation, students will have a chance to reexamine/reevaluate their books.  They can then make corrections, changes or additions to their books. 

UDL Reflection

At first I was overwhelmed when I saw the UDL reading for this week.  However, when I began reading I realized it was simply good teaching practice.  When I looked at my Maker Experiment #1 I found many ways that I had done a good job of incorporating the UDL guidelines.  For example, I created an activity that would appeal to students of all learning styles.  The students had the opportunity to draw, write, tinker with the kit, use the Internet, and maybe even be the group foreperson. 

One area I saw that I could improve upon is the idea of being more intentional.  Sometimes I feel that I do not do enough front loading for my classes.  By pushing me to create a sound book (and showing the steps on YouTube), it forces me to think about what exact steps need to be taken in order for the students to really be successful.  The Universal Design for Learning guidelines state “the UDL principles go deeper than merely focusing on physical access to the classroom; they focus on access to all aspects of learning” (2011).  I truly believe that this activity opens the classroom to all students.  They have the opportunity to shine in their areas of strength.  I would hope this would help students feel like they are truly being listened to when it comes to learning. 

References:

CAST (2011).  Universal Design for Learning Guidelines version 2.0.  Wakefield, MA: Author

Toontastic.  (n.d.).  Retrieved August 8, 2013, from: http://launchpadtoys.com/toontastic/

 

Experience Design

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For this weeks assignment we were asked to create a learning space for the 21st Century.  I am always looking for ways to update and rejuvenate my classroom.  The first steps I needed to take to prepare myself was to do the following:  watch a TED talk by David Kelly, watch a YouTube video by Tedde van Gelderen, looking at an excerpt from the book Experience and Education by John Dewey, Looking at The Third Teacher+ site, reading an article Redesigning Education: Why Can’t We Be in Kindergarten for Life?, and then I watching the trailer for Remake Your Class. This weeks information helped me to see that I have to push myself outside of my comfort zones in order to create a great atmosphere for my students.  I realize that there is nothing wrong with setting my classroom up in a more friendly and inviting way ” In a kindergarten classroom, while there are walls with white boards or smart boards, the “front” of the room is indistinguishable. Every available wall and surface is an opportunity to display student work. The design allows students to explore many different ways of learning in the classroom–it’s learner-centered space” (Lanks, 2013).  Why not think of my room like a Kindergarten classroom?  Why not bring my students back to a time when school was fun? 

Currently I am in a 60 year old school that has had little to no updates.  The room are cinder block with only one window.  Each room is traditionally a big square (approximately 40×40).  All rooms are white and there is minimal room for extra “spaces” within the classroom.  As for technology, we received a grant to bring in Promethean boards, iPads and other new “technology” to the classrooms. 

For my 21st Century room, I would like to create a room of stations.  I would like to have two reading stations, one with bean bags, one with butterfly chairs.  The students will be sitting 4 to a “desk” (each desk is made up of two tables).  The teachers desk will be in the back corner of the room.  I really like this idea, because I still have a place for myself, but it is not in front of the classroom.  Students do not have to look at it all day.  There will be bookshelves throughout the classroom with high interest reading.  Also in the back of the room will be the iPad cart, each student will be responsible for retrieving and returning their iPad each class period.  Finally, I will leave the walls pretty bare (ready for student work).  These ideas will help me to really implement the ideas of multiple intelligences and learning styles in my course design.  When I have “stations” for my students to work in, I believe all students will feel free to explore and find ways to be successful.  When students can feel the importance of being in the classroom (time, flow, participation, and emotion), the only thing that can happen is greatness.    Though I do not feel my SketchUp Make does my idea justice. 

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In order to make my ideal classroom come to life I would need the the following: 16 tables (provided), 3 bean bags ($21.00 each/Meijer), 3 butterfly chairs ($26.00/ amazon.com), bookshelves (3-3 shelf $26.00, 3-5 shelf $36.00), iPad cart (provided), projector (provided), screen (provided).  So all in all I would need to spend approximately $350.00.  To come up with the money for this project I would put a listing on donorschoose.org.  To implement the changes I would need the support of building administrators, my fellow teachers and of course the backbone of any school, the custodial staff. 

To get my ideas going, I would need to submit a proposal to my administrator.  From here I would then have to wait for my needed materials to be bought.  I truly feel this classroom idea would not be hard to implement even on a smaller level.  Again, I just have to be willing to step outside of my comfort zone and create an environment that worked for my students. 

References:

Changschools (2010, February 9).  Tedde van Gelderen on Experience Design .  Retrieved from http://www.youtube.com/watch?v=BB4VFKn7MA4

Edutopia (2013, March 13).  Remake Your Class (Trailer) .  Retrieved from http://www.youtube.com/watch?v=jXjEcnaYAmc

Lanks, Belinda.  (2013).  Redesigning Education: Why Can’t We Be in Kindergarten for Life?  Retrieved from http://www.fastcodesign.com/1637619/redesigning-education-why-cant-we-be-in-kindergarten-for-life. 

TED Talks (2007, May).  David Kelley: Human-centered design .  Retrieved from http://www.ted.com/talks/david_kelley_on_human_centered_design.html

The Third Teacher+. (2010). TTT ideas flash cards [PDF]. Retrieved from http://static.squarespace.com/static/509c0d15e4b058edb8f35a86/t/50ec7ca4e4b01d8c697c0b6c/1357675684568/79%20Ideas%20Overall%20List.pdf

 

 

Ultra Micro MOOC

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For this week’s assignment we were asked to create our own Massively Open Online Course (MOOC) after we explored Peer to Peer University (P2PU).  These classes are free, they are interesting, and did I mention they are free.  These classes are offered online and can be accessed by numerous people (I mean thousands) at the same time.  What a cool idea huh?  I was utterly surprised at all of the classes that are offered.  Within minutes of starting my search I found a class about the Holocaust.  If I did not have two small children and I was not taking this class, I definitely would take the ten week MOOC.

These classes are unique because students can choose classes that meet their interests/passions.  This follows the theories of multiple intelligences and learning styles.  In both, students are able to focus on their strengths, which increases student achievement because there is buy in (both by the student and the teacher).  Howard Gardner’s says that with the multiple intelligence theory,  “It has helped a significant number of educators to question their work and to encourage them to look beyond the narrow confines of the dominant discourses of skilling, curriculum, and testing” (Smith, 2008).  This in turn helps students to be more successful because their teachers are thinking outside of the box. 

I cannot help but think that by allowing teachers to have the creativity to create their own classes (lets face it, most teachers do not get to teach classes they are always interested in) things in the school setting will only get better.  Below in my proposal for my MOOC. 

In my Over the Top Organization course my peers will master the skills of cleaning and organizing by completing a series of lessons and sharing their organization handbook with their peers. 

1.  Course Topic:

Household Organization

2.  Course Title & Photo:

Over the Top Organization

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3.  Who is coming to your course? What will attract them? Why would they want to participate in this experience?  

This course will be open to anyone who is desperate to clean and organize their homes (and their lives).  I believe anyone who has a genuine desire to become organized will be interested in my course.  Also, the ease of the course will be attractive to people who have little extra time.  People will want to participate in this course because having a clean and organized house helps people to feel better about their overall lives.  When life is organized, things run more smoothly.

4.  What do you want learners to be able to do when they are done? (Connect your thoughts here to the learning theories you explored last week and the design principles you learned this week.) How long is your course experience?

By the end of the course I want my learners to be able to create a handbook that helps them remain clean and organized in their everyday lives.  This may mean the students will create their organization handbook using pictures, checkoff lists, charts, or simple journal pages.  The openness if the handbook relates to the ideas of multiple intelligences and learning styles.  Students create and use their handbooks in a way that is best for them.  There is no right or wrong way to clean and organize a house.  There is no right or wrong way to keep your ideas/suggestions in a handbook.  This course experience is eight weeks in length. 

Weekly topics

*  Within each week, students will be asked to watch a video explaining their organizational task for the week.  Also, they will be expected to follow my organizational blog. 

Week 1 – Understanding the importance of organization

Week 2 – Kitchen

Week 3 – Bedroom

Week 4 – Living Room/Playroom

Week 5 – Bathroom

Week 6 – Basement/Garage

Week 7 – Household papers

Week 8 – Organization handbook creation (using all ideas from the course)

5. What will peers make?

In this course peers will be asked to reflect on their organization experience (the good and the bad) each week.  The peers will also be asked to take before and after pictures that will be placed in their organization handbooks.  Both the reflection and the pictures will be organized by room/idea in the handbook. 

6.  Now that you’ve identified skills and made projects for each skill, how do those activities hang together as a course? (Again, connect to learning theories, instructional design and consider how TPACK comes into play.)

All of the skills and activities work together to help the individual complete the organization handbook.  These activities are done in a fashion where the student does not feel overwhelmed (one area/room per week).  Also, there is no right or wrong way to complete the organization, creativity is strongly encouraged.  Peers will be able to have open communication and complete freedom of expression in the class. 

7. How will peers help each other in your course?

Students will be expected to create a blog and follow four fellow classmates in their organization journey.  There will be an expectation that students comment on each of the four blogs they are following each week. 

References:

immyownsyle.com.  (2013).  White Bookcase Organizing [graphic].  Retrieved July 26, 2013 from: http://inmyownstyle.com/images/2013/01/White-Bookcase-organizing-i.jpg

Massive Open Online Course.  (n.d).  In Wikipedia.  Retrieved July 26, 2013, from http://en.wikipedia.org/wiki/Massive_open_online_course

P2PU.  Retrieved July 26, 2013 from https://p2pu.org/en/

Smith, M. (2008). Howard Gardner, multiple intelligence and education. Retrieved from http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/#multiple_intelligences

Smith, M. K. (2010). David A. Kolb on experiential learning. Retrieved from http://infed.org/mobi/david-a-kolb-on-experiential-learning/

Maker Experiment #1

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My Story Sound Book

Objective:  To create a story with sound using the Makey Makey kits.

Resources: Makey Makey kits, Bare conductive paint pens, poster board, makers/colored pencils, rulers.

Unit Idea:

1.  Students will be broken into small groups (2-3 students)

2.  The teacher will introduce the activity to the students.  As a part of this introduction, it may be helpful for the teacher to have a simple sample for the students to view (this would need to be completed before the start of the project).

3.  The first activity the students would need to complete is a brainstorming.  In this brainstorming session the students will come up with the following: General story idea, illustration ideas, and sound ideas.

4.  After the brainstorming is complete, the students will need to begin writing their stories (stories should be at a minimum 10 pages).  As they are writing their stories, the group should decide what six sounds they feel will best fit in the story (they will need to create a symbol for each sound they want represented in the story).  The writing process may take 2-4 days depending on the groups.

5.  After the groups have completed the writing process, the groups will need to create their illustrations.  There should be one illustration per page.

6.  Next the students will need to create the sound board for their story.    To do this the students will need to take the Makey Makey kit and assign a sound to the keys WASDFG.

7.  Students will trade books with other groups and read the stories.

*  This plan obviously will need more detail.  Students will need more detailed step-by-step instructions.  This project will be something that will take many days to complete. 

Theories:

The lesson idea above encompasses two specific learning theories; multiple intelligences and learning styles.  The multiple intelligence theory focuses on seven specific areas of intelligence (linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal).  Howard Gardner’s ideas about multiple intelligences are something that should be done in every classroom.  As teachers, we want all of our students to be as successful as possible.  One such way to do this is to focus on a student’s strengths.  “A number of schools in North America have looked to structure curricula according to the intelligences, and to design classrooms and even whole schools to reflect the understandings that Howard Gardner develops. The theory can also be found in use within pre-school, higher, vocational and adult education initiatives” (Smith, 2008).  The other theory is David A. Kolb’s learning styles.  This theory is made up of four key learning styles (Converger, Diverger, Assimilator, and Accommodator).  This theory is also something all teacher’s should strive to follow.  These four learning styles cover creativity, conceptualization, reasoning, and “doing things.”  In my ten years of teaching I have seen so many students who fit in each of these categories.  I believe I would have been able to reach more students if I truly focused on each students learning style.  “They also recognize that there are strengths and weaknesses associated with each style (and that being ‘locked into’ one style can put a learner at a serious disadvantage)” (Smith, 2010).  I have to wonder if we do not allow students to express themselves using these learning styles if we are creating an even greater disadvantage.  Are we really preparing them for the future?

My Reflection:

In an age of technology, teachers need to be completely prepared to throw new and interesting projects at students.  If we continue to do what has been done for so long, what are we doing for our students?  I think we are actually hurting ourselves more than anything else.  Our job now is to help students learn, retain and use the information we are teaching them.  This may mean that one student has to sing a song, one may need to make a video game, and one may need to use a traditional pen and pencil.  By trying to focus on the multiple intelligence and learning style theories I believe I will do a better job of meeting all of my students needs this year.

References:

Smith, M. (2008). Howard Gardner, multiple intelligence and education. Retrieved from http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/#multiple_intelligences

Smith, M. K. (2010). David A. Kolb on experiential learning. Retrieved from http://infed.org/mobi/david-a-kolb-on-experiential-learning/

Thrifting

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This week we were asked to return to what we had previously learned about TPACK and creativity when it comes to technology in the classroom. To do this we were asked to read an article and to watch a 45 minute video.  In the article Rethinking Technology & Creativity in the 21st Century: Crayons are the Future, the author Punya Mishra says “The TPACK framework emphasizes the importance of teacher creativity in repurposing technology tools to make them fit pedagogical and disciplinary-learning goals” (Mishra, 2012, p. 14).  In today’s classroom, I think creativity and technology need to go hand in hand to create a successful learning environment.

Next, we were asked to choose a maker kit that tickled our fancy.  I decided to buy the MakeyMakey kit.  I am a creature of habit, and I always look at reviews before I buy anything.  The reviews for the Makey Makey were great, so I bit the bullet and purchased without thinking twice.  I am very pleased with my purchase.  I truly felt like this kit was the best fit for my lacking gadget expertise

 

Through my exploration of my Makey Makey kit I have to admit I was slightly overwhelmed.  I mean the kit itself is pretty easy to use, but my ideas were a complete jumbled mess when I was done playing.  In one instance I was excited to see what ideas I could come up with and put into place using my kit.  However, there was a great part of myself that questioned how I would really use this kit in my classes.  I will be teaching English next year (to 7th and 8th graders).  I have to wonder if something like this would be lost in an English classroom.  however, from reading the article I realized that this is not necessarily true.  Mishra writes “We need a conception of creativity that upholds disciplinary knowledge and differences, but also uses certain thinking skills that look across disciplinary boundaries for creative solutions and outcomes” (Mishra, 2012, p. 15).

 

To start out I decided to see what this kit was all about, so I played with a penny.  All I could say was “this is pretty cool.”  I was pretty impressed with how easy it was to get started with the kit. My next step was to have my husband hold onto to one of the clips and see if the light would also turn green.  To my surprise it did.  I’m sold. 

Then came the hard part.  I wanted to figure out how to attach sound to my kit.  I read through the MakeyMakey website’s how-to section and I found an amazing wealth of information.  One specific website that I found to be incredibly useful was SoundPlanet.  This site is so easy to use, I felt like an expert after only a few minutes.  I was able to find great sound links on the SoundPlanet home page.  Here I found a drum pad called beatpad.  I used these sounds with the WASDFG keys.  It was so cool to be able to play with the connectors to see what happened when I touched them.  Even my kids stopped what they were doing and came to see what mommy was playing with.

 

 

After beatpad, I went to the site Soungle.  Here I was able to play a little more with a variety of different sounds.  It was here that I came up with my thrifting idea.  I cannot help but say I was pretty jazzed with my new Makey Makey understanding.  My thrifting idea all stemmed from hearing the “fighter plane squadron” sound clip from SoundBible.

 

 

Then came time for me to go thrifting.  I have to admit this was incredibly hard.  I have exactly 1 thrift store in my town, and to be honest it is not a great thrift store. I was able to find a few cool ideas.  I actually got to take 2 whole pictures before the store owner asked me to stop.  What I found was a kid’s robot and a really cool silver platter.

 

photo(1) photo

 

After I realized I would get myself kicked out if I took anymore pictures, I decided to put my phone away and just browse.  To my surprise I found a really cool framed WWII propaganda poster.  I was a little disappointed at the price; they wanted $25.00 for it.  I know for a fact I could get a pretty close reprint for a fraction of the cost.  However, I had found what I was going to do for my dream big project.

 

In my research I found a really amazing website (http://www.instructables.com/id/Interactive-Art-With-Bare-Conductive-and-a-Makey-M/#step1) where a painting was used with a Makey Makey kit.  I was more than intrigued.  WWII is one of my favorite eras to teach.  So when I found this print, I wondered if I could adapt what I saw on the website and make it work for my classroom.  I figured the sky is the limit, so let’s go.  My idea is to have a paining with sound effects (like the fighter squadron) that can be triggered as I am reading a short story about WWII.

 

To do this, it is important to follow these steps:

 

1.   Get a WWII print.

 

2.  Get a Makey Makey kit.

 

3.  Buy a Bare conductive paint pen (http://www.adafruit.com/products/1306).

 

4.  After you have gathered all of your materials, you need to figure out what sound files you would like to use.

 

5.  First you need to download SoundPlant.

 

6.  Then you need to open a new keymap and click on the letters WASDFG.  I assigned a different color for each key.

 

7.  Next, you need to download individual sound files.  The files I found to be most useful for this project were at SoundBible.

 

8.  Then you need to assign individual sounds to the keys WASDFG.

 

9.  To make sure my Makey Makey was working properly, I followed the directions in the box and hooked it up.  I connected the connector wires and found that my sounds worked well.  Now comes the hard part.

 

10.  Next I will poke 6 pin size holes in the print.  pull 1 connector wire through each of the 6 holes.

 

11.  Next use your conductive paint pen and cover the connector wires on the front of the print (make sure the ink dries completely).

 

12.  Put each connector wire in the correct position on the Makey Makey.

 

13.  Plug the Makey Makey into your computer.

 

14.  Take one of the alligator clips and connect it to the earth position on the Makey Makey.

 

15.  Grab the other end of the alligator clip and touch one of the painted spots on the print to make sure the sounds work.

 

16.  Grab your short story and begin reading.  As you are reading and touch the painted spots on the print to enhance the reading experience.

 

 

I know this may seem simple to some, but I am so excited about it I may just try to do this before school starts.  Let’s hope my excitement does not lead to a project that makes me lose my mind 🙂

 

References:

Mishra, P., & The Deep-Play Research Group (2012). Rethinking Technology & Creativity in the 21st Century: Crayons are the Future.  TechTrends, 56(5), 13-16.

 

10bitworks. (2013). Interactive Art With Bare Conductive and a Makey Makey.  Retrieved on July 9, 2013, from http://www.instructables.com/id/Interactive-Art-With-Bare-Conductive-and-a-Makey-M/#step1.