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The Engineering component is in the part of the activity in which the students use the grid paper to construct rectangles, squares, parallelograms, and triangles and then develop the formula for the area of each based on prior and/or practice knowledge. For example, they know that they can calculate the area of the rectangle or square by simply counting the number of square centimeter boxes inside the figure. They are then able to develop a formula for the parallelogram by cutting off a triangular section from one side of the parallelogram and reattaching it to the other side. This results in making a rectangle and thus they know the formula for these two polygons is the same. Then, they can take a square or rectangle and simply cut it in half to make a triangle. So a triangle with the same dimensions (base and height) will have half the area of the square/rectangle.

One of the newest and greatest innovations continues to be video games. In the past, educational games have never quite met expectations, but with grants and contests such as this one, hopefully the games improve and students can learn something while playing video games.

This looks like a great tool for kids today- especially considering how attached some kids are to games. Children need to know how they get sick and what is going on inside of them when they are sick. One concern I have is that the game may be giving the message that all bacteria are bad and will make them sick. This is a common misconception that has led to the over use of antibiotics and hand sanitizer. Children should be taught that although some bacteria are pathogens, most are not, and they actually help other animals (ie. Humans) carry out every day functions. Bacteria ≠ Pathogen.

About four years ago, I went to a facility planners conference and they said the most improperly used space in the school is the library. It should not be filled with stacks of books, but it should look more like a media center where you have gaming centers, areas for public wi-fi access and a small section for books, but it would not be the dominant feature of the media center. It would also not close with the school, but be an area that would be open to the general public after hours. We will probably not build another school in Spotsylvania in the next decade, but it will be interesting to see if divisions will be starting to convert what we currently see as a library into something else.

A I just read an article about an innovation that will be awesome for military and national security. This invention will guide bullets, using lasers, to targets at a distance of almost 2 km. I know this isn't education related, but the students of today will be developing the innovations of tomorrow. I'm sure this bullet technology was engineered with a wealth of mathematics, physics, and earth space R&D.

10 of the best apps for education As iPhones, iPads, and iPod touches become included in curriculum, here are several education apps you might enjoy As iPhones, iPads, and iPod touches become more integrated in classrooms, educators and students are looking for new ways to apply them to the learning process.

Ipads and Ipods are becoming a huge part of education. Unfortunately there are a limited amount of devices in my school, but whenever I can get them, my students love playing and creating on IOS devices. At the EdTech conference this year, they discussed BYOD (bring your own devices). I thought this was an interesting way to keep students up to date without stressing the schools budget.

Great video that explains the concepts of TPACK in a more simplistic manner. I think is does a great job of showing how not integrating such a model could harm our current/future learners- learners of the 21st century.

This is a beautiful presentation, and I know it's purpose is not to teach you everything about TPACK, but you also don't want to dishearten learners or veteran teachers with overloading them with what they should be doing. If I told everyone right now that by next Friday you all should be playing golf and be good at it, most of you would look at me and say no way or I cannot. If I said I want to show you how to putt a golf ball one day, then the next day we are going to work on chipping a golf ball... I am slowly building the foundation of playing golf. For TPACK to work with teachers who are not tech savvy, you have to slowly build the foundation. Maybe designate one piece of technology, and for some it might be something as simple as a digital camera, and properly work that into a lesson. If you want all teachers to be successful using the TPACK model, baby steps might be needed for some, just like some of our students need baby steps and others hit the classroom running in full stride.

The video "TPACK Framework" definitely portrays the most important message of TPACK which is successful implementation of TPACK is not an easy process; rather it is a process that will require creativity from teachers. I really like what Stephen stated with his golf analogy and I feel like the video is great for teachers who are new to the framework by explaining TPACK in a very simple format: you need to have knowledge of the content you are teaching, knowledge of how to effectively teach as well as creative ideas of how you will use technology to tie in the content effectively. Through this video, I can see how the subject being taught can be considered as a resistant force to the framework. It is absolutely possible to apply TPACK in every content area however I feel that it is easier or more obvious to apply it in science curriculum as oppose to language arts (I am in no way saying that it is impossible). In order to make TPACK successful introducing teachers to this framework and ensuring them that is okay if they run into a brick wall because this not a 1-2-3 fix and it will require creative solutions.

This definitions draws a lot on the history of TPACK with Shulman but breaks it down very nicely at the end of the article. Excerpt: "Doering, Scharber, Miller and Veletsianos (2009) reference a doctoral paper produced by Cox (2008). Through this paper, Cox identifies over 89 definitions of TPACK. Through these definitions, Cox creates an expansive definition of the true nature of TPACK: TPACK is the knowledge of the dynamic, transactional negotiation among technology, pedagogy, and content and how that negotiation impacts student learning in a classroom context. The essential features are (a) the use of appropriate technology (b) in a particular content area (c) as part of a pedagogical strategy (d) within a given educational context (e) to develop students' knowledge of a particular topic or meet an educational objective or student need. (p. 317)"

The article "What is TPACK" most certainly gave me a better grasp on the framework as well. What stood out to me the most was the following statement: "The essential features are (a) the use of appropriate technology (b) in a particular content area (c) as part of a pedagogical strategy (d) within a given educational context (e) to develop students' knowledge of a particular topic or meet an educational objective or student need." I think this statement beautifully ties all the concepts and shows how important it is to connect these concepts. This reminds me of our STEM discussions and how in order for it to be effective all four disciplines had to be integrated, not isolated. I think TPACK is making the same statement loud and clear. We need to develop ideas to connect all three components as oppose to focusing on them individually. I think the "Tpack(age)" can strike some teachers as very inspirational and others with a feeling of change and overwhelming. I am glad to see that more and more districts are starting to introduce and rely on this framework, which will definitely help it become a future trend. However, in some cases it upsets me that some teachers are so close-minded to change. Don't get me wrong-I know that in some instances it may be a huge learning curve but having an open mind to the concept can at least instigate more support for the TPACK framework (which could include funding, proper training, etc.).

National Science Teachers Association - NSTA

I do not think I am doing the sticky note correctly. Can someone please comment on this and let me know if I am getting it correct?

I liked reading this article. The author reminded me of Lantz.

I like this a lot! I agree that we are moving towards virtual learning experiences more and more in today's world.

The videos cover several areas in algebra for which I know students in my school could benefit from their use.

An interesting article about why students may not pursue STEM related degrees

Interesting article. My son started off as an engineering major. But after his first semester, he decided that engineering wasn't for him and he changed his major to education. It wasn't that he didn't know about STEM. He even participated in STEM internships in high school. I think the "M" ran him away. He didn't want to deal with all the math that goes with engineering.