Hello Everyone!!
Welcome to my Learning Log. Here you will find artifacts that I’ve gather throughout this program as I enrich my learning!



Project #9 Worked Example


This worked example was created to help 3rd graders be more successful when finding the unknown sides on an irregular geometric figure. This would lead to finding the perimeter.

This video took me a long time to make. The main challenges I faced was the way to add things to my video. I used Screencast-O-matic to record my tutorial while I was in Google Slides. The other very specific thing was to add exactly my words to the video to make the closed caption.

I also created my video in Spanish because I plan to use it with my 3rd graders for extra practice.

Here is my text transcript of the video

EDTECH 541 Final Reflection


Part 1: Course Reflection

During this program, this was the class that I was most excited about. It really helped me understand more about the full integration of technology in my class.  I was able to purposefully integrate technology into the lesson planning process in a more meaningful way. I was able to learn about different resources and look for the resources needed. The book used in class was an excellent guide for resources. I was able to look at the book online and was given a tremendous amount of videos and sources to work with.

In each of the modules I felt that I was meeting the different AECT standards because I had to fully understand the sources I was working with. Knowledge, pedagogy, environment, professional knowledge and skills, and research were touched in each of the modules because we had to plan our lessons according to our content area and classroom. Every assignment made in this class I will for sure use it in my own classroom.

Professionally, I’d say that I was pushed this semester to not look at technology and think of it as another thing to teach to. Instead, it made me realize that I can integrate it just like any other content area that is already being integrated. I was able to intentionally look at an app or software program and plan my lesson from there. I was able to do research and use technology that would best serve the needs of my students. Just like Roblyer said “It requires a complex combination of what teachers know about the content they teach and how they decide to teach that content.” I was able to touch on this part every time an assignment came up. I changed the way I thought of the implementation of technology. I always thought of a lesson and thought of adding technology, now I think of how could technology not be part of my lesson. This course has made me challenge myself to learn more and teach more. I am and I know I will be using these assignments in my classroom.


Roblyer, M.D. (2016). Integrating educational technology into teaching. (7 ed). Boston, MA: Pearson Education, Inc.

Part 2
My self assessment is as follows:

Content: 70/70
I was able to connect content taught into my every day life and I reflected on it. I explained myself in detail and was insightful in my connections.

Reading and Resources: 18/20
I used our weekly readings and searched for other articles to help support my thoughts.

Timelines: 17/20
I tried to make my blog at the beginning of the week, most of them were posted before the due date and I felt it gave others enough time to respond.

Responses to other Students: 30/30
I responded to peers reflections and made comments based on their reflection.



Assistive Technology


During this week in EDTECH 541 we were asked to review some of the accessible technology in different devices. I took on the task identify features in my computer that can be used in my laptop to assist someone with disabilities.

I own an HP Envy Laptop. I was able to go into the Ease of Access settings and see what was available to help with ease of use. I wasn’t sure where to start, there was a link that I could click to get recommendations. I took a quick survey in which I had the option to click more than one answer to get the best accommodation possible. The questions asked about my eyesight, dexterity, hearing, speech and reasoning. All of the recommendations had a specific scenario that a person could click for any of the above. After clicking on different needs that I would have, settings were given to help with the specific need.

There were different options to explore all possible settings or use tools that are most commonly used such as the narrator, magnifier, contrast or on-screen keyboard.Screenshot (52)

Moderate to severe cognitive disabilities: 
Using Computer without a display
Make the Computer easier to see
Star-On Keyboard

Physical Disabilities:
Using computer without a mouse or keyboard
Make the mouse easier to use
Make the keyboard easier to use
StartOn Keyboard

Sensory disabilities:
Use text or visual alternatives for sound
Make it easier to focus on tasks
Make touch and tables easier to use

“Assistive technology devices and services enhance the performance of individuals with disabilities by enabling them to complete tasks more effectively, efficiently, and independently” (Roblyer, 2016).  I was aware that there were different accommodations existed for people with disabilities, but had never tried out the options myself. The different accommodations can be used with different disabilities so it was hard for me to settle on one. For example, the magnifier can help people with physical or sensory disabilities. It is just a matter of thinking of the how it is being use and how it can help. Microsoft has a great website that offers guides to help with software and devices, there are guides for vision, hearing, speech, mobility and learning. These guides offer an extensive amount of resources and guides on how to change settings according to your needs.


Microsoft Accessibility. Retrieved from https://www.microsoft.com/en-us/accessibility/

Roblyer, M.D. (2016). Integrating educational technology into teaching. (7 ed). Boston, MA: Pearson Education, Inc.


Project 7: Google Slides Presentation


During this week in EDTECH 513 we were asked to create a static Google Slides Presentation on Chapter 11.  We had to follow the multimedia principles we have learned throughout this course and also, include speaker notes to accompany this presentation.

I have been using Google Slides quite often and it felt easy to make this presentation. Chapter 11 was a good refresher on using background knowledge to prep students for new content and also touched on the scaffolding of new material for all students to be learned. I also enjoyed getting a refresher on the other multimedia principles.

Take a look at my presentation

Obstacles and Solutions in Social Studies


I have always believed that to use technology one has to be prepared for a successful or extremely frustrating lesson. Many times I have chosen to integrate Social Studies with Language Arts because it is easier to integrate with technology. As Roblyer states, “Schools tend to focus instruction and resources primarily on tested topics, social studies areas are often placed on the back burner.” Social studies is a hard topic for which to find resources. In my experience teaching with social studies standards, I have found that the topics that are asked to be taught are harder to find meaningful resources for.

I teach Spanish to third graders. I try to incorporate the resources that are given, for example Boise History. There are many resources that are all in English. I have to find ways in which some of the resources can be translated to Spanish or use Google translate and check it’s translated text. It makes it difficult for an immersion classroom to find resources that are in a foreign language. For example using a history document like the Bill of Rights to teach. As a teacher we can discuss this document and talk about what it means, but it is hard to have students read them and stay in the target language.

Some solutions that I have found are the use of webpages that can be easily translated by the Google Ad-on. It is not my favorite way to have them learn about a topic but it has worked so far. Another solution is the use pages such as Padlet for discussions, the Google Suite and pages that don’t need translation for when students respond to text.

“Through content-rich presentations, hands-on and field experiences, collaborative activities, and reflections, GAETI immersed the participants in a variety of instructional explorations.” (Beriswill, 2016). Beriswill explains how many hands on experiences and professional development of the teachers is the key to make the technology engaging in the classroom. Some of the activities that Roblyer and Beriswill mentioned were digital storytelling, virtual field trips, using simulations and problem solving environments. They both mentioned that teachers should be trained and feel confident with technology use because students are digital natives that need guidance to have the proper use of the technology.



Beriswill, J., Bracey, P., Sherman-Morris, K., Huang, K., & Lee, S. (2016). Professional Development for Promoting 21st Century Skills and Common Core State Standards in Foreign Language and Social Studies Classrooms. Techtrends: Linking Research & Practice To Improve Learning, 60(1), 77-84. doi:10.1007/s11528-015-0004-5

Roblyer, M.D. (2016). Integrating educational technology into teaching. (7 ed). Boston, MA: Pearson Education, Inc.

Project #6 Digital Story


As part of our class EDTECH 513, we were asked to research several digital story telling applications or websites that would help us capture and tell a story.  The story could be about us, it could have been an anticipatory set or a short-documentary. I am starting a unit on immigration and since I am an immigrant I decided to blend both. I decided to give a bit of my story as an example for my students.

The story is based on the change that my life took as my family decided to immigrate to the United States. I added some personal pictures and some were added using Animoto, then I recorded my voice over with Audacity, converted both videos on Premiere Pro CC and added the audio from YouTube.

I used the Personalization Principle using third person but with a narration that was simple and relatable for the audience. I tried to be simple and friendly in my narration. I also added small captions in some pictures to give a more specific detail and make them more meaningful.

I enjoyed this project it gave me a good variety of resources to use.

Click here to see my Digital Story

Technology in a Spanish Language Arts Class


Using technology in the language art subject has made things seem more interesting in my classroom and engaging. I incorporate some technology in to the Language Arts but I have found it very difficult to do so. I have found some good resources that have seemed to work out well, but language is also a challenge. Since the resources are in Spanish and from another country the webpages are unknown to our browser. In the article from Edutopia, “What is successful Technology Integration?” it mentions how technology has to be readily and accessible for students. I’ve felt the push to make it a possibility for my students to access these resources. I’ve had to do a lot of research to find good authentic resources that help practice a skill but sometimes the website could be blocked in a classroom computer.

I have seen great success with writing sources to help publish. We have used publishing resources for our writing and it has engaged them more to help them have a greater audience than the classroom teacher or peers. I have found that I am using the Google Suite more often to share out presentations or writing. Webpages such as Storybird and pages such as Padlet help us do quick writes, respond and comment on other’s writing.

Overall, I think that finding the right resources and having them available to students is a great step to engagement. Students have shown great interests in showing their own work off to an audience and are often motivated to do better for more than just the teacher. The relative advantage of using technology in the language arts content area is to have a greater audience and to be able to comment, edit and share their work.

“What is Successful Technology Integration?”, Retrieved from https://www.edutopia.org


Gaming in the Classroom


What kinds of things do we do to engage students? How do students learn? What are we doing to make students learn the concepts? Games are a strong tie to student’s background knowledge. Marc Prensky explains the concepts of digital native and digital immigrant, with these descriptions he explains how students have grown up with digital tools to aid their learning. As digital immigrants, teachers need to focus on how to properly engage and use the resources they have. Students come to our classroom already full of their own experiences and interests.

Digital games bring engagement into my classroom to a higher level. They help students to be engaged. The games bring instant feedback to students, they ‘teach’ them a concept without the game being the ‘teacher’. Games must be curriculum based and have a concept to be taught.

I often use digital games in the classroom because I see the engagement level and how students get an instant response as to how they are doing when practicing a specific skill. Digital games provide a sense of gaming but also a sense of assurance because it reciprocates how they are doing in the game.

Digital game learning has the potential to motivate students and provide differentiated learning environments.


Prensky, Mark ( 2001) Digital Natives, Digital Immigrants. On the Horizon, 9(5).


Walled Gardens



Walled garden Transcript

Have you ever tried to play a video as part of your lesson on your school computer and not work? Have you ever tried to access a website that you thought was so amazing and were not able to access? Yup! That has happened to me as well. This is thanks to the walled garden that many schools provide for their safety. When I decided that I was going to integrate more technology in my classroom. I came across very different scenarios. The most noticeable was the limited knowledge that students had with laptops and IPads. Learning how to properly hardware and software were my introduction lessons. Students knew many programs but needed accessibility to them. I then realized I needed to help my students gain knowledge and be exposed to different apps and sites.

Webopedia describes the term ‘walled garden’ as a web browsing environment that controls the access that the user has to information or any websites. I have found that sites that can be used in the classroom are part of the walled garden, making it impossible to access information.

When I started using Google Classroom with my class. I had planned a great lesson. Students were to use a link to a YouTube video I had posted and respond to question that were given. Picture the perfect scenario… Wifi was working amazingly, students were already logged in to classroom, they had their headphones on and were ready to click on the link. I was working with a reading group, and then picture the worse…students all raising their hands at once saying they video was not available. I tried to troubleshoot and even then I had no luck. Yup, Immediate change of plans happened on the spot.

How was I supposed to help students deal with this issue? I didn’t I changed my plans and ended up playing the video on my SMARTboard and students had to go back into Classroom and do their responses. It was very disappointing. I ended up putting a help ticket so they would let me use YouTube in the classroom.

There is an immense amount of projects that could be powerful for collaboration with other teachers or classrooms. For example, Projects by Jen. She has many projects that teachers can join and so can their students. These projects are great to help integrate technology into all the subject areas that one must teach.

I don’t believe the solution to this is giving free range to students to go on about the internet. It is about teaching them about digital citizenship and teaching them ways in which they can learn how to properly use their resources. I am all about tearing those walls down and building bridges to help us navigate different websites with all the incredible information that is yet to be found. I’d like my students to be able to appreciate the ‘technology gardens’ and be able to learn about them. The use of the walls have limited the experience that students are able to have. In the schools, students are being ‘watched’ but as soon as students leave the school they encounter a world with unfiltered content. As Dailygenious.com states, ‘By putting filters between children and content, they don’t learn how to judge the quality of what is in front of them since everything put to them is ‘good’.’ The key here is to teach them to be digitally literal and understand all the good and bad things that the internet can bring to them.


Leach, Jimmy. (2017, March 3). Schools’ walled garden approach to content means pupils don’t learn necessary skills. Retrieved from http://dailygenius.com/schools-walled-garden-approach-content-means-pupils-dont-learn-necessary-skills/

Projects by Jen.  Retrieved from http://projectsbyjen.com/index.html

Walled Garden Retrieved from http://www.webopedia.com/TERM/W/walled_garden.html